Term
| INTERCULTURAL FRIENDSHIPS AND RELATIONSHIPS! |
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| Processes, structures, and practices that create, express, and sustain personal relationships and identities of partners; the unique culture that partners create in their relationships. |
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| An intercultural friendship that addresses three key issues through dialogue: addressing power and unearned privilege, recognizing the influence of history, and having an orientation of affirmation. |
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| A dialectic referring to the strength of a couple's relationship; autonomy is the desire to be unique from others while connection is the desire to be interdependent with another. |
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| Identity vulnerability-security |
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| A dialectic that involves the degree to which we feel valued and supported in terms of our cultural identity. |
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| History-present dialectic |
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| A dialectic referring to the degree to which individuals emphasize historical relations among cultures or simply focus on the present. |
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| Revelation-nonrevelation dialectic |
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| A dialectic that focuses on the degree to which a couple shares information about their relationship with other people. |
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| Conventionality-uniqueness dialectic |
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| A dialectic referring to the external management of predictability -novelty; that is, a couple needs to decide whether they want to have a conventional life or one in which they are unique. |
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| The perceived and/or actual incompatibility of values, expectations, processes, or outcomes between two or more parties over substantive and/or relational issues. |
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| The claimed sense of favorable social self-worth and/or projected other-worth in a public situation. |
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| Situational and relationship boundary features |
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| The setting and nature of the relationship that you have with the other party. |
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| Factors that affect how we frame a conflict including competition-cooperation, affiliation-control, and trust-distrust. |
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| Conflict goal assessments |
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| The perception of importance of three interrelated issues during conflict: content, relational, and identity goals. |
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| Conflict management style |
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| A predominant patterned response to conflict in a variety of dissenting situations. |
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| HIGHER EDUCATIONAL CONTEXTS |
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| When one cultural group has an educational outcome that is worse than that of another cultural group. |
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| A situation that occurs when students from certain cultural groups are not well represented at the college ranks, and thus are underrepresented in jobs that require college degrees. |
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| Instructional communication |
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| Communication behavior related to teaching and learning such as teacher-student interaction, peer-to-peer interaction, and out-of-class communication. |
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| A broad set of teaching behaviors through which the teacher shapes and maintains learning conditions that facilitate effective and efficient instruction resulting in a learning community. |
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| The extent to which communication behaviors enhance closeness and reduce physical and/or psychological distance between communicators. |
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| Communication behaviors associated with classroom instruction and direct learning. |
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| Communication behaviors that enhance the psychological closeness between teacher and student. |
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| Communication behaviors related to the moral and ethical behavior of a teacher. |
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| Preferred manner in which people learn |
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| Individual (or separate) learning |
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| Learned centered on critical thinking, objective observation, abstract analysis, and individual performance; also called separate learning. |
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| Cooperative (connected) learning |
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| Learning centered on personal reflection, subjective reactions, consciousness-raising, and cooperative performance. |
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| The first stage of the experimental learning model, which provides first-hand experience of the subject matter. |
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| The second stage of the experimental learning model, which provides the learner with an opportunity to observe and think about the meaning of the observation. |
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| Abstract conceptualization |
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| The third stage of the experiential learning model, which provides the learner with the opportunity to weigh the strengths and limitations or perspectives. |
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| The final stage of the experiential learning model, which provides the learner with the opportunity to directly test what has been learned in the previous three stages. |
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| Learners who combine concrete experience and active experimentation. |
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| Learners who combine active experimentation and abstract conceptualization. |
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| Learners who combine concrete experience and reflective observation. |
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| Learners who combine reflective observation and abstract conceptualization. |
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| Part of relationships in which individuals provide aid, assistance, and comfort to others. |
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| A social collective that coordinates individuals' actions to achieve common goals. |
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| A set of component parts that have interdependent relationships. |
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| The representation, in one social system, of people with distinctly different group affiliations of cultural significance. |
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| Communication processes that potentially interfere with performance and include high levels of conflict and tension, power struggles, lack of cooperation, lack of respect for group members, inconsistent norms/rules, and inequality in turn taking. |
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| The monolithic organization |
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| One that is predominantly composed of members from the majority group; if members of ethnic or cultural minorities are included in the organization, they are generally restricted to the lower levels of the hierarchy. |
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| An organization that has a population of employees that is representative of the larger society. However, most ethnic-minorities are still located the the lower levels or are poorly integrated informally of they have made it to the managerial ranks. |
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| Multicultural organization |
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| An organization that has a representative population, and majority and minority members are distributed throughout the levels of the organization; ethnic minority managers are integrated informally as well. |
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| Multicultural organization |
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| An organization that has a representative population, and majority and minority members are distributed throughout the levels of the organization; ethnic minority managers are integrated informally as well. |
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| Managerial style in which one sees oneself as independent and at the same level as others. |
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| Managerial style in which one sees oneself as independent and at the same level as others. |
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| Managerial style in which one sees oneself as independent and at the same level as others. |
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| Status-achievement approach |
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| Managerial style reflecting the desire for a status position, but with everyone having the opportunity to achieve such status. |
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| Managerial style in which one tends to see oneself as interdependent and at a different level than others. |
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| Managerial style in which one tends to see oneself as interdependent and at the same level as others. |
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| When an organization relocates one or more business functions from its home base to another country. |
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| When an organization contracts with another organization to perform a particular business function. |
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| The various sites where the health of individuals and the population are the focus. Two types of contexts generally apply: clinical and public health. |
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| The exchange of symbolic messages related to personal and public health. |
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| a complete state of physical, mental, and social well being, not simply absence of disease. |
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| inequalities in health outcomes for different cultural groups; exists when one cultural group has a health outcome that is worse than that of another cultural group. |
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| The attributions or explanations about the causes of our health problems and diseases. |
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| The degree to which a person feels concerned by a particular disease or health problem. |
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| The degree to which a person feel s she can perform certain behaviors to avoid a health threat. |
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| The perceived psychological, financial, or physical costs that inhibit a healthy behavior. |
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| The belief in supernatural beings such as good and evil spirits. |
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