For this task you will analyze two different multicultural scenarios by defining and identifying key components of the worldviews and communication styles taking place in them. You can find Scenarios 1 and 2 in the Scenarios for Week 3 document available under your weekly resources.

Write an essay that addresses the following questions from each scenario:

Scenario 1:

Analyze the school testing scenario. In your analysis, be sure to address the following:

• Which of the four standards of equivalence in test materials may have been violated in this scenario? Do you think the results of this test would be valid and appropriate for use in school placement for this child?
• Both parties in this scenario were Americans. Tell how other issues such as race, gender, and status influenced their worldviews. How would you describe each person involved in terms of Kluckhohn's "Three dimensions of humanity"?
• Was this a high stakes test, and if so for whom?
• Analyze the typical hierarchical cultural relationships in the relationship between the tester and the student, initially, and how these changed during the course of the interview.

Scenario 2:

Analyze the social meeting scenario using these criteria:

• Analyze this scenario from an etic and emic point of view.
• Explain how the behaviors of the individuals involved (formal vs. informal) may have reflected deeper values and worldviews.
• Determine how the nonverbal aspects of language led to misunderstandings in this example.
• Analyze the communication that occurred during this scenario, both before and after the younger woman learned the foreign language, in terms of proxemics, kinesics, paralanguage, and high and low context communication factors.

Scenario 3:

Provide a third example, a scenario from your own experience, or from a television show, or a movie regarding an intercultural interaction. Your analysis should be based on the principles and concepts in the text and in the culture module. (Remember that you are neither expected nor encouraged to reveal personal information).

Support your paper with at least two articles published in peer-reviewed journals.

Length: 5-7 pages

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S-----------tud-----------ent-----------’-----------s N-----------ame----------- S-----------tud-----------ent-----------’-----------s I-----------D -----------Cou-----------rse----------- Na-----------me ----------- Co-----------urs-----------e N-----------o. ----------- Da-----------te ----------- Sc-----------ena-----------rio----------- On-----------e -----------Fir-----------st -----------of -----------all-----------, I----------- do----------- th-----------ink----------- th-----------at -----------sta-----------nda-----------rds----------- ov-----------er -----------equ-----------iva-----------len-----------ce -----------in -----------tes-----------t m-----------ate-----------ria-----------ls -----------hav-----------e b-----------een----------- vi-----------ola-----------ted----------- in----------- th-----------e s-----------cen-----------ari-----------o. -----------The----------- go-----------al -----------of -----------the----------- te-----------st -----------was----------- to----------- ge-----------t t-----------he -----------ide-----------a i-----------f t-----------he -----------kid----------- wa-----------s r-----------elu-----------cta-----------nt -----------to -----------lea-----------rn -----------or -----------has----------- ps-----------ych-----------olo-----------gic-----------al -----------iss-----------ue -----------tha-----------t i-----------s p-----------rev-----------ent-----------ing----------- hi-----------m f-----------rom----------- le-----------arn-----------ing----------- an-----------yth-----------ing-----------. S-----------o, -----------I t-----------hin-----------k w-----------hat----------- sh-----------oul-----------d h-----------ave----------- be-----------en -----------don-----------e w-----------as -----------to -----------ana-----------lyz-----------e t-----------he -----------chi-----------ldâ-----------€™s----------- ab-----------ili-----------ty -----------to -----------res-----------pon-----------d t-----------o q-----------ues-----------tio-----------ns

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