READ INSTRUCTIONS COMPLETELY AND CAREFULLY BEFORE WRITING THE PAPER

  The Cultural Intelligence in Action (CIA) assignment requires students to envision themselves carrying out a meaningful project of some type in a cross-cultural setting while applying principles of Cultural Intelligence. 

-This paper should not be written in general, Need to take a real-world experience into consideration and need to write factual information. Cultural Differences Between India and USA (Select a topic and write about cross-cultural differences, cultural intelligence, personal opinion on both the cultures and elaborate more in detail about your study on cultures and their differences, How they impacted you and what would you like to do to make them better, Explain in detail and also use some trending examples)- Divide and write this CIA Paper into 3 parts(Topic proposal-150 words, Draft-800 words, Final paper-1800 words, Important while writing -APA Format, Plagiarism check, and Citations are very important)

The final version must be typed, double-spaced (using font size 10-, 11-, or 12-point), and margins allowing for at least 300 words per page. Pages must be numbered and a word count included. Proper grammar, clarity of expression, the logic of organization, originality of insight, and the cogency of the argument will all factor into the grade.

The paper must explicitly cite at least one of the assigned readings listed on the syllabus –> Charles Kraft, “WhyAnthropology for Cross-CulturalWitnesses?” in Kraft, Anthropology for Christian Witness (1996), 1-13

[K Mirror] Conrad Kottak, Mirror for Humanity: A Concise Introduction to Cultural Anthropology. 12 th ed. New York,

NY: McGraw-Hill Education 2020.

[R, Soul] Michael Rynkiewich, Soul, Self, and Society: A Postmodern Anthropology for Mission in a Postcolonial

World (Eugene, OR: Cascade Books, 2011).

Running head: INTERNET AND DISTANCE ED 1

Internet and Distance Education Delivery Models

Jane Ford

EDU 400 Distance Education

Prof. John Smith

July 27, 2010

In the top half of the page, centered and double-spaced, include:
title of the paper, your first and last name, course number and
name, instructor name, and date of submission. Please note that
Ashford University APA guidelines require title pages to include
the course instructor’s name and date. This requirement is specific
to Ashford and is not included in the APA publication guidelines as
outlined in the APA Publication Manual (6

th
edition).

To center a line in MS Word 2007, select the
Home tab. In the Paragraph section, choose the
Center symbol (multiple lines centered in a small
box). To center pre-existing text, highlight the text

first and follow the steps above.

Margins should be uniform, 1 inch at the top, bottom, left,
and right of every page. To change your margins, select the Page

Layout tab. In the Page Setup section, click on the Margins
symbol. Clicking on Margins will present a menu of margin

settings, or you may create “custom margins.”

To insert a header in MS Word
2007:

1. Select the Insert tab. In the
Header and Footer section,
select Header, and a drop
down menu will display;
Choose Blank.

2. This will open the Header
and bring the “Header and
Footer Tools” options to the
top menu bar. Check the box
for Different First Page.
This will ensure “Running
Head:” is only listed on the
title page.

3. Clicking on Page Number
will present a menu of page
numbers. The page number
should be in the top right
corner of the paper.

4. With the page number
highlighted and the cursor in
front of the number, hit the
backspace key (the number
will move to the left) until the
cursor is aligned with the left
margin (the number will also
temporarily be in the left
margin).

5. Then, type “Running head:”
followed by a shortened
version of the essay’s title in
all caps.

6. After typing the “Running
Head” and title, hit the “tab”
key until the page number is
back on the right margin.

7. On page 2 of the paper,
double-click on the header
(where page 2 is listed on
the right margin). Then,
repeat steps 4-6 above.
However, insert only the
shortened title of the paper
(do not include “Running
Head:”).

For addition guidance in using MS Word 2007, go to the
Ashford Writing Center. In the Writing Resources section,
look for the Microsoft Word 2007 Basics Tutorial and the

Basic Guide for Using Microsoft Word (2007).

INTERNET AND DISTANCE ED 2

August 2010

Internet and Distance Education Delivery Models

Technological developments over the past twenty years have given people across the

globe the ability to interact and obtain information at a tremendous rate. Due to these

developments, the field of distance education is also growing at an exponential rate, as is the

research conducted on the availability, effectiveness, and best practices for distance learning.

This increased interest has led to a variety of options in distance learning systems, and the

primary methods for course delivery. Distance education courses are primarily taught via one of

three course models: synchronous, asynchronous, or blended.

Synchronous course delivery is conducted in ‘real time.’ This means the instructors and

students are online at the same time and typically interact via streaming video, live chat, or in a

net-meeting format. Students can post or ask questions and receive immediate responses from

the course instructor or other students.

In the asynchronous course model the instruction is conducted when the students and

instructor are not online at the same time. These classes typically occur through a distance-

learning system that allows the users to post and respond to messages in a specific location

within the course. For example, Ashford University conducts online classes using the

asynchronous method. Students and instructors are assigned to specific online courses. Within

these courses students participate in discussion forums, post assignments, and retrieve learning

materials. Correspondence with the instructor is primarily conducted via the online course

discussion forums and email.

The blended learning model is a combination of both synchronous and asynchronous

delivery. The instructor may have a set lecture time during which all students log into the system

to listen and interact with the class. The remainder of the week’s instruction may then be

The entire paper should be double-spaced. Use the automatic
double-spacing command. Select the Page Layout tab. In the

Paragraph section, click on the small symbol on the lower right
corner of the section (downward-right facing arrow in a tiny box).
This will open the Paragraph dialog box. In the Spacing section,

select “double” from the line spacing menu. Click OK.

Align the text of the essay along the left margin. Select
the Page Layout tab. In the Paragraph section, click on
the small symbol on the lower right corner of the section

(downward-right facing arrow in a tiny box). This will open
the Paragraph dialog box. In the General section, select

“Left” from the alignment menu. Click OK.

INTERNET AND DISTANCE ED 3

August 2010

conducted asynchronously by having students post additional discussions and questions to a

specific location within the learning system.

Regardless of the delivery method, all distance-learning systems include course

management. Within the course management system, instructional designers, course authors,

and instructors have the ability to edit content, administer assignments, monitor discussions, and

interact with learners. The course management features of a distance-learning system are one of

the key elements for the successful delivery of a distance education program.

An important factor in selecting a distance-learning system is the ease with which

students and instructors can interact and understand the delivery structure. Students’ success is

often related to their experience with the course technology. If students are to be successful in

learning at a distance, they must be comfortable with the media used to transmit the content of

the course. Ultimately, the distance-learning system should enhance the learner’s experience.

Asynchronous Course Delivery

Within distance education the delivery of information occurs through the use of various

communication methods. When the instructor and learners are separated by time and geographic

location, asynchronous communication occurs. Asynchronous communication does not require

the participants to interact simultaneously. Asynchronous learning tools can be used for a

variety of teaching and workplace situations.

Historically, distance learning involved only the student and instructor. Learners did not

have the opportunity to communicate with one another. Fortunately, technological

advancements have brought much to the field of distance learning. In the teaching arena of

online learning, asynchronous communication can be done by way of e-mail, newsgroups for

discussions, streaming video, and audio. According to Witt & Mossler (2001),

INTERNET AND DISTANCE ED 4

August 2010

The new opportunities that a college degree will [provide] is made possible by the

advantages of an online education, including class work on a more flexible schedule, ease

of doing research online, ease of collaborating with others at a distance, and access to

universities that may be geographically far removed from where [one] lives. Online

classes also make it possible for students to learn from working professionals in their

fields who may be scattered across the country or around the world. (Adult Learning in

the Information Age, para. 1)

Asynchronous communications allow learners to select the time and place for class

participation. Through e-mails and other asynchronous learning tools, students can be a part of a

learning community, set goals, and complete coursework. In the workplace, professionals can

interact without concern for time differences or the high cost of international phone calls. With

the asynchronous model, the user has greater control over the acquisition of information and the

ability to set a convenient time for completing coursework, training, or job-related activities.

Synchronous Course Delivery

Online synchronous course delivery offers students and instructors the most similar

format to a traditional classroom learning experience. While the instructor and students are not

located in the same place, they are interacting and communicating at the same time. Within the

synchronous delivery system, there are many options for the communication and transmission of

course content. In Transforming Learning Methods through Online Teaching the authors address

the role of technology in improving academics, including the benefits of synchronous learning,

particularly for the younger students and their familiarity with “chat room” type technology.

Bach, Haynes & Lewis Smith (2006) state, “Synchronous communication develops its own

curios and quite different type of narrative when compared with face to face discussion, and

This quote is greater than 40 words.
Therefore, block quotation style

should be used. For blocked quotes,
indent and double-space each line.

INTERNET AND DISTANCE ED 5

August 2010

there is often a text based ‘stream of consciousness’” (p. 135). Synchronous delivery of course

instruction also allows for immediate feedback. In the asynchronous delivery model, learners

must often wait for feedback or answers to questions.

An effective synchronous delivery system motivates the learner, provides sufficient time

for learner and facilitator interaction, and operates the course at a steady rate, allowing the

learners time to reflect and ask questions. Like the asynchronous course delivery model, a

successful synchronous delivery system can also provide participants with an effective and

challenging learning experience.

Blended Learning Course Delivery

While asynchronous and synchronous learning systems each offer a specialized approach

to distance learning, a blended learning system can combine the tools of both systems to present

an effective and convenient learning experience. According to Watson (2010), “…blended

learning combines online delivery of educational content with the best features of classroom

interaction and live instruction…” (p. 4) For example, training for supervisors may be divided

into various sections. One section’s content may be taught via CD-ROM with the learners

interacting through a newsgroup or discussion board. The next section may be taught in the

classroom setting. Fundamentally, current blended learning models represent a transfer in

instructional strategies, similar to the way in which online learning demonstrated a change in the

delivery and instructional models for learning at a distance (Watson, 2010).

Course Management Systems

The distance education boom has led many institutions on a search for a management

system capable of delivering courses, sharing information, while managing the varied and often

complex learning tools. As shared by Caplow (2006), the most significant aspects of the course

Generally, citations should have the
last name of the author(s) and the

year of publication. Direct quotations
should include the page number

(paragraph or heading section for
works without page numbers).

INTERNET AND DISTANCE ED 6

August 2010

management system include the ability to provide course materials in a web based format, access

to online exams, links to course materials, in addition to a system that supports student and

faculty interaction in discussions and evaluation. Given the increasing number of options

available in distance education, the task of finding a course management system that offers the

necessary options, along with the ability to interact with other technology solutions, can be

daunting. The decision to implement a courseware management system cannot be pieced

together. All distance learning systems, from blended learning systems to content management,

must have the capability and the resources necessary to interact with the course management

system.

Learning technologies have opened the doors to a wide variety of options for distance

education delivery, and each learning model has benefits and limitations (Picciano, 2001). The

internet and learning technologies provide the means for transmitting content, managing courses,

and promoting the interaction of the instructor and learners. When selecting technology for a

distance-learning program, the system that provides the best learning approach should be

utilized. Around the world, students can join the same class, share information, and learn

together. The field of distance education and the various learning systems are continually being

revised and improved. Ideally, the most effective distance learning system is one that provides

students with the resources to be a successful distance learner.

Additional APA Format Tips:
– All terminal punctuation (e.g., period, question mark) is followed by two spaces.

One space is used in reference citations, initials, abbreviations, and with
commas, colons, and semicolons.

– Do not hyphenate words at the end of a line.
– Always have at least two lines of a paragraph at the top or bottom of a page.

o Under the Home tab, in the Paragraph section, click on the small
symbol on the lower right corner of the section (downward-right facing
arrow in a tiny box). This will open the Paragraph dialog box. In the
Paragraph dialog box, click on the Line and Page Breaks tab to ensure
that the Widdow/Orphan control is checked.

INTERNET AND DISTANCE ED 7

August 2010

References

Bach, S., Haynes, P., & Lewis Smith, J. (2006). Online learning and teaching in higher

education [ebrary Reader version]. Retrieved from

http://site.ebrary.com/lib/ashford/Doc?id=10197006

Caplow, J. (2006). Where do I put my course materials? Quarterly Review of Distance

Education, 7(2), 165-173. Abstract retrieved from ERIC (Accession No. EJ875031)

Picciano, A. G. (2001). Distance learning: Making connections across virtual space and

time. Upper Saddle River, NJ: Prentice Hall

Watson, J. (2010, June). Blended learning: The convergence of online and face to face

education. Promising practice in online learning. Retrieved from North American

Council for Online Learning: http://www.inacol.org

Witt, G. A., & Mossler, R. A. (2010). Adult development and life assessment. Retrieved from

https://content.ashford.edu/books/4

Indent the second and subsequent
line of each reference five to seven

spaces (also referred to as a “hanging
indent”). Double-space each entry.

Alphabetize your references by the author’s last
name. Use initials for the first and middle names.

Online library entries should either be cited
the same as a print article, or use the home
page URL of the journal. If a Digital Object

Identifier (DOI) is available, it should be
used in place of the URL.

If you have more than one entry with the same author AND published
in the same year, add a lowercase letter after the year both here and

in your in-text citations, for instance, (2001a) and (2001b).

Samples of citations and references (APA 6
th
Ed.) are

located in the Ashford Writing Center.

THIS ASSIGNMENT IS NOT A CONVENTIONAL RESEARCH PAPER, where you write about a particular topic from a detached perspective. Instead, this assignment is more of an exercise of your imagination, albeit with guardrails. You are being asked — okay, required — to imagine yourself actually being directly and personally engaged in carrying out some type of project in a cultural or subcultural context that differs significantly from your own cultural context. (Obviously we don’t have sufficient time within the duration of this course for anyone to actually carry out a project of this dimension and complexity that entails direct contact with a specific culture other than the class member’s own.) This could be done solo or as part of a group. But for those of you envision it as a group project, you need to presume that you have some degree of responsibility for leading the group — particularly when it comes to applying Cultural Intelligence (CQ) to navigate the cross-cultural challenges that you would be facing in carrying out the project. Why you? Because you should assume that no one else in the group has taken Cultural Anthropology with professor at university or has had any other serious exposure to the concept of Cultural Intelligence prior to embarking on this project with you as a participant in the group.

So, what kind of project might you propose? It does not have to be any type of mission trip, although that is certainly a legitimate possibility. The most successful CIA projects in this Cultural Anthropology course over the years are those that somehow gave expression to a serious interest or concern on the part of the author, whether that interest or concern was of an academic nature, or personal, professional, cultural, charitable, scientific, vocational, avocational, artistic, athletic, medical — or something else. In theory, your project might possibly be carried out in any culture or subculture in any part of the world. But it helps if you have identified a culture-specific need for your project to address. For example, one member of the 2020 class proposed to teach swimming to youth in Bangladesh, because he ran across a story about exceptionally high subteen drowning rates in that country. Someone else in the same section, drawing upon previous archival internships, proposed to work with members of the Navajo nation in making sure that their official archives adequately reflected that people’s perspectives and priorities, rather than just the U. S. Government’s priorities.

Obviously these last-cited projects reflect fairly specialized skill sets on the part of the authors; please don’t allow yourself to be intimidated by these examples. With an eye toward further stimulating your thinking, here are a few other recent CIA project topics that turned out to be notably successful, in no particular order:

Mediation program to provide counseling for Mexican-American immigrants in Texas

Providing cultural and legal orientation to Syrian refugees in Troy, Michigan

Conducting seminars/workshops to promote STEM education and careers to Diné (Navajo) youth on their reservation in Arizona

Teaching English (oral and writing) to South Korean university students in OKC

Nonprofit bicycle ministry to homeless people in the Netherlands, starting in Amsterdam

Counseling for Syrian refugees in Germany

Doing Bible translation for specific language groups in the country of Georgia

Delivery of sunscreen and cancer treatment to albino people in Tanzania, along with a public educational awareness campaign regarding albinism

Starting a Mexican restaurant in Seoul, South Korea

Awareness campaign directed to women in Durban, South Africa, aimed at building self-worth and promoting “baby-boxes” in order to provide an acceptable alternative to abortion, while also combating drug addiction

This is just a sampling of the topics upon which members of my most recent Cultural Anthropology courses at university have based their Cultural Intelligence in Action projects.

Now, here is where the “guardrails” on the infinite potential of your creative imagination come in. From the standpoint of academic assessment, this assignment is integrally related to this course’s overall goal of fostering enhanced cultural intelligence on the part of its students. It is a means of assessing how well each student demonstrates the ability to apply concepts taught in the course in a hypothetical real-world situation. Each student is required to propose and describe a specific short-term project (of two years or less in duration) that he or she theoretically could carry out, either alone or as part of a team, within a particular intercultural context. This project might be related to your major or to your future career plans, or it could be something completely unrelated. A couple of examples of previous projects have already been mentioned. Yours could even be a project that you are actually planning to undertake, perhaps as early as this summer. Alternatively, it may be something that you actually have no intention of actually carrying out in reality. Regardless which of these scenarios applies, the proposed project must be something that could realistically be accomplished in reality within a two-year time frame.

While not a conventional research paper, this project will require some research regarding the particular designated culture or subculture you have in mind in order for you to be able to incorporate and correctly apply specific cultural concepts taught in this course. In other words, if the paper turns out to read like something that could have been written at the beginning of the semester, it will not be successful. This means that it must explicitly reflect course content concerning cultural differences, as well as specific course content regarding David Livermore’s approach to the concept of Cultural Intelligence (CQ).

Regardless of the specific characteristics of the project proposed for this assignment, the project must include some mode of engagement with people from a culture (or subculture) notably different from the author’s own culture. That other culture may be local, national, or international in relation to the Cultural Anthropology student’s cultural background or current status. (Given the requirements of this assignment, the context needs to be limited to one and only one culture or subculture besides the student’s own home culture.) The fundamental reason for this requirement is that you are required to properly apply
at least three of the specific types of cultural differences that are examined in this course (some of which we will not yet have studied prior to the deadline for submitting the proposal for the project)

in explaining how your proposed project would actually be carried out. This means that this paper should demonstrate a proper understanding not only of the specific cultural differences highlighted but also of how those specific cultural differences would need to be navigated in order to be able to carry out the proposed project successfully in a manner consistent with sound cultural intelligence. In other words, the cultural challenges to be confronted in Culture A would likely differ to some degree from those that would need to be addressed in Culture B.

In the final version of the paper, which must be a minimum of eighteen hundred (1800) words in length (show the word count), the student should describe the nature of the proposed project and its goals. The paper may also include intended objectives for the project to accomplish and/or specific challenges to be overcome. In addition, a key section of the paper must describe the specific culture or subculture in relation to which the proposed project would be carried out and how the proposed project will address the circumstances of people living in that culture. (This is where the research comes in; at least one authoritative source rating or describing specific characteristics of the culture or subculture that is the focus of the project must be properly cited in the paper and properly listed, either in a bibliography or a list of works cited.) The ideas or writings of other people may not be plagiarized; instead they should be properly cited, either in footnotes or end notes or parenthetically within the body of the text. Quotations should be used sparingly and properly cited. Either APA, MLA or Turabian is an acceptable citation system to use for citations, so long as consistency is maintained. As an indicator of student authorship, the paper must explicitly cite at least one of the assigned, required, or recommended sources listed in the syllabus. It does not have to be one of the two main textbooks; it can be any reading that is included either on the original syllabus or on a revised course schedule