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THE 16 BASICS REISS THEORY

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When people engage in tasks and feel competent and self-determining, they express their intrinsic motivation by saying “That’s interesting,” “That’s fun,” or “I enjoy doing that.” For instance, interest and feeling free can spark the desire to read a book, and enjoyment and feeling competent can involve a person in a challenging crossword puzzle for hours. Starting from studies involving more than 6,000 people, Professor Steven Reiss has proposed a theory that found 16 basic desires that guide nearly all human behavior.  The 16 basic desires that motivate our actions and define our personalities are: In this multifaceted model, these basic intrinsic desires directly motivate a person’s behavior. The unique combination and ranking of these desires determine our individuality and uniqueness. Although people may also be motivated by non-basic desires, Reiss suggests it may be a means to achieve an even deeper basic motivation. From a Gamification standpoint, it is especial...
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HYPERNYMS & HYPONYMS

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HYPERNYMS & HYPONYMS EXPLAINED What is a hypernym? A hypernym is a word that represents a broad category or a general concept. It's like the big umbrella term that covers a group of related things. For example, ‘fruit’ is a hypernym where it encompasses various types of fruit, such as apples, bananas, oranges, grapes, peaches and melons. What is a hyponym? A hyponym, on the other hand, is a word that falls under a hypernym. It's a specific example or type within that broader category. In our previous example, ‘apples’, ‘bananas’, ‘oranges’, ‘grapes’, ‘peaches’ and ‘melons’ are hyponyms of the hypernym ‘fruit’. In simple terms, think of a hypernym as the big group or category, and hyponyms as the specific members or types within that group. Hypernyms are the general terms, while hyponyms are the specific examples that fit under those general terms. An approach to the relationship between hyponyms and hypernyms is to view a hypernym as consisting of hyponyms. This, ho...
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VERBAL STRATEGIES IN INTERCULTURAL COMMUNICATION

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DEFINITIONS Verbal strategies in intercultural communication enhance the ability to produce or understand speech between members of different cultures. The plans may be formal or informal, based on the context of the communication. Formal strategies are devised and agreed on by a group of people and are put in writing as part of larger communication policies. Informal strategies may have the same focus as formal strategies, but they usually are not written down and are adopted more "on the fly." An example of a verbal strategy in intercultural communication is keeping verbal communications as brief and simple as possible. IMPORTANCE Verbal strategies in intercultural communication are critical for reducing confusion and misunderstandings. They also help improve relationships. Furthermore, the strategies usually benefit overall efficiency, productivity and profit or other results. Employing the strategies also demonstrates your willingness to accept different cultu...
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CROSS-CULTURAL COMMUNICATION

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Today's world is so connected, so understanding different cultures (how people communicate) is so important. This helps people talk to each other even if they speak different languages or have different customs. Cross-Cultural Communication Skills In our connected world, cross-cultural communication skills matter more than ever. It’s not about mastering every culture; it’s about staying open, respectful, and curious. 6 Key Components Of Effective Cross-Cultural Communication Skills Understanding cross-cultural communication skills is important to succeed in life. The essential aspects of effective cross-cultural communication skills are: 1. Non-Verbal communication How we use our body is crucial in cross-cultural communication skills. Our gestures and facial expressions say a lot about us. What one culture sees as a nice gesture, another might find impolite. For Example , The “thumbs-up” sign is good in Western cultures but can be rude in some Middle Eastern places. It’...
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CULTURAL ESSENCE

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Short Definition: Through intercultural competency, our best adaptive approaches are the ability to achieve intercultural goals in an intercultural setting. Intercultural competency is not the result of a set of exercises. It is the ongoing developmental process of improving our  Cultural Competence, Cultural Climate, Cultural Structures, and Understanding. • Cultural Competence  may be considered the skills and abilities of education administrators and teachers to effectively teach a multicultural student body. • Cultural Climate  is the physical environments, philosophical framework, and beliefs of the key stakeholders in the community’s educational process. • Cultural Structures & Understanding  are the policies, procedures, practices, programs, and curriculum designed to comply with Common Core Educational Standards. More:  www.edumaniora.com
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