2. For the first 5 minutes of class, observe and take notes in your journal about what happens in the classroom. Note the number of times things happen and actions you observed.

3. How do cultures differ in relation to the way that they conceive of and manage time?

4. power distance as the extent to which the less powerful members of organizations and institutions (like the family) accept and expect that power is distributed unequally. This represents inequality (more versus less), but defined from below, not from above. It suggests that a society's level of inequality is endorsed by the followers as much as by the leaders. Power and inequality, of course, are extremely fundamental facts of any society and anybody with international experience will be aware that 'all societies are unequal, but some are more unequal than others'.

5. Cultural Characteristics and Behaviors Related to Time Activity: 25 minutes Distribute the handout Cultural Characteristics and Behaviors Related to Time Handout. Work with a partner to cut up all of the statements. Instruct students to sort them in whatever way they think they can or should be sorted. Share how you sorted the items (not by item, but by category).

6. Monochronic: Time is the given and people are the variable. The needs of people are adjusted to suit the demands of time-schedules, deadlines, etc. Time is quantifiable, and a limited amount of it is available. People do one thing at a time and finish it before starting something else, regardless of circumstances. Polychronic: Time is the servant and tool of people. Time is adjusted to suit the needs of people. More time is always available, and you are never too busy. People often have to do several things simultaneously, as required by circumstances. Its not necessary to finish one thing before starting another, nor to finish your business with one person before starting in with another.

7. Monochronic: 1, 2, 3, 4, 7, 13, 15, 16, 17, 19 Polychronic: 5, 6, 8, 9, 10, 11, 12, 14, 18, 20

8. Work in assigned teams of three or four to create photographic examples of behaviors one might see in monochronic and polychronic societies. One person will take the photograph while at least one person will be in the picture. Remind the students that this is just one snapshot and it needs to tell the person viewing the photograph if it is a representation of monochronic or polychronic. Examples: a picture of a person looking at his/her watch or a group of people interacting in a conversation with a clock in the background showing 11:15

9. You have learned about the two extreme ends of the time continuum, but you must remember, that it is a continuum. Knowing that, toward which end of the spectrum do you think the U.S. tends? You are going to look at some of the countries you have examined earlier to see where they might score on the monochronic - polychronic continuum. Class will be divided into 9 groups associated with each linguistic region. Each group will be assigned the countrys pages for your region in Kiss, Bow, or Shake Hands (Morrison and Conaway, 2006). Mark on the Time Index Activity Sheet where you think your assigned country is on the monchronic - polychronic continuum and explain the reasons for your decision

10. Arabic-speaking World Egypt (pp. 148-158) Kuwait (pp. 288-298) Saudi Arabia (pp. 426-436) Chinese-speaking World China (pp. 89-99) Hong Kong (pp. 100-103) Taiwan (pp. 495-505) Spanish-speaking World Colombia (pp. 104-112) Mexico (pp.313-321) Spain (pp.469-476)

11. Answer the following question: What is the difference between a polychronic country and a monochronic culture? Imagine a journey to a polychronic country. What are some adjustments you might need to make in order to feel comfortable and to treat people there with respect?