Cultural competence refers to an ability to interact effectively with

people of different cultures. Cultural competence comprises four components: (a) Awareness of one's own cultural worldview, (b) Attitude towards cultural differences, (c) Knowledge of different cultural practices and worldviews, and (d) cross-cultural skills. Developing cultural competence results in an ability to understand, communicate with, and effectively interact with people across cultures.

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In this topic, we can learn of how to be a cultural competent. It is easy to be aware into our own culture, we can easily understand it, but when we are in different culture its hard to communicate especially if we are not knowledgeable about others culture. This topic can help even more for those people who are determined to learn so, but for those people that have a fear to interact with people across culture is quite difficult.

Intercultural competence is the ability of successful

communication with people of other cultures. A person who is interculturally competent captures and understands, in interaction with people from foreign cultures, their specific concepts in perception, thinking, feeling and acting. Earlier experiences are considered, free from prejudices; there is an interest and motivation to continue learning.

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It is important that intercultural competence training and skills not break down into application of stereotypes of a group of individuals. Although the goal is to promote understanding between groups of individuals that, as a whole, think somewhat differently, it may fail to recognize the specific differences between individuals of any given group. These differences can often be larger than the differences between groups, especially with heterogeneous populations and value systems.

Global rise of cross- cultural competence. The study

of cross-cultural communication is fast becoming a global research area. As a result, cultural differences in the study of cross-cultural communication can already be found. For example, cross-cultural communication is generally considered to fall within the larger field of communication studies in the US, but it is emerging as a sub-field of applied linguistics in the UK. As the application of cross-cultural communication theory to foreign language education is increasingly appreciated around the world, cross-cultural communication classes can be found within foreign language departments of some universities, while other schools are placing cross-cultural communication programs in their departments of education.

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Today, it is important that technologies has improved. We can easily communicate to other people in other country without visiting them by means of cellular phones and computers. We can be competent by easily especially if we have the skills to a competent one. We will not be bothered about the money we will going to spend because of these technologies.

Incorporating cross- cultural communications into University programs . With the increasing pressures and
opportunities of globalization, the incorporation of international networking alliances has become an essential mechanism for the internationalization of higher education. Many universities from around the world have taken great strides to increase intercultural understanding through processes of organizational change and innovations. In general, university processes revolve around four major dimensions which include: organizational change, curriculum innovation, staff development, and student mobility. Ellingboe emphasizes these four major dimensions with his own specifications for the internationalization process. His specifications include: (1) college leadership; (2) faculty members' international involvement in activities with colleagues, research sites, and institutions worldwide; (3) the availability, affordability, accessibility, and transferability of study abroad programs for students; (4) the presence and integration of international students, scholars, and visiting faculty into campus life; and (5) international co-curricular units (residence halls,

conference planning centers, student unions, career centers, cultural immersion and language houses, student activities, and student organizations).

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universities need to make sure that they are open and responsive to changes in the outside environment. In order for internationalization to be fully effective, the university (including all staff, students, curriculum, and activities) needs to be current with cultural changes, and willing to adapt to thes changes. To understand such thing in culture, the university should send the students including the staff for them to understand easily through experience.

Cultural differences
Cultural characteristics can be differentiated between several dimensions and aspects (the ability to perceive them and to cope with them is one of the bases of intercultural competence), such as:

Collectivist and individualist cultures; Masculine and feminine cultures; Uncertainty avoidance; Power distance; Chronemics: Monochrone (time-fixed, "one after the other") and polychrone (many things at the same time, "multi-tasking"); Structural characteristics: e. g. basic personality, value orientation, experience of time and space, selective perception, nonverbal communication, patterns of behavior.

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It is hard to travel and visit other country if we have no idea about cultural differences. We might misunderstood the way we speak, our behavior and in our gesture. For us to be understand, we should be aware of others culture to be a cultural competent.

Cr oss-cultur al studies
Cross-cultural comparisons take several forms. One is comparison of case studies, another is controlled comparison among variants of a common derivation, and a third is comparison within a sample of cases. Cross-cultural studies, the third of these forms, is a specialization in anthropology and sister sciences (sociology, psychology, economics, political science) that uses field data from many societies to examine the scope of human behavior and test hypotheses about human behavior and culture. Unlike comparative studies, which examines similar characteristics of a few societies, cross-cultural studies uses a sufficiently large sample that statistical analysis can be made to show relationships or lack or relationships between the traits in question. These studies are surveys of ethnographic data. Cross-cultural studies, sometimes called Holocultural Studies, has been used by social scientists of many disciplines, particularly cultural anthropology and psychology.

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In this topic, we will learn several forms in cross-cultural comparisons. To understand people in different culture, we should study their culture and comparing ours to them. By the help of anthropology and its sister science that uses field data to examine the scope of human behavior and culture, we can easily learn about the culture of other group people.

Cultural identity is the identity of a group or culture, or of an individual

as far as one is influenced by one's belonging to a group or culture. Cultural identity is similar to and has overlaps with, but is not synonymous with, identity politics.

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In this topic, we can learn to identify each individual from what culture they came from and we try to compare their culture and our culture. We tend to discriminate others by their culture which is not good.

History of acculturation
Early written codes of law, for example, the Old Testament law of Moses, or the Babylonian law of Hammurabi, acted to stabilize cultural practices and reduce acculturative changes. Probably the first academic account of acculturation appears in Plato's, Laws written in the 4th century BC, in which he argued that humans have a

tendency to imitate strangers and a tendency to like to travel, both of which introduce new cultural practices. Plato argued that this should be minimized to the degree possible. J.W. Powell is credited with coining the word "acculturation," first using it in an 1880 report by the US Bureau of American Ethnography. In 1883, Powell defined "acculturation" to be the psychological changes induced by cross-cultural imitation. The first psychological study of acculturation was probably Thomas and Znaniecki's 1918 study of The Polish Peasant in Europe and America.

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There are many theory about acculturation, but the most realistic was the theory of plato on 4th century BC which he stated that humans have the tendency to imitate strangers and a tendency to like to travel, both of which introduce are new cultural practices.

Interactive Acculturation Model (IAM) seeks to integrate

within a common theoretical framework the following components of immigrants and host community relations in multicultural settings: (1) acculturation orientations adopted by immigrant groups in the host community; (2) acculturation orientations adopted by the host community towards special groups of immigrants; (3) interpersonal and intergroup relational outcomes that are the product of combinations of immigrant and host community acculturation orientations. The framework of these established among a structural political/governmental environment. Ultimately, the goal of the model is to present a nondeterminist, more dynamic account of immigrant and host community acculturation in multicultural settings

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Sometimes, immigrants and host community made a conflict in acculturation because in competition of integration and assimilation. Both immigrants and host community compete for the best culture. Both immigrants and host community discriminate each other especially if they are proud on their culture heritage.