Which Of The Following Is Not An Element Of Culture

which of the following is not an element of culture? A. language B. customs C. age** D.

Which of the following is not considered to be a part of cultural heritage? a) Language b) Customs c) Age d) Dress etiquette

  1. Of the above, only one is not considered to be a component of culture. a) Language b) Customs c) Age d) Dress et al.
  • Dustin Craig is a nasty guy
  • He’ll be gone on December 10, 2020
  • Alyssa is correct, and I received a perfect score
  • Alyssa is absolutely correct! I received a perfect score
  • Alyssa is accurate in that I received a perfect score.

Similar Questions

  • Dustin Craig is a jerk
  • He’ll be in jail on December 10, 2020
  • Ans! The following: 1.C2.D3.BTHESE OR THE RIGHT FOR CONNEXUS
  • It turns out that Alyssa is correct
  • I received a perfect score. Yes, Alyssa is accurate, I received a perfect score of 100 points.

World Geography

  • First, what exactly is the distinction between race and ethnicity? A. Ethnicity is associated with culture, but race is associated with biological heritage. B. Ethnicity is determined scientifically
  • Race, on the other hand, is not determined scientifically. C. People who are constantly of the same ethnicity

Sociology Multiple choice

  • Which of the following statement(s) is/are true about culture? Even if individuals did not have a common culture, culture would be relevant regardless of whether they did or did not. Despite the cultural variety that exists in American society, there are symbols and linguistic patterns that are universal.


  1. Passengers arriving at Guadalajara International Airport must first collect their bags before proceeding to Customs. Each passenger will be required to click a button at the Customs area, which will trigger a customized stoplight. The bulbs on this light are solely red and green. If the case


  • 1) When is formal language most usually used in writing, and for what style of writing? A: personal correspondence B: SMS messages from family members C: tales that are made up D: emails sent and received at the workplace What term best characterizes the manner in which a writer decides to compose their piece? A:

Social Studies/ History

  • Please, could you assist me in some way? The Phoenicians were successful in spreading their civilization across a large territory for several reasons. A. Phoenician forces enforced Phoenician civilization over the region, beginning in the Mediterranean. B. Phoenicia has a large number of natural resources that were

earth science

  • I’m in desperate need of assistance. After examining the data for patterns and trends, you should be able to draw some inferences about how knowing the half-life of the element Lokium may assist you in determining the absolute age of rock
  • After all, you’ve done the hard work.

World Geography

  1. Hello! Thank you for taking the time to look into my question! (3). Which of the following best represents the contrast between Western and Eastern cultures? (One point is awarded) a) Traditionalism is associated with Western culture, whereas Eastern culture is not
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Earth Science

  • After looking for patterns and trends in the data, you should be able to draw some conclusions. For example, knowing the half-life of the element Lokium would allow you to establish the absolute age of the rock in which this element is located.

Earth Science

  • Now that you have examined the data for patterns and trends, you should be able to draw some inferences about how knowing the half-life of the element Lokium might assist you in determining the absolute age of the rock in which this element occurs.

Social Studies

  • 1. People’s jobs, their conduct, and their views are all influenced by their (1 point) government, climate, technology, and cultural traditions. In studying human-environment interaction, geographers get an understanding of how schools operate (1 point).


  1. 1. What form of heritage language do persons whose families are descended from immigrants to the United States speak? (One point is awarded) language that has been impacted colonial language immigration language indigenous language*** language that has been influenced 2. Respond to the question using the sentences provided. Anneke’s

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Q: Which of the following is not an element of culture?

  • 1Customs and traditions
  • 2Religion
  • 3Human Beliefs
  • 4Government forms
  • 1Customs and traditions

Answer:3. “Human Beleifs”Explanation: Answer: C) Human Beleifs Explanation: Culture is the social behavior and norms found in human societies. The 7 main elements that make up culture are:1. Social organization- the family patterns and social classes of a culture.2. Customs and traditions- way people act, wear, what they eat, and their laws.3. Language- communication by word of mouth.4. Religion- a system of beliefs that answers questions about the meaning of life.5. Art and literature- ways the people entertain themselves. There stories they tell and how they dance. Its also the music they listen to and there artwork.6. Forms of government- the people or group(s) that control the people and provide/ enforce the laws.7. Economic systems- the method used by a society to produce and distribute goods and services.

Culture is defined as the sum of all learnt and socially transmitted behaviors and attitudes. In all communities across the world, it is shared and practiced in the same way. The fundamental elements of culture are ideas, beliefs, values, and practices that combine to form a complete configuration. The transmission of culture occurs from one generation to the next. Every civilization has certain fundamental components.

Basic Elements of Culture

There are several fundamental cultural elements that are listed below:

  1. Language, symbols, norms, values, beliefs, and cognitive elements are all examples of cognitive elements.

1. Language

Language refers to a collection of words or concepts that have a common meaning and are communicated within a social context. A culture can only be entered via the medium of language. Language is a collection of socially acceptable patterns, words, and phrases that have precise meaning and terminology that are shared by people of the same society. You can learn about the consequences of ethnocentrism. Language serves as a means of communication and for the transmission of information from one person to another.

Language varies from one culture to another and is passed down from one generation to the next via generations of people.

Language is both the foundation of a culture and the ticket to entry into a social life in which we live.

Consequently, language is the key to unlocking the social life of an individual who possesses certain unique qualities.

2. Symbols

Culture may be thought of as a system of symbols. Symbols are anything that is used to symbolize, convey, and stand for a certain event circumstance or situational condition. Symbols are used to steer and guide our actions. It is used to depict an event that occurred in the past, present, or future. For example, a pile of ash indicates that something has been burned, whereas a dripping roadway indicates that it has rained. Whistling, winking of eyes, and bowing of the head are all examples of signals that communicate a distinct object thought about the other person.

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American If they answer with a shake of their hand, they are saying no.

Symbols are a concise form of language that may be used to identify a certain object or circumstance.

3. Norms

Norms, as parts of culture, are the norms and standards that outline how a person should behave in certain situations. Individuals are kept inside the confines of society and its culture by social norms. It imposes restrictions on what we can and cannot do in certain situations. It shapes our conduct and provides us with information about what is good and wrong. Norms can be classified into the following categories:a.Folkways. Folkways are the basic traditional ways of the people that they have developed over time.

These are the behavioral patterns that a person employs on a regular basis in his or her everyday life.

Mores is a Latin term that is the plural form of the word mos, and it refers to habits or beliefs that are in agreement with a group’s expected behavior.

Mores speaks of “what ought to be” and “what ought not to be,” respectively.

Mores are serious social standards, although they are inspired by folklore. They have a severe binding on a group, and the violation of social mores poses a major threat to social order as a result. Punishment for breaking social norms can take the shape of both official and informal measures.

4. Values

Anything that has significance in our everyday lives comes to represent our ideals. The genesis of values is not biological, but rather social creation, which occurs as a result of one’s participation in society. Values are influenced by the culture in which they are expressed. Culture differs from culture to society, and as a result, values alter depending on the social circumstances in question. Values are what we enjoy and what we believe will make a difference in our society. In our culture, values are a person’s excellent notion and way of thinking.

There are many ideals embedded in culture, which may be passed down from one generation to the next.

5. Beliefs

Every subgroup within a society has some beliefs that serve as a source of cultural refuge. They are the ones who are accountable for the spiritual fulfillment of one’s needs and desires. Muslims believe in God, the Holy Prophet, the Day of Judgment, the recital of the Holy Quran, and other practices such as Hajj. Sikhs wear a bracelet on one hand and have a long beard, while also carrying a dagger. For Christians, a cross is used, whereas for Hindus, a necklace or a cotton thread wrapped around nick, the water of ganga, is considered sacred.

6. Cognitive Elements

The cognitive aspects of culture are those that help an individual understand how to deal with a particular social circumstance in which they find themselves. Practical knowledge such as how to survive, how to build a shelter from storms and other natural disasters, how to travel and transport, and so on, are what contribute to the formation of a culture. Every generation is given this type of information after great consideration.


The cognitive aspects of culture are those that help an individual understand how to deal with a particular social circumstance that they find themselves in. What makes a culture is practical knowledge such as how to survive, how to build a shelter from storms and other natural catastrophes, how to travel and transport, and so on. Every generation receives this type of information after considerable deliberation and planning.

Why Culture Matters

Because culturally based practices are so deeply established, instructors are frequently unaware of the fact that the tone of voice, facial expressions, and body language can differ from one culture to the next. Take, for example, the case of Amelia, a seven-year-old girl. The principal phoned her parents shortly after she started at her new school to express concern about her conduct; she had continued to address her teacher as “ma’am” despite being advised not to do so (which made the instructor uncomfortable), even after being told not to.

  1. Furthermore, she was well aware that if she did not engage female authority people in this manner, she would face repercussions at home.
  2. And this was only a quick exchange of information.
  3. It is also possible to experience cross-cultural dissonance when the techniques of education employed in school differ from those that children are accustomed to.
  4. Adults spend a significant amount of time conversing with and interrogating children in various settings.
  5. When these sorts of learning habits collide with the instructor’s expectations, the teacher may wrongly conclude that the student is inattentive, lazy, or stubborn, leading to disciplinary consequences.

Additionally, when the teacher’s instructional actions are inconsistent with the expectations of the students, they may be perceived as unjust, uncaring, threatening, or insensitive to the students’ feelings by the students themselves. Day 1 of the program

Teacher behavior Student behavior Misperception Reality
Because Marcos appears to be struggling in math, his teacher tells him to ask for help if he doesn’t understand something. Marcos does not ask for help and only gets a 54% on his assignment. The teacher thinks Marcos is lazy and doesn’t want to ask for help. In Marcos’ culture, asking for help implies that the teacher did not explain the topic well. He does not ask for help because he does not want to insult her.
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Day 2

Teacher behavior Student behavior Misperception Reality
The next day, Marcos’ teacher decides to work with him, despite his “refusal” to ask for help. She calls his name, beckoning with one finger for him to come to her desk. Marcos looks ashamed as he approaches her desk. As they work together, he seems to become frustrated and gives only short, curt answers. Frustrated, the teacher finally sends him back to his desk. The teacher thinks Marcos does not want to work with her, reinforcing her perception of his laziness. In Marcos’ culture, beckoning with one finger is an obscene gesture. He is deeply hurt that his teacher would behave this way toward him, but also embarrassed and angry that she would do so in front of everyone.

After only one brief encounter with Marcos, the teacher immediately develops a poor impression of him. After the second contact, her erroneous perspective is further reinforced. The other person, Marcos, who was simply attempting to be courteous, ends up feeling insulted and embarrassed as a result of his actions. Insufficient or inaccurate representation of diverse cultural ideas in a curriculum might give an unsaid message to children that their cultures’ contributions or history are not recognized.

For example, in the Challenge movie, some of Ms.

Similarly, if the expertise or contributions of their group are not recognized in other classrooms, these students may feel a sense of cultural alienation.

Making a Difference in the Classroom

Bringing their own expertise and life experiences to the classroom, students from a variety of cultural backgrounds enrich the learning environment. Children’ backgrounds, values, histories, customs, and traditions should be explored further by teachers in order to have a better understanding of these students and their families. They have the capacity to modify the way they deliver instruction as a result of their actions. More importantly, instructors who embrace a more complete grasp of their students’ histories and personal experiences may utilize them as a tool to create connections for all of their students in the classroom.

Culture-responsive teachers recognize that kids may have cultural values, beliefs, and methods of interacting that differ from those of their parents and grandparents.

  • Different cultural heritages should be acknowledged and respected. Educate kids on how to recognize and respect their own and other people’s cultural legacies. Recognition of the abilities and accomplishments of those who have historically been underrepresented in the workforce Activate students’ past knowledge and help them make connections between what they already know and what they are learning. a range of educational strategies (for example, role-playing exercises and storytelling) that are consistent with the way the student is taught in his or her own culture
  • Extend the standard curriculum to include multicultural information, resources, and materials in all disciplines to guarantee that varied viewpoints are ingrained in students.

For Your Information

Teachers can get further knowledge on cultures from a variety of sources, including the following:

  • Museums and cultural institutions
  • School district training
  • And other similar activities School personnel from a variety of ethnic backgrounds
  • Community events Meetings with families, either in groups or individually

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