Oppressive Gvernment essays

Oppressive Gvernment essays The sole end for which mankind is warranted, individually or collectively, in interfering with the liberty of action of any of their number, is self-protection. Because I agree with John Stuart Mill I must affirm the resolution: Resolved: Oppressive government is more desirable than no government. In order to clarify the resolution, my contentions, and core value, some definitions must be set for further edification. Government an established system of political administration Desirable Object that evokes a sense of want or need Societal Welfare the emotional and physical well-being of a community, or populace Citizen-A resident of the state that is; loyal, just, valuable to the government, and one that appreciates what kind of society the government creates for them to live in V: My value for this case is that of societal welfare, and, as stated above, only a government with the expressed wish to preserve the societal welfare can be determined as a government that is truly deserving of the title and loyalty of its residents. One thing that cannot be stressed enough however is that the majority of the populace must appreciate what the government has done for them, for what is a government if not a reflection of the people who represent them to the world? Criterion: My criterion is that of self-limitation. Only through self-limitation is one able to be a valued member of society and only through the realization of self-limitation to officials in government will governement be able to deal with citizens in a caring and affectionate mannor, one that fits seeing that the populace should be able to look upon the government as someone or something to turn to in their moment of need. This means that self-limitation is the first and most essential building block to societal welfare. Observations: Before I truly delve into the subject at hand some neces ...

The Ubiquitous Butt

The Ubiquitous Butt The Ubiquitous Butt The Ubiquitous Butt By Maeve Maddox The word butt in the sense of buttocks was once considered unsuitable for general use. Comedians used it to get a laugh, but it was not considered acceptable in polite conversation. Children were taught to use less offensive colloquialisms like rear-end or backside. Nowadays the word has become so acceptable that it has largely replaced buttock and buttocks, even in formal contexts: Best 10 Exercises to Tone Your Butt 18 Exercises to Tone Your Legs and Butt Butt Augmentation Options: Fat Injections vs Implants Dr. Constantino Mendieta: Miami Butt Augmentation Specialist Speakers used to attaching only one meaning to butt may be unfamiliar with other words that are spelled the same but have meanings unrelated to human or animal anatomy. The Oxford English Dictionary has fourteen entries for the word butt as a noun. Its sense of â€Å"human posterior† developed from this definition: The thicker end of anything, especially of a tool or weapon, the part by which it is held or on which it rests; e.g. the lower end of a spear-shaft, whip-handle, fishing-rod, the broad end of the stock of a gun or pistol. The etymology of butt in the sense of â€Å"thicker end† is obscure, but the word seems to be cognate with foreign words with such meanings as blunt, short, thickset, and stumpy. Boston butt This cut of meat does not come from the rear of an animal. It is the upper portion of a pork shoulder containing a small piece of the shoulder blade and characterized by leanness. The origin of this use of butt comes from this definition: â€Å"a cask for wine or ale; later, also a measure of capacity.† On the upper east coast of colonial America, butchers packed less prized cuts of pork like the shoulder of the pig into butts (barrels) for storage and transport. The shoulder cut packed in this way became associated with New England, chiefly Boston, hence, â€Å"Boston butt.† shooting an arrow at the butt Another definition of butt is â€Å"a hillock (small hill) or a mound.† A meaning that developed from butt as mound is â€Å"a mark for shooting.† Archery targets were set up on a mound or embankment. Because there were usually two butts on an archery range, one at each extremity of the range, one might speak of â€Å"a pair of butts.† Another term for an archery range is â€Å"the butts.† This butt comes from French but: â€Å"goal, target.† This meaning of butt as target gives us the expression â€Å"to be the butt of a joke†: â€Å"an object at which ridicule, scorn, or abuse, is aimed.† The word butt can also be used as a verb. One of its verbal meanings is â€Å"to strike, thrust, shove or push with the head or horns.† This butt is related to modern French bouter, â€Å"to strike, thrust, project† and gives us these expressions: to butt in: to intrude where one is not wanted. Example: Stop butting in our conversation. to butt out: to stop intruding or interfering. Example: I told him to butt out of my private affairs. A curious fact about the shortening of buttock to the shorter form butt is that buttock is itself a diminutive form of butt (â€Å"thicker end of something†). The suffix -ock is the same one that makes hillock mean â€Å"a small hill.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:16 Substitutes for â€Å"Because† or â€Å"Because Of†Among vs. AmongstBail Out vs. Bale Out

Arts in Education Essay Example | Topics and Well Written Essays - 750 words

Arts in Education - Essay Example These experiences evolve from the partnership between teachers, artists, educationists and students. This results in a lively and intense educational process of learning through doing. Arts-integrated schools are highly productive and very suitable to low-income struggling students as well. Their results are better. Their students are more attentive, creative and self-critical. Hence, it would be better if the current budgetary allocation for arts-integrated schools is increased according to requirement. This is an abstract of a summary of an article "Arts in Education" written by Nick Rabkin and Robin Redmond in 2006 in the journal Educational Leadership. This article states that arts is proving to be a very effective instrument of education and shaping up of human mind in modern arts-integrated schools. Recent developments in science have shown this through standardized tests, observation and generalization based on objective data. The standardized test scores of low-income struggling students in 23 arts integrated schools in Chicago rose as much as two times faster than scores of youth in traditional schools (Rabkin and Redmond, 2006). It seems, paring of subjects and syllabi with arts such as writing with sketching and painting while reading with looking at arts is working its wonders. Interestingly, pairing between music and maths is also there. It involves listening to a melody, following the notes on a musical staff, counting the number of times each musical note occurs and then putting the results in a graph. Students in arts integrated schools are, therefore, generally focused, attentive and full of excitement for their studies. Their classrooms buzz with intensity. Scientists have found that this is happening because human mind and body form one single cognitive and fully integrated system. Human mind and body represent the abstract thought through metaphors that human beings associate with experience and emotions. Thoughts, as such, occur well below the level of conscious control and awareness. Even logical thinking emerges quietly from this thought process. This is the power of arts - moving from conscious experiments to inner depths of human mind. The scientifically proven power of arts is generally missing in traditional schools. There is little evidence of learning intensity when these schools are observed. Their hallways are replete with posters and notices anent rules of the school. Dominant education policy is evident in the corridors and classrooms. These schools assume that high standards and grades are possible through strict academic regimentation only. Students in traditional schools also appear persistently drooping in their seats with utter boredom towards their studies. They always feel like running away from the school premises. Arts integrated schools are also drawing their strength from involving wider participation of civil society and artists, especially, since the launching of such institutions in United States in 1990. Significant relationship is developed between teachers, artists in different areas of arts,

Assessment of the factors influencing profitability within refractive Dissertation

Assessment of the factors influencing profitability within refractive clinics and recommendations for best practice management - Dissertation Example The purpose of this study is to describe the factors that affect profitability within refractive clinics and to examine the relationship between these factors and best practice in refractive care. The study is done in two settings the first being an online platform with 40 participants (n=40) and the second being closed door, eight interview sessions involving 28 participants (n=28) at two private clinics in north one in Turin and the other in Milan. The study was qualitative in nature, and it utilized a survey method to collect the necessary data. The survey involved the use of instruments such as online questionnaires and semistructured interview questions. Online questionnaires were prepared with the help of SurveyMonkey, and sent to the 40 participants who were refractive care patients identified from clinical databases. The questionnaires were designed in line with the research objectives. Overall, questionnaires were chosen as they heightened the validity and reliability of the research through the collection of quantitative, objective data. Semi structured interviews were chosen in order to gain context and detail. They were conducted under 8 sessions at the two private clinics that were used for the study. The results for both surveys were centrally analyzed in regards to the findings in the literature review. The findings for the online survey revealed that the participants strongly consider two key factors when making their choice attend refractive clinics. These factors include management, where they showed strong consideration for private clinics. The other factor was technology superiority whereby they would first assess the clinics and later consider the one with better technology. For the interview sessions, the results indicated that the top five factors of importance were as following. Technological Superiority, friendly and professional staff, trust in the service, organisational culture, and personal and individual service in the order of sup eriority starting with most important. To conclude the research reflects upon the importance of a consideration of organisational factors in order to enhance profitability. Moving away from a sole financial perspective, this research has promoted the importance of a patient centric approach and the use of relationships to build perceptions and expectations of quality of care. Table of Contents Table of Contents 4 Chapter One: Introduction 6 Chapter Two: Background and Literature Review 10 2.1.2 Refractive Surgery 12 2.1.3 Alternative technologies 12 2.2 Background on Profitability in Refractive Care 14 2.2.2 Patient Economics 16 2.2.3 Prospective Patient Demographics 17 2.2.4 The Refractive Surgery Patient Pool 21 2.2.5 Procedure Pricing 24 2.2.6 Relationships between Demand and Economic Conditions 25 2.2.7 Penetration Rates and Available Market 25 2.2.8 Refractive Surgery Centers Concentrated in Metro Areas 26 2.2.9 Competition 27 2.2.10 Michael Porter 5 forces analysis on refracti ve market 28 2.3 Motivations for refractive surgery 30 2.4 Marketing perspectives: experiential marketing 30 2.5 Satisfaction in the healthcare sector 31 2.6 Organisational Culture 33 2.7 Leadership 34 2.8 Organisational capabilities 35 2.9 Current research and summary 36 Chapter Three: Methodology 37 3.1 Research Methodology and Design 37 3.2 Research Philosophy 38 3.3 Research Ethics 38 3.3.1 Human Rights Protection 39 3.4 Sample Size 39 3.4.1 Sample Recruitment 40 3.5 The setting 41 3.6 Data Collection 42 3.7 Instruments 42 3.7.1 Questionnaires 42 3.7.2 Semi Structured Interviews 43 3.8 Data Analysis Plan 44 3.9 Assumptions 45 3.10 Methodology Summary 45 Chapter Four: The Results 47 4.1 Sample 47 4.2 Survey Results 48 4.2.1 Results from the

Ethan Frome: A Zenobic Paradox :: Free Essay Writer

Ethan Frome: A Zenobic Paradox There is a well-known expression that states, â€Å"There are two sides to every coin.â€Å" This is no different when it comes to Mrs. Frome. She is either Zeena, a mean, cruel hag or Zenobia, a munificent, compassionate woman. In the book Ethan Frome by Edith Wharton, Zeena is described as thin and hard. While in the short story Zenobia by Gina Berrault, Zenobia is described as slender, and gentle. There are two different â€Å"Zenobias† depicted and they are very paradoxical. Each author has used her own tools to illustrate this character. In the short story, Zenobia herself is talking and she admonishes Edith Wharton for the grievous act she committed in the novelette. Edith has written a story in which the viewpoint is quite biased. Ethan seems like the only one suffering despite the fact that Zenobia herself is also tormented. Zenobia had come to assist her dear, distant cousin Ethan Frome, by taking care of his ailing mother. After the mother died, Ethan afraid of being alone, asked her to stay on with him. Was it Zenobia’s fault that shortly after they were married she became sick? After all, she had spent most of her life taking care of others who were sick, wasn’t it time for someone to take of her? Edith Wharton portrays Zeena as one of the most unappealing people imaginable. She rarely opens her mouth except to complain or criticize. She does not need words to tell one what she thinks, because on her face is a constant disapproval. Zeena is mean and heartless, as Ethan felt the day Zeena told him that Mattie was to go. â€Å"He looked at her with loathing. She was no longer the listless creature who had lived at his side in a state of sullen self-absorption, but a mysterious alien presence, an evil energy secreted from the long years of silent brooding.† On the other hand, all Zenobia wants is for her love to be returned. As she said, â€Å"He took my satchel from my hand, and said my name, Zenobia, and my own heart was moved by him for the rest of my days.† All she wants is for Ethan to give to her love and devotion. When she realizes that this love is unattainable, meanness and bitterness sets in. â€Å"Meanness came and filled up the spaces where love was not .†

Evaluating GE’s Organizational Culture Essay

Introduction Every business has its own set of values and beliefs that make up an organizational culture that is unique to each specific business. â€Å"_Organizational Culture_ is a complex set of basic underlying assumptions and deeply held beliefs shared by all members of the group that operate at a preconscious level and drive in important ways the behavior of individuals in the organizational context† (Strategy Glossary, 2006). GE’s organizational culture is considered one of high ethical standard in the corporate world. According to The Age of Ethics (2007) â€Å"_GE now has one of the best ethics compliance programs in existence_, says Larry Ponemon, national director of Business Ethics Services at KPMG†. The purpose of this research paper is to identify and evaluate GE’s organizational cultureal appeal, shared values, customer base and customer service standards, characteristics of organizational culture, and to determine if GE’s organizational culture is ethical, customer-responsive, or spiritual. Organizational Cultural Appeal When looking at an organization’s cultural appeal, one must first realize what he or she looking for in a company. What appeals to me may or not appeal to someone else. Therefore, the following categories will show what it is about GE’s organizational culture that appeals to me personally. These categories include but are not limited to: Leadership: It is important for me to be with a company that allows leaders to have the freedom and flexibility to contribute their knowledge and expertise in both their daily job and at company levels. â€Å"At the top, we don’t [sic] run GE like a big company. We run it like a big partnership, where every leader can make a contribution not just to their job, but to the entire Company† (Immelt, J., 2005). Opportunity for Advancement: It is important for me to work for a company that offers employees an opportunity for advancement. â€Å"GE has six strong businesses aligned to grow with the market trends of today and tomorrow† Our Business, 2007). Work Environment: It is important for me to work for a company that provides a pleasant and vitalizing work environment that is easy to balance with my personal life. â€Å"GE is an invigorating place to work. Ours is a high-performance culture that emphasizes high-integrity business practices as well as work/life [sic] balance† (Our Culture, 2007). Training and Education Programs: It is important for me to work for a company that provides additional training and educational benefits that will enhance employee leadership capabilities. â€Å"We invest nearly $1 billion a year in career development for our employees at every level of professional growth.† (Leadership Programs, 2007). Shared Values When looking at an organization’s appealing values, one must first realize what he or she values. Categories in my value system may or may not be the same as someone else’s. Therefore, the following categories will show the values that I share with GE’s value system. These categories include but are not limited to: Ethics and Integrity: I believe that it is important for an organization and its employees alike to operate with strong ethics and integrity. â€Å"At GE, it isn’t [sic] enough to think big. Imagination must be practiced within boundaries of ethics, compliance and integrity† (Our Company, 2007). Community Volunteer Work: I believe it is important for every person and organization’s alike to come together and address community needs i.e. health and welfare for disadvantaged community members. â€Å"Each year, GE volunteers come together as one GE to participate in Global Community Days,  working together to improve our many communities† (Worldwide Activities, 2007). Environmental Health and Employee Safety: I believe it is important for a company to focus on environmentally safe production plants and employee safety. â€Å"Operational excellence shapes the tools and measurements that help keep employees safe while reducing our impact on the environment† (Our Business, 2007) Customer Base GE has built a strong and loyal customer base by continually meeting the needs of the customer. Robbins, S. (2005) describes six variables that are routinely evident in customer-responsive cultures like GE. Type of Employees: â€Å"outgoing and friendly† Low Formalization: â€Å"freedom to meet changing customer-service requirements† Extension of Low Formalization: widespread use of empowerment i.e. decision discretion to do what is necessary to please the customer. Good Listening Skills: â€Å"listen to and understand messages sent by the customer† Role Clarity: â€Å"Service employees act as _boundary spanners_ between the organization and its customers† Organizational Citizenship Behavior: employees are conscience of customers needs and go above and beyond the call of duty to satisfy a customer’s needs GE has been able to build such a strong and loyal customer base by meeting each of the six variables described by Robbins. Variable one, type of employee, is met through GE’s efforts to provide a diverse work environment. In fact, GE was named among the top 40 best companies for diversity by Black  Enterprise Magazine (Employees, 2007). Variables two and three, low formalization and extension of low formalization, is met through GE’s efforts to provide employees the freedom to become closer to their customers while finding new operational efficiencies and ways to work toward customer service (Leadership, 2007). Variable four, good listening skills, is provided by GE’s customer support centers through 1-800 numbers or e-mail correspondence that provide support for all customers, civil and military, with a variety of innovative support solutions tailored to individual customer needs (Customer Support, 2007). Variable five, role clarity, is met through GE’s effective use of influential employees (_boundary spanners_) who help shape the goals and parameters of inter-organizational cooperation with international markets such as: Algeria, Brazil, Columbia, Egypt, France, Germany et cetera (Worldwide, 2007). Variable six, organizational citizenship, is met through GE’s continued commitment to citizenship issues worldwide including human rights, philanthropy, public policy and environment, health and safety (Citizenship, 2007). Customer Service Standards GE’s customer service standard demonstrates their commitment to excellence and customer standards. In an effort to ensure top quality service standards in today’s competitive market, GE has implemented Six Sigma Quality standards. According to Making Customers Feel Six Sigma Quality (2007) â€Å"Six Sigma is a highly disciplined process that helps us focus on developing and delivering near-perfect products and services.† The goal behind training employees through Six Sigma and implementing this system is for GE to be able to evaluate defects and come as close to _zero errors_ as possible. Six Sigma standards have raised the bar and implemented the highest quality of customer service standards for GE since the 1980’s. According to Making Customers Feel Six Sigma Quality (2007) â€Å"Sigma †¦ is embedding quality thinking – process thinking – across every level and in every operation of our Company around the globe.† According to Key Elements of Quality (2007)†¦ the three key elements of Six Sigma quality are: Customer: customer satisfaction i.e. product quality, dependability, competitive pricing, quality service and so on takes precedence so clients will not find another service provider. Process: _outside-in thinking_ i.e. observing the company from the customer’s viewpoint and identifying areas that could use improvement to ensure customer satisfaction. Employee: _leadership commitment_ i.e. providing training, opportunities and incentives for employees to excel and focus their talents on customer satisfaction. Six Sigma centers on reducing process deviations and improving process capabilities. This process is dependant on six key concepts. According to The Six Sigma Strategy (2007) these concepts that GE focus on include: Critical to quality: customers most important attributes Defect: customer satisfaction failure Process Capability: deliverability of the process Variation: the customers perceptions Stable Operations: guaranteeing a constant and predictable process that meets with customer perceptions Design for Six Sigma: designing to meet customer requirements and process capabilities Characteristics of Organizational Culture There are seven primary characteristics of organizational culture: (1) innovation and risk taking, (2) attention to detail, (3) outcome orientation, (4) people orientation, (5) team orientation, (6)  Aggressiveness, and (7) Stability. Research indicates that GE embodies five of the seven primary characteristics of organizational culture. Innovation and Risk Taking: GE employees focus on innovation as their basis for taking calculated risks for change in the areas of transforming health care, cleaner power generation, exploring nanotechnology, aviation technology, greenhouse gas reduction, global research facilities and so forth (Innovation, 2007). Attention to Detail: GE employees focus on attention to detail in such areas as customer service, quality and assembly of products, meeting performance targets, enhanced decision-making through training and education and so on. People Orientation: GE considers their more than 300,000 employees to be their greatest asset, and they are â€Å"passionate about making life better with new ideas and technologies† (Our People, 2007). Team Orientation: A significant part of GE’s culture as a global company involves nurturing diverse and cross-cultural teams in such areas as public relations, automotives, global research, nanotechnologies, marketing and so on (Employees, 2007). Aggressiveness: Though GE does provide the tools necessary for employees to be aggressive and competitive, the degree to which people are aggressive and competitive is truly up to the individual employee. Conclusion Research indicates that GE’s organizational culture is both ethical and customer-responsive. In the area of organizational culture appeal, it was found that GE appealed to me in four categories: (1) leadership, (2) opportunity for advancement, (3) work environment, and (4) training and education programs. One should keep in mind that these categories may vary depending on the needs of each individual. In the area of shared values, it was found GE had three values that I identified with: (1) ethics and  integrity, (2) community volunteer work, and (3) environmental health and employee safety. Again, one should keep in mind that these categories may vary depending on the perception of values of each individual. In the area of customer base, it was found that GE has been able to build and sustain a strong and loyal customer base through adherence to the six variables as described by Robbins. In the area of customer service standards, it was found that GE has demonstrated their commitment to excellence and high customer standards through the training and implementation of The Six Sigma Strategy. In the area of characteristics of organizational culture, it was found that GE does embody five of the seven primary characteristics of organizational culture: (1) innovation and risk, (2) attention to detail, (3) people orientation, (4) team orientation, and (5) aggressiveness. Based on the above findings, my evaluation of GE’s organizational culture is that they do provide a strong framework for positive attitudes, experiences, beliefs and values that would be appealing to almost anyone looking for job satisfaction and advancement within an organization. References: Citizenship (2007). _GE Imagination at work_. Retrieved December 18, 2007, from http://www.ge.com/company/citizenship/index.html Customer Support (2007). _GE Aviation_. Retrieved December 18, 2007, from http://www.geaviationsystems.com/Systems—/Customer-Support/index.asp Employees (2007). _GE Imagination at work_. Retrieved December 18, 2007, from http://www.ge.com/company/citizenship/2007_citizenship/highlights.html Immelt, J. (2005). _GE Imagination at work_. Retrieved December 18, 2007, from http://www.ge.com/company/leadership/index.html Innovation (2007). _GE Imagination at work_. Retrieved December 18, 2007, from http://www.ge.com/innovation/index.html Key Elements of Quality (2007). _GE Imagination at work_. Retrieved December 18, 2007, from http://www.ge.com/sixsigma/keyelements.html Leadership & Learning (2007). _GE Imagination at work_. Retrieved December 18, 2007, from http://www.ge.com/company/culture/leadership_learning.html Leadership Programs (2007). _GE Imagination at work_. Retrieved December 18, 2007, from http://www.gecareers.com/GECAREERS/html/us/ourPeople/leadership.html Making Customers Feel Six Sigma Quality (2007). _GE Imagination at work_. Retrieved December 18, 2007, from http://www.ge.com/sixsigma/makingcustomers.html Our Business (2007). _GE Imagination at work_. Retrieved December 18, 2007, from http://www.ge.com/company/businesses/index.html Our Company (2007). _GE Imagination at work_. Retrieved December 18, 2007, from http://www.ge.com/company/index.html Our Culture (2007). _GE Imagination at work_. Retrieved December 18, 2007, from http://www.ge.com/company/culture/index.html Our People (2007). _GE Imagination at work_. Retrieved December 18, 2007, from http://www.ge.com/company/culture/people.html Robbins, S. (2005). _Organizational behavior_ (11th ed.). Upper Saddle River, NJ: Pearson Education. Strategy Glossary (2006). Ampol Partners. Retrieved December 18, 2007, from http://www.ampolbiz.com/consulting/resources/strategy_glossary.htm The Six Sigma Strategy (2007). _GE Imagination at work_. Retrieved December 18, 2007, from http://www.ge.com/sixsigma/sixsigstrategy.html Worldwide (2007). _GE Imagination at work_. Retrieved December 18, 2007, from http://www.ge.com/worldwide/index.html Worldwide Activities (2007). _GE Imagination at work_. Retrieved December 18, 2007, from http://www.ge.com/company/worldwide_activities/index.html

Entry Of The American Culture - 1617 Words

A) There were a couple of things that surprised me when I started citizenship classes. First, the urge that some students had to feel like they were a part of the American culture. During, some conversations that I held with students, some felt like they were not a part of the American culture, nor their native country. In all, feeling alienated and shunned by non-immigrants in the United States. In lecture, we spoke that migrants felt like â€Å"they were not here, nor there,† and I can only imagine what it is like not to be a part of society, simply because they made a sacrifice to improve my family’s lives. We also, have to take into consideration that many of the students were aware that they were still at risk of deportation, being†¦show more content†¦citizen and pass those barriers that are consistently placed in front of them. B) Reflecting on what I encountered through conversations, I held with certain students some descriptions of their migration process were similar and different of those found by Rubà ©n Leà ³n-Hernà ¡ndez. For example, some explained that they, and as mentioned in the book, coming to the U.S. was not their first chose and tried to find suitable employment back home but were unsuccessful. Others mentioned that they had family in the U.S. and migrated to the pursue â€Å"American Dream.† Also, they informed me that their goal was to improve the conditions of those they left back home by sending goods, whether for personal use or to build small businesses. Therefore, keeping on â€Å"one foot there and one foot here,† things that were explained throughout the book. Building networks here and back home were said to be relevant to the students I tutored. Depending on legal status, it is safe to say that a larger number of undocumented migrants are concentrated in the following job field: Construction, agriculture, housekeeping, maids, maintenance, butchers, and janitors to name a few; overall, jobs that most would not consider and with lower wages. Students that I helped tutored were employed as, truck drivers, housekeepers (more than often females) and construction (welding). Although, these students were legal permanent residents due to their language barriersShow MoreRelatedCross-cultural Communication and Power Distance1646 Words   |  7 Pagesanalyze the U.S. culture and Japanese culture by using Hofstede’s 5 cultural dimensions and Trompenaars’s cultural dimensions. 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