Integrating Care And Justice Moral Development Essays - Morality

Integrating Care and Justice: Moral Development Matchmaker.com: Sign up now for a free trial. Date Smarter! Integrating Care and Justice: Moral Development Part One: The criticisms of Kohlberg's moral development stages seem to center around three major points, his research methods, the "regression" of stage four, and finally his goals. The first criticism that I would like to address is that of his research methods. Kohlberg is often criticized for not only his subject selection, but also the methods by which he tries to extricate data from those subjects. His initial study consisted of school boys from a private institution in Chicago. The problem with this is fairly obvious, that this does not represent a significant portion of the population to allow for generalized conclusions. In other words, how can we test some boys from Chicago and ascertain that this is how all people develop worldwide? I believe that the answer to this criticism comes from the theory that it relates to. Kohlberg's moral development schema is highly dependent upon the idea that there are fundamental truths that cannot be dismissed. These ideas are "in the ether", wound into the very fabric that constructs human nature. Granted, his descriptions of the various stages also seem very dependent upon the surroundings and social institutions that an individual would be subjected to. Yet these institutions would be have to be built upon people, all of whom would share these ideological truths. It seems fairly obvious that all people have undeniable needs, survival and some group membership. Kohlberg's stages are merely methods by which one could fulfill these needs. For instance, Spartan societies were adamant about maintaining the purity and strength of the civilization. Citizens saw no wrong in exposing a sick or lame baby to the elements so that it might die. Surely an act of cruelty today, but in that society, a necessary evil The prosperity and wealth of the whole was of greater importance than that of the individual. In addition to these justifications, additional research substantiated Kohlberg's claims. Different subjects were tested, from all ages and regions, and the same conclusions were drawn from the data. Assuming that these conclusions are correct, and the data leads to the same interpretation, is there any other possibility? This argument seems most impressive, especially considering the differences between people that are evident in everyday life. Similarities on such an abstract level must be supportive of Kohlberg's claims. Another criticism of Kohlberg assumes that his subjects are biased, but proposes that his methods are even worse. To get the perspective of another person, he confronts them with seemingly impossible, unrealistic, and confrontational dilemmas. I, myself, had trouble with the Heinz dilemma because of my inability to believe that it was something that could take place in the real world. Even more so, the situation was something that was very foreign, and very hard to relate to. Anyone who has contemplated something very life changing, like a death in the family, then experienced it, understands how different it is to actually be faced with the dilemma. When theorizing, it is hard to maintain the intimate connection needed to truly react to a moral dilemma. My defense of this situation comes from a lack of a suitable alternative. True moral dilemmas are not only rare, but extremely hard to document. When faced with a situation that demands not only one's complete attention, but emotional vigor, it is really hard to find time to document or discuss feelings (let alone the motivation to do so!). For example, looking at the Heinz dilemma, it would be very hard to explain why one was chasing a man around while he tried to find a cure for his dying wife. An even less enticing alternative would be trying to sit him down and discuss how he was feeling. So, the only proper and effective way to get a response is to propose a hypothetical situation, and document replies. It may not elicit the pure data that one desires, but according to the Heisenberg principle, it is impossible to measure anything without influencing it. Some research methods indicate that it is more important to follow one's thoughts through the reasoning process, rather than just asking for possible solutions. However, I have to believe, and justify from personal experience, that people have incredibly low attention spans. Asking someone to explain how they think through a decision is almost as likely to yield useful data as asking them to volunteer their PIN numbers. It seems as though people are able not only to be influenced, but to influence themselves into making different decisions. This can

MA in Directed Writing - 6 Things You Should Not Do

MA in Directed Writing - 6 Things You Should Not DoThe most successful students, in writing, will always look for an MA in Directed Writing on the internet, but that does not mean that the quality of the subject matter and the writing skills should also be the same. One needs to write very differently to someone else in order to achieve a better outcome. In this article I want to cover some of the more common mistakes made when reading MA in Directed Writing samples, as well as why these mistakes are often made.First of all, when looking at an essay, you should always read it from the point of view of the reader. When you read the MA in Directed Writing sample for example, you should always be focused on the opinion of the writer, not just the opinions of the professor. A student may claim to be a professional writer, but what they actually are is an opinion writer. Their words will reflect their opinions and not those of the reader.Second, when reading an essay, you should always se ek out a deeper meaning. When a student claims to have a deep understanding of their topic, they are actually just delivering their opinion, not speaking from a real situation or point of view. You have to read the piece from their perspective, rather than the viewpoint of the student. Students will often state that their opinions are deeply held, but only those that they are willing to speak from a very real situation or position will experience it. The opinions of others, and those that simply describe the writer's position, are often more shallow than the deep-rooted beliefs of the author.Third, there should always be a deep understanding of the main point of the essay. When writing an essay, students should strive to understand the main concept behind the thesis statement, and then build their argument around that idea. This will allow the reader to feel as though they are actually part of the essay, rather than an observer.Fourth, the main points of an essay should be researche d carefully. If the essay is heavily based upon factual errors, it is important that you seek out the original sources in order to provide your reader with the best possible reading experience.Fifth, it is important that the students provide their readers with a feeling of a personal experience. While you are writing a speech, an essay, or a report, the goal is to tell the reader what you personally felt at the time. The essay should not be completely detached and provide no personal experiences that you were able to relate to.Sixth, even essays and reports, when they are written with a sense of humor, should always be able to be labeled as a true story. While all writers are aware that writing an essay is difficult, and indeed, writing a report can be a challenge, there are many different styles and tones that should be considered. The same rules should be applied to these essays, even if they are categorized as true stories.These six tips will help you when writing an essay and gi ve you the ability to write an essay that will be more successful. It will also make you realize that all essays are not created equal and should be treated as such.

Is Your Job Exempt From Overtime Pay

Is Your Job Exempt From Overtime Pay Are you wondering if you’re exempt from overtime pay? Thanks to the U.S. Labor Department and President Obama, there is a new overtime pay threshold for people working more than 40 hours per week.  By the current rule,   you would only be eligible for guaranteed time-and-a-half overtime pay if you made less than $23,660 per year. The new threshold is much higher: $47, 476 per year. This is part of a planned Fair Labor Standards Act update, the details of which have been in the works since 2014. Previous regulations made most white collar workers making a set salary, even a low one, ineligible for overtime pay.To quote the President, â€Å"It doesn’t make sense that in some cases this rule actually makes it possible for salaried workers to be paid less than the minimum wage†¦ If you’re working hard, you’re barely making ends meet, you should be paid for overtime. Period.†The only catch is that your employer might be reluctant to shell out. B e on the lookout for a pay raise that puts you at, say, $47,477 per year. Or a pay cut to compensate for the amount of overtime you would be making. As long as you’re making the state-regulated minimum wage, there’s nothing legally you can do to counter that sort of sneaky move.But, look on the bright side! Starting December 1 of this year, if you make less than $913 a week before tax, your employer is legally required to start paying you time-and-a-half overtime for any hour you work above 40. This rule will be due for an update again in 2020.Here’s hoping for more overtime protection for more workers, this year and in the future.

Academic Journal Article Example | Topics and Well Written Essays - 500 words

Academic Journal - Article Example On the other hand, the US Commercial Services identifies Saudi Arabia as the country with the fastest growing market in terms of security equipment and technology, especially surveillance cameras, consequently accounting for 12% of the world’s security equipments sales (qtd. in Alhadar and McCahill 317). With a look into the operations of surveillance camera system in Crescent Mall in Riyadh, this article addresses fundamental questions arising from the use of this technology in Riyadh and largely in Saudi Arabia. As noted by Marx, current surveillance â€Å"monitors not individual suspects, but geographical places, time periods and entire categories of persons† (qtd. in Alhadar and McCahill 325). However, this new surveillance takes a different perspective once religion and social morals take centre stage as proved Crescent Mall in Riyadh. In this regard, the main target of surveillance becomes men suspected of courting women instead of drug users and other social deviants in a western-like surveillance set-up. In addition, there is a theocratic approach when the surveillance targets those who do not attend prayers. Cultural norms and traditions shaped the response of the security systems in the mall. Case in point, a patrol security officer once directed by the surveillance operator to two elderly women sitting on the floor failed to take action on them since as Alhadar and McCahill noted, â€Å"Saudi cultural norms dictate that elderly people should be treated with respect and consideration† (322). In this case, traditional beliefs played an integral role regarding carrying out of surveillance. On the other hand, the attitudes of the observers played a crucial role in monitoring visitors at the mall especially the women who wore veils. The attitudes are of crucial importance since wearing veils did not prevent women from talking and interacting with men who were not their kin as the Saudi traditions and values

Complex Interdependence According To Nye and Keohane Assignment

Complex Interdependence According To Nye and Keohane - Assignment Example The two authors argued that bilateral relationships between French vs. German and U.S vs. Canadian determined the three hypothetical characteristics of complex interdependence. Nye and Keohane argued that the concept of complex interdependence in the 1970s emanated from international monetary relations. In this context, the significance of international organizations would therefore change. According to them, the concept of complex interdependence would change global politics. This would derive from the assertion that state policies and processes would have different objectives and instruments. Indeed, under complex interdependence, global politics would be universal where economic, environmental, and social globalism levels would increase as military globalism reduces. Keohane and Nye think that the concept of complex interdependence will lead to a reduction of military globalism since powerful nations with reliable expectations will not use force to solve global differences. More so, the politics of complex interdependence would be universal and hence limited chances of military globalism. Regional powers with reliable needs will desist from using force to solve global conflicts. In addition, world powers like the U.S facilitated and funded the establishment of postwar international institutions like IMF, UN, World Bank, and NATO that safeguarded and promoted the concept of complex interdependence. Moreover, the rise in economic, environmental, and social globalism levels would motivate world leaders in pluralist democracies to solve territorial disputes out of fear of economic and social development distractions that would deny such democracies significant investment capital.

How Europeans Affected the Indians Essay Example for Free

How Europeans Affected the Indians Essay The arrival of the Europeans affected the Indians in several different ways. The Indians were exposed to new experiences such as diseases, religion, racism, land ownership, and trade to name a few. The Indians way of life changed forever with the arrival of the European colonists. Diseases were introduced to them as early as 1550 by European fisherman who stayed on the New England shores during the winter. The fisherman brought devastating illnesses which the Indians had little resistance to such as diphtheria, cholera, typhus, measles, and small pox. The coastal Indians were the first infected by these aliments and in turn, they spread them to the inland Indians. These diseases were ruinous and cost many Indians their lives. The Indians had their own customs and religions. They were introduced to the colonist’s religion, Protestant Christianity. They did not immediately take to the Puritan religion as the Indians took to Catholicism brought in by the Spaniards. They found it difficult to embrace a religion that taught that all but a few of them were damned to hellfire. Also, the Puritan or Anglican religion was complicated with English ways of eating, dressing, working, and looking at the world. The Indians that did embrace the Protestant religion were forced to adhere to the Protestant ways and abandoned their own. The Indian men were to farm and the women to weave, they lived in English houses and not wigwams, they were to barber their hair as the Puritans, and they were to stop using bear grease toward off mosquitoes. Racism was introduced to the Indians by the English colonists. Before the colonist’s arrival, they knew nothing of prejudice. Captives were adopted into the tribe, white prisoners as well as Indians born into another tribe. They were fully accepted as their brothers and sisters. Tribes would even raid other tribes and white settlements in order to increase their numbers. Extramarital miscegenation produced â€Å"half-breeds† which were consigned to the Indians. This was done in part because they were illegitimate, but mostly because of the consciousness of race that steadily grew in intensity in the colonial societies. The English referred to the Indians as savages because they were racially inferior. They abhorred their culture, morals, manners, and religion. They thought of all Indians as enemies. The Indians  were exposed to this narrow mindedness and bigotry which had been made by the colonist and so they learned of racism. The colonists assumed possession of lands that were vacated, like the site of Plymouth, on the justification of ancient legal principle that unoccupied land is anybody’s picking. The colonists did acknowledge the legal and moral rights of the tribes to own land they occupied and purchased what they could of it. The problem was that when the Indians sold land to the colonists, their understanding was that they were then willing to share their hunting grounds with them, just as they would with other tribes. They did not understand the concept of ownership. This was not a practice in which they had ever been exposed. This misunderstanding between the Indians and colonists caused wars between them which were inevitably won by the colonists. The Indians way of life was not suitable to live where the English lived due to the colonist’s agricultural ways. The Indians farmed by borrowing fields from the forest. They cultivated the soil for a few years and then moved elsewhere. The fields then reverted to hunting grounds. But the colonists did not allow this to happen. They destroyed the forests for hundreds of acres. They farmed these fields until the soil was depleted. Then they would turn the fields into pastures for their livestock. The livestock would renew the soil after several years. But during this time, the colonists would clear more hundreds of acres for their farming. This caused the flight of wildlife and game, which was vital to the Indians way of life. The Indians were anxious to trade with the colonists. They would trade furs for such things as beef, baubles, vessels, tools, iron tomahawks, woven wool blankets, liquor, and muskets. In order to trade with the Europeans, the Indians hunted and trapped for the hides of deer and the furs of other animals which the colonists wanted. Competition for furs between the tribes introduced a vicious kind of war between the Indians. The fur trade also resulted in the destruction of the ecological system of the area. Before fur trading with the Europeans, the tribes killed only moose, deer, beaver, and the other animals which were necessary and they had an immediate need. But with the need for more hides and furs, the Indians hunted until they had extinguished all the animals in their hunting grounds. The Indians then went into other tribes’ territories to hunt which in turn caused warfare between them. Another problem with trading with the colonists arose out of the Indians want of the liquor which the colonists provided. They took to the intoxicating effects of the liquor which in turn caused new problems within the tribes and with the people of the tribes. The colonist’s actions also caused another first for the Indians. The hanging of three Wampanoag’s at Plymouth for murdering Sassamon, a â€Å"praying Indian† caused the first pan-Indian attempt to preserve traditional culture. Metacomet, called King Phillip by the New Englanders, was the one to convince the other tribes to work together as he saw that the colonists with their ever increasing numbers were destroying the Indians way of life. Slavery was the involuntary capture of human beings who were sold and then owned by their masters. They were forced to work for their entire lives. Slaves had no personal rights and no hope of freedom. Slavery was first notable in the southern colonies. At first, colonists saw the indentured servants as better investments than spending money on the slaves. Later, they realized that the slaves seem to have a built up immunity to certain diseases such as malaria, which often killed the indentured servants in their care. The colonists came to see the slaves as an investment, worth the money for the outcome of a lifelong worker who could do manual labor, did not have to be replaced after a specific number of years of service, and also could assist in bearing children born into slavery which only would increase the master’s workforce. Eventually, all of the colonies became involved in owning slaves. Indentured servitude was an adaptation of the well established English means of training boys to be artisans and caring for orphans. Fathers would sign an indenture with a master of a craft. This bound the boy to the master for a period of years, usually seven years. In return for his labor, the master agreed to shelter, clothe, and feed his apprentice and teach him the craft. This institution of indentured servitude was also used to provide for orphans. Indentured servants were well suited for farmers who needed  laborers. People were recruited in England to sign indentures to work in the colonies as servants for an agreed number of years. In return for signing the indentures, the servant’s passage across the Atlantic was paid. Some servant’s were forced by English courts which sentenced convicts to transportation to the colonies. There they served out their sentences as bound servants. Unlike slaves, the indentured servants had personal rights. The term of the servitude was written down which varied from three to seven years. At the end of the agreed time, they were freed. They were given clothing, tools, a little money, and sometimes land.

Cultural Differences in Joint Ventures Essay -- essays research papers

ESSAY TOPIC (1) :A joint venture is affected by the cultural distance between two partners. In what ways are joint ventures and types of international collaboration affected by cultural differences? INDEX INTRODUCTION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦2 What is culture?†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦2-3 The Cultural Orientation Model†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.4 The cultural Gap†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦5-6 Understanding Cultural Differences†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.6 The Challenge of Cultural Success†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..7 Cross-cultural training as a solution†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8 The effectiveness of the cross cultural training programs†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8-9 Future Directions for Cross-Cultural Training and International Business Assignments†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..10. Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..10 BIBLIOGRAPHY†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..11 INTRODUCTION Since the end of World War II, international operations have become a reality for an increasing number of corporations. Many of these initial efforts began as simple export schemes to sell goods overseas to supplement domestic sales. Over time, however, international operations have become increasingly more complex: from joint-ventures to purchasing existing foreign firms to ‘green-field’ start-ups. While export operations usually require no more than extended business trips overseas, more complex international operations demand long-term assignments of key personnel outside their home-country. What would normally be considered routine business transactions in the home country can become very complicated when they are conducted between individuals and organizations from different cultures. In this essay we will examine how this cultural gap can affect international business and joint ventures. What is culture? The word 'culture' is often described in terms of concrete ideas or social artifacts. Gary R. Weaver describes some common conceptions such as "good taste," "art or music," or "something that people in exotic foreign lands had."1 However, culture in the context of international assignments relates to how people perceive the world and the influence this perception has on their actions. It is culture on the interpersonal level. Different cultures can perceive the same thing differently, which leads to miscommunication and misunderstanding when one crosses into another culture not their own. We... ...s: Software of the Mind, (New York, NY: McGraw-Hill 1998) 4. 5.Ibid., 4. 6.Ibid., 4. 7.Paul E. Rohrlich, "Why Do We Study Intercultural Communication?," in Culture, Communication and Conflict: Readings in Intercultural Relations, 2d ed., ed. Gary R. Weaver (Needham Heights, MA: Simon & Schuster Publishing, 1998), 84-87. 8.Ibid., 85. 9.Ibid., 85. 10. (Schneider & Barsoux 1997:1). 11. Satish P. Deshpande and Chockalingam Viswesvaran, "Is Cross-cultural Training of Expatriate Managers Effective: A Meta Analysis," International Journal of Intercultural Relations 16 (1992): 296. 12.Environments," in Culture, Communication and Conflict: Readings in Intercultural Relations, 2d ed., ed. Gary R. Weaver (Needham Heights, MA: Simon & Schuster Publishing, 1998), 185-186. 13. Stewart J. Black and Mark Mendenhall, "Cross-cultural Training Effectiveness: A Review and a Theoretical Framework for Future Research," Academy of Management Review, No. 1 (1990), 132. 14. Deshpande and Viswesvaran, 301. 15. Rosalie L. Tung, "Selection and Training of Personnel for Overseas Assignments," Columbia Journal of World Business, (Spring 1981), 68-78.