Louisa May Alcotts Family Tree and Genealogy

Louisa May Alcott's Family Tree and Genealogy Louisa May Alcott, best known as the author of Little Women, never married and has no descendants. Her rich ancestry, however, stretches back to early America and Europe and includes many well-known people, including her father, famous transcendentalist Bronson Alcott. Many people can claim a relation to Louisa May Alcott through her siblings, cousins and other relatives. Born on November 29, 1832 in Germantown, Pennsylvania (now a part of Philadelphia), Louisa May Alcott was the second of four girls born to Bronson Alcott and his wife, Abigail May. The March family everyone came to love in her books is based on her own family, with Louisa as her alter-ego Jo and her sisters as the other three little women. Louisa May Alcott died just two days after her father, on March 4, 1888 from long-term side-effects of mercury poisoning. She initially acquired this disorder from the drug calomel (which is laden with mercury) that doctors used to treat the typhoid fever she contracted while volunteering as a nurse during the Civil War. Louisa May Alcott is buried on Authors Ridge in Concords Sleepy Hollow Cemetery, with her family. Nearby, are the graves of Ralph Waldo Emerson, Nathaniel Hawthorne, and Henry David Thoreau. First Generation Reading the Ahnentafel genealogical numbering system is not difficult once you understand how this family tree is arranged. 1. Louisa May ALCOTT was born on 29 Nov 1832 in Germantown, Philadelphia, Pa. and died on 6 Mar 1888 in Boston, Suffolk Co., Ma. Second Generation (Parents) 2. Amos Bronson ALCOTT was born on 29 Nov 1799 in Wolcott, New Haven, Ct. and died on 4 Mar 1888. He married Abigail MAY on 23 May 1830. 3. Abigail MAY was born on 8 Oct 1800 in Boston, Suffolk Co., Ma. and died in 1877. Amos Bronson ALCOTT and Abigail MAY had the following children: i. Anna Bronson ALCOTT was born on 16 Mar 1831 in Germantown, Philadelphia, Pa.1 ii. Louisa May ALCOTTiii. Elizabeth Sewall ALCOTT was born on 24 Jun 1835 in Boston, Suffolk Co., Ma. and died on 14 Mar 1858.iv. May ALCOTT was born on 26 Jul 1840 in Concord, Middlesex Co., Ma. Third Generation (Grandparents) 4. Joseph Chatfield ALCOTT was born on 7 May 1771 in Wolcott, New Haven, Ct. and died on 3 Apr 1829. He married Anna BRONSON on 13 Oct 1796 in Wolcott, New Haven, Ct. 5. Anna BRONSON was born on 20 Jan 1773 in Jerico, New London, Ct. and died on 15 Aug 1863 in West Edmeston, Ostego Co., New York. Joseph Chatfield ALCOTT and Anna BRONSON had the following children: i. Betsey ALCOTT was born on 4 Apr 1798 in Wolcott, New Haven, Ct. and died on 5 Nov 1798.2 ii. Amos Bronson ALCOTTiii. Chatfield ALCOTT was born on 23 Oct 1801.iv. Pamelia ALCOTT was born on 4 Feb 1805 in Wolcott, New Haven, Ct. and died on 11 Feb 1849.v. Betsey ALCOTT was born on 14 Feb 1808 in Wolcott, New Haven, Ct.vi. Phebe ALCOTT was born on 18 Feb 1810 in Wolcott, New Haven, Ct. and died on 28 Jul 1844.vii. George ALCOTT was born on 26 Mar 1812 in Wolcott, New Haven, Ct. and died on 12 Jul 1812.viii. Junius ALCOTT was born on 6 Jul 1818 and died on 16 Apr 1852.ix. Ambrose ALCOTT was born on 10 Sep 1820 in Wolcott, New Haven, Ct. 6. Joseph MAY was born on 25 Mar 1760 in Boston, Suffolk Co., Mass. and died on 27 Feb 1841 in Boston, Suffolk Co., Mass. He married Dorothy SEWELL on 28 Dec 1784 in Boston, Suffolk Co., Mass. 7. Dorothy SEWELL was born on 23 Dec 1758 in Boston, Suffolk Co., Mass. and died on 31 Oct 1825 in Boston, Suffolk Co., Mass. Joseph MAY and Dorothy SEWELL had the following children: i. Charles MAY was born on 2 Nov 1785 in Roxbury, Norfolk Co., Mass. and died on 21 Mar 1856 in Roxbury, Norfolk Co., Mass.ii. Catharine MAY was born on 30 Dec 1786 in Boston, Suffolk Co., Mass. and died in 1814 in Boston, Suffolk Co., Mass.iii. Louisa MAY was born on 31 Dec 1792 in Roxbury, Norfolk Co., Mass. and died on 14 Nov 1828 in Roxbury, Norfolk Co., Mass.iv. Edward MAY was born on 26 Aug 1795 in Roxbury, Norfolk Co., Mass. and died on 29 Apr 1802 in Roxbury, Norfolk Co., Mass.v. Samuel Joseph MAY was born on 12 Sep 1797 in Roxbury, Norfolk Co., Mass. and died on 1 Jul 1871 in Roxbury, Norfolk Co., Mass.vi. Elizabeth Sewall MAY was born on 5 Dec 1798 in Boston, Suffolk Co., Mass. and died on 5 Mar 1822 in Portland, Cumberland Co., Maine.3 vii. Abigail MAYviii. Louisa C. Greenwood MAY was born on 2 Dec 1810 in Roxbury, Norfolk Co., Mass. and died on 23 Sep 1891 in Roxbury, Norfolk Co., Mass. Fourth Generation (Great Grandparents) 8. Captain John  ALCOX  was born on 28 Dec 1731 in Wolcott, New Haven, Conn. and died on 27 Sep 1808 in Wolcott, New Haven, Conn. He married Mary CHATFIELD on 28 Aug 1755 in Connecticut. 9. Mary CHATFIELD was born on 11 Oct 1736 in Derby, New Haven, Conn. and died on 28 Feb 1807 in Wolcott, New Haven, Conn. She was christened 7  Noc  1736 in First Congregational Church of Derby. Captain John ALCOX and Mary CHATFIELD had the following children: i. Lydia ALCOTT was born on 8 Dec 1756 in Wolcott, New Haven, Conn. and died on 23 Sep 1831.ii. Solomon ALCOTT was born on 8 May 1759 in Wolcott, New Haven, Conn. and died on 21 May 1818 in Wolcott, New Haven, Conn.iii. Samuel ALCOTT was born on 29 Nov 1761 in Wolcott, New Haven, Conn. and died on 9 Jun 1819.iv. John Blakeslee ALCOTT was born on 24 Jun 1764 in Wolcott, New Haven, Conn. and died on 17 Sep 1837.v. Mary ALCOTT was born on 8 Sep 1766 in Wolcott, New Haven, Conn. and died on 18 Feb 1770.vi. Isaac ALCOTT was born on 12 Apr 1769 in Wolcott, New Haven, Conn. and died on 12 Sep 1809.4  vii.  Joseph Chatfield ALCOTTviii. Mark ALCOTT was born on 11 May 1773 in Wolcott, New Haven, Conn. and died on 21 Nov 1846.ix. Thomas ALCOTT was born on 16 Oct 1775 and died on 27 Apr 1778. 10. Amos BRONSON was born on 3 Feb 1729/30 in Waterbury, New Haven, Conn. and died on 2 Sep 1819 in Waterbury, New Haven, Conn. He married Anna BLAKESLEY on 3 Jun 1751 in Waterbury, New Haven, Conn. 11. Anna BLAKESLEY was born on 6 Oct 1733 in New Haven, New Haven, Conn. and died on 3 Dec 1800 in Plymouth, Litchfield, Conn. Amos BRONSON and Anna BLAKESLEY had the following children: i. Noah Miles BRONSON was born on 15 Jul 1767 in Waterbury, New Haven, Conn. and died on 8 Sep 1859 in Weymouth, Medina Co., Ohio.5  ii.  Anna BRONSON 12. Samuel MAY was born. He married Abigail WILLIAMS. 13. Abigail WILLIAMS was born. Samuel MAY and Abigail WILLIAMS had the following children: 6  i.  Joseph MAY 14. Samuel SEWELL was born on 2 May 1715 in Boston, Suffolk Co., Mass. and died on 19 Jan 1771 in Holliston, Middlesex Co., Mass. He married Elizabeth QUINCY on 18 May 1749 in Boston, Suffolk Co., Mass. 15. Elizabeth QUINCY was born on 15 Oct 1729 in Quincy, Norfolk Co., Mass. and died on 15 Feb 1770. Samuel SEWELL and Elizabeth QUINCY had the following children: i. Elizabeth SEWELL was born on 12 Mar 1750 and died in 1789.ii. Samuel SEWELL was born on 11 Dec 1757 in Boston, Suffolk Co., Mass. and died on 7 Jun 1814 in Wiscasset, Lincoln Co., Maine.7  iii.  Dorothy SEWELL Fifth Generation (Great, Great Grandparents) 16. John ALCOCK was born on 14 Jan 1705 in New Haven, New Haven, Conn. and died on 6 Jan 1777 in Wolcott, New Haven, Conn. He married Deborah BLAKESLEE on 14 Jan 1730 in North Haven, New Haven, Conn. 17. Deborah BLAKESLEE was born on 15 Mar 1713 in New Haven, New Haven, Conn. and died on 7 Jan 1789 in Wolcott, New Haven, Conn. John ALCOCK and Deborah BLAKESLEE had the following children: i. Lydia ALCOTT was born on 24 Nov 1730 in North Haven, New Haven, Conn. and died on 15 Nov 1796 in North Haven, New Haven, Conn.8  ii.  Captain John ALCOXiii. James ALCOTT was born on 1 Jun 1734 in Waterbury, New Haven, Conn. and died on 9 Aug 1806.iv. Jesse ALCOTT was born on 23 Mar 1736 in Waterbury, New Haven, Conn. and died on 29 Oct 1809.v. Daniel ALCOTT was born on 25 Mar 1738 in Waterbury, New Haven, Conn. and died on 24 May 1805.vi. David ALCOTT was born on 12 Jan 1740 in Waterbury, New Haven, Conn. and died on 29 Jan 1821.vii. Deborah ALCOTT was born in 1742 in Waterbury, New Haven, Conn. and died on 18 Jun 1831.viii. Mary ALCOTT was born in 1744 in New Haven, New Haven, Conn. and died on 6 Mar 1825.ix. Thankful ALCOTT was born in 1748 in New Haven, New Haven, Conn. and died on 1 Mar 1839.x. Hannah ALCOTT was born in 1751 in New Haven, New Haven, Conn. and died on 1 Mar 1821.xi. Anna ALCOTT was born about 1753 in New Haven, New Haven, Conn. and died on 5 Feb 1822 in Wol cott, New Haven, Conn.xii. Stephen ALCOTT was born about 1757 in New Haven, New Haven, Conn. 18. Solomon CHATFIELD was born on 13 Aug 1708 and died in 1779. He married Hannah PIERSON on 12 Jun 1734. 19. Hannah PIERSON was born on 4 Aug 1715 and died on 15 Mar 1801. She is buried in Oxford Congregational Cemetery, Oxford, Conn. Solomon CHATFIELD and Hannah PIERSON had the following children: i. Joseph CHATFIELD was born on 4 Apr 1735 and died about 1795.9  ii.  Mary CHATFIELDiii. Hannah CHATFIELD was born about 1738.iv. Lois CHATFIELD was born about 1741.v. Eunice CHATFIELD was born on 6 Feb 1743 and died in 1823.vi. Rachel CHATFIELD was born about 1745 and died on 11 May 1778.vii. Comfort CHATFIELD was born about 1749.viii. Anna CHATFIELD was born about 1752 and died on 11 Sep 1853.ix. Comfort CHATFIELD was born about 1756 and died on 3 Nov 1798. 28. Joseph SEWELL was born on 15 Aug 1688 in Boston, Suffolk Co., Mass. and died on 27 Jun 1769 in Boston, Suffolk Co., Mass. He married Elizabeth WALLEY on 29 Oct 1713 in Boston, Suffolk Co., Mass. 29. Elizabeth WALLEY was born on 4 May 1693 in Boston, Suffolk Co., Mass. and died on 27 Oct 1713 in Boston, Suffolk Co., Mass. Joseph SEWELL and Elizabeth WALLEY had the following children: 14  i.  Samuel SEWELLii. Joseph SEWELL was born on 13 Jul 1719 in Boston, Suffolk Co., Mass. and died on 18 Aug 1719 in Boston, Suffolk Co., Mass. 30. Edmund QUINCY was born on 13 Jun 1703. He married Elizabeth WENDELL on 15 Apr 1725 in Boston, Suffolk Co., Mass. 31. Elizabeth WENDELL was born. Edmund QUINCY and Elizabeth WENDELL had the following children: 15  i.  Elizabeth QUINCY Sixth Generation (Great, Great, Great Grandparents) 32. John ALCOTT was born on 14 Jul 1675 in New Haven, New Haven, Conn. and died in Mar 1722 in New Haven, New Haven, Conn. He married Susanna HEATON on 8 May 1698 in New Haven, New Haven, Conn. 33. Susanna HEATON was born on 12 Apr 1680 in New Haven, New Haven, Conn. and died on 3 Mar 1736 in New Haven, New Haven, Conn. John ALCOTT and Susanna HEATON had the following children: i. Abigail ALCOTT was born in 1703 in New Haven, New Haven, Conn. and died in 1771.16  ii.  John ALCOCKiii. Elizabeth ALCOTT was born on 31 Jul 1708 in New Haven, New Haven, Conn. and died on 23 Jan 1782 in New Haven, New Haven, Conn.iv. Sarah ALCOTT was born on 11 Aug 1711 in New Haven, New Haven, Conn. and died in 1757.v. Stephen ALCOTT was born on 10 Aug 1714 in New Haven, New Haven, Conn. and died in Feb 1742.vi. Mary ALCOTT was born on 10 Aug 1717 in New Haven, New Haven, Conn. 34. John BLAKESLEE was born on 15 Jul 1676 in New Haven, New Haven, Conn. and died on 30 Apr 1742 in New Haven, New Haven, Conn. He married Lydia in 1696. 35. Lydia died on 12 Oct 1723 in New Haven, New Haven, Conn. John BLAKESLEE and Lydia had the following children: i. Elizabeth BLAKESLEE was born on 1 Mar 1702 in New Haven, New Haven, Conn.17  ii.  Deborah BLAKESLEEiii. Mary BLAKESLEE was born on 5 Apr 1720 and died about 1799. 36. John CHATFIELD was born on 8 Apr 1661 in Guilford, New Haven, Conn. and died on 7 Mar 1748. He married Anna HARGER on 5 Feb 1685 in Derby, New Haven, Conn. 37. Anna HARGER was born on 23 Feb 1668 in Stratford, Fairfield, Conn. and died in 1748. John CHATFIELD and Anna HARGER had the following children: i. Sarah CHATFIELD was born on 5 Dec 1686 and died on 20 Jun 1721.ii. Mary CHATFIELD was born on 23 Apr 1689.iii. Abigail CHATFIELD was born on 2 Sep 1693.iv. John CHATFIELD was born on 26 Feb 1697 and died on 30 Oct 1793.v. Samuel CHATFIELD was born on 28 Aug 1699 and died on 17 May 1785.vi. Ebenezer CHATFIELD was born on 4 Jul 1703 and died about 1789.18  vii.  Solomon CHATFIELD 38. Abraham PIERSON was born about 1680 and died on 12 May 1758. He married Sarah TOMLINSON. 39. Sarah TOMLINSON was born about 1690 and died on 12 May 1758. Abraham PIERSON and Sarah TOMLINSON had the following children: i. Sarah PIERSON was born on 19 Aug 1705 and died in 1750.ii. Abraham PIERSON was born on 28 Jul 1707 and died in 1781.iii. Mary PIERSON was born on 26 Oct 1712 and died in 1790.19  iv.  Hannah PIERSONv. Stephen PIERSON was born on 4 Mar 1720 and died in 1758.vi.  Barchua  PIERSON was born on 1 Dec 1726. Seventh Generation (Great, Great, Great, Great Grandparents) 64. Phillip ALCOTT was born in 1648 in Dedham, Norfolk, Mass. and died in 1715 in Wethersfield, Hartford, Conn. He married Elizabeth MITCHELL on 5 Dec 1672 in New Haven, New Haven, Conn. 6 5. Elizabeth MITCHELL was born on 6 Aug 1651 in New Haven, New Haven, Conn. Phillip ALCOTT and Elizabeth MITCHELL had the following children: 32  i.  John ALCOTTii. Thomas ALCOTT was born in 1677 in New Haven, New Haven, Conn. and died on 2 Apr 1757 in New Haven, New Haven, Conn.iii. Elizabeth ALCOTT was born on 6 Feb 1679 in New Haven, New Haven, Conn.iv. Phillip ALCOTT was born on 19 Nov 1681 in New Haven, New Haven, Conn.v. Agnes ALCOTT was born in 1683 in New Haven, New Haven, Conn. and died on 8 Feb 1782. 66. James HEATON was born about 1632 and died on 16 Oct 1712 in New Haven, New Haven, Conn. He married Sarah STREET on 20 Nov 1662. 67. Sarah STREET was born about 1640. James HEATON and Sarah STREET had the following children: i. Nathaniel HEATON was born on 19 Nov 1664 and died in 1725.ii. Abigail HEATON33  iii.  Susanna HEATONiv. Anna HEATON was born on 23 Dec 1682.

Asserting Masculinity in the Cultural Context of Camp

Confirming masculinity in the cultural context of summer camp is an important yearly experience in the lives of many children. Some children continue to camp after the camp time and choose to become counselors. The program exists as a leadership program within the camp structure to educate on how to become an effective counselor for children between the ages of 15 and 17. Each session ends with a normally closed bonfire, and the male 's CILT is extinguished by urinating after the woman comes out. Male / Female: culture depends on male or female. In male culture, the dominant values ​​are thought to be ambitious, self-confidence, performance, and access to money and things, so-called feminists such as quality of life, maintenance of personal relationships, consideration of weak environments It is emphasized with cultural values ​​(Edward Rees, 2010). Time oriented: Finally, time oriented determines the cultural influence of every country. It was originally called a chaotic motive and is related to the time frame faced by the people of different cultures and some of them will consider concrete action plans in the coming years, 2010 Year) †¢ Masculinity and femininity mean that culture emphasizes emotional and social roles as well as work goals. Male culture reflects preferences for confidence, achievement and material success. Women's culture emphasizes relationships, cooperation, and the quality of life. I agree with the dominant value whether male or female, male or female, despite this dimension label. In addition to the work done by Hofstede, many other effects on behavior are categorized. Trompenaars and Hampden-Turner (1998) also focuses on cultural differences and their impact on business and management. They provided data from more than 30,000 training program participants and explained the seven aspects of cultural differences:

Qatar Airways Essay Example | Topics and Well Written Essays - 1250 words

Qatar Airways - Essay Example This has led to many of its global achievements and awards. Management strategies help to identify new opportunities for growth, like the merger between the American Airlines and US Airways which provides an exciting opportunity for further growth American Airlines and US Airways provides an exciting opportunity for further growth American Airlines and US Airways provides an exciting opportunity for further growth and connecting of customers to North America. The airline has also refocused its capacity to Africa in response to market and competition developments. During the recent years the airline has launched various global networks and destinations covering from Europe, South Asia the Middle East, Africa, Asia Pacific, North America and South America with a modern fleet and cargo aircrafts. It has made plans for its expansion with an additional frequency ad capacity to both existing and new destinations. The addition of airlines provides a major increase in the number of passengers and networks. Qatar Airways is one of the launch customers of the twin-deck super jumbo recognized for its luxurious design and as the world’s biggest aircraft capable of carrying capacity of 555 passengers. The first aircraft was delivered in 2014. The company also operates corporate jets for its executive subsidiary launched in 2009. The use of modern technology is a major advantage in the airline industries; it plays a key role in enhancing efficiency and customer services, the Qatar airways has partnered with Wipro Infotech in order to conceptualize their growth strategies. This gives them a competitive edge as they will be able to utilize Wipro’s highly technical resources, research and development centers to explore and take advantage of new technological solutions. Hamad International Airport opened I April 2014 is a project undertake y Qatar Airways designed to help shape Doha as one of the greatest regional and international aviation hub. The

Property and Mortgages Essay Example | Topics and Well Written Essays - 1000 words

Property and Mortgages - Essay Example The general rule is that the interest reverts to the borrower upon completion of refinancing the mortgage. The history of mortgages dates back to the seventeenth century. Throughout this period, doctrines of equity have been applied to protect mortgagors from mortgagees’ exploitations. Statutory regulations have however recently been formulated to ensure mortgagors’ protection. The courts have similarly joined the efforts. The scope of mortgages covers any venture in which land is used, and is offered on any interest on land as well as other properties other than land. This paper seeks to investigate the statement that ‘mortgages are a suppression of truth and a suggestion of falsehood,’ mortgage destroys our economy. The paper will explore the legal aspects of mortgages with the aim of supporting the statement. Difference between legal and equitable mortgages The major difference between equitable and legal mortgage is the level of formality that is involv ed on the process of creating the mortgage. A legal mortgage requires strict formalities that include a written contract. All terms of the mortgage agreement are stipulated and the document signed. Equitable mortgages on the other hand involve deposition of title to the subject estate without making formal commitments. Legal mortgages are executable within the strict interpretation of the law of property act (1925) and must be under deed. This means that the mortgage binds any interest in the land, both original and transferred. An equitable mortgage is however informal and do not bind a purchaser in good faith who takes the property for value without the knowledge of existence of the mortgage (Slorash and Ellis, 2007, 121). Another difference between a legal mortgage and an equitable mortgage is the transferability of interest in the subject land. While property in the piece of land is transferred to the mortgagee under a legal mortgage, only possession passes in an equitable mortg age and the mortgagee has to seek judicial intervention for transfer of property in the land in case of a defaulted refinancing (Sharma, 2010, 212). Rights of the mortgagee The mortgage agreement creates a number of rights to the mortgagee. The first right that a mortgagee acquires is the right over â€Å"the promise to pay† (Williams, 2011, 90). This right is enforceable against the mortgagee or any subsequent owner of the land subject to the law of property act (2007) and the interpretation of the case of Nefson Diocesan trust board v Hamilton [1926] NZLR 342. The mortgagee also has a right to foreclosure and to gain possession of the land if the mortgagor defaults in payments after a notice after a notice (Williams, 2011, 92). There is also the right to put the piece of land under receivership or even to sell the property as was held in the case of Alliance &Leicester plc v Slayford [2000] EGCS 113. The same case provides legal ground for suit against the mortgagor’ s covenant (Pawlowski and Brown, 2002, 177). Rights of the mortgagor The mortgagor’s rights include the right to redeem the mortgage subject to the terms of the mortgage agreement as was illustrated in the case of Jones v Morgan (2001) (Dixon, 2011, 380). The redemption right can be enforced equitably or legally. Further, the mortgagor is entitled to right of possession, inspection of property and accession rights (Mau, 2010, p. 86- 88). Safeguards for borrowers Mortgagors are bound by the lending terms of their agreements that are enforceable under statutory laws. The doctrines of equity supplements statutory regulations to protect borrowers from exploitation. Mortgagor’s right of redemption is for instance absolute irrespective of the delayed

How Divorce Effects Kids Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  If two people love each other enough to get married, and together choose to form a lifelong commitment, why are so many of these marriages ending? What does marriage mean to people nowadays and why do people decide to get married? Records show us that people have been getting married for as long as the earliest recorded history. There are many benefits for couples who have a successful marriage. When a marriage begins to fail it is usually due to a couple's inability to communicate, lack of a common goal, or a trust vs. mistrust issue; therefore, more so than not, these types of situations will ultimately result in a divorce. The most frequently asked question over the last two decades has been, â€Å"Does divorce effect children and how so?† Studies have shown that divorce affects children in many ways: affects their self-esteem, feels as thought they "lose" a parent, and takes away their sense of family. The divorce rate has quadrupled from 4.3 million in 1970 to 18.3 million in 1996 (quoted form census bureau’s release about its marital status and living arrangements). "The number of children living with both parents declined from 85 to 68 percent between 1970 and 1996. The proportion of children living with one parent has grown from 12 percent to 28 percent during this same time span (Quoted from Census Bureau's release about its report on marital status and living arrangements)". A person's first marriage, if it were to end in divorce, will most likely end in the firs...

How Can Global Thinking Support You?

How can Global Thinking support you? Inform The Global Thinking team offers fresh perspectives on learning from our long experience in diverse local and global contexts. Inspire We provide advice and training, resources and research to bring insight, challenge perceptions and enable creative thinking for 21st Century learning. Innovate We work in partnership with clients and education specialists on practical and innovative approaches for differing teaching and learning needs. Global Thinking provides inspiration and innovation in global learning.Our specialist team provides training and consultancy to educators who enable young people to shape their futures in a fair and sustainable world. Education The term was increasingly applied to initiatives in international education and was advanced by  Stuart Grauer  in his 1989 University of San Diego publication, Think Globally, Act Locally: A Delphi Study of Educational Leadership Through the Development of International Resources in the Local Community. In this publication it was attribed to  Harlan Cleveland. 15]  It is said that this term was used by German-American  sociologist  Eugen Rosenstock-Huessy[citation needed]  in the 1950s or earlier, prior to the formation of the  United Nations Organization. It is not only corporations that are acknowledging the importance of environmental issues, but also the education system. Government officials and school boards across the world are beginning to develop a new way of teaching. Globalization is now thought of as an important concept to understanding the world.Certain schools believe it is important to discuss global issues as young as 5 years old. It is students who are our future, therefore understanding the concept of â€Å"think globally, act locally† is fundamental to our future. [16] Definition â€Å"Think globally, act locally†Ã‚  urges people to consider the health of the entire planet and to take action in their own communitie s and cities. Long before governments began enforcing environmental laws, individuals were coming together to protect habitats and the organisms that live within them.These efforts are referred to as grassroots efforts. They occur on a local level and are primarily run by volunteers and helpers. â€Å"Think Globally, Act Locally† originally began at the grassroots level, however, it is now a global concept with high importance. It is not just volunteers who take the environment into consideration. It is corporations, government officials, education system, and local communities. It is now extremely important to consider global markets and communities when doing business.Global markets and large corporations have one of the largest impacts on the environment, it is their influence and actions that are vital to the survival of our planet. Large corporations have the most impact on the environment, therefore â€Å"thinking globally and acting locally† can make a major dif ference in the survival of our planet. Warren Heaps states â€Å"it's really important to recognize that markets are different around the world, and company compensation programs should reflect a balance between global corporate philosophy and local practice and culture†. 1] About the Department The Faculty of Arts and Letters is an institution of learning geared towards the development and fulfillment of the total person, the Universal Man, focusing on the Arts and the Humanities, mainly, and spreading out to include the sciences, social and natural, guided by Christian faith and avowed Thomasian ideals and the highest social, national, international and even global standards and objectives.The envisioned goal is the Colege's turning out not only of learned but wisened individuals who, motivated by the highest standards of excellence, excel in their chosen fields, eventually becoming role models in society, potential leaders and achievers of the country, all in the spirit no t only of personal but also social and more importantly, spiritual commitment. The Faculty's goals and objectives are: An ideal confluence of mind, heart and spirit, in the service of the total rounded man.Expertise in one's own chosen field and an adequate spreading out of interests, skils, concerns, in other, fields, allied of otherwise. An enhanced and enriched cultural background including a sense of history and tradition while being abreast with the modern technology of a network world. Ample exposure to and immersion in research as well as creative and critical endeavors. Sympathy and concern for the socially needy and handicapped through consistent efforts and interst in community service.Constant cultivation and preservation of Philippine values at the same time cognizant of what are timeless and universal. History The liberal arts and philosophy had been taught in the University of Santo Tomas since its foundation in 1611. The Faculty of Philosophy and Letters was establish ed in 1896 and the College of Liberal Arts in 1926. In 1964, however these two colleges were merged and given the general name of Faculty of Arts and Letters. Courses offered then were Bachelor of Arts, Bachelor of Literature, and Bachelor of Philosophy.In the course of time, new majors were offered. In the academic year 1971 to 1972, the Faculty started to offer the degree of Bachelor of Arts in Asian Studies, Behavioral Science (which evolved form the originally offered LiA-Com), Communication Arts, Economics, Journalism, Literature, Philosophy,Political Science, Sociology, and Translation(which was eventually phased out). In 1994, another major, Legal Management, was created to serve the relevant needs of students who intend to go to law after graduation.And so, presently, ten majors are offered in the Faculty of Arts and Letters to wit; Asian Studies, Behavioral Science, Communication Arts, Economics, Jouranlism, Literature, Legal Management, Political Science, Philosophy, and S ociology. Common courses offered in the Faculty of Arts and Letters are designed to develop the minds and sensibilities of the students and to inculcate in them human values and the appreciation of the country's cultural heritage in the light of Christian faith and tradition.Furthermore, they intend to provide the students with the necessary background for them to develop into informed, responsible, and concerned rounded citizens of this country, guided by the mission-vision not only of the College but more importantly, of the University of Santo Tomas. â€Å"Mga Uri Ng Pagsulat†Ã‚  StudyMode. com. 01 2011. 01 2011 .

Conflict of Power Distance Individualism - Free Essay Example

Sample details Pages: 9 Words: 2616 Downloads: 8 Date added: 2017/06/26 Category Sociology Essay Type Research paper Did you like this example? Conflict of Power Distance Individualism between American expatriate Vietnamese employees TABLE OF CONTENT INTRODUCTIONà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦3 BACKGROUND AND SIGNIFICANTà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.4 LITERATURE REVIEWà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â €š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦5 RESEARCH DESIGN AND METHOD/ METHODOLOGY.7 Sampling designà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦7 Research designà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.8 Data analysis methodsà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦8 INSTRUMENTSà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦..9 DATA ANALYSISà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦10 LIMITATIONSà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.12 CONCLUSION AND SUGGESTIONà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.13 REFERENCEà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦14 APPENDIX INTRODUCTION Due to extremely fierce competition between American companies, these companies try to survive by cost-reduction strategy. Thus, companies that pursue cost-reduction st rategy want to reduce costs by offshoring noncore departments overseas such as Vietnam. However, these American companies are not aware of the culture differences in developing countries that can lead to expatriate failure. According to Mendenhall and Oddou report in 1985, American expatriate failure rate is about 25 to 40 percent in period 1965-1985 (Mendenhall and Oddou, 1985). Later on, few American companies started recognizing culture conflicts in these developing countries and had reactions. Therefore, in 1988, Tungà ¢Ã¢â€š ¬Ã¢â€ž ¢s research reported that American failure is vary from above 10 to 40 percent, since still not every companies recognized (Tung, 1988). Valuing the important role of culture differences, this research examines the differences in individualism-collectivism, and power distance between American expatriates and Vietnamese employees. To have a better understanding about the different culture and its impacts on the success or failure of a country in pene trating a new market, during the November of 2013, we have carried out a survey and collected information from a small group of Vietnamese students currently studying at Troy University, United States. This survey is a basis for us to explain the different culture between Vietnamese and American students. Every year, offshoring companies must spend millions of dollars to build up overseas departments as well as costs to train and send expatriates and their families overseas. It provides expatriates, especially American expatriates, who will be sent to Vietnam, a better view about Vietnamese business protocols and leadership expectations. Thus, the successful probability of these American will increase, and offshoring companies can enjoy profits from offshoring plans. BACKGROUND AND SIGNIFICANT Nowadays, due to the saturated of America market, the competition between American companies have become extremely conflicting. Most companies try to provide the most favorable prices to attract customers, so cost-cutting become survival strategy. These American companies try to offshore the noncore departments to emerging markets, such as Vietnam and China. Because the labor cost in Vietnam is cheaper than China, so some American companies such as Nike Company, recognize the potential benefits in Vietnam and offshore to this country. In order to train Vietnamese employees to perform the tasks, these companies sent expatriates. However, some American companies do not recognize Vietnamese culture is conflict with American culture. Culture is one of the main element that impact business protocols and leadership expectation. Therefore, many times, culture confliction leads to failure of expatriates that cause the offshoring companies sufficient lost. This research provides a source of reference that help expatriates from developed countries, who will be delegated to developing countries a view of how collectivism and high power distance countriesà ¢Ã¢â€š ¬Ã¢â€ž ¢ business protocol. Therefore, expatriates can understand and have preparation to adapt to developing countriesà ¢Ã¢â€š ¬Ã¢â€ž ¢ environments quicker and easier. Specifically, this research will examine individualism of American and collectivism of Vietnamese. Americans support individualism, which means each individual is acting on his or her own, making their own choices and to the extent they interact with the rest of his group. In contrast, Vietnamese support collectivism, which means strongly orientated around family and community. Because of the Confucian roots, Vietnamese family and community comes before oneself, so they value the collectivism as a whole rather than the individual. Bringing pride to one family is the very important goal. The research also examines about the power distance of this two countries. Vietnam has high power distance, which means Vietnamese accept the unequal distribution of power, obey the order, and valuing hierarch, senior; while America is lo w power distance, which means the distribution of power is pretty equal, people can speak up what they think. (Ahlstrom, 2010). LITERATURE REVIEW Culture is commonly defined as à ¢Ã¢â€š ¬Ã…“a set of shared values and beliefs that characterize national, ethnic, moral and other group behaviorà ¢Ã¢â€š ¬Ã‚  (Faure and Sjostedt 1993; Craig and Douglas 2006; Adapa 2008). Different cultures can generate distinct negotiation styles and perception (Van, 2009; Gulbro and Herbig, 1994). When working in the global commercial environment, knowledge of the impact of cultural differences is one of the keys to international business success. Therefore, improving levels of culture awareness can help companies build international competencies and enable individuals become sensitive. One of the biggest elements that leads to the failure of American expatriate in Vietnam is the conflict in leadership style. Since Vietnam is high power distance country, our traditional leadership style is Paternalism leadership. In this leadership type, leaders are viewed as à ¢Ã¢â€š ¬Ã…“fathersà ¢Ã¢â€š ¬Ã‚  (Northhouse, 2013). Leaders are more willing to tolerate mistakes, emphasize harmonious, social relationship, and taking care of employees not only in workplace but also in private-life (Cheng, Chou, Wu, Huang, and Farh, 2004). In exchange, employees just obey the order of leaders. Employees do not have any discussion or question in leaderà ¢Ã¢â€š ¬Ã¢â€ž ¢s decisions and orders. Asking employees to involve in decision-making is considered as leadersà ¢Ã¢â€š ¬Ã¢â€ž ¢ weakness. American leadership is reversed. Because America is low power distance country, American managers are more supporting and delegating employees. Each employee will have the right to make decisions that relate to the employeeà ¢Ã¢â€š ¬Ã¢â€ž ¢s tasks as well as responses for it. Employees value being empowered, respected, fair treatment, and trusted. It will be demotivating if employees could not partic ipate in companiesà ¢Ã¢â€š ¬Ã¢â€ž ¢ decision-making and receive close social relationship in work experience, (Raymond Loi, 2012). Thus, if the American expatriate adopts American leadership in Vietnam, it might lead to failure. Second conflict element is difference in communication. Since American managers come from low power distance and individualism country, they are more opening for having conversations. They also make mistakes by assuming that each employee knows what to do, understand the purpose of employee tasks, and ask if that employee have questions. However, Vietnamese employees are familiar with obeying orders. They just do what they have told without questioning or discuss, so many times, they do not understand the purpose behind the orders. They do not dare to question or discuss about their managersà ¢Ã¢â€š ¬Ã¢â€ž ¢ orders because are afraid the managers would think that employees may want to lead or unrespect the managers (Kirkman, 2009). They want to avoid ge tting punishment. Therefore, American managers should ensure that employees really understand the purpose of the order in order to limit mistakes. For example, new manager worked in a company. He asked an employee whether or not the bus station would be in front of the company. The employee just answered no, but he did not tell his manager that there were just short-walks from the company to the bus station (Ahlstrom D. ., 2010). Imaging that, not understanding the purpose of the leadersà ¢Ã¢â€š ¬Ã¢â€ž ¢ orders may lead to the failure of the tasks and in the worse scenario it might lead to sufficient losses. Vietnamese employees do not have high motivation to perform their best because Brett (2000) reported that normative behavior of people with low status in a high power distance culture is to minimize challenges to high-status members. Thus, there is no discussion between managers and employees. à ¢Ã¢â€š ¬Ã…“Subordinates in high power distance countries are typically more r eluctant to challenge their supervisors and more fearful of expressing disagreement with their managersà ¢Ã¢â€š ¬Ã‚  (Sage references). Employees just simply listen and do the assigned tasks from the managers, and sometimes even cannot understand the purpose of the tasks. In addition, managersà ¢Ã¢â€š ¬Ã¢â€ž ¢ decision making sometimes is affected by the emotional, or depends on their close relationship. That describes how the employees have low motivation. Different from that, in low power distance countries, each employee perform and response for their task by oneself. Managers just give motivation based on individual performance. Managers open the pay raise, and promotion fairly for every employee. Thus, employees have high motivation and try to perform as their best. RESEARCH DESIGN AND METHOD/ METHODOLOGY 1. Sampling design The target population of this research is all Vietnamese students currently studying abroad. Then we choose a sampling frame, which is students who study at Troy University. It means that students who study at other colleges will be excluded from the sample. The sample size of this study is 30 current Vietnamese students studying at Troy University, Alabama. Samples are chosen randomly, from the Vietnamese students we know in Vietnamese community at Troy University. 2. Research design To collect the data, we use survey methodology à ¢Ã¢â€š ¬Ã¢â‚¬Å" a technique that involves verbal/written communication and seems to be the most effective to collect the data. We will print out the survey questions, then directly give them to students. This survey content is designed in a nice format and easy to understand. The survey includes 8 questions presented in one page divided into 2 parts. The first part is the questions about power distance (PD). The second part is the one about individualism (IND). In the survey, the Likert scale (from one to five), with ranging from à ¢Ã¢â€š ¬Ã…“1 = of utmost importanceà ¢Ã¢â€š ¬Ã‚  to à ¢Ã¢â€š ¬Ã…“5 = of very little or no importanceà ¢Ã¢â€š ¬Ã‚  was used for all of the questions. This is really convenient for respondents to reveal their answers. All the questions in this survey may require no longer than 5 minutes for participants to complete. All these answers will be collected immediately after the students finish. 3. Data analysis methods In order to examine the survey objectives and describe its characteristics we conduct several statistics to analyze the collected data. To have a better understanding of each research variable and its characteristic, descriptive statistical analysis is used to illustrate the mean, proportion, standard deviation and confident interval for the means and proportion of each research variable. From the responses received, we continue to summarize and use Histogram to represent the collected data. INSTRUMENTS Survey Please give the score for each question: 1 = of utmost importance 2= very importance 3= of moderate importance 4= of little importance 5= of very little or no importance APPENDIX J. HOFSTEDE DIMENSIONS BY QUESTION Power Distance (PD) Q3: Have a good working relationship with your direct supervisor Q6: Be consulted by your direct superior in his/her decisions Q14: How frequently, in your experience, are subordinates afraid to express disagreement with their superiors? Q17: An organization structure in which certain subordinates have two bosses should be avoided at all costs. Individualism (IND) Q1: Have sufficient time for your personal or family life Q2: Have good physical working conditions (good ventilation lighting, adequate work space, etc.) Q4: Have security of employment Q8: Have an element of variety and adventure in the job DATA ANALYSIS Don’t waste time! Our writers will create an original "Conflict of Power Distance Individualism" essay for you Create order Descriptive Statistics N Range Minimum Maximum Sum Mean Std. Deviation Variance Skewness Kurtosis Statistic Statistic Statistic Statistic Statistic Statistic Std. Error Statistic Statistic Statistic Std. Error Statistic Std. Error PD_Q3 30 3 1 4 51 1.70 .119 .651 .424 1.188 .427 3.919 .833 PD_Q6 30 4 1 5 58 1.93 .185 1.015 1.030 1.201 .427 1.552 .833 PD_Q14 30 3 1 4 58 1.93 .172 .944 .892 .666 .427 -.492 .833 PD_Q17 30 4 1 5 86 2.87 .142 .776 .602 .242 .427 1.546 .833 IND_Q1 30 4 1 5 49 1.63 .169 .928 .861 1.940 .427 4.780 .833 IND_Q2 30 3 1 4 54 1.80 .147 .805 .648 .815 .427 .363 .833 IND_Q4 30 3 1 4 64 2.13 .184 1.008 1.016 .149 .427 -1.339 .833 IND_Q8 30 3 1 4 71 2.37 .189 1.033 1.068 .183 .427 -1.050 .833 Valid N (listwise) 30 FIGURE 1 FIGURE 2 Figure 1 shows the summary of individualism-collectivism and power distance from the Hofstede Center. Comparation between Vietnamese students studying abroad and Vietnamese students, we can easily see the differences through the results of the survey. The figure from the Hofstede website shows that Vietnam has high scores on power distance dimension (score of 70) and low scores in individualism (score of 20). However, according to the survey, Vietnamese students are extremely low in power distance (-20.83) and very high in individualism (85.83). There are many reasons that explain for this contrast. Firstly, the data from the Hofstede Center is outdated compare with our recent survey. Secondly, our survey sample is limited only students at Troy, while Hofstede Center is wide spread to whole nation. Last but not least, all of the sampling units are studying in America for more than a year, so they already got impact from American culture. LIMITATIO N The survey is conducted within a small sample size (30 Vietnamese students) and received 30 responses of students currently studying at Troy University in Alabama, United States. Therefore, this study may not reflect exactly results of the target population. Another limitation of this study is the unwillingness of respondents to answer the questions. It maybe some students think this survey is not necessary or important for them or they do not have enough time to fill in the survey. CONCLUSION AND SUGGESTION Every year, there are a great percentage of expatriate have failures that causes sufficient lost for offshoring companies. Therefore, it is important to train and prepare for expatriate to be able to adapt in the new environment. Conflict of Power Distance Individualism between American expatriate Vietnamese employees is a useful reference for expatriate, who will be sent to work in high power distance and high collectivism culture. Through the survey from Vietnames e student studying at Troy University, we can understand about different culture between Vietnamese and American students, which help us to know the impacts on the success and failure of a country in penetrating new market. There is no doubt that American is the most powerful country, also their language- English, is the standard to use and to be learnt by all the countries to communicate. There are lots of available information about American can be found in all types of media as well as books, papers, à ¢Ã¢â€š ¬Ã‚ ¦ throughout the world. Therefore, ità ¢Ã¢â€š ¬Ã¢â€ž ¢s easier for the other countries to find information and understand American culture. In Vietnam, children have chance to learn English at school from the young age, thatà ¢Ã¢â€š ¬Ã¢â€ž ¢s the way how Vietnamese students approach to American culture. In contrast, it is hard for American to look for information about others country due to difficulties in the available sources, which is most displayed in the count ryà ¢Ã¢â€š ¬Ã¢â€ž ¢s own language. Their media do not display other countries news, and American is not train to learn about other countries such as foreign langue from early age. That explains why Americans do not familiar with other countries and less open with other culture and Vietnamese can adapt better than American even both countries get culture-sock. REFERENCES Ahlstrom, D. (2010). International Management Strategy and Culture in the Emerging World. South-Western Cengage Learning. Northhouse, P. G. (2013). Leadership Theory and Practice. Sage. Cheng, B.S., Chou, L.F., Wu, T.Y., Huang, M.P., and Farh, J.L. (2004). Paternalistic Leadership and Subordinate Response: Establishing a Leadership Model in Chinese Organizations. Asian Journal of Social Psychology, 7, 89à ¢Ã¢â€š ¬Ã¢â‚¬Å"117 Loi, R., Lam, L. W., Chan, K. W. (2012). Coping with job insecurity: The role of procedural justice, ethical leadership and power distance orientation. Journal of Business Ethics , 108(3), 361-372. doi: https://dx.doi.org/10.1007/s10551-011-1095-3 Kirkman, B. L., Chen, G., Farh, J., Chen, Z. X., Lowe, K. B. (2009). Individual power distance orientation and follower reactions to transformational leaders: a cross-cultural examination. Academy of Management Journal, 52(4), 744. Retrieved from https://search.proquest.com/docview/199815819?accountid=38769 Tung,R.L. (1988). The New Expatriates: Managing Human Resources Abroad. Cambridge, Mass.: Ballinger Mendenhall, M. and Oddou, G. (1988). The Overseas Assignment: A Practical Look. Business Horizons, 78-84 Faure, G. O. Sjostedt, G. (1993). Culture and negotiation: An introduction, Newbury Park: Sage Publications. Van, D. T. T. (2009). A comparative study of Vietnamese and American customers behavior in negotiation style and implications for global pricing strategy, Journal of Global Business Issues, 3(2), 25-33 The Hofstede Centre. (n.d.). Retrieved from https://geert-hofstede.com/vietnam.html APPENDIX A: INPUT Sample size Power Distance Individualism Have a good working relationship with your direct superior Be consulted by your direct superior in his/her decision How frequently, in yourexperience, are subordinates afraid to express disagreement with their superior? An organization structure in which certain subordinates have two bosses should be avoided at all costs. Have suffcient time for your personal or family time Have good physical working condition Have security of employment Have an element of variety and adventure in the job 1 2 2 2 3 1 3 2 2 2 1 1 2 2 3 1 2 2 3 2 3 1 2 1 1 3 2 4 2 1 2 3 1 2 3 1 5 2 1 2 3 1 2 3 2 6 1 1 1 3 2 1 1 2 7 2 1 2 1 2 1 1 2 8 2 2 1 3 2 2 1 1 9 1 1 3 2 1 3 2 4 10 2 1 1 3 1 2 3 1 11 1 2 1 2 2 3 1 3 12 2 2 1 3 2 1 3 4 13 2 1 1 3 2 2 1 4 14 1 1 2 2 1 2 1 3 15 1 2 1 3 2 2 3 3 16 2 2 1 3 1 2 3 4 17 2 2 3 3 1 2 3 4 18 2 1 1 3 1 2 3 1 19 1 2 1 2 2 1 3 2 20 2 2 2 4 1 1 4 2 21 2 1 2 2 2 1 3 1 22 2 3 3 3 1 2 2 3 23 4 4 4 3 5 4 4 3 24 1 5 3 5 3 1 2 3 25 2 3 4 3 1 1 1 2 26 2 2 1 3 1 2 2 3 27 2 3 2 4 1 2 1 3 28 1 1 3 4 3 3 1 1 29 1 3 3 3 1 1 1 1 30 1 2 2 3 1 1 1 2 1