Film Life of Pi by Ang Lee - Free Essay Example

Sample details Pages: 2 Words: 654 Downloads: 9 Date added: 2019/07/31 Category Literature Essay Level High school Tags: Life of Pi Essay Did you like this example? Life of Pi The film, Life of Pi is directed by Ang Lee, but the script was written by David Magee. Ang won Oscar for the best film life of Pi in 2012. The movie is about a boy named Pi. Don’t waste time! Our writers will create an original "Film Life of Pi by Ang Lee" essay for you Create order He and his family were on a boat that canted in a storm. The waves were so big that the boat sank. In the boat there was also many animals from the zoo that Pis family owned. Pi survived and got into a lifeboat. In the boat there is a hyena, a zebra, an orangutan, and a Bengalitiger called Richard Parker. They are stranded in the Pacific Ocean for 227 days. During the trip only, Pi and the tiger survived. The other animals were eaten. No people tend to live with a tiger for 227 days. According to the true world, no people had overthrown it. No people had managed to live with a tiger in the way Pi did. If it had been in the true world, the tiger had killed Pi.Religion to PiIn the time Pi is stranded in the Pacific Ocean he makes reflections about his life, and he also take a spiritual journey. Pi has always believed in Hinduism since he was little, but when he became older he wanted to explorer new religions. Religion has been a part of his life, but what he remembers best is when he was in a Hindu temple. From the temple he remembers the coolers, smells and sounds. The father of Pi introduced him to Martin, a Catholic priest who showed him that to be a Christian is based on love and faith in God.Pi wanted to explore and learn more about religions, so he studies servals religions. What he learned was that there were many ways to God and that in every religion there is love. Pi has respect for all religions and he does not combine them.The difference between the animal story and the human storyPi tells two stories at the start of the movie, one that is a human story and the animal story. He begins to tell the animal story. He was on a boat with all the animals from the fathers zoo. When the ship crashed, he had to flee in the lifeboat where he ended up with a zebra, a hyena, an orangutan and a Bengali tiger. The only one who survived the journey was the tiger and pi. Pi tells in the human story when he lived with his mother, the ships cook and a injured Japanese sailor. In the human story, the mother was an orangutan, the sailor was a zebra, the hyena was the chef and the tiger were Pi.Pi was called ? «pissing? »When Pi went to St. Josephs School, he was bullied, and his nickname was pissing. Pi tried also to skull the school because he was not well there. One day Pi would show what the number pi was. He got up on the board without the teachers permission and he did not care to start calculating it. The number pi is 3,14Pi did not have any good childhood as he had no support from parents or anyone else. He went to school but was bullied. Pi was a boy who liked to investigate and learn about new things. His experience maybe was the reason he could survive alone on the ocean without food and with wild animals. He was also very interested in religions and how they worked, he was very spiritual. That was also a reason that he manages to survive. References: Accessed on 31 October 2018 from: https://no.wikipedia.org/wiki/Ang_LeeAccessed on 31 October 2018 from: https://study.com/academy/lesson/themes-of-science-religion-in-life-of-pi.htmlAccessed on 31 October 2018 from: https://study.com/academy/lesson/religion-in-life-of-pi-analysis-themes-importance.htmlAccessed on 31 October 2018 from: https://www.google.no/amp/s/screenrant.com/life-of-pi-movie-ending-spoilers/amp/Accessed on 02 November 2018 from: https://www.youtube.com/watch?v=5rQRjAM0U

Varna and Jati Essay - 850 Words

1. What are the origins of the concepts of varna and jati, and why has the varna-jati system of social organization lasted so long? What social needs did they serve, and how are these social functions addressed in our culture? During the Vedic Age of Indian civilization, it is believed that after the collapse of the Indus Valley civilization some of the kinship groups and patriarchal families migrated into India. As some within the Aryas tribe (light-skinned) entered into the Ganges Valley, they encountered a struggle with the Dasas tribe (dark-skinned) but managed to force the tribe into southern India. The struggle between the tribes led to the development of the Varna class system. Under this system, people were born†¦show more content†¦2011). The system seems to have kept much of the Indian population under subjection because some members was unwilling to challenge their positions. The internal divisions and complexes hierarchy of the Indian society served an important social function. The system provided each individual with a clear identity and role and offered the benefits of group solidarity and support. Certain interactions and behaviors were appropriate only between those of equal status. The system assured that the religious, political, and financial powers were all separated into four different social classes (Bulliet, et. 2011). The United States is a nation of diverse cultures. People are classified as rich, middle class, or poor. The rich are considered well educated and highly paid professionals; the middle class are semi-professional and educated working middle class; and the poor are the working under class with very little to no education. Income is the most prominent indicator of class status, and education to occupation and income. 2. Are there substantial similarities between the origins and the development of the Silk Road and the trans-Saharan trade? There are similarities and differences between the origin and development of the Silk Road and the trans-Saharan trade. The Silk Road was a travel route acrossShow MoreRelatedExplain the Difference Between Vará ¹â€¡a and JÄ ti, and Their Place in Hinduism.1611 Words   |  7 Pagesdifference between vará ¹â€¡a and jÄ ti, and their place in Hinduism. As both of the Sanskrit word varna and jati are usually translated as â€Å"caste†, it has always misleading because they have an important differences behind them. Varna and jati are deeply rooted in Hindu’s daily life, therefore, you cannot talk about Hinduism without mention varna and jati. Commonly, people saying that there are four varnas – Brahmin, Kshatriya, Vaishya and Shudra. But what we find today are not only varnas also jatis, there areRead MoreCaste System in India1489 Words   |  6 Pagesprevalent in India, where social hierarchy is in affiliation with Hinduism. It recognizes two concepts known as Varna and Jati. Varna is a word in Sanskrit meaning color and includes four main groups: the Brahmans, Kshtriyas, Vaishyas, and Shudras. The fifth group, the most segregated caste in the system, is the Untouchables. Within each Varna contains an array of sub-caste called Jatis, which are also based on birth. The rules of the cases are governed through r eligious ideas of purity and pollutionRead MoreCaste Systems And Indian Caste System931 Words   |  4 Pagesrank. The Indian term for caste is jati and generally designates a group that can vary in size from a handful to many thousands. The various jati are traditionally arranged in hierarchical order and fit into one of the four basic varnas – Brahmins, Kshatriyas, Vaishyas and Sudras. 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The second is Jati, a large number of word related organizations whose individuals take after a solitary expert as in their profession. Jati individuals, as a rule, wed inside of their own jati and take after customs connected with their jati. In urban territories they regularly enter different occupations, yetRead MoreIndian Caste System5772 Words   |  24 PagesThe Indian caste system describes the system of social stratification and social restrictions in India in which social classes are defined by thousands of endogamous hereditary groups, often termed j Ä tis or castes. Within a jÄ ti, there exist exogamous groups known as gotras, the lineage or clan of an individual. In a handful of sub-castes such as Shakadvipi, endogamy within a gotra is permitted and alternative mechanisms of restricting endogamy are used (e.g. banning endogamy within a surname). TheRead MoreIndia s Caste System Of India1709 Words   |  7 Pagesdepicted as four headed deity with the belief the four Vedas, or most ancient religious text of Hindus, coming from these heads. Brahma is not to be misinterpreted with Brahman, the supreme God force. Hence, the belief of the caste system, or four varnas, is each division created from different part of Brahma s body (Narasimhachary, 2002). According to the Rigveda, priests and teachers were cast from Brahma’s mouth, rulers and warriors from his arms, merchants and traders from his thighs, workersRead MoreEssay about The Hindu Caste System660 Words   |  3 Pagesabuse. The lowest Varna, the Shudra, is not even allowed to hear or study the Vedas based solely on their inescapable station in life as servants to the higher three classes. However, when one looks at their class system from a purely religious standpoint, you discover that the class system is not abusive in itself, and that the abuse that may take place comes from aspects of humanity outside their religious practices. Sanatanadharma breaks down society into four classes (Varnas), and the untouchablesRead MoreHinduism Essay993 Words   |  4 Pagesout in how people organize themselves even today in India, where everyone seems to have â€Å"a place, a reason, a duty.† (BBC Religion Profile, Hinduism) The caste system itself is a system of social stratification, based on two concepts, varna and jati. Varna or class refers to four social classes, which actually existed back in the Vedic society, namely Brahmins, Kshatriyas, Vaishya, Shudras, and Dalits (untouchables). (BBC Religion Profile, Hinduism) (The World’s Religions, Huston Smith, The Stations

Example Exam Paper Free Essays

CONFIDENTIAL LG/OCT2008/BEL311 UNIVERSITI TEKNOLOGI MARA FINAL EXAMINATION COURSE COURSE CODE EXAMINATION TIME ENGLISH FOR ACADEMIC PURPOSES BEL311 OCTOBER 2008 3 HOURS INSTRUCTIONS TO CANDIDATES 1. 2. This question paper consists of two (2) parts : PART A (13 Questions) PART B (1 Question) Answer ALL questions from all parts in the Question Paper. We will write a custom essay sample on Example Exam Paper or any similar topic only for you Order Now 3. Fill in the details below : UiTM STUDENT CARD NO. PROGRAMME/ CODE PART ENGLISH LANGUAGE GROUP NAME OF LECTURER 4. 5. You are allowed to bring in your English-English dictionary. Please check to make sure that this examination pack consists of: i) the Question Paper DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO This examination paper consists of 13 printed pages  © Hak Cipta Universiti Teknologi MARA CONFIDENTIAL CONFIDENTIAL 2 LG/OCT2008/BEL311 PART A: READING COMPREHENSION (20 MARKS) Read the following articles and answer all the questions that follow. Article 1 – Spare the Rod? I Schools in Europe and the United Kingdom stopped using the cane to discipline delinquent youngsters following protests from parents and politicians more than 16 years ago. In Malaysia, however, the practice has never left the school grounds. Caning has always been legal in Malaysian schools. The Education Ordinance 1957 (Amended 1959) allows corporal punishments, such as caning, to be meted out by school authorities, but only to schoolboys. An Education Ministry directive issued in 1994 listed eight offences that could warrant caning: truancy, involvement in criminal activities, obscene and impolite behaviour, loitering, dishonesty, dirty appearance and vandalism. 5 II A probe on human rights awareness among secondary school teachers, students and administrators conducted by researchers from local universities engaged by the Human Rights Commission of Malaysia (or SUHAKAM, its Malay acronym) revealed the regular use of the cane in schools. What the inquiry found was a gross breach of a child’s rights committed by teachers and administrators alike. In their findings, out of the 5,754 students who participated in the survey, about 52 per cent of the students surveyed agreed that caning commonly happened in their schools. It took place more often in rural schools than urban ones and almost 80 per cent of the cases occurred at technical schools. 10 15 III Understandably, SUHAKAM is disheartened by the findings of its study. Commissioner and education working group chairman, Professor Chiam Heng Keng said that while SUHAKAM understands the need to discipline and punish wrongdoers, it maintains that caning is not the best corrective measure. She further added that caning only tells the child to stop whatever he has done. In other words, it does not address the underlying problem. She stressed that teachers must work with parents to get to the root of the problem. She added that harsh punishments tend to reinforce a child’s negative attitudes. However, 20 25  © Hak Cipta Universiti Teknologi MARA CONFIDENTIAL CONFIDENTIAL 3 LG/OCT2008/BEL311 she cautioned that we should not confuse upholding the rights of the child with indulging the child. IV Although many experts argue that caning is outdated, even primitive, many educators defended it as a way to stem rising violence in schools. Eighty per cent of teachers agreed that persistent troublemakers in school should be caned. The SUHAKAM probe found that 79. 5 per cent of teachers and 71. per cent of administrators agreed that persistent offenders should be caned though Malaysia had signed the Declaration of the Convention on the Rights of the Child (CRC) in 1995. In addition, they also revealed that girls were not spared the rod. Almost seven per cent of female respondents from girl schools had reported this. Under the present Child Act 2001, only boys between the ages of 10 and 18 may b e subjected to corporal punishment. 30 35 V Last October, the Ministry of Education allowed teachers other than 40 headmasters, principals and those involved in disciplining students to use the cane. The decision followed the rise in cases of assault on teachers and gangsterism in schools. It was recommended that only certain teachers be empowered to cane students. Ideally, they should have at least 10 years of teaching experience and be married with children. 45 VI The secretary-general of the National Union of the Teaching Profession, Lok Yim Pheng, admitted that there are other ways of disciplining a student. These include imposing fines, sending students to detention class and making parents sign a pledge to ensure that their children do not misbehave. However, if push comes to shove, then principals and headmasters should use the rod professionally and with compassion. She reiterated that even so, caning should be the penalty of last resort, reserved for absolute hardcore cases and should never be done publicly. 50 The Star, July 15, 2007  © Hak Cipta Universiti Teknologi MARA CONFIDENTIAL CONFIDENTIAL 4 LG/OCT2008/BEL311 QUESTION 1 State whether the following statements are TRUE (T) or FALSE (F). a) Caning troublemakers in school is considered a form of maltreatment by most teachers. In the survey carried out by SUHAKAM, both boys and girls were caned. When it comes to caning, the Education Ordinance 1957 clearly contradicts the Child Act 2001. More than half of the respondents in the survey had been caned by their teachers before. (2 marks) QUESTION 2 What do the following words mean as used in the passage? a) ‘breach’ (line 14) b) ‘disheartened’ (line 20) c) ‘underlying’ (line 25) d) ‘stem'(line 31) ___ _ _ _ _ (2 marks) QUESTION 3 Circle your answer for the question below. According to teachers, the following are reasons they support caning in schools except a) Students who repeatedly cause trouble should be caned. b) Caning is one way to prevent violence in schools. ) Caning reduces assault cases and gangsterism in schools. d) Caning has the least negative effect on students. (1 mark) b) c) d)  © Hak Cipta Universiti Teknologi MARA CONFIDENTIAL CONFIDENTIAL 5 LG/OCT 2008/BEL311 QUESTION 4 Why is caning not the best corrective measure according to SUHAKAM? Give two (2) reasons. (1 m ark) QUESTION 5 According to Professor Chiam Heng Keng, what is the best way to overcome discipline problems in schools? (1 mark) QUESTION 6 What is the main idea of paragraph VI? (1 mark)  © Hak Cipta Universiti Teknologi IMARA CONFIDENTIAL CONFIDENTIAL 6 LG/OCT2008/BEL311 QUESTION 7 According to the secretary-general of the National Union of the Teaching Profession, only â€Å"if push comes to shove, then teachers and headmasters should use the rod professionally and with compassion† (lines 49-51). Under what conditions did she recommend this? List two (2) conditions. (2 marks)  © Hak Cipta Universiti Teknologi MARA CONFIDENTIAL CONFIDENTIAL 7 LG/OCT2008/BEL311 Article 2 – Caning Does More Harm Than Good I The Women’s Centre for Change Penang (WCC) notes with great concern the recent proposal to extend caning as a method to handle discipline problems involving schoolgirls. We caution against the use of the cane on children regardless of gender. II The caning of a child is in direct contravention of the Convention on the Rights of The Child (CRC), of which Malaysia is a signatory. Caning contravenes Article 19 of the CRC. Under the article, the governments must protect the child from all forms of maltreatment by parents or others responsible for his or her care. Furthermore, corporal punishment is a form of child abuse. There is no evidence to suggest that this method can improve a child’s learning ability. 5 10 III Caning may not be the most effective way to deal with problems of indiscipline. While it may bring about the immediate compliance of the child, the issues of physical harm as well as emotional damage to the child need to be taken into consideration. Corporal punishment can lead to increased antisocial behaviour, aggression and chronic defiance. Furthermore, inflicting severe punishment and using mental humiliation on children have adverse effects such as loss of selfesteem and personality changes with ramifications on adult life. The use of the cane can be abused, especially when frustrations are vented. However, teachers who are fed up with the rising cases of indiscipline in schools may say caning is justified. 0 15 IV The social consequence of caning is that it sends a clear message that violence is an acceptable form of behaviour in society, that is, it is all right to use violence and inflict pain to teach a child something. This goes against all efforts to reduce the level of violence in our society. V Caning may seem to be a quick fix solution to misbehav iour, but it fails to address the root causes of the problem. The causes involve an inability to fit into a rigid, examination-orientated education system, the negative effects of 25  © Hak Cipta Universiti Teknologi MARA CONFIDENTIAL CONFIDENTIAL 8 LG/OCT2008/BEL311 overty, the need to challenge boundaries, insufficient guidance from the home, dysfunctional family situations, negative influences from the neighbourhood environment, among others. 30 VI WCC would therefore urge the Ministry of Education to: 1. Work with other agencies and community groups, for example those dealing with the health, welfare and rights of the child, so as to provide support where needed, to both students and school authorities; 2. Consult with experts in various fields to work out alternative forms of discipline which include behaviour modification programmes that help enhance positive behaviour of students; 5 3. Support school teachers by reducing the number of students per class, having teacher assi stants, providing skills training in class control and handling difficult students, having access to highly trained counselors and child psychologists; 40 4. Have a more balanced education system which moves away from an over-emphasis on examinations towards a more holistic education which cultivates the child’s other potentials. Prema E. Devaraj, Programme Director, Women’s Centre for Change, Penang. The Star, December 3, 2007  © Hak Cipta Universiti Teknologi MARA CONFIDENTIAL CONFIDENTIAL 9 LG/OCT2008/BEL311 QUESTION 8 What does Article 19 of the Convention on the Rights of The Child state? (1 mark) QUESTION 9 Caning as a measure of instilling discipline among students can lead to emotional damage. List four (4) kinds of damage. (2 marks) QUESTION 10 â€Å"The social consequence of caning is that it sends a clear message that violence is an acceptable form of behaviour in society, that is, it is all right to use violence and inflict pain to teach a child something. † (lines 21-23) What does Prema Devaraj mean by the above sentence? 2 marks)  © Hak Cipta Universiti Teknologi MARA CONFIDENTIAL CONFIDENTIAL 10 LG/OCT2008/BEL311 QUESTION 11 How can the â€Å"negative influences from the neighbourhood environment† (lines 29-30) cause students to misbehave in school? (2 marks) QUESTION 12 List two (2) recommendations made by the Women’s Centre for Change to the Ministry of Education on how to help teachers in the classroom. ( 1 mark) QUESTION 13 The education system should move away from an over-emphasis on examinations and become more holistic in order to develop the students’ other potentials or talents. State two (2) ways the education system can develop the students’ other potentials or talents. (2 marks)  © Hak Cipta Universiti Teknologi MARA CONFIDENTIAL CONFIDENTIAL 11 LG/OCT2008/BEL311 PART B : WRITING (20 MARKS) QUESTION 1 You are a school counselor and you are asked to give a talk to a group of teachers. Based on these two articles â€Å"Spare the Rod? † and â€Å"Caning Does More Harm Than Good†, you have developed the following opinion about the issue: â€Å"Caning should not be allowed in schools today† Using the information from the two articles, write a speech of about 300 words to support your opinion. Include three main ideas with supporting details for your talk. (You must use information that you have gathered from reading the two articles but marks will be deducted if you copy sentences from the articles). In-text citations and proper acknowledgement of references used must also be included.  © Hak Cipta Universiti Teknologi MARA CONFIDENTIAL CONFIDENTIAL 12 LG/OCT 2008/BEL311  © Hak Cipta Universiti Teknologi MARA CONFIDENTIAL CONFIDENTIAL 13 LG/OCT 2008/BEL311 END OF QUESTION PAPER  © Hak Cipta Universiti Teknologi MARA CONFIDENTIAL How to cite Example Exam Paper, Essay examples

Cross-Cultural Etiquette and Communication-Samples for Students

Question: You are to prepare a formal analytical essay strictly on Japanese Business Etiquette. Answer: Essay: Business overseas requires a proper communication between the business people of both the countries in order to make the business meeting successful. Misunderstanding caused due to difference in communication styles results in loss of business opportunities. It is required to make some of the adjustments by both the sides of the people in order to make the business deals successful. Companies these days are expanding overseas in order to earn their businesses. This enables them to communicate with the people to other countries for their business (Brown, 2015). As per the case, Emily has to expand her business to Japan and thus she requires to study about the culture and business etiquettes of japan in order to make her business deals successful with Mr. Hamasaki. Japan is the place with very formal business etiquettes. The people who want to deal with Japanese have to be very formal in their communication. There are many areas where the miscommunication can happen at the time of cross cultural businesses meetings. Some of them are discussed so that they can be overcome to make the communication effective. Language is the most potential area where the miscommunication can happen. Japanese is a very difficult language especially for the people from Australia. Thus, keeping a translator who is well educated with Japanese should be kept along at the time of meeting the Japanese business people (Chaney and Martin, 2007). Non-verbal communication: Japanese are very much homogenous in terms of their cultural values as they believe in the common values and culture from history. They have different meaning for different signs (Brink and Costigan, 2015). They believe in showing respect by bowing rather than shaking hands. All these should be kept in mind whenever one has to deal with Japanese businessman. Negotiation: Japanese are very calm in nature. Raising voice at the time of negotiation may offend them as they do not like to be scolded or shouted at the time of meetings and negotiation. They try to build up a relationship at the time of business working and have great trust values (Cardon and Marshall, 2015). These communication barriers can be resolved. This can only be done by taking some of the steps and keepings some of the things in mind. The first and the foremost thing that needs to be considered is the introduction part in the meeting. It is one of the toughest challenges for the international business persons. Bowing is the most important part to begin the meeting with nay of the Japanese (Christensen, 2014). This is the most professional and the formal way to greet the other person in Japan. The intensity and the depth of the bow is the amount of respect the person is showing. Thus, at the time of meeting with nay of the Japanese, I is required to great him with a deep bow. Language may be a problem at the time when an Australian meet with Japanese so keeping a translator is a good option at that time. Business card is another very important thing. Exchanging these business cards also requires a protocol to be followed. The business card that is known as meishi in Japanese needs to be hand over in a box. Bowing is again required at the time of receiving the card but this time it showed be sight and gentle. Food is the very important part of Japanese business meetings (Kernbach, Eppler and Bresciani, 2015). They also look for the table manners of the person at the time of meetings. Thus the people like Emily should learn the table manners followed by Japanese before conducting meeting with them. It should be remembered that the person should sit only when he or she is told to sit and not before that. Let the eldest person sit in the centre is the basic protocol to be followed. The major part is use of chopsticks. This should be learned before any dinner or meal meeting with the Japanese. To analyse more about Japanese culture and business etiquettes Hofstede model can be used. There are different dimensions that can utilise to determine the score of the country according to those dimensions (Betancourt, Green, Carrillo and Owusu Ananeh-Firempong, 2016). Individualism: Individualism is the elements in which japan scores 46 points. This suggests that majorly, the country shows the power of collectivism rather than the individual approach. Masculine: In Hofstede model, Japan scored 95 in the area of masculine. This suggests that the country believes in high competition. According to individualism score, it has been analysed that the country believes in collectivism so it has been determined that Japanese have collective competition (Harzing and Feely,2008). The competition is there but not individuals but in groups. It has been analysed that the employees in japan feel more motivated when they fight in teams rather than as an individual. Thus, it can be concluded that the competition is there within the groups at great extent. Uncertainty avoidance: in this context as well, the country scored very high that is 92. It is evident that the country has faced many natural disasters and calamity with grace such as earthquakes, volcanoes, tsunami etc. during this situation, the country learns to prepare themselves and face these situations without panicking (Shachaf, 2008). His is because of the nature of the society and their beliefs for the rules they make. The people in japan believes in planning and making standardised rules to follow for every situation they face, whether it be natural calamity or any happy moment. Long term orientation: the country scored 88 in this aspect. This is because the county believes in long term orientation rather than short term profits. Such as the business at the country believes in earing the revenue and making the providing the profits to the stakeholders for long term rather than providing profits quarterly. They do not believe in short term earnings and plans. Indulgence: children can become humans only when they get the knowledge and manners from the society in their childhood. The intensity to which the humans can control their needs and desires is based on their upbringing and the society the y lives in. if the people have weak control then they are indulgent in nature and if people have high control, they are restraint. In case of Japan, the people are restraint because the country scores 42 in the indulgence factor. The people of Japan think that they need to be controlled in their desired and remain stick to their social values (Martin and Chaney, 2012). As far as Emilys case is concerned, she is from Australia where he culture is very different from Japan. Australian people believe is greeting the other person by shaking hands or hugging while Japanese are very formal in that case. Thus, Emily has to make many adjustments before conducting meeting with Mr. Hamasaki. The first adjustment that needs to be made is in context with the language. Keeping the translator with her is very important as she speaks English and learning Japanese in little time is not possible for her. She has to develop the taste buds as Japanese, she has to show the innovation in her sauces and taste according to the Japanese market. This enables her to get the knowledge about the Japanese people taste regarding the sauces and their dishes. Having the knowledgeable conversation with the Japanese people may help her to impress them. As discussed that Japanese is very much attached with its culture. Considering the cultural values of the country and deciding the name of the sauces may help her to impress the Japanese businessmen (Okoro, 2012). Emily needs to be very thoughtful to the tie of meeting with Japanese. She has to be generous at the time of meeting the people so that she can make the relationship with them. Japanese trust the people who are good in communication and interaction. Emily has to portray herself as friendly and trustworthy person so that Mr. Hamasaki can trust her and helps in her in expansion the business to Japan. Cross cultural communication is the not the easy task to be conducted (Kobayashi, Fisher and Gapp, 2008). There are differences in the culture and the beliefs of the people who belong to different culture. Thus, respecting each others culture can only help in making the global unity in businesses. Effective communication and respect for each other helps the companies to make successful deals rather and businesses. References: Betancourt, J.R., Green, A.R., Carrillo, J.E. and Owusu Ananeh-Firempong, I.I., 2016. Defining cultural competence: a practical framework for addressing racial/ethnic disparities in health and health care.Public health reports. Brink, K.E. and Costigan, R.D., 2015. Oral communication skills: Are the priorities of the workplace and AACSB-accredited business programs aligned?.Academy of Management Learning Education,14(2), pp.205-221. Brown, L.A., 2015. The Course Valuation Model and 10 Steps to Increase Course Value: The Business Communication Course.Journal of Education for Business,90(6), pp.340-346. Cardon, P.W. and Marshall, B., 2015. The hype and reality of social media use for work collaboration and team communication.International Journal of Business Communication,52(3), pp.273-293. Chaney, L.H. and Martin, J.S., 2007.The essential guide to business etiquette. Greenwood Publishing Group. Christensen, M., 2014. Communication as a strategic tool in change processes.International journal of business communication,51(4), pp.359-385. Harzing, A.W. and Feely, A.J., 2008. The language barrier and its implications for HQ-subsidiary relationships.Cross Cultural Management: An International Journal,15(1), pp.49-61. Kernbach, S., Eppler, M.J. and Bresciani, S., 2015. The use of visualization in the communication of business strategies: An experimental evaluation.International Journal of Business Communication,52(2), pp.164-187. Kobayashi, K., Fisher, R. and Gapp, R., 2008. Business improvement strategy or useful tool? Analysis of the application of the 5S concept in Japan, the UK and the US.Total Quality Management,19(3), pp.245-262. Martin, J.S. and Chaney, L.H., 2012.Global Business Etiquette: A Guide to International Communication and Customs: A Guide to International Communication and Customs. ABC-CLIO. Okoro, E., 2012. Cross-cultural etiquette and communication in global business: Toward a strategic framework for managing corporate expansion.International journal of business and management,7(16), p.130. Shachaf, P., 2008. Cultural diversity and information and communication technology impacts on global virtual teams: An exploratory study.Information Management,45(2), pp.131-142.