m4_a2 firas.docx
by Firas Wahsheh
WORD COUNT 1830
CHARACT ER COUNT 1034 8
T IME SUBMIT T ED 18- FEB- 2016 12:51PM
28%
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m4_a2 firas.docx
ORIGINALITY REPORT
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WRITECHECK REPORT
PAGE 1
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1984 Essays. 1984 FINAL ESSAY PROMPT. 1984 essay English Advanced - Year 12 ...Stephanie Davis
1984 George Orwell Essay English Standard - Year 12 HSC Thinkswap. 1984 Essay English Advanced - Year 12 HSC Thinkswap. 1984 literary essay ristok George Orwell Essays. 1984 .pdf - 1984 Argumentative Essay In the novel 1984 George Orwell .... George Orwell 1984 Essay Help, Symbolism essay 1984. 1984 by George Orwell Essay Example Topics and Well Written Essays .... 1984 Final Essay George Orwell Mind. Higher English sample critical essay George Orwells 1984 and A .... 1984 Essay English Advanced - Year 11 HSC Thinkswap. George orwell 1984 essays - Academic Writing Help Advantageous Help .... George Orwell 1984 Essay Help - George Orwell 1984.. 1984 Year 12 essay Year 12 HSC - English Advanced Thinkswap. 1984 FINAL ESSAY PROMPT. 1984 Example Essay. 1984 Essay Thought Cognition. Essay on 1984 Politics Truth. Impressive 1984 Essay Thatsnotus. George Orwells quot;1984quot;: Free Summary Essay Samples and Examples. 1984 Essay Outline. 1984 essay English Advanced - Year 12 HSC Thinkswap. 1984 Essays English Advanced - Year 12 HSC Thinkswap. 1984 Essay Plus Quotes Analysis Tables English Advanced - Year 12 .... My 1984 Story - Free Essay Example PapersOwl.com. George ORWELL - 1984 by N D - Issuu. 1984 by George Orwell. Analysis of pages 72 until page 77. - GCSE .... Essay on 1984 English Advanced - Year 12 HSC Thinkswap 1984 Essays 1984 Essays. 1984 FINAL ESSAY PROMPT. 1984 essay English Advanced - Year 12 HSC Thinkswap
1984 Essays. 1984 FINAL ESSAY PROMPT. 1984 essay English Advanced - Year 12 ...Stephanie Davis
1984 George Orwell Essay English Standard - Year 12 HSC Thinkswap. 1984 Essay English Advanced - Year 12 HSC Thinkswap. 1984 literary essay ristok George Orwell Essays. 1984 .pdf - 1984 Argumentative Essay In the novel 1984 George Orwell .... George Orwell 1984 Essay Help, Symbolism essay 1984. 1984 by George Orwell Essay Example Topics and Well Written Essays .... 1984 Final Essay George Orwell Mind. Higher English sample critical essay George Orwells 1984 and A .... 1984 Essay English Advanced - Year 11 HSC Thinkswap. George orwell 1984 essays - Academic Writing Help Advantageous Help .... George Orwell 1984 Essay Help - George Orwell 1984.. 1984 Year 12 essay Year 12 HSC - English Advanced Thinkswap. 1984 FINAL ESSAY PROMPT. 1984 Example Essay. 1984 Essay Thought Cognition. Essay on 1984 Politics Truth. Impressive 1984 Essay Thatsnotus. George Orwells quot;1984quot;: Free Summary Essay Samples and Examples. 1984 Essay Outline. 1984 essay English Advanced - Year 12 HSC Thinkswap. 1984 Essays English Advanced - Year 12 HSC Thinkswap. 1984 Essay Plus Quotes Analysis Tables English Advanced - Year 12 .... My 1984 Story - Free Essay Example PapersOwl.com. George ORWELL - 1984 by N D - Issuu. 1984 by George Orwell. Analysis of pages 72 until page 77. - GCSE .... Essay on 1984 English Advanced - Year 12 HSC Thinkswap 1984 Essays 1984 Essays. 1984 FINAL ESSAY PROMPT. 1984 essay English Advanced - Year 12 HSC Thinkswap
Persuasive Advertising in E-commerce and Effective of it on Electronic
Trading in Iran
1
Ehsan Nezafati
Performing a task in the presence of others versus alone: An exploration
of the social facilitation theory according to cognitive and behavioural
perspectives
14
Dr George Varvatsoulias
Setting the Strategic Direction and it’s Influence on Church Growth in
Kenya
32
Peter Mutua Mutia, Dr. George O. K’Aol and Dr. Paul Katuse
The multiplier effects of rural public investment and poverty alleviation
implications: the case of federal university Ndufu Alike Ikwo (FUNAI)
42
Paul C. Obidike and Kalu E. Uma
Running Head: THE MARKETING PLAN 1
5
Natasha McClarin
October 6, 2018:
INTRODUCTION
Women on the Go is a start-up company that has over many years targeted women who cannot do clothing purchasing. The target is because there are women out there who do not know how to purchase their clothing and accessories. Therefore, assistance will be given by women on the go since that is the main aim of the company. This specific service will be aimed at rich customer who simply do not have much knowledge of the clothing industry and time to visit clothing stores in town. Despite all of these, such kind of people they have social obligation that they are supposed to meet, therefore Women on the go is there for me.
The business model for women on the go is the franchise business model, here the company has reach agreement with other clothing manufacturing companies that we will sell products to women on their behalf. It will be done in a percentage of the invoicing or sometimes a fixed fee depending on the particular agreement. The product line of the company will be women right casual, semi-formal look and gym wear and accessories.
Mission: Traditional, ethnic products creating sustainable employment for craftsmen and
artisans in rural India.
Target Segment: Focusing on women who are in need of dressing assistance for social occasions and are willing to have an organization which can style up their quotient.
Life Style: Affluent women who are rich of upper middle class or who are on business and corporate class.
Age group: 23 years and above
Geography: Anyone with any color, culture or Origin.
Geographical Places: Metros, tier 2 & tier 3 cities.
Product line: Dedication to dress women in formal and semi-formal look, right casual look, teamed with right accessories.
Tag line: Women on the go dresses you up.
Below is a market Research
1. Our company has decided to follow a mixed strategy here by combining both deductive and an inductive approach, using ethnographic research and a case study method.
We have decided that we will study the target section that the company has indicated above by initiating online programs where we will be able to know how many women want to up their dressing style quotient, idea to convert women to be buying our services, this will definitely create an idea in their mind that image and personal branding will make them in profession and person life.
2. We will also conduct online surveys of the targeted group in association with the lead up market brands like Dolce & Gabbana, Gucci and Louis Vuitton. With no doubt is that they will support us since they will be sure to be our future suppliers.
3. We conduct ground discussions with our own sales teams which is down on the market floor of leading garment accessories and shoe brands.
4. We will also have a promotion strategy, where we will be able to sit in promotions with a woman working in.
Assignmment for week One(1)Also, look ahead at the Week Five .docxrock73
Assignmment for week One(1):
Also, look ahead at the Week Five Final Paper and select a publicly traded company to utilize for the annual report analysis. In your post, include the name of the company that you have chosen for the project and why you chose that company. Download the company’s annual report for reference in future weeks of the course.
Research Tip: The Mergent database in the Ashford University Library contains company profiles and financial information for publicly traded companies and their competitors. To access this database enter the Ashford University Library by clicking the “library” link on the left navigation bar in your online course. Once you are in the Library, select “Find Articles and More” in the top menu panel. Next, select “Databases A-Z” and go to section M to access the Mergent database. For help with using Mergent use Mergent Online Quick Tips.
WEEK 5 Assignment: Just for Information at this time
Evaluation of Corporate Performance
The Final Paper will involve applying the concepts learned in class to an analysis of a company using data from its annual report. Using the concepts from this course, you will analyze the strengths and weaknesses of the company and write a report either recommending or not recommending purchase of the company stock.
Research Tip: The “Mergent” database in the Ashford University Library contains company profiles and financial information for publicly traded companies and their competitors. To access this database enter the Ashford Library and select “Find Articles and More” in the top menu panel. Next, select “Databases A-Z” and go to section “M” for “Mergent”. For help with using Mergent, use Mergent Online Quick Tips.
For help with reading an annual report access this handy guide from Money Chimp.
The completed report should include:
· An introduction to the company, including background information.
· A complete and thorough financial statement review.
· Pro Forma financial statements (Balance Sheet and Income Statement) for the next fiscal year, assuming a 10 percent growth rate in sales and Cost of Goods Sold (COGS) for the next year.
· Complete ratio analysis for the last fiscal year using at least two ratios from each of the following categories:
· Liquidity
· Financial leverage
· Asset management
· Profitability
· Market value
· Debt
· Per-Share
· Measures of relative value (P/E, P/B)
· Activity
· Cash Flow
· A calculation of Return on Equity (ROE) using the DuPont system.
· Assessment of management performance by calculating Economic Value Added (EVA).
· A synopsis of your findings, including your recommendations and rationale for whether or not to purchase stock from this company.
· Evaluate the financial risks associated with operating internationally. If your chosen company does not operate internationally, evaluate what the financial risks could be if they were to expand internationally.
The paper
· Must be eight to ten double-spaced pages in length ...
Analytical Essays Samples. Writing An Analytical Essay What is an Analytical...Claire Flanagan
Analytical Essay - 6+ Examples, Format, Pdf | Examples. Analytical Essay - What Is an Analytical Essay? Before you begin .... Analytical Essay Writing - Guide, Topics and Examples. How to Prepare a Professional Analytical Essay?. How to Develop an Analytical Essay by Neena Thomas - Issuu. Analytical Essay Writing Tips For College Students - Blog BuyEssayClub.com. Analytical Essay Writing. How To Write A Analytical Essay. Analytical Essay Example Pdf. How to Write an Analytical Essay: 15 Steps (with Pictures).
Success Definition Essay | Essay on Success Definition for Students and .... Education Is a Key to Success Essay Example | StudyHippo.com. Wonderful Success Essay ~ Thatsnotus. Success comes from hard work essay. Write My Essay For Me: Essay success in life. Essay writing for success. Determination successful essay. Fantastic Success In Life Essay ~ Thatsnotus. What is Success and How to Define It: [Essay Example], 1355 words .... What Is Success Essay – Telegraph.
Nathalie Nahai - The psychology of persuasive content for "boring" industries...Nathalie Nahai
If your content needs a jolt of life, web psychologist Nathalie Nahai will show you how to apply targeted psychological techniques to design more engaging images, killer headlines, and videos that are more likely to go viral.
Produced e-magazine highlight entrepreneurs and entrepreneurship program, intended for online viewing. Assembled content, managed freelance writers, and executed design and layout.
Please cite and include references- Broderick & Blewitt (2015) must.docxinfantsuk
*Please cite and include references- Broderick & Blewitt (2015) must be one of the sources (total of three references in the discussion post)
Consider the following perspective from the Just the Facts Coalition, a group comprised of counselors and other helping professionals who work with adolescent children:
Sexual orientation is not synonymous with sexual activity. Many adolescents as well as adults may identify themselves as lesbian, gay, or bisexual without having had any sexual experience with persons of the same sex. Other young people have had sexual experiences with a person of the same sex but do not consider themselves lesbian, gay, or bisexual. This is particularly relevant during adolescence because experimentation and discovery are normal and common during this developmental period. (American Psychological Association, 2013)
Straight, lesbian, gay, bisexual, transgendered, and questioning—when it comes to sexuality and sexual orientation, what influences individuals the most?
For this Discussion, review this week’s media presentation, “Perspectives: The ‘Tween’ Years,” reflecting on the factors that influence sexuality and sexual orientation during the tween years. Then, complete the post assigned to you by your Instructor.
Discussion A
Post by Day 4
an explanation of the roles that biology, culture, socialization, and age may play in influencing sexuality. Justify your response with references to this week’s Learning Resources and the current literature. Be specific.
References:
Broderick, P. C., & Blewitt, P. (2015).
The life span: Human development for helping professionals
(4th ed.). Upper Saddle River, NJ: Pearson Education.
Chapter 8, “Gender and Peer Relationships: Middle Childhood Through Early Adolescence” (pp. 282-323)
Chapter 9, “Physical, Cognitive, and Identity Development in Adolescence” (pp. 324-367)
Best, D. L. (2009). Another view of the gender-status relation.
Sex Roles, 61
(5/6),341–351.
Retrieved from the Walden Library databases.
Cobb, R. A., Walsh, C. E., & Priest, J. B. (2009). The cognitive-active gender role identification continuum.
Journal of Feminist Family Therapy, 21
(2),77–97.
Retrieved from the Walden Library databases.
Ewing Lee, E. A., & Troop-Gordon, W. (2011). Peer processes and gender role development: Changes in gender atypically related to negative peer treatment and children’s friendships.
Sex Roles, 64
(1/2),90–102.
Retrieved from the Walden Library databases.
Gallor, S. M., & Fassinger, R. E. (2010). Social support, ethnic identity, and sexual identity of lesbians and gay men.
Journal of Gay & Lesbian Social Services, 22
(3)
,
287–315.
Retrieved from the Walden Library databases.
Lev, A. I. (2004).
Transgender emergence: Therapeutic guidelines for working with gender-variant people and their families
. Binghampton, NY: Routledge.
Chapter 3, “Deconstructing Sex and Gender: Thinking Outside the Box” (pp. 79–109)
Retrieved from the W.
Please choose 1 of the 2 topics below for this weeks assignment.docxinfantsuk
Please choose 1 of the 2 topics below for this weeks assignment:
Topic 1: Rite of Passage
A rite of passage is an event that marks a person's progress from one status to another. It is a universal phenomenon which can show anthropologists what social hierarchies, values and beliefs are important in specific cultures. Rites of passage are often ceremonies surrounding events such as other milestoneh are considered important rites of passage for persons of their respective religions.s within puberty, coming of age, marriage and death. Initiation ceremonies such as baptism, confirmation and bar or bat Mitzva
I would like you to write and describe an event that you have gone through that has changed your perception of yourself, your perception by those around you, and any new roles, expectations that came along with your Rite of Passage. How has this passage changed how you interact with others? How has it changed who you interact with? Please use concepts and terms from the text to better explain your experiences.
For example; you may describe when you had your first child and the new roles that came with being a mother or father. You may describe when you got married, graduated from high school, got your driver’s license, etc.
Topic 2: Social Roles
I would like you to describe your various roles (son, daughter, mom, dad, employee, employer, aunt, uncle, brother, sister) that exist within the social institutions that you occupy. I would like you to choose only a few (no more than 3 or 4) of them that you deem important and take satisfaction in. Describe the roles, why they are important to you and what are the expectations of those roles, why you take pride in the role, and how has it changed your perspective (if it has).
1 page minimum (650-700 Words per page)
.
More Related Content
Similar to m4_a2 firas.docxby Firas WahshehWORD COUNT 1830CHARA.docx
Persuasive Advertising in E-commerce and Effective of it on Electronic
Trading in Iran
1
Ehsan Nezafati
Performing a task in the presence of others versus alone: An exploration
of the social facilitation theory according to cognitive and behavioural
perspectives
14
Dr George Varvatsoulias
Setting the Strategic Direction and it’s Influence on Church Growth in
Kenya
32
Peter Mutua Mutia, Dr. George O. K’Aol and Dr. Paul Katuse
The multiplier effects of rural public investment and poverty alleviation
implications: the case of federal university Ndufu Alike Ikwo (FUNAI)
42
Paul C. Obidike and Kalu E. Uma
Running Head: THE MARKETING PLAN 1
5
Natasha McClarin
October 6, 2018:
INTRODUCTION
Women on the Go is a start-up company that has over many years targeted women who cannot do clothing purchasing. The target is because there are women out there who do not know how to purchase their clothing and accessories. Therefore, assistance will be given by women on the go since that is the main aim of the company. This specific service will be aimed at rich customer who simply do not have much knowledge of the clothing industry and time to visit clothing stores in town. Despite all of these, such kind of people they have social obligation that they are supposed to meet, therefore Women on the go is there for me.
The business model for women on the go is the franchise business model, here the company has reach agreement with other clothing manufacturing companies that we will sell products to women on their behalf. It will be done in a percentage of the invoicing or sometimes a fixed fee depending on the particular agreement. The product line of the company will be women right casual, semi-formal look and gym wear and accessories.
Mission: Traditional, ethnic products creating sustainable employment for craftsmen and
artisans in rural India.
Target Segment: Focusing on women who are in need of dressing assistance for social occasions and are willing to have an organization which can style up their quotient.
Life Style: Affluent women who are rich of upper middle class or who are on business and corporate class.
Age group: 23 years and above
Geography: Anyone with any color, culture or Origin.
Geographical Places: Metros, tier 2 & tier 3 cities.
Product line: Dedication to dress women in formal and semi-formal look, right casual look, teamed with right accessories.
Tag line: Women on the go dresses you up.
Below is a market Research
1. Our company has decided to follow a mixed strategy here by combining both deductive and an inductive approach, using ethnographic research and a case study method.
We have decided that we will study the target section that the company has indicated above by initiating online programs where we will be able to know how many women want to up their dressing style quotient, idea to convert women to be buying our services, this will definitely create an idea in their mind that image and personal branding will make them in profession and person life.
2. We will also conduct online surveys of the targeted group in association with the lead up market brands like Dolce & Gabbana, Gucci and Louis Vuitton. With no doubt is that they will support us since they will be sure to be our future suppliers.
3. We conduct ground discussions with our own sales teams which is down on the market floor of leading garment accessories and shoe brands.
4. We will also have a promotion strategy, where we will be able to sit in promotions with a woman working in.
Assignmment for week One(1)Also, look ahead at the Week Five .docxrock73
Assignmment for week One(1):
Also, look ahead at the Week Five Final Paper and select a publicly traded company to utilize for the annual report analysis. In your post, include the name of the company that you have chosen for the project and why you chose that company. Download the company’s annual report for reference in future weeks of the course.
Research Tip: The Mergent database in the Ashford University Library contains company profiles and financial information for publicly traded companies and their competitors. To access this database enter the Ashford University Library by clicking the “library” link on the left navigation bar in your online course. Once you are in the Library, select “Find Articles and More” in the top menu panel. Next, select “Databases A-Z” and go to section M to access the Mergent database. For help with using Mergent use Mergent Online Quick Tips.
WEEK 5 Assignment: Just for Information at this time
Evaluation of Corporate Performance
The Final Paper will involve applying the concepts learned in class to an analysis of a company using data from its annual report. Using the concepts from this course, you will analyze the strengths and weaknesses of the company and write a report either recommending or not recommending purchase of the company stock.
Research Tip: The “Mergent” database in the Ashford University Library contains company profiles and financial information for publicly traded companies and their competitors. To access this database enter the Ashford Library and select “Find Articles and More” in the top menu panel. Next, select “Databases A-Z” and go to section “M” for “Mergent”. For help with using Mergent, use Mergent Online Quick Tips.
For help with reading an annual report access this handy guide from Money Chimp.
The completed report should include:
· An introduction to the company, including background information.
· A complete and thorough financial statement review.
· Pro Forma financial statements (Balance Sheet and Income Statement) for the next fiscal year, assuming a 10 percent growth rate in sales and Cost of Goods Sold (COGS) for the next year.
· Complete ratio analysis for the last fiscal year using at least two ratios from each of the following categories:
· Liquidity
· Financial leverage
· Asset management
· Profitability
· Market value
· Debt
· Per-Share
· Measures of relative value (P/E, P/B)
· Activity
· Cash Flow
· A calculation of Return on Equity (ROE) using the DuPont system.
· Assessment of management performance by calculating Economic Value Added (EVA).
· A synopsis of your findings, including your recommendations and rationale for whether or not to purchase stock from this company.
· Evaluate the financial risks associated with operating internationally. If your chosen company does not operate internationally, evaluate what the financial risks could be if they were to expand internationally.
The paper
· Must be eight to ten double-spaced pages in length ...
Analytical Essays Samples. Writing An Analytical Essay What is an Analytical...Claire Flanagan
Analytical Essay - 6+ Examples, Format, Pdf | Examples. Analytical Essay - What Is an Analytical Essay? Before you begin .... Analytical Essay Writing - Guide, Topics and Examples. How to Prepare a Professional Analytical Essay?. How to Develop an Analytical Essay by Neena Thomas - Issuu. Analytical Essay Writing Tips For College Students - Blog BuyEssayClub.com. Analytical Essay Writing. How To Write A Analytical Essay. Analytical Essay Example Pdf. How to Write an Analytical Essay: 15 Steps (with Pictures).
Success Definition Essay | Essay on Success Definition for Students and .... Education Is a Key to Success Essay Example | StudyHippo.com. Wonderful Success Essay ~ Thatsnotus. Success comes from hard work essay. Write My Essay For Me: Essay success in life. Essay writing for success. Determination successful essay. Fantastic Success In Life Essay ~ Thatsnotus. What is Success and How to Define It: [Essay Example], 1355 words .... What Is Success Essay – Telegraph.
Nathalie Nahai - The psychology of persuasive content for "boring" industries...Nathalie Nahai
If your content needs a jolt of life, web psychologist Nathalie Nahai will show you how to apply targeted psychological techniques to design more engaging images, killer headlines, and videos that are more likely to go viral.
Produced e-magazine highlight entrepreneurs and entrepreneurship program, intended for online viewing. Assembled content, managed freelance writers, and executed design and layout.
Similar to m4_a2 firas.docxby Firas WahshehWORD COUNT 1830CHARA.docx (20)
Please cite and include references- Broderick & Blewitt (2015) must.docxinfantsuk
*Please cite and include references- Broderick & Blewitt (2015) must be one of the sources (total of three references in the discussion post)
Consider the following perspective from the Just the Facts Coalition, a group comprised of counselors and other helping professionals who work with adolescent children:
Sexual orientation is not synonymous with sexual activity. Many adolescents as well as adults may identify themselves as lesbian, gay, or bisexual without having had any sexual experience with persons of the same sex. Other young people have had sexual experiences with a person of the same sex but do not consider themselves lesbian, gay, or bisexual. This is particularly relevant during adolescence because experimentation and discovery are normal and common during this developmental period. (American Psychological Association, 2013)
Straight, lesbian, gay, bisexual, transgendered, and questioning—when it comes to sexuality and sexual orientation, what influences individuals the most?
For this Discussion, review this week’s media presentation, “Perspectives: The ‘Tween’ Years,” reflecting on the factors that influence sexuality and sexual orientation during the tween years. Then, complete the post assigned to you by your Instructor.
Discussion A
Post by Day 4
an explanation of the roles that biology, culture, socialization, and age may play in influencing sexuality. Justify your response with references to this week’s Learning Resources and the current literature. Be specific.
References:
Broderick, P. C., & Blewitt, P. (2015).
The life span: Human development for helping professionals
(4th ed.). Upper Saddle River, NJ: Pearson Education.
Chapter 8, “Gender and Peer Relationships: Middle Childhood Through Early Adolescence” (pp. 282-323)
Chapter 9, “Physical, Cognitive, and Identity Development in Adolescence” (pp. 324-367)
Best, D. L. (2009). Another view of the gender-status relation.
Sex Roles, 61
(5/6),341–351.
Retrieved from the Walden Library databases.
Cobb, R. A., Walsh, C. E., & Priest, J. B. (2009). The cognitive-active gender role identification continuum.
Journal of Feminist Family Therapy, 21
(2),77–97.
Retrieved from the Walden Library databases.
Ewing Lee, E. A., & Troop-Gordon, W. (2011). Peer processes and gender role development: Changes in gender atypically related to negative peer treatment and children’s friendships.
Sex Roles, 64
(1/2),90–102.
Retrieved from the Walden Library databases.
Gallor, S. M., & Fassinger, R. E. (2010). Social support, ethnic identity, and sexual identity of lesbians and gay men.
Journal of Gay & Lesbian Social Services, 22
(3)
,
287–315.
Retrieved from the Walden Library databases.
Lev, A. I. (2004).
Transgender emergence: Therapeutic guidelines for working with gender-variant people and their families
. Binghampton, NY: Routledge.
Chapter 3, “Deconstructing Sex and Gender: Thinking Outside the Box” (pp. 79–109)
Retrieved from the W.
Please choose 1 of the 2 topics below for this weeks assignment.docxinfantsuk
Please choose 1 of the 2 topics below for this weeks assignment:
Topic 1: Rite of Passage
A rite of passage is an event that marks a person's progress from one status to another. It is a universal phenomenon which can show anthropologists what social hierarchies, values and beliefs are important in specific cultures. Rites of passage are often ceremonies surrounding events such as other milestoneh are considered important rites of passage for persons of their respective religions.s within puberty, coming of age, marriage and death. Initiation ceremonies such as baptism, confirmation and bar or bat Mitzva
I would like you to write and describe an event that you have gone through that has changed your perception of yourself, your perception by those around you, and any new roles, expectations that came along with your Rite of Passage. How has this passage changed how you interact with others? How has it changed who you interact with? Please use concepts and terms from the text to better explain your experiences.
For example; you may describe when you had your first child and the new roles that came with being a mother or father. You may describe when you got married, graduated from high school, got your driver’s license, etc.
Topic 2: Social Roles
I would like you to describe your various roles (son, daughter, mom, dad, employee, employer, aunt, uncle, brother, sister) that exist within the social institutions that you occupy. I would like you to choose only a few (no more than 3 or 4) of them that you deem important and take satisfaction in. Describe the roles, why they are important to you and what are the expectations of those roles, why you take pride in the role, and how has it changed your perspective (if it has).
1 page minimum (650-700 Words per page)
.
Please be advised that for the second writing assignment, the clas.docxinfantsuk
Please be advised that for the second writing assignment, the class is split in half. Students who choose a topic from the first half of the semester will be assigned writing assignment 2A and students who choose a topic from the second half of the semester will be assigned writing assignment 2B. Instructions are below.
Writing Assignment #2
Contemporary Issues in Employment Law
Value 300 points
Writing assignment 2A is due end of week 7 - March 11.
The following topics are assigned to Writing Assignment 2A
Remedies under Title VII
Employment at Will
Constitutional Issues
EEOC
Race and Color Discrimination
National Origin Discrimination
Disability Discrimination
Religious Discrimination
Sex Discrimination
Sexual Harassment
Overview
This Writing Assignment is required to provide students with the opportunity to:
• Investigate a “subtopic” of special interest associated with any of the major topics addressed during the course.
• Acquire in depth knowledge about a “subtopic” of choice – expanding one’s knowledge base beyond the basic course curriculum.
• Reflect on facts, theories, and opinions associated with the subtopic of choice. Develop or change an opinion about the subject.
• Communicate knowledge about chosen topic, offering learning community members an opportunity to increase their knowledge on a subtopic topic associated with the base course curriculum.
• Communicate one’s opinion on the subtopic, using critical thinking skills to form the opinion and writing skills to communicate one’s thoughts.
Instructions
1. Research the topic that you have chosen or have been assigned.
Listing for spring 2017 (listing will be available after week 3)
IMPORTANT: If using Internet based resources, ensure that resources are of high quality, such as websites that end in .gov or .edu.
Do not use the following as resources:
Law firm web sites
Law firms are trying to solicit clients. In Employment law, law firms usually represent either employers or workers - few represent both. As such, their web sites are designed to attract the clients they seek to represent. Therefore, the information contained therein may not be completely accurate as the information provided may be skewed to either a management or employee perspective.
Websites such as Wikipedia or ehow
Information found on those sites may not be reliable.
2. Organize and develop your writing assignment
Use the following format: Overview, Opinion Statements, Resource Citations.
Use the headings to divide your work into the 3 required areas in your paper.
Overview
Provide an overview of your topic using at least two resources.
Highlight the most important concepts.
The overview should be no more than 500 words. That’s about 7 – 8 average length paragraphs.
Do not place your opinions in the overview. This is an academically oriented portion of the assignment. Your opinions are welcome in the next portion of the paper.Your overview MUST include citation of sources.
Please briefly describe cross cultural variations in Consumer Beha.docxinfantsuk
Please briefly describe cross cultural variations in Consumer Behavior and explain core values that vary across culture and influence behaviors.
You must provide at least three examples.
Provide your explanations and definitions in detail and be precise. Comment on your findings. Provide references for content when necessary. Provide your work in detail and explain in your own words. Support your statements with peer-reviewed in-text citation(s) and reference(s).
.
Please be sure to organize your report using section headers to clea.docxinfantsuk
Please be sure to organize your report using section headers to clearly indicate which part of the assignment you are addressing (i.e. do not write in a classic essay format).
1)
Define the health disorder
: Colon Cancer
a. Clearly describe the symptoms, disease prognoses, type of infectious agent, if applicable, significance of this disease
2)
Distribution section – this is the most important part of the assignment!
a.
Must provide quantitative incidence, prevalence and mortality measures to describe person, place and time aspects of the disease’s distribution!
b. Quality of tools used (tables, graphs, maps)?
c. Information clearly cited within the body of the report and referenced completely at the end?
d. Described host characteristics?
e. Environmental attributes discussed clearly?
f. Any temporal characteristics to the disease’s distribution?
g. Other patterns or trends?
3)
Summation:
a. Conclusions and summary of any current hypotheses to explain the described distributions
b. Identification of any gaps in knowledge about the distribution
The overall quality of writing, organization, basic “grammar” and comprehension issues will also be considered.
.
Please attach two different assignments. Please first provide the dr.docxinfantsuk
Please attach two different assignments. Please first provide the draft for the IRP then provide the revised IRP that is finalized. It is crucial that you thoroughly check for grammatical errors.
Please do not use books or journals as references.
Please use online sources.
Requirements for final draft:
60.0
to >54.0
pts
Excellent
Plan includes the following for one data center and the global network: • Comprehensive list and explanation of potential incidents • Rating of incidents by risks as high, medium, or low, with rationale for all ratings • Mitigating controls to reduce the identified risks, with clear explanation and rational for each control • Identification of incident response team (contact list – names, titles, work and home contact information) with roles and responsibilities, and explanation of why those roles are responsibilities were assigned to each team member • Detailed and concise process to assess, describe, and document the damage with appropriate forms; explanation of rationale for each step in the process; forms clear and well laid-out • Detailed and concise incident reporting process and appropriate forms; explanation of rationale for each step in the process; forms clear and well laid-out
.
Please answers some questions below (attached references) 1.Wh.docxinfantsuk
Please answers some questions below: (attached references)
1.What are definition boundaries and how do they benefit clear thinking?
2. What is the difference between the
denotation
and the
connotation
of a word? Provide an example of a highly connotative word.
3. As critical thinkers, why should we be cautious about the use of jargon, euphemisms, and buzzwords?
.
Please answer these discussion questions thoroughly. Provide re.docxinfantsuk
Please answer these discussion questions thoroughly. Provide references for any work that is not in your own.
#1 Describe the typical social, cognitive, moral and spiritual development in the school-age child. What are some of their nutritional needs?
#2 Discuss 2 2020 National Health Goals related to adolescent growth and development. What can you do as a nurse to promote those goals you chose?
#3 What are some assessment differences that you would look for in the adolescent assessment that you would not do for other age groups?
#4 Write a nursing diagnoses related to communication and health with children. Include your interventions for the diagnosis you decide upon.
.
Please click on this link and follow the directions to complete the .docxinfantsuk
Please click on this link and follow the directions to complete the activity.
Select ONE of the scenarios and tell us how you rated it in terms of ethics and why.
Then, answer the following two questions.
1. What did you learn about ethics by completing the activity?
2. In your opinion, what does it mean to be an ethical persuader?
.
Please choose one of the following questions, and post your resp.docxinfantsuk
Please choose one of the following questions, and post your response of a minimum of 150 words. Be sure that your comments are original, thoughtful, and well developed. This discussion will be open for the whole course, so check back frequently:
1) Most films and popular scholars would say that New Kingdom Egypt is the height of their civilization, but all the "Great Pyramids" and other culturally defining ideas are from the Old Kingdom. Which do you believe is the best period which shows the height of the Egyptians, the Old or New Kingdom Egypt? Or do you think the Middle Kingdom is the height of the Egyptians? To answer this question, choose one building, site, city, or artifact which supports your belief from either the Old, Middle, or New Kingdom. For this topic, you may use an example from the textbook, but you must find supportive information that is not mentioned in the textbook about your example from an external source (website, book, or article) to support your response. Your example could also be something not mentioned in the textbook at all. Please cite your sources for this submission.
Or
2) Discuss which of the Early Greek cultures you would like to have lived in. You may choose from the Cycladic, Minoan, Mycenaean, Athenian, or Spartan. In answering this question, please give reasons why you chose the one you did, and also give one reason for each of the other cultures as to why you would NOT want to live in that culture.
Or
3) Early archaeologists went searching for physical evidence of the myths they studied, which was due to Heinrich Schliemann's finding of Troy. Was this method of searching for mythology a good idea for searching for artifacts and physical cities? This question is asked because the stories of the myths lasted for about 2600 years before someone went looking for and found the myths of the Greeks. Why didn't someone do this before Schliemann? This idea of "myth-chasing" still goes on, so what kind of modern "myth" do people search for in our present time?
.
Please answer the questions in paragraphs containing at least fi.docxinfantsuk
Please answer the questions in paragraphs containing at least five sentences. Include the question and number your answers accordingly.
1. Describe Digital Literacy (how to know what is real on the web).
2.
None of these people exist
. What does this mean to you?
3. Why is Wikipedia more reliable than a paper encyclopedia?
4. How useful are crowd sources answers?
5. What are some drawbacks to crowd sourced answers?
6. Do people generally utilize the diversity of sources on the Internet effectively?
7. How reliant are we and how reliant should we be on getting our news from social media?
8. How do humans remain vigilant when we turn over authority to computers? Have you tried to navigate without gps?
9. If models are simplifications or reality, why do we rely on them?
10. Why was this
mode
l, used by Amazon for hiring, wrong?
11. Why did Skynet declare war on the human race?
.
Please answer the following three questions in one to two paragraphs.docxinfantsuk
Please answer the following three questions in one to two paragraphs. Please format your responses in 12
point font, double spaced, with 1-inch margins. This assignment is due on Canvas at 11:59 PM PST on
Friday, November 6th.
1. What is \centrality" in a network context? What is the difference between degree centrality and
closeness centrality? When might we want to use a measure like closeness centrality to discuss someone’s
position in a social network instead of degree centrality? What about transitivity? When might we
care more about transitivity than we do about centrality as researchers?
2. What is \contagion" in a network context? Describe one example of network contagion in your own life.
In your example, identify the social network (a network of classmates? a family? a workplace?), the
nature of the connection between individuals (do you exchange information? affection? money-labor?),
the directionality, and the thing spreading through the network.
3. Much of the research with which we have engaged so far is now over a decade old (if not older). What
more recent changes { social changes, technological innovations, political phenomena, etc. { may have
changed some of the conventional wisdom, findings, or scientific understandings of social networks
since this research was carried out? Please describe at least one change and walk us through what the
consequences of that change might be on current and future social network scholarship.
.
Please answer the following1. Transformational leadership and .docxinfantsuk
Please answer the following:
1. Transformational leadership and transactional leadership often occur in the same organization. How do they impact each other?
2. Explain four common transformational leadership strategies identified by Bennis and Nanus.
3. How do the practical and theoretical approaches to AL differ? Are they really describing the same type of leadership?
.
Please answer the below questionDescribe social bandwidth and s.docxinfantsuk
Please answer the below question:
Describe social bandwidth and share an experience you’ve had with this concept within your previous interactions
The post should be in 700 word limit in APA format with references and citations.
.
Please answer the following questions1.- Please name the fu.docxinfantsuk
Please answer the following questions:
1.- Please name the functions of the esophagus. Is the liver is a mixed gland?
2.- Please explain the division of the thoracic cavity.
3.- Please explain the action of the parasympathetic nervous system over: digestive system, cardiovascular system,pupil, and sweat glands.
4.- Please name the functions of the Sympathetic system. What is a nociceptor?
5.- What is the Babinski reflex? Why is important if it is present in an adult patient?
6.- Please name the 12 Cranial Nerves.
7.- What are the functions of the Cranial Nerve II, VI, and XII
8.- What is the iris? What is the importance of the vitreous humor and the retina?
9.- Please explain: glaucoma, cataracts, astigmatism, presbycusis, and tinnitus ?
10.- Please name the external ear parts. What is the function of the Eustachian tube ?
Thank you.
.
Please answer the following questions1.- Please name the follow.docxinfantsuk
Please answer the following questions:
1.- Please name the following body parts in common words: sternal, pedal, popliteal, and antecubital.
2.- Which organs are located in the left hypochondriac region, and right iliac region ?
3.- Please name the process whereby the end products of digestion move across the walls of the alimentary canal into the blood: ___________
4.- Please name all the organs and sphincters, of the Digestive system.
.
Please answer the following questions with supporting examples and f.docxinfantsuk
Please answer the following questions with supporting examples and full explanations.
Analyze how policies influence the structure and financing of health care, practice, and health outcomes.
Develop institutional, local, state and/or federal policy initiatives.
Consider the role of government and various professional organizations in the process of planning and implementing policies at management levels for diverse healthcare environments.
Examine the effect of legal, ethical, and regulatory processes on nursing practice (and/or change to providers), healthcare delivery, and outcomes while maintaining balance with administrative and fiscal responsibilities.
Interpret research, bringing the nursing perspective, alongside perspectives of their administrative colleagues, for policy makers and stakeholders.
Advocate for policies that improve the health of the public and the profession of nursing and health care administration.
For each of the learning objectives, provide an analysis of how the course supported each objective.
Explain how the material learned in this course, based upon the objectives, will be applicable to professional application.
Reflect back on your journey through this course and answer the following:
What was the most valuable thing you learned in this course?
.
Please answer the following questions about air and water pollution .docxinfantsuk
Please answer the following questions about air and water pollution (minimum 175 words total): With references
1. Why is climate change a global concern? Please provide examples.
2. What changes are being made or should be made to address air or water pollution in your area?
.
please answer the following 7 questions in its entirety. #11.C.docxinfantsuk
please answer the following 7 questions in it's entirety.
#11.C
#12. A,B,C
#13
#14. A-M
#16
#18
#19
Textbook
Brealey, R., Myers, S. C., Marcus, A. J. (2020).
Fundamentals of corporate finance
(10th ed). McGraw-Hill Education: New York, NY.
.
Please answer the questions listed below and submit in a word docume.docxinfantsuk
Please answer the questions listed below and submit in a word document.
Exercise 32
Right On.
Describe what is meant by the “linear view” used with paper documents.
Exercise 40
You Spoiled It.
Motorola, Inc., fired its CFO, Paul Liska, in January for a number of reasons related to his performance as stated by Motorola. Liska has filed a suit against Motorola for the conditions of his dismissal. Motorola, accused its former CFO of destroying evidence needed in the case, and asked the Cook County Circuit court to sanction Mr. Liska for “spoiliation” of evidence in the case. When he was fired on January 29, Mr. Liska left the company with his company laptop, and when he returned his laptop on February 17, the laptop had been “wiped.” Motorola’s forensic investigators had found that a data destruction program was run on the laptop numerous times to destroy any usable data needed by Motorola to show what Mr. Liska had been working on prior to his dismissal. Mr. Liska states that he only deleted personal files.
Do you believe that all files related to the case have been destroyed?
Are there any other places that work files related to the CFO’s accounting activities would be kept?
What would have to been done to files collected from a source other than Mr. Liska’s laptop?
Would these files be acceptable in a courtroom case?
Exercise 27
Finding a Criminal.
Five customers at the Tartu Bank had complained about unauthorized monies being withdrawn from their accounts. The Bank has a business fraud team which was called together to investigate the thefts from the accounts. The team could determine the account receiving the funds, times the events occurred, the amount of the cash withdrawn from the accounts, whether a bank password had been reset, but they did not have the skills to develop additional information about the IP address used in the thefts. They could not determine the source country or region, the IPS involved, and whether the session used to withdraw the cash was from an IP used by their customer. Tell them how they can use Internet tools to further identify the cyber criminals and describe the job each tool should perform.
.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
1. m4_a2 firas.docx
by Firas Wahsheh
WORD COUNT 1830
CHARACT ER COUNT 1034 8
T IME SUBMIT T ED 18- FEB- 2016 12:51PM
28%
SIMILARIT Y INDEX
2. EXCLUDE QUOT ES OFF
EXCLUDE
BIBLIOGRAPHY
OFF
m4_a2 firas.docx
ORIGINALITY REPORT
m4_a2 firas.docx
WRITECHECK REPORT
PAGE 1
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Article Error Yo u may need to remo ve this article.
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sentence, yo u may want to revise it using the active vo ice.
PAGE 5
Proof read T his part o f the sentence co ntains a grammatical
erro r o r misspelled wo rd that makes yo ur
meaning unclear.
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4. PAGE 6
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m4_a2 firas.docxby Firas Wahshehm4_a2
firas.docxORIGINALITY REPORTm4_a2
firas.docxWRITECHECK REPORT
Reproduced with permission of the copyright owner. Further
reproduction prohibited without permission.
The Negotiation Dance: Time, Culture, and Behavioral
Sequences in Negotiation
Adair, Wendi L;Brett, Jeanne M
Organization Science; Jan/Feb 2005; 16, 1; ProQuest Central
6. pg. 33
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reproduction prohibited without permission.
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The Hofstede model
Applications to global branding and
advertising strategy and research
Marieke de Mooij and Geert Hofstede
Recent years have seen inereasing interest in the consequences
of culture for global mar-
keting and advertising. Many recent studies point at the
necessity of adapting branding
and advertising strategies to the culture of the eonsumer. In
order to understand cultural
9. differences, several models have been developed of which the
Hofstede model is the
most used. This article describes elements of this model that are
most relevant to brand-
ing and advertising, and reviews studies that have used the
model for aspcxts of inter-
national branding and for advertising research. It provides some
cautious remarks about
applying the model. Suggestions for more cross-cultural
research are added.
Introduction
T h e study of culture for understanding global advertising
results from the
global-local dilemma: whether to standardise advertising for
efficiency
reasons or to adapt to local habits and consumer motives to be
effective.
Only recently have studies included performance criteria and
several have
demonstrated that an adaptation strategy is more effective (Dow
2005;
Calantone etal. 2006; Okazaki etal. 2006; Wong & Merrilees
2007). As a
result, understanding culture will be viewed as increasingly
important. In
the past decades, various models have emerged of which the
Hofstede
model has been applied most to global marketing and
advertising.' Geert
Hofstede's dimensional model of national culture has been
applied to vari-
ous areas of global branding and advertising, and the underlying
theories
of consumer behaviour. T h e model has been used to explain
11. We have pulled a number of topics of this article together in
Figure 1.
First of all, we view cultural values as an integrated part of the
consumer's
self, not as an environmental factor. For developing effective
advertising
the consumer must be central. Cultural values define the self
and person-
ality of consumers. Next we distinguish mental processes and
social proc-
esses. Mental processes are mostly internal processes, how
people think,
learn, perceive, categorise and process information. Social
processes are
about how we relate to other people, including motivation and
emotions.
Both processes affect interpersonal and mass communication,
which in
turn affect advertising appeals and advertising style. All
elements must
Figure 1: Global advertising research - understanding cultural
values of consumers
Information processing
Categorisation
Absfract-concrete
1
Consumer
The self
Personality
Identity, Image
12. Cultural values
Advertising style
Brand positioning
Advertising strategy
Advertising appeal
Communication and culture, purpose of advertising
How advertising works across cultures
Cross-cultural advertising research
86
THE HOFSTEDE MODEL
be taken into account when researching how advertising works
across
cultures. Cultural models help to analyse culture's consequences
for the
self and personality, mental and social processes, and how these
influence
global advertising strategy.
Cultural models applied to advertising research
Cultural models defme patterns of basic problems that have
consequences
for the functioning of groups and individuals, e.g. (a) relation to
authority;
(b) the conception of self, including ego identity; and (c)
primary dilem-
mas of conflict and dealing with them (Kluckhohn & Strodtbeck
13. 1961;
Inkeles 1997). These basic problems can be recognised in the
Hofstede
model (Hofstede 2001; Hofstede & Hofstede 2005), and have
been found
in other studies, such as those by Trompenaars (1993), Schwartz
(1994;
Schwartz & Bilsky 1987), and the recent GLOBE study (House
etal. 2004).
Although these models find similar basic value differences, they
are
different with respect to the number of countries measured, the
level
of analysis (individual versus culture level), the dimension
structure
(one-poled or two-poled categorisations), the number of
dimensions, the
subjects (Schwartz - teachers and students; GLOBE - middle
managers;
Hofstede - all levels of employees in a company), and
conceptual and
methodological differences (e.g. measuring what ou^t versus
measuring
what is). These differences in research design can cause
different results
when applying dimensional models to international branding
and advertis-
ing. In particular the differences resulting from asking for the
desired or
the desirable influence research results. T h e desirable is how
people think
the world ought to be, the desired is what people want for
themselves.
Statements about the desired, although closer to actual
behaviour, do not
14. necessarily correspond to the way people really behave when
they have
to choose (Hofstede & Hofstede 2005). Advertising tends to
appeal to the
desired, as the desirable is too far from reality. Dimensional
models based
on questions asking for the desirable may be less useful for
measuring dif-
ferences in consumer attitudes, motives and advertising appeals.
A most
important area of research would be to analyse and compare the
working
of the various models in this respect.
A reason for the widespread adoption of Hofstede's
classiflcation of cul-
ture lies in the large number of countries measured and the
simplicity of
87
INTERNATIONAL JOURNAL OF ADVERTISING, 2010. 29(1)
his dimensions, which are straightforward and appealing to both
academic
researchers and business people. Comparison of different
models for the
purpose of measuring cultural distance for international
marketing strat-
egy shows that the more recent cultural frameworks provide
only limited
advancements compared with Hofstede's original work
(Magnusson et aL
2008).
15. None of the cultural models was developed for analysing
consumer
behaviour. When using them, the manifestations of culture that
are rel-
evant for consumer behaviour have to be selected and
interpreted. Too
often, cross-country research begins with a research instrument
without
consideration of the underlying conceptual framework (Douglas
& Craig
2006), and research method focuses almost exclusively on
sophisticated
statistical analyses (Schwarz 2003). There is a variety of
manifestarions of
the Hofstede dimensions to consider before setting hypotheses.
T h e next
section describes the manifestations of the five Hofstede
dimensions that
are most relevant to branding and advertising. These elements
are based
on findings from cross-cultural psychology and meta-analysis of
consumer
behaviour data (De Mooij 2004, 2010).
The Hofstede dimensional model of national culture
T h e Hofstede model (Hofstede 2001; Hofstede & Hofstede
2005) dis-
ringuishes cultures according to five dimensions: power
distance, indi-
vidualism/collectivism, masculinity/femininity, uncertainty
avoidance, and
Iong-/short-term orientation. T h e model provides scales from 0
to 100 for
76 countries for each dimension, and each country has a
16. position on each
scale or index, relative to other countries.
T h e power distance dimension can be defined as 'the extent to
which
less powerful members of a society accept and expect that
power is dis-
tributed unequally'. In large power distance cultures, ever>'one
has his or
her rightful place in a social hierarchy. The rightful place
concept is impor-
tant for understanding the role of global brands. In large power
distance
cultures, one's social status must be clear so that others can
show proper
respect. Global brands serve that purpose. Luxury articles, some
alcoholic
beverages and fashion items typically appeal to social status
needs.
Individualism/collectivism can be defined as 'people looking
after
themselves and their immediate family only, versus people
belonging to
88
THE HOFSTEDE MODEL
in-groups that look after them in exchange for loyalty*. In
individualis-
tic cultures, one's identity is in the person. People are *r-
conscious and
self-actualisation is important. Individualistic cultures are
17. universal is tic,
assuming their values are valid for the whole world. They also
are low-con-
text communication cultures with explicit verbal
communication. In col-
lectivistic cultures, people are * we'-conscious. Their identity is
based on
the social system to which they belong, and avoiding loss of
face is impor-
tant. Collectivistic cultures are high-context communication
cultures, with
an indirect style of communication. In the sales process in
individualistic
cultures, parties want to get to the point fast, whereas in
collectivistic cul-
tures it is necessary to first build a relationship and trust
between parties.
This difference is reflected in the different roles of advertising:
persuasion
versus creating trusL
T h e masculinity/femininity dimension can be defined as
follows: 'The
dominant values in a masculine society are achievement and
success; the
dominant values in a feminine society are caring for others and
quality' of
life.' In masculine societies, performance and achievement are
important;
and achievement must be demonstrated, so status brands or
products such
as jewellery are important to show one's success (De Mooij &
Hofstede
2002; De Mooij 2010). An important aspect of this dimension is
role dif-
ferentiation: small in feminine societies, large in masculine
18. societies. In
masculine cultures, household work is less shared between
husband and
wife than in feminine cultures. Men also do more household
shopping in
the feminine cultures. Data from Eurostat (2002) show that low
masculin-
itŷ explains 52% of variance of the proportion of men who
spend time on
shopping activities.
Uncertainty avoidance can be defined as 'the extent to which
people
feel threatened by uncertainty and ambiguity and try to avoid
these situ-
ations'. In cultures of strong uncertainty avoidance, there is a
need for
rules and formality to structure life. This translates into the
search for
truth and a belief in experts. People of high uncertainty
avoidance are
less open to change and innovation than people of low
uncertainty avoid-
ance cultures. This explains differences in the adoption of
innovations
(Yaveroglu & Donthu 2002; Yeniurt & Townsend 2003; Tellis
et ai 2003).
Whereas high uncertainty avoidance cultures have a passive
attitude to
health by focusing on purity in food and drink and using more
medica-
tion, low uncertainty avoidance cultures have a more active
attitude to
89
19. INTERNATIONAL JOURNAL OF ADVERTISING, 2010, 29(1)
health by focusing on fitness and sports (De Mooij & Hofstede
2002; D e
Mooij 2010).
Long- versus short-term orientation is 'the extent to which a
society
exhibits a pragmatic future-orientated perspective rather than a
conven-
tional historic or short-term point of view'. Values included in
long-term
orientation are perseverance, ordering relationships by status,
thrift, and
having a sense of shame. The opposite is short-term orientation,
which
includes personal steadiness and stability, and respect for
tradition. Focus
is on pursuit of happiness rather than on pursuit of peace of
mind. Long-
term orientation implies investment in the future. An example is
the
relationship between LTO and broadband penetration (De Mooij
2010).
Broadband asks for large investments by business or
governments.
The concepts of self and personality - implications for
global branding and advertising
T h e concepts of self, personality, identity and image that are
applied to
branding strategy are derived from an individualistic
worldview. A host
20. of knowledge from cross-cultural psychology is now available
that helps
understand the basic differences between the concepts of self
and person-
ality in different cultures.
The concept of self
T h e concepts of self and personality, as developed in the
individualistic
Western world, include the person -¿LS an autonomous entity
with ^ d'isúncúvG
set of attributes, qualities or processes. The configuration of
these internal
attributes or processes causes behaviour. People's attributes and
processes
should be expressed consistently in behaviour across situations.
Behaviour
that changes with the situation is viewed as hypocritical or
pathological.
In the collectivistic model the self cannot be separated from
others
and the surrounding social context, so the self is an
interdependetit entity
that is part of an encompassing social relationship. Individual
behaviour
is situational; it varies from one situation to another and from
one time to
another (Markus & Kitayama 1991). The very first words of
little children
in China are people-related, whereas children in the United
States start
talking about objects (Tardiff ¿•/'¿7/. 2008). In Japan, feeling
good is more
21. 90
THE HOFSTEDE MODEL
associated with interpersonal situations such as feeling friendly,
whereas
in the United States feeling good is more frequently associated
with
interpersonal distance, such as feeling superior or proud. In the
United
Kingdom feelings of happiness are positively related to a sense
of inde-
pendence, whereas in Greece good feelings are negatively
related to a
sense of independence (Nezlek et al 2008).
How the self of young people develops is not the same either. In
indi-
vidualistic cultures, a youth has to develop an identity' that
enables him
or her to function independently in a variety of social groups
apart from
the family. Failure to do so can cause an identity crisis. In
eollectivistic
cultures, youth development is based on encouragement of
dependency
needs in complex familial hierarchical relationships, and the
group ideal is
being like others, not being different (Triandis 1995).
Next to individualism, masculinity explains variation of the
self-concept.
Whereas in feminine cultures modesty and relations are
important char-
22. acteristics, in masculine cultures self-enhancement leads to self-
esteem.
A relationship orientation, including family values, not only is
specific to
eollectivistic cultures but also is found in individualistic
cultures that are
also feminine (Watkins^/tf/. 1998).
Personality
Personality generally is defined as unique and cross-
situationally consist-
ent and is usually described in terms of traits such as autonomy
or socia-
bility. In eollectivistic cultures, people's ideal characteristics
vary by social
role, and behaviour is influenced by contextual factors (Church
2006).
Easterners believe in the continuous shaping of personahty
traits by situ-
ational influences (Norenzayané/¿//. 2002).
T h e Western habit of describing oneself and others in terms of
abstract
characteristics has led to the development of characterisation
systems of
personal traits. ^Fhe most used set of personality traits is the
Five-Factor
Model, also called *Big Five' (McCrae 2002). Although these
five factors
are found in many different cultures, they vary in weight across
cultures
and these variations relate to Hofstede's cultural dimensions
(Hofstede
& McCrae 2004). Although research using the same set of
questions has
23. resulted in similar five-faetor structures across cultures, this
doesn't imply
that these are the only existing conceptions of personhood; it
merely
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INTERNATIONAL JOURNAL OF ADVERTISING, 2010, 29(1)
shows that a set of English-language questions, when translated,
results
in similar five-dimensional structures (Schmitt et al. 2007).
There may be
other conceptions of personality that are not found. The
different factors
also vary as to different facets (Cheung ¿/i?/. 2008). Personality
research in
East Asia suggests a 'Big Six' structure, including a factor
'dependence on
others' (Hofstede 2007).
T h e practice of attaching personalities to brands is typical of
individual-
istic cultures. Several studies have found brand personality
factors that are
culture specific (e.g. Aaker et al. 2001). For example, in the
United States
*Ruggedness in Japan and Spain 'Peacefulness', and a specific
Spanish
dimension, labelled Tassion'. A study of Korean brand
personalities (Sung
& Tinkham 2005) of well-known global brands like Nike, Sony,
Levi's,
Adidas, Volkswagen and BMW found two specific Korean brand
24. personali-
ties, labelled 'Passive Likeableness' and 'Ascendancy'.
Consumers across cultures attribute different brand
personalities to one
and the same global brand. T h e Red Bull brand has been
marketed with
a consistent brand identity, but consumers attribute different
personalities
to the brand (Foscht et al. 2008). A commercial cross-cultural
brand value
study (Crocus 2004, in De Mooij 2010) found that a brand
characteristic
like 'friendly' is most attributed to strong global brands in high
uncertainty
avoidance and low power distance cultures. 'Prestigious' is a
characteristic
attributed to global brands in high power distance cultures, and
'trust-
worthy' is most attributed to strong brands in high uncertainty
avoidance
cultures. In cultures of the configuration low power distance
and low
uncertainty avoidance, people attributed 'innovative' and
'different' to
these brands. So consumers project their own personality
preferences on
to global brands. T h e companies that own global brands want
to be con-
sistent in their messages worldwide, but consumers attribute
personalities
to such brands that fit their own cultural values, not the values
of the pro-
ducer of the brand. More research is needed to find whether
consumers
link brand personaUties to brands and, if they do so, consumers'
25. personal-
ity preferences across cultures.
T h e need for consistency also is at the basis of preferences for
stand-
ardisation strategies of US multinationals. It drives the wish of
compa-
nies to build uniform brand images (Duncan & Ramaprasad
1995) and
academic focus on standardisation instead of adaptation. Taylor
(2002)
mentions a preoccupation with questions of whether campaigns
should be
92
THE HOFSTEDE MODEL
Standardised to the detriment of seeking answers for pragmatic
execution
across markets. Consistency needs drive several research
assumptions and
questions, such as the assumption that a uniform brand image
plays a key
role in building global brands, and questions about the role of
standardised
advertising in building a uniform brand image (Taylor 2005,
2007).
Another consequence of consistency need is the relationship
atritude-
behaviour. Individualists want consistency between their
attitudes, feel-
ings and behaviours. As a result, under certain conditions, the
26. behaviour of
consumers can be predicted from their attitudes towards
products, services
and brands, and a purchase prediction is derived from a positive
atritude.
In collectivistic cultures, however, there is not a consistent
relationship
between attitude and future behaviour. It may even be a reverse
relation-
ship: behaviour (product usage) comes first and defines attitude
(Chang
& Chieng 2006). This implies that measurement of attitude
towards the
advertisement (A^̂ ) for measuring advertising effectiveness
will not work
the same way in collectivistic cultures as it does in
individualistic cultures.
T h e most widely known model that measures the relationship
betveen
attitude and behaviour is the Fishbein behavioural intentions
model, in
which a normative or social component refers to social
pressures on behav-
iour such as expectations of others. What in Western terms is
called 'social
pressure' (Lee & Green 1991) has relatively weak influence on
individu-
alists, who will refer to their own personal attitudes as having
infiuenced
their buying decisions. This is different in collectivistic cultures
where
the norm is to live up to the standards of one's position, to save
'face'.
The social norm component of the Fishbein model doesn't
capture 'face'.
27. Face motivates collectivists to act in accordance with one's
social position.
¡f one acts contrary to expectations of one's social position, 'a
shadow is
cast over one's moral integrity' (Malhotra & McCort 2001).
Social processes: motivation and emotion
Assumed universal emotions and consumer motives are
fundamental to
standardisation issues, but both motives and emotions are
culture-bound.
Understanding the variations in what motivates people is
important for
positioning brands and for developing advertising appeals in
different
markets. Many motives are category-bound, such as status
motives for
luxury brands, but the strength of such motives will vary across
cultures
93
INTERNATIONAL JOURNAL OF ADVERTISING. 2010, 29(1}
(De Mooij 2004, 2010). More research should be done to find
different
categor>' motives and the relationship with culture.
Emotion psychologists have argued that emotions are universal.
An
argument in favour of universal basic emotions is that most
languages
possess limited sets of central emotion-labelling words, such as
28. anger,
fear, sadness and joy. However, display and recognition of
facial expres-
sions, intensity and meaning of emotions vary and are culturally
defined.
Emotions arc, for example, more subdued in high power
distance and col-
lectivistic cultures (Kagitçibasi 1997). East Asian coUectivists
try to display
only positive emotions and tend to control negative emotions.
Probably
this is the reason why, in emotion-recognition studies, Chinese
people are
less able to identify expressions of fear and disgust (Wang et aL
2006). A
comparison of emotion expression across 32 countries showed a
significant
correlation with individualism for overall emotion expressivity
and in par-
ticular expressing happiness and surprise (Matsumoto et al.
2008). People
also weigh facial cues differently. When interpreting the
emotions of oth-
ers, the Japanese focus more on the eyes, whereas Americans
focus on
the mouth. This difference may explain why emoticons differ
between
Japan and the United States (Yuki et al. 2007). Researchers
using emoti-
cons - assumed to be more neutral than the faces of real people -
should
be aware of these differences. As the same expressions may
have different
meanings in different cultures, this should be an important
research area
for international advertising researchers.
29. Mental processes and the implications for branding
and communication
How people see, their worldview, how they think, how language
struc-
tures their thinking, how they learn and how people
communicate are
mental or cognitive processes. We discuss cross-cultural studies
of three
such processes: abstract versus concrete thinking, categorisation
and infor-
mation processing.
Abstract versus concrete thinking
Whereas in individualistic cultures brands are made by adding
values or
abstract personality traits to products, members of collectivistic
cultures
94
THE HOFSTEDE MODEL
are more interested in concrete product features than in abstract
brands
because they are less used to conceptual thinking. For members
of col-
lectivistic cultures where context and situation are important,
the brand
concept is too abstract to be discussed the way members of
individualis-
tic cultures do. T h e Reader's Digest Trusted Brands survey in
30. 2002 asked
people in 18 different countries in Europe about the probability
of buy-
ing unknown brands. The responses 'extremely/quite likely to
consider
buying a brand which I've heard of but haven't tried before'
correlated
significantly with individualism {r= 0.82***).' Instead of
adding abstract
personal characteristics to the product, in collectivistic cultures
the brand
is linked to concrete persons, in Japan called talents (Praet 2001
). Whereas
American companies have developed product brands with
unique char-
acteristics, Japanese companies have generally emphasised the
corporate
brand. In essence, this means inspiring trust among consumers
in a com-
pany and so persuading them to buy its products. As a result,
Japanese
and Korean companies, in their television advertisements,
display corpo-
rate identity logos more frequently than do US and German
companies
(Souiden^/ö/. 2006).
T h e unfamiliarity with abstract brand associations leads to
variation
when measuring brand equity of global brands across cultures.
An impor-
tant element of brand equity is consumer equity, which is
measured in
part by brand associations. Many of these associations are
abstract. In
this respect. Western measurement systems are not adequate to
31. measure
global brand equity. Hsieh (2004) demonstrated that the brand
value
calculated based on brand associations for 19 car brands in 16
countries
varied significantly. In Europe, the average brand value ofthe
19 brands
was higher than in the Asian countries. These differences
appear to corre-
late with individualism ( r = 0.68***). Other studies confirm
that different
cuhural conditions lead consumers to different brand
evaluations (Koçak
etal.Zmi).
^ For corrclaiion analysis, [he Pearson product-moment
correlation coefficient is used. Correlation analysis
is one-tailed. Significance levels are indicated by *p < 0.05. "fl
< 0.01 and *'*p < 0.005. Regression
analysis is stepwise. T h e coefficient uf determination or R' is
the indicator ofthe percentage of variance
explained.
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INTERNATIONAL JOURNAL OF ADVERTISING, 2010. 29(1)
Categorisation
How people categorise other people and objects varies with
individu-
alism-collectivism. Collectivists tend to pay attention to
relationships
between objects, whereas individualists categorise objects
32. according to
rules and properties (Choi elal 1997). Chinese children will
group items
together that share a relationship, whereas Canadian children
will group
items together that share a category (Unsworth eral 2005). Such
fmdings
explain variation of acceptance of brand extensions. American
consumers
view a brand extension of a different product category as not
fitting with
the parent brand. However, collectivists view the parent brand
in terms of
the overall reputation of or trust in the company. So they
perceive a higher
degree of brand extension fit also for extensions in product
categories far
from those associated with the parent brand than individualists
would
(Monga & Roedder 2007).
Information processing
How people acquire information varies with individualism-
collectivism
and power distance. In coilectivistic and/or high powder
distance cultures,
people will acquire information more via implicit, interpersonal
commu-
nication and base their buying decisions more on feelings and
trust in the
company, whereas in individualistic cultures of low power
distance, people
will actively acquire information via the media and friends to
prepare for
purchases. Frequent social interaction causes an automatic flow
33. of com-
munication between people, who as a result acquire knowledge
uncon-
sciously (De Mooij 2010). Cho elal (1999) state that, in China,
consumers
rely on word-of-mouth communication because of the high
contact rate
among group members. A 2002 consumer survey by
Eurobarometer (14
countries) asked people to what degree they view themselves as
well-
informed consumers. T h e answers 'well-informed' correlate
with low
power distance, low uncertainty avoidance, and individualism;
individual-
ism alone explains 61% of variance.
96
THE HOFSTEDE MODEL
Culture and communication
If we want to understand how advertising works across cultures,
we'll first
have to learn how communication works. One of the clearest
distinctions
is between high-context and low-context communication of
collectivistic
and individualistic cultures. Whereas in individualistic cultures
commu-
nication is more or less synonymous with information, in
collectivistic
cultures communication varies with roles and relationships,
34. with con-
cern for belonging and occupying one's proper place (Singelis &
Brown
1995; Miyahara 2004). Different interpersonal communication
styles are
reflected in advertising styles across cultures. Related to this
distinction
are people's expectations of the role, purpose and effect of
communica-
tion. Is advertising persuasive by nature, or can it have another
role in the
sales process.''
How advertising works
There is not one universal model of how advertising works. One
of the first
scholars to demonstrate this was Gordon Miracle (1987). In
individualistic
cultures, advertising must persuade, whereas in collectivistic
cultures,
the purpose is to build relationships and trust between seller and
buyer.
Japanese advertising focuses on inducing positive feelings
rather than
providing information. The different purposes are reflected in
the dif-
ference in timing and frequency of verbal or visual mention of
the brand
name in television commercials (Miracle etal. 1992). In a
typical Japanese
television commercial, the first identification of a brand,
company name,
or product occurs later than in a typical US television
commercial. In
Chinese commercials, brand acknowledgement appears later
35. than in US
commercials (Zhou etal. 2005).
Western models of how advertising works presuppose that
consumers
want to be informed, gather information actively and want to
solve prob-
lems. This is the model for individualistic and low power
distance cultures.
The focus on information is reflected in the Resnik and Stern
(Stern &
Resnik 1991) typology, in which the criterion for considering an
advertise-
ment informative is whether the informational cues are relevant
enough to
assist a typical buyer in making an intelligent choice among
alternatives.
Next to the fact that in some cultures people do not consciously
search for
97
INTERNATIONAL JOURNAL OF ADVERTISING, 2010, 29(1)
information, what is relevant information to members of one
culture may
not be relevant to members of another culture.
Models also follow the assumption that the advertising concept
is what
classical rhetoricians call an 'argument from consequence'.
Information
is an instrument to persuasion. Petty and Cacioppo's (1986)
elaboration
36. likelihood model (ELM) distinguishes a central route and a
peripheral
route of persuasion. In the theory, the peripheral route generally
includes
visual cues like the package, pictures or the context of the
message. This
theory is embedded in Western advenising practice, which uses
pictures
as illustration of words. Various studies have been conducted to
find the
influence of pictures, in both the central route and the
peripheral route.
Experiments conducted by Aaker and Maheswaran (1997)
suggest that
the dual process model works across cultures but evaluation
differences
exist between individualistic and collectivistic cultures.
Advertising appeals and style
Content analysis based studies have revealed culture-specific
appeals in
advertising that can be explained by the Hofstede dimensions
(e.g. Albers
1994; Zandpour et al. 1994). In collectivistic cultures such as
China and
Korea, appeals focusing on in-group benefits, harmony and
family are
more effective, whereas in individualistic cultures like the
United States,
advertising that appeals to individual benefits and preferences,
personal
success and independence is more effective (Han & Shavitt
1994). T h e
use of celebrities in advertising is related to collectivism, where
the func-
37. tion of a celebrity is to give a face to the brand in a world of
brands with
similar product attributes (Praet 2001).
Current research cjuestions (Taylor 2005, 2007) are about the
effective-
ness of various execudonal techniques and which elements of
advertising
to standardise and when. These questions assume that
consumers proc-
ess various elements of advertisements separately. Consumers,
however,
observe the whole picture. Disringuishing what one says from
how one
says it may not be the way to understand how advertising works
across
cultures. Often the communication style is decisive for
consumers'
acceptance of advertising. For example, the direct style of
individualistic
cultures may be offensive to members of collectivistic cultures.
Various
advertising researchers have studied differences in style such as
the direct
98
THE HOFSTEDE MODEL
versus indirect styles used in individualistic and collectivistic
cultures (e.g.
Cutler et al. 1997; Cho et al. 1999). As the right advertising
style may be
more influential to success than executional aspects of
38. advertising, more
research is needed to understand adertising styles across
cultures. This
also applies to communications on the internet.
Advertising research across cultures: points of attention
A review of cross-cultural advertising research by Okazaki and
Mueller
(2007) shows that most cross-cultural advertising research
topics were
cultural values and the most used research methods were
content analysis
and survey. Content analysis has been criticised for providing
description
without prescription (Samiee & Jeong 1994). We have two
arguments
against discarding the method.
T h e first is that comparative content analysis does provide
insight in
cross-cultural advertising practice that also points at what
works best in
a country. If in a country certain appeals and communication
styles are
more common than in others, these style elements are used
because they
are effective (McQuarrie & Phillips 2008). When the values of
consumers
are congruent with the values reflected in advertising, the link
to liking
the ad, the brand or the company increases, and advertising will
be more
effective (Polegato & Bjerke 2006). Consumers are more
positively dis-
posed towards local advertisements and find them more
39. interesting and
less irritating (Pae et al. 2002). This is also relevant to website
design.
People perform information-seeking tasks faster when using
web con-
tent created by designers from their own culture (Faiola &
Matei 2005).
Cultural adaptation not only enhances ease of use of the website
but also
leads to more favourable attitudes towards the website, which in
turn
affects the intention to buy (Singh et al. 2006).
A second argument for the use of content analysis is for
measuring the
degree of standardisation of advertising. The usual method is
surveys
among managers o f - mostly - US multinationals. However, the
univer-
salistic values of US managers may make them give the
desirable answer
in the direction of standardisation. Observation of actual
practice by con-
tent analysis demonstrates what companies do in reality and
may as well
uncover important advertising appeals and styles for other
cultures than
the home culture.
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INTERNATIONAL JOURNAL OF ADVERTISING, 2010, 29(1)
A problem of cross-cultural content analysis is the organisation
40. and
logistics of a large-scale cross-country study. In particular when
using cul-
tural variables like the Hofstede dimensions, comparison should
be across
more than two countries. Unfortunately most studies compare
the United
States with one other country (Chang et al. 2007), whereas for
proper
cross-cultural research preferably at least five countries must be
compared.
Unfortunately, few multiple-country studies have been
conducted.
Another point of attention is the use of scales or constructs
developed in
a North American or European context for the study of another.
Examples
from advertising research are the application of the Resnik and
Stern cod-
ing scheme (Al-Olayan & Karande 2000; Mindy & McNeal
2001), the
informational-transformational distinction (Cutler /̂tf/. 2000)
and Pollay's
advertising appeals (Albers-Miller & Gelb 1996), all developed
in the
United States to analyse advertising in other countries. Such
constructs
may not uncover important items of other cultures.
Next to comparing cultures something can be learned from
national
studies of how advertising works in other countries than the
United States,
conducted among non-US subjects. This is not facilitated by the
way
41. some authors report their findings. An example is a study by
Ang and Lim
(2006), whose affiliations are with universities in Singapore and
Australia,
Their paper on the influence of metaphors on perceptions and
attitudes
is very relevant for understanding how advertising works, but
they do not
mention the national culture of their respondents, as if their
findings are
universal. This limits the viability of the conclusions. Another
example
is a statement like 'Many advertisers standardise general
strategy while
modifying executions' (Taylor 2005). Are these American
advertisers,
or also from other countries? This is important information as
managers
of US firms are more inclined to standardise advertising and to
create a
uniform brand image than, for example, Japanese managers
(Taylor &
Okazaki 2006). T h e degree to which marketing managers
customise brand
image varies with individualism and uncertainty avoidance
(Roth 1995).
Any study dealing with information processing, how advertising
works,
attitudes towards advertising and advertising practice should
mention the
cultural background of research subjects, because the national
culture of
respondents may influence the results.
100
42. THE HOFSTEDE MODEL
Applying the Hofstede model to research for global
branding and advertising
In cross-cultural research we have noted an advance of
methodological
techniques but less conceptual analysis of cultural dimensions
when for-
mulating hypotheses. Some research questions ask for better
understand-
ing of how dimensional models work. Examples are the question
as to
which cultural dimensions are especially relevant to advertising,
and the
suggestion that cross-cultural studies that examine the impact of
culture
should actually measure how the individual respondents stand
on the cul-
tural dimension investigated (Taylor 2005, 2007).
Measuring individual respondents on scales of cultural
dimensions
In comparative cross-cultural research, the properties of
individuals as
observed within a country are aggregated and then treated as
culture-level
variables. These variables can be used to explain variation of
phenomena
(other aggregate data) at country level (e.g. differences in
ownership of
computers between countries). T h e aggregated data represent a
mix of
43. different people because a society consists of a variety of
people. So culture
is not one king-size personality that can be used for measuring
individu-
als. Patterns of associations observed at the culture level (also
called the
ecological level) can be different from patterns at the individual
level. For
example, Schwartz (1994, p. 104) has shown that patterns of
associations
with 'freedom' are different at the individual and at the cultural
(national)
level. Within countries, individuals who score high on the
importance of
'freedom' also tend to score high on the importance of
'independence of
thought and actions'. But if the scores for all individuals in each
nation are
averaged, the nations where on average 'freedom' is scored as
more impor-
tant than in other nations are not those scoring higher on the
importance
of ^independence', but those scoring higher on 'protecting the
welfare of
others'. The individual associations are based on psychological
logic, the
national associations on the cultural logic of societies composed
of differ-
ent, interacting individuals. Measuring individual respondents
on scales
based on aggregate data is an ecological fallacy.
101
44. INTERNATIONAL JOURNAL OF ADVERTISING. 2010, 29(1)
Cultural dimensions relevant to advertising
Gudykunst and Ting-Toomey (1988) have best described the
influence of
the various dimensions of culture on verbal and non-verbal
communica-
tion styles, which are reflected in advertising styles. T h e three
dimensions
that explain variance of communication styles are power
distance, individ-
ualism/collectivism and uncertainty avoidance. For appeals and
motives
reflected in advertising, generally the product category defines
the most
relevant dimensions (De Mooij 2003, 2004, 2010). T h e
dimensions that
are relevant for a product category can be discovered only by
correlating
the data with the GNI/capita and country scores of all five
dimensions.
Setting hypotheses
Sometimes researchers challenge the predictive value of the
Hofstede
model because their hypotheses were not supported, instead of
challeng-
ing the formulation of the hypotheses. Several aspects of the
Hofstede
dimensions must be considered when formulating hypotheses:
(1) Some
manifestations of each dimension are more work-related,
whereas others
can be applied to consumer behaviour and advertising; (2) often
45. it is a
configuration of dimensions that explains variation; (3) value
paradoxes
have to be taken into account. It is not easy to recognise values
in advertis-
ing as advertising appeals may reflect both the desired and the
desirable
(De Mooij 2010). Other problems are; (4) misunderstanding the
content
of a dimension, and (5) the effect of the researchers' cultural
roots when
selecting and interpreting manifestations of the values of the
dimensions.
Some examples are as follows.
• Power distance is about the relationship between bosses and
subordi-
nates, but it is also about everyone having his or her rightful
place in
society versus equality. The latter explains the need for luxury
brands
as status symbols in high power distance cultures.
• An important value of masculine cultures is achievement.
When com-
bined with individualism, success can be shown, less so when
combined
with collectivism. Innovativeness and the wish for change are
low in
high uncertainty avoidance cultures, but combined with high
power
distance, appeals like modernity and innovation provide status.
High
102
46. THE HOFSTEDE MODEL
scores on masculinity and power distance explain status needs.
In high
power distance cultures, status brands demonstrate one's role in
a hier-
archy. In masculine cultures, status brands demonstrate one's
success.
T h e configuration of high power distance and uncertainty
avoidance
explains the importance of personal appearance. T h e Japanese
(high
PDI/high UAI) judge people by clothes, which is not the case
with the
Chinese (high PDI/low UAI). Whereas, in Japan, the proper way
things
are done and one's social status provide face, for the Chinese
face is
related to one's economic capability (Suedo 2004).
In content analysis of adverrising, the picture of a family is
assumed to
be a reflection of collecrivism, but paradoxically it can also be
a reflec-
rion of individualism where people are afraid that family values
are
disappearing. In collectivistic cultures advertisers may even feel
a lesser
need to depict families because the family is part of one's
identity; it
is not the desirable. Comparison of the number of people shown
in
advertisements is not a measure of individualism/collectivism.
A better
measure is measuring the directness of communication - for
47. example,
by comparing the use of personalised headlines.
Uncertainty avoidance tends to be confused with risk avoidance
(Roth
1995). The degree to which people insure themselves is not
related to
uncertainty avoidance. Instead, more life insurance policies are
sold
in individualistic cultures than in collectivistic cultures. In the
former,
should one die early, one cannot count on family to support
one's
dependants (Chui & Kwok 2008). Showing people in relation to
others
can be a reflection of collectivism, but also of the affiliarion
needs of
feminine cultures.
Collectivism is not about subordinating oneself to the group. T
h e lat-
ter is the typical description from an individualistic view of the
person.
T h e group itself is one's identity. Power distance is about
accepting làna
expectingnc{:wàXx^ - it is a two-way street. Female nudit>'
in advertising
should not be confused with sex appeal, as researchers from
masculine
cultures may assume. There is no relationship with masculinity
(Nelson
& Paek 2008).
103
48. INTERNATIONAL JOURNAL OF ADVERTISING, 2010, 29(1)
Conclusion
T h e number of cross-cultural consumer behaviour studies has
been
increasing over the years. T h e Hofstede model of national
culture has
proved to be a useful instrument for understanding consumer
behaviour
differences across cultures. Applying the model to branding and
advertis-
ing, which originally sought answers to work-related value
differences,
needs conceptual insight in the various manifestations that are
relevant to
these business areas. This paper has reviewed many recent
studies that
help gain conceptual insight.
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About the authors
Marieke de Mooij studied English literature at the Universit>'
of Amsterdam
and Textile Engineering in Enschede, the Netherlands. She
received her
PhD at the University of Navarre in Spain, at the department of
eom-
munication. She was advertising manager for an international
69. company,
account executive at an advertising agency, was a director at the
Dutch
institute for professional advertising education and director of
education of
the International Advertising Association. She has worked on
the applica-
tion of the Hofstede model to consumer behaviour and
advertising since
1990. She is a consultant in Cross Cultural Communications and
advises
both companies and advertising agencies on international
branding and
advertising. She is visiting professor to various universities in
Europe. Her
books Global Marketing and Advertising (third edition 2010)
and Consumer
Behctvior and Culture {Z^QA, second edition to be published in
2011), both
published by Sage Publications, are used at universities
worldwide. Her
website: www.mariekedemooij.com
Geert Hofstede is Professor Emeritus at the University of
Maastricht.
70. He holds an MSc in mechanical engineering and a PhD in social
psychol-
ogy. He had a varied career both in business and in academia,
retiring as
a professor of organizational anthropology and international
management
109
INTERNATIONAL JOURNAL OF ADVERTISING, 2010, 29(1)
from the University of Maastricht, the Netherlands, in 1993.
Since the
publication of his book CtJture's Consequences (1980, new
edition 2001) he
has heen a pioneer of comparative intercultural research; his
ideas are used
worldwide. A student-level book Cultures and Organizatiotis:
Software of the
Mind {99, new edition 2005 with Gen Jan Hofstede) has so far
appeared
in 15 European and 3 Asian languages. Geert Hofstede was
listed in the
71. Wall Street Journal of May 2008 among the Top 20 most
influential busi-
ness thinkers. He holds honorar>' doctorates from seven
European univer-
sities, and is a Fellow of the Academy of Management and the
Academy
of International Business in the USA. His website:
www,geerthofstede.nl
Address correspondence to: Marieke de Mooij, Westerenban 44,
NL-4328 HE Burgh-Haamstede, the Netherlands.
Email: [email protected]!
110
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