Saint Agnes Of Rome English Literature Essay

Harmonizing to â€Å" Saint Agnes of Rome, † from Marypages.com, Saint Agnes of Rome was born on January 28, 292, and died at the age of 12. She was raised by a Christian household, and her name means â€Å" pure † in Greek, and â€Å" lamb † in Latin. She is besides known as Ines, Ines de Campo, and Ynez. Her feast twenty-four hours is January 21, in award of the twenty-four hours she was killed ( Terry H. Jones, â€Å" Saint Agnes of Rome † ) . Saint Agnes was a beautiful immature miss, who at the age of 12 was asked to get married a prefect ‘s boy. He offered her gifts, but she refused. She claimed she had a partner who loved her, and she could non get married him. Agnes told the prefect ‘s boy that she was married to Jesus Christ ( Creative Commons ) . Harmonizing to â€Å" Saint Agnes Church Biography † , from Creative Commons Attribution, the prefect ‘s boy was devastated when he heard her answer, and his male parent, the prefect, spoke to Saint Agnes. The prefect asked her why she would non get married his boy, to which she replied she already had a partner. When he learned she was a Christian from one of her retainers, he was pleased, for now he had power over her. The prefect offered Agnes one of two picks, either she would give to his heathen Gods, or she would be sent to the whorehouse and raped. Saint Agnes refused to idolize his false Gods, and so she was sent to the whorehouse, where she said God would protect her ( Creative Commons ) . When she chose the whorehouse the prefect was ferocious, and had her stripped of her apparels. She was taken to the whorehouse, but God gave her grace, and the hairs upon her caput began to turn. They grew until they covered her full organic structure, from her caput to her pess, and her organic structure could non be seen by the work forces who might harm her. At the whorehouse, Saint Agnes found an angel sent from Barton 3 God to protect her. This angel shielded her in a bright visible radiation, so work forces would non see her, nor injury her. Agnes prayed to God and He gave her white garments, which she wore and thanked Him for in supplication ( Creative Commons ) . God protected Saint Agnes, so while she was in the whorehouse, merely one adult male tried to go against her. This adult male was the prefect ‘s boy ( Leo ‘s Design ) . Harmonizing to St Agnes Church Biography, the prefect ‘s boy was struck dead when he attempted to go against her ( Creative Commons ) , but harmonizing to Saint Agnes of Rome, the prefect ‘s boy was merely smitten blind ( Leo ‘s Design ) . However, both beginnings agree that after the prefect ‘s boy was harmed, Agnes prayed to God, and He revived the prefect ‘s boy. When the bishops of the graven images heard of Agnes ‘ title, they cried for her decease, naming her a sorceress. The prefect did non desire to kill Agnes, because she had saved his boy, so he delivered her to his lieutenant. The prefect ‘s lieutenant chose to fulfill the people by firing Agnes to decease. However, the fires parted around her and did non touch her, so she was non harmed. When this did non work, the lieutenant took a blade to her organic structure ( Creative Commons ) . Saint Agnes was martyred by being stabbed or beheaded ( Terry H. Jones, â€Å" Saint Agnes of Rome † ) . After Saint Agnes ‘ decease, Saint Emerentiana buried her ( Creative Commons ) . Saint Emerentiana was Agnes ‘s Foster sister. Agnes was buried following to the Via Nomentana in Rome. Following to her grave is a church, dedicated to her by Constantine ‘s girl ( Leo ‘s Design ) . Constantine ‘s girl had a church built for Saint Agnes, because when she was praying one clip, she fell asleep at Agnes ‘ grave. While she was asleep, Agnes appeared in her dream and said to her, â€Å" Bodensee, work invariably, and if thou wilt believe in Christ, 1000 shalt anon be delivered of thy illness, † ( Creative Commons ) . When she awoke, Constantine ‘s girl was cured of the leprosy she had been enduring from and was whole. Constantine ‘s girl was Barton 4 baptized, and had a church built by Agnes ‘ grave. It is said that Agnes appeared to others as good as Constantine ‘s girl at her grave or church. After her entombment, Agnes was said to hold appeared to her parents with a battalion of virgins, and she told her parents that they should non mourn her, for she is with her partner and love, Jesus Christ ( Creative Commons ) . Another visual aspect Saint Agnes made was to a priest of her church, who wanted to acquire married. This priest had asked the Catholic Pope to be relieved of his services so that he might get married. The Catholic Pope alternatively gave him a ring to give to Saint Agnes, and told him to inquire her to be his married woman. The priest did so, and an image in the church accepted the ring. To this twenty-four hours that ring is on one of the images of Saint Agnes in her church ( Creative Commons ) . Today, on Saint Agnes ‘ feast twenty-four hours, two lambs are blessed at her church in Rome, Italy, and so their wool is sheered. The wool from the two lambs is woven into the cerebral cortexs that the Catholic Pope gives to the archbishops as a symbol of their legal power ( Leo ‘s Design ) . Saint Agnes is the frequenter saint of many things, including misss, engaged twosomes, the Children of Mary, colza victims, and virgins ( Leo ‘s Design ) . Harmonizing to William Benton, she is mentioned in the canon of the Roman mass ( 330 ) . I chose to make my study on Saint Agnes of Rome because of all time since I was in 2nd class I have wanted to be confirmed as Agnes, after this saint. I used to travel to a school called Saint Agnes, and I loved and learned about her there. Saint Agnes could hold chosen a pleasant, easy life and married the prefect ‘s boy, but she chose non to because of her love for Jesus Christ. Agnes traveled the hardest portion of her journey entirely except for God, because her parents likely did non back up her determination, and many people likely thought she was a sorceress. It must hold been even harder because Christians were persecuted more readily so than they are today. Saint Agnes loved and trusted God wholly, and that, even without the fright of decease, is ever hard, even today. She believed in God wholly, and he saved and protected her from Barton 5 all bodily injury until the blade that killed her. I ca n't state for others, but I know that I admire her courage, and wish I could be more like her. I know that when I hear Saint Agnes ‘ narrative it reminds me that anything is possible with God, and it gives me strength to finish whatever challenge may confront me. Barton 6

Letter of Recommendation Essay Example | Topics and Well Written Essays - 500 words

Letter of Recommendation - Essay Example Additionally, he searched, selected, and managed Indonesian student volunteers who study abroad to teach students from my school through Skype. Therefore, now, my school has computers, and Internet. Furthermore, we have more good quality English teachers. All of these elements are useful for engaging English lesson online through Skype with Indonesian Students who volunteer becoming English teacher that live outside Indonesia. His effort helps my students improve English grades. Currently, he works as a volunteer in my school. He is an English teacher. His method to teach students is different from any other teachers. He always makes sure that the lesson is always interactive. He modifies the lesson to implement game in English, project and presentation. He brings something new to the curriculum, because before he came, my school always taught students basing on the book, but now he let students show his creativity by using English. This improved my students’ creativity in my school. Additionally, he consistently demonstrated strong work ethics and great communicational skills, increasingly extending the importance of handling negotiations with our clients, consumers and food distributors. This impacted the performance and the image of our company. X is an open-minded person, organized, adaptable in cases of objective criticism. I have developed deep personal and professional attachment and respect for x, and sincerely believe that this course will sharpen his skills of education development. He has my highest endorsement. If you have any questions regarding x and/or this recommendations, feel free to contact me at any

Control System Project for A Car Wash System Assignment

Control System Project for A Car Wash System - Assignment Example Self-generating sensors convert energy for a particular domain to another. The output signal, in this case, turns out to be zero since the signal itself is the only energy applied. For this reason, the sensor is referred to the as self-generating transducer. Self-generating transducers have no output and hence there is no offset as depicted in figure 1 below (Langereis, 1999). This aspect the reason for choosing the thermocouple sensors. Only the slope needs to be known. Â  This group of sensors refers to transducers consisting of devices into which energy could be applied by a specific source. The energy is then modulated using a chemical or physical parameter. Typical examples include the Pt-100 thermo-resistive temperature sensors and pH sensing ISFET. In the case of these sensors, it is possible to eliminate the offset through measuring of the output based on another element that is hardly sensitive to this measured parameter (Kissinger, Hart, & Adams, 1973). In this regard, a zero output would imply that all the conditions in the measuring device equal the conditions at the other device (Langereis, 1999). The choice of these sensors is thus based on the possibility to eliminate undesired signals such as unstable references. The Wheatstone bridge shown below is the most applicable differential set-up in case. Â  The sensor-actuator system is one of the commonest causes of integrated systems and may involve a smart use of data obtained using several sensors. While a typical integration may involve the joining of various structures, it can also involve the integration in data interpretation.

Care of the highly dependent postoperative patient Essay

Care of the highly dependent postoperative patient - Essay Example He had a bloc resection of rectal cancer and had been treated with sigmoid colectomy. Right hemicolectomy fallowed by HIPES (treated intra peritoney chemotherapy) solitary liver metastasis. The patient came into recovery room breathing spontaneously. His blood pressure was110/60. His pulse 82, resps 9, SpO2 with oxygen 40% via face mask. Right Jugular CVP line left hand arterial line, intercostals x2, bupivacain 0.25%. Silicon drain and abovac plasma lite 1000. I.V. continued. CVP and arterial line has been attached to monitor. First 1/2 hour patient observation was done every 5 min.-ABCDE was administered. After 15 min. BP-high, puls-100, RR-normal. On question are u in pain, patient answer severe pain. Morphine PCA attached and explained how to use, continued with boluses of 2.5mg, morphine via PCA pump. After 1/2 hour arterial blood gas sample done, showing respiratory acidosis. Patient is with urinal catheter, urine output monitoring hourly. Fluids maintenance done, fluid balance monitoring hourly for 24 hours. This paper explores the post operative care of this patient. Variables such as the level of debility before surgery, operate complexity and severity of underlying cirrhosis appear to significantly influence the rapidity at which a patient progresses through his or her early postoperative recovery stage (Leaper, & Whitaker, 2010). Most of the key liver resections are attributed to the liver’s regenerative capacity. They are well tolerated by patients and it is rare for patients to experience biochemical abnormalities. Patients having compensated liver cirrhosis and the complications that come with it are more susceptible to intraoperative blood losses that make the organ functions to deteriorate and lead to the loss of its reserve capacity to withstand stress causing life-threatening complications (Leaper, & Whitaker, 2010).

Religion Personal Statement Example | Topics and Well Written Essays - 250 words

Religion - Personal Statement Example He fasted in the wilderness for forty days and forty nights (matt 4: 1-11), where the devil tempted him and he overcame all the temptation because he had faith and believed and worshipped one God (Hauer & Young, 2011). Some lessons learnt are, there is need for one to know the bible scriptures so well, as it’s a necessity in believers lives as it is full of temptations. Through the scriptures knowledge one can overcome all temptations as it acts as a weapon. Through prayers we can overcome temptation as it’s demonstrated by Jesus, and this made us to believe Jesus as the only begotten son of God as he had power to defeat Satan. Also we need to be obedient to God as we are not supposed to be swayed by the earthly belongings as in today’s times but instead obey God because with God everything is possible (Hauer & Young, 2011). There is need to trust in God because he is powerful and we do not need a spectacular thing so that you can believe. There need to wait for the perfect time of God to fulfill his plan, so as Christians we should not go for shortcuts in life but instead wait for the appropriate time (Hauer & Young,

Financial analysis Essay Example | Topics and Well Written Essays - 500 words

Financial analysis - Essay Example The current ratios of Merck & Co are ideal, being generally slightly greater than 1. The quick ratio measures whether the firm has enough liquid resources to meet its current liabilities by excluding stock from the current assets in the current ratio (Wood, 1994, p. 418). In this regard, Johnson & Johnson is performing better than its competitors. Its quick ratios for the recent 4 years are slightly greater than 1 while those for its competitors are generally below 1. The debt/equity ratio shows the proportion of long term debt to internal financing. The debt/equity ratios of Johnson & Johnson are at ideally low levels of between 0.05 to 0.11, which are lower than that of the industry average at 0.23. The debt/equity ratios of Procter & Gamble are quite high, ranging from 0.59 to 0.81. However, they are lower than the industry average of 1.01. The debt/equity ratios for Merck & Co., though not as good as those for Johnson & Johnson are reasonable at between 0.27 and 0.33. The leverage ratio shows the amount of assets that a dollar of equity finances. The leverage ratio of Johnson & Johnson at 1.5 to 1.8 are ideal being lower than the industry average of 2.1 and also those of its competitors that range from around 2 to 3. The interest coverage from continuing operations shows the extent to which profit may fall before the firm will not be able to meet its interest charges. When this happens the firm faces being taken over or being wound up. Again, the interest coverage from continuing operations for Johnson & Johnson is excellent. It shoots up from 59 in 2002 to an extremely ideal figure of 253.8 in 2005, especially in light that the industry average is only 27.4. The interest coverage from continuing operations for Procter & Gamble is not as good as that of Johnson & Johnson. It ranges from 12.1 to 14.4 and the data exhibits a downward trend. The interest coverage from continuing operations for Merck & Co also not as good

The Influences of Cross Cultural Training Essay Example for Free

The Influences of Cross Cultural Training Essay The influences of cross cultural training on the organisation and staffs Cross-cultural efficiency is very fundamental in international organisations and even in domestic organizations that have suppliers, customers and partners in other countries. We need to firm understanding of it into everything we do, when working across cultures becomes our normal way of working. Therefore, cross cultural training becomes an important part of training employees because organisations want to push their performance to success. Furthermore, by cross cultural training such as leadership development for management across cultures, companies will become more competitive in the global business world. In addition, there are different programs to cover cross cultural training; each program will try to achieve a better understanding of client needs. Generally, Paige,1986 quoted in Bhawuk Brislin (2000) â€Å" defined cross-cultural orientation as training programs designed to prepare people to live and carry out specific assignments as well as those that is designed to prepare people to return to their home country after completing their assignment in another culture†. Nowadays important and big companies send their staffs to other countries to establish and manage their businesses, those staffs are usually chosen because of their skills but it sometimes these skills will be difficult to use in a new environment. So increase the possibility of success of those staffs to use their skills at the same level of their work in their country will be the priority of companies. Therefore cross cultural training is a significant importance to help to reduce the chance of failure in a new work environment. Bean (2006), gives useful information of this topic as in the Australian Context project over 60% of participants like to take more training because their knowledge improved about the culture, also 88% of participants want to be compulsory for all employees in positions of customers contact, and a survey of public sector show that in year 2000 to 2005 the cross cultural training was able to achieve its goals although the level of the training was low compared with the level of demand of increasing the training. So this study will exam the applying of the CCAC theory to cross cultural training, positives and negatives impacts of cross cultural training on both organisation and staffs. Initially, Tarique and Caligiuri (2009), stated that based on CCAC theory cross cultural training will be more effective in a country than pre departure because an employee will exercise what he has learned from training in own country in a country he will work in. Moreover, the theory takes about the sequencing of training activities, which is the activities of cross cultural training, should be over a suitable period to increase employees learning. Finally, CCAC provides guidance about the delivery of cross-cultural training when this guide is used the employees will be able to achieve a good understanding about the training. So based on the theory employees who has trained the cross cultural training will achieve a good improvement about the country culture, knowledge at work, and adjustment in the work and out the work. Secondary, the positive and negative impacts of cross cultural training on organisation and staffs. Firstly, a main goal of CCT is to improve more cosmopolitan directors who have more ability to understand cultural differences and who can apply this understanding in cross-cultural cases. This improvement requires more care to both the reactions and behaviours (Harrison, n.d.). The positive effects as Roysircar, Gard, Hubbell, and Ortega (2005) that described that in the process of self-reflection there was a good result of trainees in the improvement of multicultural organisations. The benefits of cross cultural training (1) decrease the strong of culture shock (2) help trainees to get a level of cultural proficiency faster (3) develop the effective of work (4) the general adjustment of trainees’ families will improve (5) improve the ability of employees to make relationships in work and out of work (6) develop communication, self-maintenance, and perceptual skills ( Eschbach, Parker, and Stoeberl 2001). Selmer (2006) found that big international firms could use cross cultural training to improve the level their global projects and to ensure their expatriates have skills required also they use it to ensure the success of their foreign assignment. Anderson’s (2001) showed that nearly all the expatriates in the private, public and non-government sectors said that their previous overseas experience had helped them to adjust to their new environments. Cultural awareness training use to strengthen the capacity of the team members to Adapt to conditions is unknown. It does not focus on specific geographic areas, but uses any area and clarification of adjustment challenges (Gudykunst et al, 1996). Brandl and Neyer (2009) analysed that goal of Cultural awareness training to change the members of teams behaviours toward information and alternative perspectives. Instead of seeing new information as a threat and refuse it, it teaches trainees to see new information as a chance to master unknown conditions. Brandl and Neyer (2009) also discussed that cultural awareness training improve team knowledge to know ways to deal with unknown situations. This is significantly important to manage uncertainty when working in a team in another environment . We say that CCT helps team members training in a more open approach with other members in global teams, too, it is more likely to be able to control errors that can not be avoided in the interpretation of others Messages and predict their behaviour (Gudykunst, 1998, p. 237). The CCT is so important because May rely on ready-made ​​concepts for others adversely affect the adaptation and experience is likely to lead to a climate of mistrust and exclusion team (Richards, 1996). Training in cultural awareness, When faced with team members how to Solutions for supporting and activating resourc es, they are more willing to explore unknown cases (Glanz et al, 2001). Moreover, cultural awareness training is the study of the main culture of the trainees and their impact on his / her attitude to enable the trainee to understand the differences of a cultural nature (Eschbach et al., 2001). CCT helps to increase managerial benefits in world operations such as cross-cultural discussions, increase the ability of making decisions, improve the relationship with customers, and other management prospects (Harris Moran, 1991). In hierarchical cultures, leaders are the ones who make decisions and staffs are implemented them without any rejection or modification of these decisions, while in cultures of equality, leaders and staffs work together to make decisions and do the implementation of the decision, so employees ,who do cross cultural training to understand these differences, should improve their cultural knowledge as a team early in the formation of the group to build confidence and decrease misunderstandings (Goodman, 2012). In British Petroleum Company a manager of employees mentioned that CCT assists BP Oil managers to create policies for national needs (Hagerty, 1993). CCT affects highly upon the trainees ability to make a positive relationship with the local employees, to achieve the aim of their global assignments (Ko Yang, 2011). Because the world is becoming smaller so CCT has become important for multinational companies to improve the knowledge of cultural difference and to succeed of their expatriates on global assignments, so CCT should lead to increase the performance of these companies (Caligiuri et al, 2001). CCT is important because distressed trainees are appropriate to have emotional support and encouragement to be given at this time (Grove and Tobin, 1985). Also Grove and Torbiorn (1985) proposed that cross-cultural training should try to changes in three psychological things, ‘applicability of behaviour, clarity of mental frame of reference, and level of mere adequacy’, Which leads to maintaining personal identity of the trainees while Change some of the values, behaviour, and ways of thinking patterns and behaviour to make them consistent with those prevailing in the new environment. There is a high demand for the CCT program at private and public firms to increase customer service performances, the fact that short training programs even lead to benefits and generate interest investments in CCT stronger and more focused on the work is likely to achieve greater returns for organizations measurable (Bean, 2006). Ashamalla (1998) argues that foreign language training has to be in CCT because knowing about the language of the host country is the main thing for success in living and working in that country. Rubin (1967) wrote that CCT may be an important technique to reduce of ethnic prejudice. Finally, CCT is concentrating on doing international assignment, and specific cultural issues (Shen and Darby 2006). On the other hand, the negative influences are Berrell, Wright and Hoa (1999), explained that the conflicts can be a significant problem as Australia managers, who worked in joint ventures with Vietnamese managers, wanted to control and manage the work on own way but Vietnamese managers wanted to work together with Australia managers to achieve the goals, also the view of Australia managers with the dealing with issues was open and enthusiastic which pushed Vietnamese managers to view this thing as a negative experience, but they try to solve any disagree problems while Australia mangers faced problems directly which created conflicts. Scullion and Collings (2006) wrote that the realisation of time and energy will be worthless if the cross cultural training programme fail to address key factors of effective performance in the host country. Cultural awareness training recognizes that cultural patterns are difficult tools and inconsistent (DiMaggio, 1997). Cross-cultural training may fail to make an important variation in cross-cultural adaptation and in performance on the global job results in transfer of training problem which is known as the trainee’s failure to apply the knowledge and skills gained in training to his/her work (Burke and Hutchins, 2007; Saks and Belcourt, 2006). The financial cost of trainees’ return to their countries, who fail to do the CCT successfully, is high; some studies put a cost from $50000 to $150000 which loss firms more money than the fact (Black Mendenhall, 1990). When managers, who do CCT, are unable to achieve high chances to their businesses because of they do not have enough cross-cultural skills, they prevent the firms from successfully achieve its strategic goals, also a shortage in management in cross cultural training programme may result a shortage of growth and success internationally (Harrison, n.d.). In summary, this study has sought to show CCAC theory, and its view about cross cultural training which it prefers the trainees do CCT before leaving their country to have an overview about the host country. Furthermore, it shows the positive and negative influences of CCT on both firms and staffs, for example, CCT will improve the performance of both global organisations and employees, communication skills, reducing cultural shock. Although it can create a conflict between staffs and financial cost can be more than needing but this study thinks the advantages of cross cultural training overcome the disadvantages. 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(2007), Training transfer: an integrative review. Human Resource Development Review, 6, 263–96. Caligiuri, P., Phillips, J., Lazarova, M., Tarique, I., Biirgi, P. (2001). The theory of met expectations applied to expatriate adjustment : the role of cross cultural training. Int. J. of Human Resource Management, 12 :3 May 2001 357-372. DiMaggio, P. (1997). Culture and cognition. American Review of Sociology, 23, 263–287. Eschbach, D., Parker, G., Stoeberl, P. (2001) American repatriate employees’ retrospective assessments of the effects of cross-cultural training on their adaptation to international assignments. Int. J. of Human Resource Management, 12:2 March 2001 270–287. Glanz, L., Williams, R., Hoeksema, L. (2001). Sensemaking in expatriation: A theoretical basis. Thunderbird International Business Review, 43(1), 101–119. Goodman, N. (2012). Your Brain on Culture. Learning Officer, 32-34. Grove, C.L. and Torbiorn, I. (1985) A New Conceptualization of Intercultural Adjustment and Goals of Training, International Journal of Intercultural Relations, 9: 205–33. Gudykunst, W. B., Guzley, R., Hammer, M. R. (1996). Designing intercultural training. In D. Landis R. Bhagat (Eds.), Handbook of intercultural training (2nd ed., pp. 61–80). Thousand Oaks, CA: Sage. Gudykunst, W. B. (1998). Applying anxiety/uncertainty management (AUM) theory to intercultural adjustment training. International Journal of Intercultural Relations, 22(2), 227–250. Hagerty, B. (1993). Trainers help expatriate employees build bridges to different cultures. Wall Street Journal (June 14), Bl. Harris, P. R., Moran, R. T. (1991). Managing Cultural Differences. Houston, TX: Gulf Publishing. Harrison, J. (n.d.). Developing Successful Expatriate Managers: A Framework for the Structural Design and Strategic Alignment of Cross-Cultural Training Programs. HUMAN RESOURCE PLANNING, 17(3), 17- 35. Ko, H., Yang, M. (2011). The Effects of Cross-Cultural Training on Expatriate Assignments. Intercultural Communication Studies XX: 1 (2011) Paige, R. M. (1986). Cross-cultural orientation: New conceptualizations and applications. Lanham, MD: University Press of America. Quoted in: Bhawuk, D., Brislin, R. (2000). CROSS-CULTURAL TRAINING A REVIEW. Delhi Business Review, Vol. 1, No. 1, Jan.2000 Rubin, I. (1967). The reduction of prejudice through laboratory training. Journal of Applied Behavioral Science, 3, 29-50. Richards, D. (1996). Strangers in a strange land: Expatriate paranoia and the dynamics of exclusion. International Journal of Human Resource Management, 7(2), 553–571. Roysircar, G., Gard, G., Hubbell, R., Ortega, M. (2005) Development of counseling trainees multicultural awareness through mentoring English as a second language students. Journal of Multicultural Counseling and Development, 33, 17-36. Saks, A., and Belcourt, M. (2006). An investigation of training activities and transfer of training in organizations, Human Resource Management, 45, 629–48. Scullion, H., Collings, D. (2006) Global staffing [ Internet], Abingdon, Routledge. Available from: http://books.google.co.uk/books?hl=enlr=id=w3LnFQhk_FICoi=fndpg=PA117dq=cross+cultural+trainingots=PO7QGtYn7hsig=KNU3g8vlJXgTMP7AnqRFuIMOzAA#v=onepageq=cross%20cultural%20trainingf=false [Accessed 13 October 2013]. Selmer, J. (2006) Munificence of Parent Corporate Contexts and Expatriate Cross-Cultural Training in China. Research Report. Denmark, Asia Pacific Business Review. Shen, J., and R. Darby. 2006. Training and management development in Chinese multinational enterprises. Employee Relations 28, no. 4: 342–58. Tarique, I., Caligiuri, P. (2009) The role of cross-cultural absorptive capacity in the effectiveness of in-country cross-cultural training. International Journal of Training and Development, 13:3, 148-164.