The Culture Influence on the Collectivism of Chinese...

Available online at www.sciencedirect.com Available online at www.sciencedirect.com Energy Procedia Procedia 13 (2011) 4055 – 4062 Energy 00 (2011) 000–000 Energy Procedia www.elsevier.com/locate/procedia ESEP 2011: 9-10 December 2011, Singapore The Culture Influence on the Collectivism of Chinese Customers Behavior in the Fast-food Industry Yu Wang a, Changbo Shi a, Yalan Gu b, Yong Du c,* Tourism Management Cuisine School, Harbin University of Commerce, Harbin, P.R. China b School of Cross Cultural Communication, Newcastle University, United Kingdom c School of Computer Science Technology, Harbin Institute of Technology, Harbin, P.R. China a Abstract With the development of Chinese economy, the importance of†¦show more content†¦And with the sequential study of Chinese culture, another new dimension is discovered, that is long-term vs. short-term orientation (Hofstede Bond, 1998). In this article, the study target is to identify the collectivism/ individualism character of Chinese customers in Chinese fast food industry. According to Hofstede’s research, Chinese individual index is far less than western countries. Throughout history, collectivism has always as a mainstream culture to be praised and followed in China. On the contrary, western countries has highly influenced by individualism culture. And in fact, some one stated that the reason Chinese customers showed collectivism in their fastfood behavior is the result of the influence from traditional Chinese culture. And on the other hand, other factor also influence the collectivism characteristic in the behavior of Chinese customers in fast-food consumption, for example the perceived environmental uncertainty [6]. But in this article, we just want to find out whether the culture influence the collectivism of Chinese customers behavior in the fast-food industry. 2. Methodology 2.1. Questionnaires This research adopts the study methods which combine interview and questionnaire together, and mainly by questionnaire method. The interview is to get basic information of Chinese fast-food consumers and the consuming characters by communicating with managers of sample fast food restaurants, thus to build the research hypothesis. TheShow MoreRelatedThe Culture Influence on the Collectivism of Chinese Customers Behavior in the Fast-Food Industry3949 Words   |  16 PagesSingapore The Culture Influence on the Collectivism of Chinese Customers Behavior in the Fast-food Industry Yu Wang a, Changbo Shi a, Yalan Gu b, Yong Du c,* Tourism Management Cuisine School, Harbin University of Commerce, Harbin, P.R. China b School of Cross Cultural Communication, Newcastle University, United Kingdom c School of Computer Science Technology, Harbin Institute of Technology, Harbin, P.R. China a Abstract With the development of Chinese economy, the importance of Chinese market isRead MoreEssay on Globalization of McdonaldS on China5339 Words   |  22 PagesGlobalization of McDonald’s in China Executive Summary McDonald’s is one the largest fastest growing fast-food restaurant in the world. McDonald’s have become a household name across the world. The fast food giant has come a long way from being just a burger stand in San Bernardino, California in 1940. The original owners were two brothers, Richard and Maurice McDonald. The hot dog stand evolved into a restaurant offering 25 items on the menu. In 1947, Richard and Maurice (going forwardRead MoreThe Cultural Dimensions Of The International Adaptation Of Products2157 Words   |  9 Pagescomponents of culture which influence the international adaptation of products (Usunier, 1993). These three components have an effect on the individual’s consumption behaviours and the buying pattern. 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Although we have done many researches about the different cultures, marketing, which is as a discipline, has lagged behind other researches in recognizing the need for it. Before we have found the importance of marketing in different cultures, usually, the approach for marketing was too simple, and we often use the economic theory to explain facts and solve problems, however, international marketing andRead MoreDimensionalizing Cultures. the Hofstede Model in Context11051 Words   |  45 PagesConceptual Issues in Psychology and Culture 12-1-2011 Article 8 Dimensionalizing Cultures: The Hofstede Model in Context Geert Hofstede Universities of Maastricht and Tilburg, The Netherlands, hofstede@bart.nl Recommended Citation Hofstede, G. (2011). Dimensionalizing Cultures: The Hofstede Model in Context. Online Readings in Psychology and Culture, Unit 2. Retrieved from http://scholarworks.gvsu.edu/orpc/vol2/iss1/8 This Online Readings in Psychology and Culture Article is brought to you for freeRead MoreUsing the Cultural Dimensions Explored in Module 1, Discuss Some of the Ways in Which Australian and New Zealand Citizens Are Members of Cultures or Clusters That Are Different from the Clusters in Indonesia (About 8004416 Words   |  18 PagesUsing the cultural dimensions explored in Module 1, discuss some of the ways in which Australian and New Zealand citizens are members of cultures or clusters that are different from the clusters In Indonesia (about 800 words). Insert the bar chart that you created in the research activity as an Appendix , but use the descriptions of differences between the countries in the text. Hofstede (2005) describes the five dimensions of basic cultural values as follows: †¢ Expectations regarding equalityRead MoreUsing the Cultural Dimensions Explored in Module 1, Discuss Some of the Ways in Which Australian and New Zealand Citizens Are Members of Cultures or Clusters That Are Different from the Clusters in Indonesia (About 8004410 Words   |  18 PagesUsing the cultural dimensions explored in Module 1, discuss some of the ways in which Australian and New Zealand citizens are members of cultures or clusters that are different from the clusters In Indonesia (about 800 words). Insert the bar chart that you created in the research activity as an Appendix , but use the descriptions of differences between the countries in the text. Hofstede (2005) describes the five dimensions of basic cultural values as follows: †¢ Expectations regarding equality among

Internship Assignment Internship For Deaf Education...

Assignment 1, due on September 6th, requires the DHH intern to submit a one-page summary including due dates of all the assignments required by the course, EDSP 5093: Internship for Deaf Education Teachers Part 1 (Fall 2016). The intern is also required to ask clarifying questions about Assignment 1 (or simply indicate â€Å"I have no questions,† otherwise) and to develop an assignment calendar, which will be completed and due with the internship summary at the end of the Fall Semester. Assignment 2, due on September 13th, requires the intern to review the AE Assignment (Assignment 12) and write a one-page summary of it, including the descriptions of all UKAT forms and dates on when to complete them based on the calendar of the intern. The intern is also required to ask questions about the assignment and to include to submit the calendar for completing the UKAT forms. 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Copyright  © 2005 by Pearson Education, Inc. Learner Diversity Differences in Today’s Students T eachers begin their careers expecting to find classrooms like the ones they experiencedRead MoreAdvancing Effective Communicationcommunication, Cultural Competence, and Patient- and Family-Centered Care Quality Safety Equity53293 Words   |  214 Pages.............................................................19 Tailor the informed consent process to meet patient needs ........................................................................................................19 Provide patient education that meets patient needs ....................................................................................................................20 Address patient mobility needs during treatment .....................................................Read MoreFundamentals of Hrm263904 Words   |  1056 Pageswith the most effective instructor and student resources With WileyPLUS: Students achieve concept mastery in a rich, structured environment that’s available 24/7 Instructors personalize and manage their course more effectively with assessment, assignments, grade tracking, and more manage time better study smarter save money From multiple study paths, to self-assessment, to a wealth of interactive visual and audio resources, WileyPLUS gives you everything you need to personalize the teachingRead MoreStrategic Human Resource Management View.Pdf Uploaded Successfully133347 Words   |  534 PagesVIEW Strategic Human Resource Management Taken from: Strategic Human Resource Management, Second Edition by Charles R. 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The pathogenesis of measles virus infection Free Essays

string(86) " infects cells of the immune system, monocytes are the mostly affected cells \(6,7\)\." Introduction Measles is one of the most important contagious diseases of mankind. It remains one of the leading causes of infant deaths in developing countries (1). In 1998 the world health organisation (WHO) estimated that despite all the efforts to eradicate measles it still accounted for more than 30 million infections and 1 million deaths every year (2). We will write a custom essay sample on The pathogenesis of measles virus infection or any similar topic only for you Order Now Most of infections, it is believed are from countries where vaccination has not been taken up properly and developing countries where vaccination programmes are not that robust. Measles is very infections with an infection rate of 90% (3) when susceptible individuals are exposed to the organism that causes measles. This organism is an RNA virus of the genus morbillivirus, hence measles sometimes being referred to as morbilli. This virus belongs to the virus family of the Paramyxoviridae (4). The measles virus is transmitted through bodily fluids mainly as aerosols (airborne exposure) or droplets (5). It enters the host through the respiratory tract and immediately starts to replicate in the epithelial cells of the respiratory tract (6), from here the virus start to invade some cells of the immune system in the lymph nodes particularly the monocytes (7) through which it then spreads to rest of the host body. Measles is a self limiting disease, which means it will normally resolve itself after a few weeks, but because measles also induces a transient profound immunosupression (8), most of its victims succumb to fatal opportunistic infections. Without these infections the host will normally clear the virus from its system as illustrated by the graph below. Fig. 1. Pathogenesis of measles in-host. The level of measles virus in the plasma is plotted versus day of infection (7) It should be noted that in very rare cases the measles virus cannot be cleared from the host and persist in the host system in what is termed persistent measles virus (PMV). This is the cause of most measles complications which includes a subacute sclerosing pan encephalitis (SSPE) (5)(9) which may occur in about 1:10 000 measles cases (9) and inclusion encephalitis (5) which may occur if the host does not have adequate cellular response to the infection. Infection and Spread Clinical symptoms of measles include fever, malaise, coryza (runny nose), conjunctivitis and tracheobronchitis (10). Other symptoms that appear at a later stage during infection are the Koplik’s spots, 10-12 days post exposure, and erythmatous maculopapular rash which appears at around day 14 (5). Symptoms like diarrhoea and pneumonia, which are from opportunistic infections, will not be discussed here as they are not a direct result of the measles virus. The direct results will be discussed later in this essay after discussing how the virus infects and spread around the host body. To fully understand the mechanism of measles virus infection, one has to understand the measles virus structure. The virus As a morbillivirus in the paramyxoviridae family, the measles virus is a negative, single strand enveloped RNA virus (11). It is about 150-300 nm in diameter and has a lipid bilayer surrounding the RNA forming the envelope. Protruding from this envelope are two glycoprotein ligands called haemagglutinin (H) and fusion (F), necessary for virus attachment to host cells. The RNA is enclosed in a nucleoprotein (N) and associated with two proteins called phosphoprotein (P) and large protein (L) (12). See diagram below for a schematic picture of measles virus. Fig. 2 Showing the components and structure of measles virus. (5) The lipid envelope on the outside of the virus is acquired from the host cell during budding (13), because this outer layer is made up of host material it becomes difficult for the body’s immune system to detect the virus as non-self in the initial stages of infection enabling the virus to gain a foothold. Directly beneath the lipid envelop is the matrix (M), a protein that is important in virus replication as it facilitates the assembly of virus particles to the cell surface membrane during budding (5). The nucleoprotein (N) forms a protective sheath around the virus RNA called the nucleocapsid. The associated proteins P and L have been suggested to act as virus polymerase by some studies (12), helping in RNA replication. Then there are the two glycoproteins H and F. As their names suggest, they are responsible for anchoring the virus to the host cell and penetration of the cell membrane. The haemagglutinin binds (agglutinates) the virus to the host cell receptor (CD46, to be discussed later) and the fusion protein fuses the virus envelope with the cell membrane (5). Infection The infective process occurs in two key stages of attachment and fusion. In order for the virus genome to gain entry into the host cell and start replicating it needs to â€Å"catch† and â€Å"inject† host cells with its genome. The â€Å"catching† of host cells occurs when the virus haemagglutinin protein (H) attaches to the host cell receptor CD46. CD46 in the human cell act as a co-factor for serine protease degradation of C3b and C4b (14), these are the complement proteins of the immune system hence immunosupression by the measles virus. Studies (15) suggest that there exist more undefined virus receptors that enable the virus to attach to its host cells. The formation of syncytiae, cell-to-cell contact, also allows virus to spread to other cells (5). The â€Å"injecting† of host cells with the virus genome occurs during fusion, and the processes are less understood. It is thought that the same fusion processes occur for all enveloped virus, and studies (16) on human immune-deficiency virus (HIV) has shed some light into this. Two glycoproteins are involved, gp41 and gp120. gp41 is anchored onto the virus envelope and gp120 attaches to the host cell CD4 receptor next to the CCR5 co-receptor. Structural changes then occur whereby the gp41 is driven into the membrane of the host cell thereby linking the two cells (virus and host). The whole structure of gp41, gp120, co-rector CCR5 and CD4 receptor then collapses leaving the two membranes in apposition for fusion (16). Spread As discussed earlier, the virus enters the host through the respiratory tract, where it replicated in the epithelial cells. Then it infects cells of the immune system, monocytes are the mostly affected cells (6,7). You read "The pathogenesis of measles virus infection" in category "Essay examples" B and T lymphocytes are also infected but at less proportions as compared to monocytes. This amplification of the virus occurs in the lymph nodes of the host (5). Monocytes, B and T lymphocytes are cell of the peripheral blood and therefore circulate around the body, carrying with them the virus and spreading the infection to other parts of the body including the skin, gastro-intestinal tract, liver and the central nervous system. Disseminated virus proliferation occurs in the epithelial and endothelial cells of the blood vessels and other infected organs. Another mode of spread (mentioned earlier) is the formation of syncytia, not only do infected cells aggregate together, they can also form syncytia with non infected cells therefore infecting them in the process. Symptoms The symptoms of measles infections as mentioned earlier are fever, malaise, coryza, conjunctivitis, cough and Koplik’s spots in the oral cavity, later on the erythmatous maculopapular rash appears. These symptoms are tied with the immune’s response as the virus infection progresses. From day 0 when the virus first enters the host to around day 8, the first response from the immune system is the innate one, which is characterised by inflammation, giving rise to fever and general body malaise. As the virus continues to replicate in the epithelial cell of the host especially the nasal cavity (causing coryza), the trachea and bronchus (causing coughs), the nasolacrimal duct (causing conjunctivitis) and the oral epithelia cells (causing Koplik’s spots), it irritates these mucosal surfaces and cause their inflammation. The appearance of Koplik’s spots is diagnostic of measles (7) and it signals the appearance of early symptoms and viral load start to peak in th e blood (refer to fig 1 for the measles timeline in-host infection). These spots are transient and last for only about 3 to 4 days; also it is about this time that the adaptive immune response starts to kick in. At day 14 the viral load is at its peak and the adaptive immune response is fully operational and is clearing the pathogen from the system, the formation of the immune complex on the skin as the virus gets cleared result in the measles rash signalling cytotoxic T cell clearance of virus-infected cells (5, 7). After peak levels of the virus, following successful adaptive immune response, the virus levels drop and the immunological memory begins (7). In rare circumstances the virus can persist in the host, causing complications (17). One of these complications is the subacute sclerosing panencephalitis (SSPE), discussed below. Subacute sclerosing panencephalitis This is one of the complications of persistent measles virus infection; it affects the central nervous system of children who are infected by measles virus at a very early age (18). These children normally lack the maternal antibodies in their circulation to help combat the infection at its early stages. Studies (19) found that 50-75% of children who develop SSPE had measles infection before the age of two and also the prevalence rates of SSPE are 1:10 000 cases (9). This complication can take a very long time to manifest itself, with an average time of 8 years before SSPE symptoms appear and the reported range is between 9 months and 30 years (9). The disease leads to neurological deficits and eventually the patient dies (20). The other two measles complication worth mentioning are progressive measles inclusion body encephalitis (MIBE) which can occur in patients who are immunocompromised, and the post infection encephalomyelitis which is an autoimmune disorder that attacks the myel in sheath covering neurons. Recovery from measles (assuming opportunistic infections have not prompted medical intervention) requires both the humoral and cell mediated immune response. Cytotoxic T lymphocytes clear infected host cells and measles antibodies reduce free viral load by serum neutralisation (5) these antibodies can also be directed directly against the virus. The humoral response as usual is mostly for preventing re-infection and is involved in building immunity, a process taken advantage of by vaccine developers. After cytotoxic clearance of infected cells; there follows an immunologic type 2dominance where cytokines IL4, IL5 and IL10 are secreted by type 2 CD4+ T cells (21). Vaccination Many virus infections are untreatable, they are either self limiting, maim, or kill the host, so the only intervention that is available is to prevent infection in the first place. As noted from fig 1, after day 21 when the pathogen has been cleared, immunological memory is activated. This activation of immunological memory can only happen after the host has encountered the measles virus. Subsequent infections are met with a robust humoral response and the virus does not progress to cause infection. This is the basis of immunisation, the host immune system has to be introduced to the virus first, and as there is a risk of the virus overwhelming the immune system most virus used in vaccines are â€Å"controlled†. Attenuated virus vaccine Once the measles virus was isolated and cultivated by Enders and Peebles (5) it was then able to be manipulated. They found that the virus once cultured in chick embryos was attenuated in virulence and immunogenic enough to stimulate the host immune system to produce antibodies against it and remembering it (22). Work to produce a licensed measles vaccine begun in 1958 (5) and by 1963 the first licensed measles vaccine, RUBEOVAX ®, was available. In 1968 a more attenuated vaccine ATTENUVAX ® was licensed. As more vaccines for viruses e.g. mumps and rubella were developed there was a need to combine the doses into one single shot. In 1971 (5) a trivalent vaccine with all the three vaccines, measles-mumps-rubella was licensed. In recent times a fourth vaccine has been added to the MMR vaccine, resulting in a tetravalent vaccine MMRV (23). The fourth vaccine is a chicken pox vaccine, varicella. Other virus vaccines Other less favourable virus vaccines exist. Experiments were done on high titre vaccines by Sabin et al (5). These were aimed at infants who are at risk because they have circulating maternal measles antibodies which prevent vaccine uptake by neutralising it. The other vaccine, an inactivated measles virus vaccine produced by killing the virus in formalin was produced and licensed in 1963. It fell out of favour because the immunity if offered lasted for only one year and it had to be taken in three doses (5). With vaccination and great knowledge gained from studying measles it can be said that total eradication of the virus is possible. It is the beliefs and cultures of people that are slowing this up because they are not taking up vaccination. (2134 words excluding Refs. And plagiarism statement) References: Mrkic B, Pavlovic J, Rulicke T, Volpe P, Buchholtz C.J, Hourcade D, Atkinson J.P, Aguzzi A, and Cattaneo R. Measles virus spread and pathogenisis in Genetically modified mice, Journal of Virology (1998), 72, 7420-7427 World Health Organisation. Standardization of the nomenclature for describing the genetic characteristics of wild-type measles viruses. Weekly Epidemiological Record (1998);73:265–272 Clements CJ, Cutts FT. The epidemiology of measles: thirty years of vaccination. In: Meulen V, Billeter MA, editors. Measles Virus. Berlin: Springer Verlag, (1994) Lamb RA, Kolakofsky D. Paramyxoviridae: the viruses and their replication. In: Fields BN, Knipe DM, Howley PM, editors. Fields virology. 3rd ed. Philadelphia: Lippincott-Raven, (1996). p. 1177–1204 [Chapter 40] Hilleman M.R, Current overview of the pathogenesis and prophylaxis of measles with focus on practical implications, Vaccine (2002), 20, 651-665 Salonen, R., Ilonen, J., Salmi, A, Measles virus infection of unstimulated blood mononuclear cells in vitro: antigen expression and virus production preferentially in monocytes. Clin. Exp. Immunol. (1988). 71, 224–228. Heffernan J.M, and Keeling M.J, An in-host model of acute infection: Measles as a case study, Theretical Population biol, (2008), 73, 134-147 Saimi AA, Suppression of T-cell immunity after measles infection: is the puzzle solvedTrend Microbiol (1997) 5: 85–86 Takasu, T., Mgone, J.M., Mgone, C.S., Miki, K., Komase, K., Namae, H., Saito, Y., Kokubun, Y., Nishimura, T., Kawanishi, R., Mizutani, T., Markus, T.J., Kono, J., Asuo, P.G., Alpers, M.P. A continuing high incidence of subacute sclerosing panencephalitis (SSPE) in the Eastern Highlands of Papua New Guinea. Epidemiol. Infect. (2003) 131, 887–898. Griffin DE. Immune responses during measles virus infection. Curr Top Microbiol Immunol (1995);191:117–34. Naniche D, Varior-Krishnan G, Cervoni F, Wild F.T, Rossi B, Rabourdin-Combe C and Gerlier D. Human membrane cofactor protein (CD46) acts as a cellular receptor for measles virus, Journal of Virology (1993) 67, 6025-6032 Horikami S.M and Moyer S.A, Structure, transcription, and replication of measles virus, Curr. Top. Microbiol. Immunol. (1995), 191, 35–50 Owen P, Jennifer E. Garrus and Wesley I. Sundquist. Mechanisms of enveloped RNA virus budding. Trends in Cell Biology, (2002),12, 569-579 Hughson F.M, Enveloped viruses: a common mode of membrane fusion?, Curr. Biol. (1997), 7. 565–569 Bartz R, Firschung R, Rima B, ter Meulen V, Schneider-Schaulies J. Differential receptor usage by measles virus strains. J Gen Virol (1998), 79:1015–1025. Chan DC, Kim PS. HIV entry and its inhibition. Cell (1998),93:681–684. Griffin DE, Bellini WJ. Measles virus. In: Fields BN, Knipe DM, Howley PM, editors. Fields virology. 3rd ed. Philadelphia: Lippincott-Raven, 1996. p. 1267–1312 [Chapter 3. Dimova P, Bojinova V. Subacute sclerosing panencephalitis with atypical onset: clinical, computed tomographic and magnetic resonance imaging correlations. J Child Neurol (2000);15:258—61. Dunn RA. Subacute sclerosing panencephalitis. Pediatr Infect Dis J (1991); 10: 68-72. Rima K.B, and Duplex W.P, Molecular mechanisms of measles virus persistent. Virus research (2005), 111; 132-147 Karp CL. Measles, immunosuppression, interleukin-12 and complement receptors. Immunol Rev (1999); 168: 91–101. Katz SL, Enders JF. Immunization of children with a live attenuated measles virus. Am J Dis Child (1959); 98: 605–7 Vesikari T, Sadzot-Delvaux C, Rentier B, Gershon A. Increasing coverage and efficiency of measles, mumps, and rubella vaccine and introducing universal varicella vaccination in Europe: a role for the combined vaccine. Pediatr Infect Dis J (2007) 26 (7): 632–8 How to cite The pathogenesis of measles virus infection, Essay examples

International Management Globalization - Cultural Integration

Question: Discuss about the International Management for Globalization, Cultural Integration. Answer: Introduction: In this modern world of globalization, cultural integration has become a part of our everyday life. Now, we cannot ignore the existence of a culture that is very different from that of ours in every sector of life. However, sometimes it becomes tough for us to overcome the cultural barriers and acclimatize ourselves with a complete new culture or atleast let them the part of our lives. In last summer, I had a visit to our office (branch) in China. It was my first time visit, and even being a close neighbor, I had not much knowledge of the culture and languages of the country, which led me to face a cultural dissonance. Discussion: As opined by Daenekindt and Roose (2014) Cultural dissonance can be identified as an uncomfortable or uneasy sense of conflict, disharmony, misunderstanding, or discord experienced by the individuals in the midst of change in theirculturalenvironment. A cultural dissonance can create a sense of aloofness and devastation of the moral values of an individual. The human being is a creature who loves to accommodate. However, as mentioned by Grimes (2012) the cultural clashes mainly disrupt our ability of accommodating with the situation, which becomes more critical with time. Such dissonance often occur due the language barriers, pre-set prejudices and lack of understating of the values that is the fundamental stem of that particular culture. One can face such dissonances in any sector of his/her social life. As we are working in a global world, such dissonances often disrupt our capacity of socialization in our office set up. As mentioned by Samnani et al. (2012) in the work places the language barrier and the lack of cultural knowledge decreases peoples motivation and competency. While I reached China, the first issue I faced the language barrier. In the office I had no idea what are others talking. It made me think that they are always talking about me and I stated to suffer an inferiority complex. Moreover, I find it hard to communicate with my colleagues regarding the professional issues; it gradually made my managerial skills down (Chan and Tong 2014). Moreover, as, I was almost unaware of the culture, my colleagues started to believe that I am showing disrespect to them. Chinese believe in collectivism, while my own philosophy of life is individualism (Kokkoris and Khnen 2013). It created a huge clash of interests. They do not like flowers as a gift, which is the most common in my culture. Moreover, they have a very good sense of humor, of which I often took an offence. They have a typical respect for the elderly persons and you cannot harshly reproach an aged person there. It gave me a huge trouble when I rebuked one of my sub-ordinates for his irrespon sible behaviours regarding a project. I was in sheer confusion and dilemma, as I have no idea of what exactly was going wrong. My failure of sending a meeting agenda, understanding the rank accuracy issues, lack of patience to close a deal even the use of my limbs were creating issues with my integration to the countries culture (Jiang 2013). It gradually made me demotivated and I was gradually losing my expertise of dealing with the people. I started to look at me as a minority and grown a sense of anger and abhor within me (Butcher 2016). It affected my emotional health and my career as well. My behaviour started to become disrespectful and I got a warning mail from the head office. Then, I stated to look for the issues, which were leading me in such an unbearable situation and affecting my professional life. To overcome, this situation I have tried a number of methods. As it was an official tour, I had to follow the schedules. I did not have any option of early leaving. It made me motivated to overcome this situation. Overcoming the language barrier: I tried to keep an interpreter with me who helped me by translating my opinions (Grimes 2012). He was a fellow employee and he was a native. In the course of time, we started to share a comfort zone with each other. Conversations with him helped me to understand the Indian values as well as the native language. Moreover, I tried to use the native terms while talking to hotel stuffs and other colleagues. It made them believe that I am trying to be a part of them and they started to communicate with me more frequently. Learning of the culture: With the passing time, I came to understand that, for acclimatizing with this new environment and reducing the cultural dissonance, I need to understand the culture and values of the country. Then I started to read books to guide myself for adjust in China. As mentioned by (Butcher 2016), by doing your own research about the country, you will be able to detect the potential threat and take the prior measures. It helped me to know about the greeting style, the importance of showing respect to the elders and the conservative ideologies of the country. It helped me a lot in gaining the confidence of my colleagues. Travelling: I do not know, whether one believe me or not, travelling to the corners of the city helped me a lot to make myself aware of the food, language, people and their mentality. In this country or other, travelling always helps us to be aware of the culture (Fang 2014). On the other hand, in doing so, I started to enjoy my time in China. Have a friend: As mentioned by Butcher (2016) to be adjusted in a situation, friendship is the best pathway. However, it was tough for me, but I managed to make friend with my interpreter. He made understand the wrongs of my behaviour and I started to imitate him in any social gathering. Thus, I gradually managed to overcome the cultural issues those were affecting my career. Conclusion: Hence, in conclusion, it can be said that, in the modern multi cultural world, cultural clash is normal. However, we need to take initiatives before it crosses the psychological boundary and start challenging our psychological limitations. On the other hand, in the official setup, eliminating the occurrences of cultural dissonance is a prerequisite for successful management as well as attaining the strategic goals. To overcome the cultural dissonance, we need to understand the cultural values and know the etiquettes of that particular culture. 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