Kents most notable characteristics are his loyalty and bluntness Essays

Kents most notable characteristics are his loyalty and bluntness Essays Kents most notable characteristics are his loyalty and bluntness Essay Kents most notable characteristics are his loyalty and bluntness Essay Essay Topic: Literature The character of King Lears Kent is a formidable one. Whether it is the extent of his service to the King, the harshness and imagination with which he fights to defend the King or his character progression throughout the play. His most notable characteristics are definitely his incessant loyalty and his use of blunt language when his respectful interjections are ignored. It is his loyalty that motivates him and his bluntness that lands him in trouble. He speaks up to the King and warns him about his hideous rashness in the treatment of Cordelia and is blunt and to the point What wouldst thou do, old man? Act 1 Scene 1; but only uses this language when he is not being taken into consideration. We normally hear Kent referring to the King in a respectful and loyal manner my lord and my leige. His bluntness and forwardness towards the King leads to his banishment, which Kent accepts but not without a final word of advice See better Lear, and let me still remain the true blank of thine eye. Act 1 Scene 1 We notice that his advice and speeches are justified by the subsequent events of the play. His reference towards the Kings daughters prior to leaving the court is a sign of what is still to come . the gods to their dear shelter take thee, maid, that justly thinkst and hast most rightly said;(to Cordelia) And your large speeches may your deeds approve, that good effects may spring from words of love. (To Goneril Regan) Act 1 Scene 1 The extent of his loyalty is shown when he assumes the disguise as Caius and presents himself to the King, in order to remain close to him. If but as well I other accents borrow that can my speech diffuse, my good intent May carry through itself to that full issue for which I razed my likeness. Now, banishment Kent, if thou canst serve where thou dost stand condemned So may it come thy master whom thou lovst shall find thee full of labours. He offers his services to the King, and relates how he thinks a servant, counsel or aid should serve the King, which is the same way he had served the King in the past I can keep honest counsel, ride, run, mar a curious tale in telling it and deliver a plain message bluntly. That which ordinary men are fit for I am qualified in, and the best of me is diligence. Act 1 Scene 4 This is ironic though as the same reasons Lear banished Kent are the same reasons he is employing Caius! He proves his loyalty by defending Lear against Oswald, he trips him. Lear begins to trust Caius and gives him a letter to be delivered to Regan. Kent pledges his loyalty and obedience; I will not sleep, my lord, till I have delivered your letter. When Lear arrives at Gloucesters castle and is confronted with Oswald, we see the light heartedness and imagery used to portray the emotions and situation within the play; this was Shakespeares way of interjecting a bit of Comic Relief into this stressful play. Again we see the modesty of Kents character and loyalty towards the King when he bluntly insults Regan, Cornwall and Edgar in Act 2 Scene 2 I have seen better faces in my time than stands on any shoulder that I see before me at this instant. His speech once again leads him to trouble and he ends up in the stocks. Kent keeps us informed on the plot development of the play and on Cordelias movements and plans. He is very concerned about the King out in the storm, the Kings comfort and well-being are of utmost importance to him. Gracious my lord, hard by here is a hovel:.. Kent tries to reason with Lear when he starts to compare himself to Poor Tom (Edgar), he tries to assist him; he hath no daughters, sir. (Act 3 Scene 4) When Kent meets Gloucester, he informs him of Lears state of mind and shows his concern for the well-being of the King; Here sir, but trouble him not; his wits are gone. He never stops protecting the King and assisting him. As the play progresses we notice that the role of Kent slowly reduces, initially he has great speeches and is ready to endure all, but only till his master needs him! Its like he loses all his purpose in life with the death of King Lear, and fades away; I have a journey, sir, shortly to go; My master calls me, I must not say no. He follows Lear even in death. Loyal to the end!

CTY ACT Score Requirements

CTY ACT Score Requirements SAT / ACT Prep Online Guides and Tips You’ve decided that you want to take part in the Center for Talented Youth at Johns Hopkins University. Good for you! Having made this decision, however, you probably have some questions about test score requirements - do you have to take the ACT in order to apply for CTY or its programs? What does taking the ACT qualify you for, and how well do you have to do on it? I'll answer all of these questions for you in this article. Now, read on... feature image credit: checklist by Jurgan Appelo, used under CC BY 2.0. Do I have to take the ACT to take part in CTY at JHU? Short answer: no. You should not take the ACT if you are under grade 7; CTY has different tests for younger students, like the School and College Abilities Test. If you’re in 7th grade or above, you can take the ACT; even so, however, it is not your only option if you want to participate CTY. Other tests used to qualify you for various CTY programs include the Spatial Test Battery, PSAT, and SAT. A word of warning: if you are younger than 13 years, 10 months and wish to participate in the Study of Exceptional Talent (SET), the ACT will NOT qualify you for it - the only way to qualify for the SET is by taking the SAT. What does the ACT qualify me for at CTY? So if you do take the ACT, what is your score relevant for? The Center for Talented Youth was considerate enough to create an eligibility assesment tool for prospective students; plug in which test you took, your grade when you took it, and your score, and the website will calculate which CTY programs you would be eligible for. This tool is great if you have already taken the ACT and have your score, but it's a little harder to use if you haven't yet taken the ACT; plus, it doesn't tell you what award ceremonies your score qualifies you for. To address these issues, I will discuss the specific ACT score requirements for each of the programs and award ceremonies at CTY. If you only want to know about a specific program's score requirements, go ahead and click on the name below to jump to it. Academic Explorations Intensive Studies CTYOnline courses Award Ceremonies Grand Ceremony Otherwise, keep reading for more information about what part of the ACT matters for CTY when it comes to score requirements (hint: not every section counts). So what are the ACT score requirements? Despite what you might expect, CTY does not care about your English or Science ACT scores, or about your Writing subscore. All that matter for ACT score requirements are your Math and Reading scores. I do not know why that is - best guess is that CTY wants to make sure ACT requirements are equivalent to the SAT requirements, which also only involve Math and Critical Reading subscores. I’ve made up five different tables of score requirements for your perusal. The first three contain the score requirements for CTY programs (Academic Explorations, Intensive Studies, and CTYOnline), while the last two contain information about qualifying for CTY's year-end Award Ceremonies. CTY Summer Programs: Academic Explorations Academic Explorations courses are held at sites all over the US as well as in Hong Kong. If you're a10th-12th grade student and meet Academic Explorations score requirements, your score also qualifies you for CTY's Princeton: Global Issues in the 21st Century program. The scores needed for CTY's Academic Explorations program are relatively low, compared to some of the other CTY programs. As with CTYOnline, high Reading scores qualify you to take courses in Humanities and Writing, while high Math scores qualify you to take courses in Math and Science. So are you eligible for Academic Explorations courses? If you took the ACT in†¦ And scored†¦ You are eligible for courses in†¦ 7th grade ≠¥ 15 on Reading Humanities and Writing ≠¥ 16 on Math Math and Science 8th grade ≠¥ 18 on Reading Humanities and Writing ≠¥ 18 on Math Math and Science 9th grade ≠¥ 21 on Reading Humanities and Writing ≠¥ 20 on Math Math and Science 10th-12th grade ≠¥ 24 on Reading Humanities and Writing ≠¥ 23 on Math Math and Science Go back to the list of programs with score requirements. CTY Summer Programs: Intensive Studies Similar to the Academic Explorations Program, CTY's Intensive Studies program also takes place across multiple locations, including Hong Kong. Caution: while there are some sites where both Academic Explorations and Intensive Studies courses are offered, this is not true for all CTY Summer sites, so pay close attention when scouting out potential summer study locations. The Intensive Studies programs have higher ACT score requirements, but they also allow a little more leeway when it comes to Math and Science courses. What do I mean by this? Take a look at the table below. If you took the ACT in†¦ And scored†¦ You are eligible for courses in†¦ 7th grade ≠¥ 21 on Reading Humanities and Writing ≠¥ 23 on Math OR Math and Science ≠¥ 41 on M + R 8th grade ≠¥ 24 on Reading Humanities and Writing ≠¥ 26 on Math OR Math and Science ≠¥ 47 on M + R 9th grade ≠¥ 27 on Reading Humanities and Writing ≠¥ 28 on Math OR Math and Science ≠¥ 53 on M + R 10th-12th grade ≠¥ 29 on Reading Humanities and Writing ≠¥ 31 on Math OR Math and Science ≠¥ 57 on M + R While the eligibility standards for Humanities and Writing courses are fairly straightforward (your Reading score determines if you qualify), Intensive Studies does something I've never seen before for Math and Science course eligibility. If your ACT Math score does not meet CTY's specifications, you may still be eligible for Math and Science courses if your Math and Reading scores combined meet Intensive Studies Standards. For instance, according to the above table (using data from CTY), if I took the ACT in 9th grade and scored a 27 on Reading and 26 on Math, I would be eligible to take both Humanities and Writing courses (since my Reading score is ≠¥ 27) and Math and Science courses (since while my Math score is not ≠¥ 28, my 26 Math score + my 27 Reading score is ≠¥ 53). Moving on†¦onLINE, that is! Enthusiasm Uncurbed by David Goehring, used under CC BY 2.0/Cropped from original. Ah? onLINE, since I'm talking about online classes next? Get it? Get it? (Regrets I have for this segue: ZERO). Go back to the list of programs with score requirements. CTYOnline Courses The ACT score requirements for CTYOnline courses are very similar to the requirements for the Academic Exploration Courses; the main difference is that there are more specific requirements for older (10th-12th grade) students who wish to take CTYOnline courses. See the below table for more details. If you took the ACT in†¦ And scored†¦ You are eligible for courses in†¦ 7th grade ≠¥ 15 Reading Writing, Critical Reading, Grammar, Humanities, World Languages, Social Sciences ≠¥ 16 on Math Math, Computer Science, Science, World Language 8th grade ≠¥ 18 on Reading Writing, Critical Reading, Grammar, Humanities, World Languages, Social Sciences ≠¥ 18 on Math Math, Computer Science, Science, World Language 9th grade ≠¥ 21 on Reading Writing, Critical Reading, Grammar, Humanities, World Languages, Social Sciences ≠¥ 20 on Math Math, Computer Science, Science, World Language 10th grade ≠¥ 24 on Reading Writing, Critical Reading, Grammar, Humanities, World Languages, Social Sciences ≠¥ 23 on Math Math, Computer Science, Science, World Language th grade ≠¥ 27 on Reading Writing, Critical Reading, Grammar, Humanities, World Languages, Social Sciences ≠¥ 25 in Math Math, Computer Science, Science, World Language 12th grade ≠¥ 30 on Reading Writing, Critical Reading, Grammar, Humanities, World Languages, Social Sciences ≠¥ 28 in Math Math, Computer Science, Science, World Language Go back to the list of programs with score requirements. Award Ceremonies Eligibility The top 30% of CTY students who participated in the Talent Search are honored at regional Award Ceremonies in multiple locations in the US and China. How do you know if you qualify? If you took the ACT in†¦ 7th Grade 8th Grade And EITHER in Math scored†¦ ≠¥ 21 ≠¥ 24 OR in Critical Reading scored†¦ ≠¥ 22 †¦then you will be honored at an Award Ceremony with a medal and recognition of your achievement. Go back to the list of programs with score requirements. Grand Ceremony Eligibility CTY's Grand Ceremony is an international award ceremony, held once a year in Johns Hopkins University's Shriver Hall. The students honored at the ceremony are a selective subset of all students who qualify for the regional Award Ceremonies. So how do you know if you qualify for the Grand Ceremony? If you took the ACT in†¦ 7th Grade 8th Grade And EITHER in Math scored†¦ ≠¥ 28 ≠¥ 32 OR in Critical Reading scored†¦ ≠¥ 31 ≠¥ 33 †¦then you will be honored at the Grand Ceremony with a medal and recognition. LuMaxArt Golden Guy Trophy Winner! by Scott Maxwell, used under CC BY-SA 2.0. Go back to the list of programs with score requirements. CTY ACT Requirements: Some Logistics If you’re taking the ACT as part of the Talent Search, you need to register for the ACT with very specific information. Use CTY's "Before The Test" information to make sure that your scores will be sent to the right place. What if you took the ACT on your own, without being part of the Talent Search, and now want to apply to one of CTY's summer programs, or take a CTYOnline course? Don't worry - you can still apply to summer programs and CTYOnline - you just need to make sure that you submit a copy of an official score report with your summer program or CTYOnline application. How Do I Meet The Requirements? 5 Points To Keep In Mind 1. Spend time prepping. Yes, the test is being used as a sorting tool by CTY, and when you're taking the ACT as a 7th or 8th grader you don't have to worry about getting the score that will get you into college. But let's be realistic: you'll need at least SOME test prep. This in no way means that you should invest in any kind of ACT prep course - just that, at the BARE minimum, you'll want to familiarize yourself with the ACT's structure and timing. You should take a practice test to gauge where you are, then use this information to determine the amount you have to improve to meet the qualifications for your desired program. Know how much time you have to study so you can plan your prep accordingly. If you only have a few weeks before the ACT, you'll want to study more hours per week than if you have several months left. For more advice, read our articles about taking the ACT in 7th and 8th grade. 2. Take the ACT as early as you can and still feel prepared. If you take the ACT earlier on, you have a lower score threshold to meet (compare the 7th grade vs 8th -10th grade requirements for Academy Explorations and Intensive Studies courses). In general, older students know more than younger students (stop rolling your eyes, younger siblings), but if you've spent time prepping, it's worth it to take it sooner rather than later. 3. Building off of the above point, make sure you take the ACT early enough during the school year to qualify for CTY programs. If you're at all interested in CTY's summer programs, you should try to test by early January of that year at the latest; otherwise, you may have difficulty getting into the programs. If you want to be honored in the Spring Award Ceremonies, you must have tested by the end of February. Otherwise, you will get rolled over into the next year's Award Ceremonies. Of course, in either case, you can retake the ACT if your score is too low to qualify you for the program or the award ceremony you want, since CTY will only consider your highest score; in fact, this makes it even more important to take the ACT earlier in the school year, so that you have a chance to retest if necessary and still be eligible for summer courses and spring award ceremonies. 4. If you have a standout test section, focus on it. CTY is unlike most colleges and universities in that you can get in to its programs even if you only do well on one section of the ACT. If you find that you're getting in practice scores of around 16 on Math but 25 for Reading, own it. In the above example, you're better off putting in the time to make sure you can consistently get above the score threshold for Reading than you are trying to bring up all of your section scores. And for Intensive Studies courses, a really stellar Reading score can make up for an abysmal Math score - check out the Intensive Studies score requirements discussion above if you don't believe me! 5. Know the ACT strategies that are appropriate for your level. Advice for getting a 36 on a section will not necessarily be relevant if you only need to get above a 23. One example of this is that if you’re aiming for a 26, you can skip the hardest 20% of questions entirely and just focus on answering as many of the easier questions correctly as possible (although since the ACT does not penalize for wrong answers, make sure to leave no space blank, even if you end up choosing â€Å"B† every time). We have more useful information like this in our articles on how to guess correctly on the ACT and how to prepare for ACT English, Math, Reading, and Science. What’s Next? Curious about the SAT requirements for CTY? Read my comprehensive article on the different SAT requirements for various CTY programs. Want to know more about CTY at JHU? I go into more detail on the CTY Talent Search and what programs and resources you gain by participating in CTY in this guide. What are some other programs for gifted/talented students? Find out more about Duke TIP, the Summer Institute for the Gifted, and Stanford EPGY. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes your prep program to your strengths and weaknesses. We also have expert instructors who can grade every one of your practice ACT essays, giving feedback on how to improve your score. Check out our 5-day free trial:

Respiratory failure Case Study Example | Topics and Well Written Essays - 1750 words

Respiratory failure - Case Study Example A fall arterial oxygen tension (Pa, O2) of 6.0 kPa (45 mmHg) or both, is indicative of respiratory failure (Roussos and Koutsoukou, 2003). Respiratory failure may be acute or chronic. In case of Wilson, the respiratory failure is acute and this is indicated by the drastic change in the acid-base status (pH= 7.3). The cause of respiratory failure in him is the right lower lobe collapse-consolidation secondary to pneumonia. Lower respiratory tract infection is known as pneumonia. The pathology lies in the parenchyma of the lungs which consist of alveolar sacs. There are several causes of pneumonia, the most common of which is bacterial (Stephen, 2009). Bacterial pneumonia can be community acquired or hospital-acquired. In case of Wilson, the pneumonia is hospital acquired. Â  Decreased oxygen saturation: Acute respiratory failure occurs when the body is unable to maintain gas exchange at a rate on par with the demands of the body like in pneumonia. The damage to lung parenchyma in pneumonia results in the release of inflammatory mediators and fluids because of which intrapulmonary shunting, ventilation-perfusion mismatching, hypoventilation and diffusion defects occur (Stephen, 2009). All these eventually lead to hypoxemia which is evident in the blood gas analysis of Wilson (Ranjit, 2001). In ventilation-perfusion mismatch, areas which have lower ventilation as against perfusion contribute to hypoxemia.

Role of Set Design Essay Example | Topics and Well Written Essays - 500 words

Role of Set Design - Essay Example that the design has the ability to suggest the style and tone of the entire production, create the mood and atmosphere of the action, give an idea of the specific time and place that the action occurs and offer creative possibilities for the movement and grouping of the actors. This paper will therefore discuss the role of set design in the Le Jour se Leve film production basing on the remarks made by Bazin. In this film, Bazin identifies different components of set design that were used in Le Jour se Leve. Bazin identifies that film is impeccable in that its representation of symbolism does not take precedence over its realism, instead the one complements the other. Carnà © uses set design appropriately to analyze various specific items and materials that comprise the architecture and furniture that were used. Bazin also brings out a considerate analysis of the relationship between imagery and pragmatism. However, the constructed sets that Bazin prefers rather than the definite locations controverts his remarks concerning complementary balance. Consequently, Bazin points out that since it is often used in close ups, role of glass was apparent. He argues that the glass had three main qualities. The principles are its transparency which develops faith in the audience, its deceptiveness that separates the audience from the actor and its drama that is brought up by the ignorance of the transparent glass by the audience. This is so since ignoring the glass would lead to its breakage and disaster. The balance created between transparency and deceit denotes not only the connection between the different characters in the play but also between the structure of the plot of the film and the audience. For example, Valentin controls Francois at various instances, she even tells him that he is the father of the child after all the other men had been involved with her. Bazin identifies that the film uses flashbacks and manipulates the viewers. This film thus generates a proper

Effects of Pollution on World Economy Essay Example for Free

Effects of Pollution on World Economy Essay Today, the increase in the world population and the fact that improved lives leads to life in the cities could only mean more pollution and a concern for every one. The daily requirements of the humans have created an unrelenting world where human enterprise would not be ignored. The direct or indirect involvement such has been created by the necessity to survive largely as the major reason. Although, at times the basic force behind that, is the human nature to live comfortable lives by making work easier. Human activities on the face of the earth have affected the natural settings leading to major environmental impacts. Damage to the environment through pollution has always been the overriding result rather than improvement and development. In the recent increase in green house gas emissions have been rampant therefore warranting research, analyses and survey. The green house gases include carbon dioxide, nitrogen oxides, hydrocarbons that cause air pollution chemicals responsible for water pollution water and other metals that cause pollution to land and water (Hill, 2004). The analysis of pollution The graph below illustrates the yearly carbon emissions from different regions from 1800 up to 2000 in Million metric tons of carbon per year. From, this graph it is clear that the most leading countries in carbon emissions rank among the most developed countries. Developing countries and the less developed countries like Africa rank the lowest from this graph. It has been explained that less developed and developing countries is that economic costs of environmental regulation and compliance are small in respect to factors of production inclining more to those that influence comparative advantage (Gallagher, 2004) Source: Carbon Dioxide Information Analysis Center, Online, n. d. There is evidence that increase in economic growth leads to an increase in pollution has been authenticated by the research in Mexico by the use of Kuznet curve. What Gallagher in his paper says is that pollution surpasses the economic growth thus the industries must come with strong environment strategies to ensure hat the growth of both are at per. Otherwise pollution leads to loss of profits made by an industry. This means that pollution eats back to what has lead to the accumulation of wealth (Gallagher, 2004). Pollution effects from a negative outlook What do we mean by the term environment? The environment is composed of the natural situations that form the human living space. This means that these are the inputs for nature that man has to turn to at one point of his life for survival or to aid in acquisition of an otherwise important need in his or her life. In economic terms the environment is seen as a scarce good that has its own special attributes (Siebert, 2007). The argument is that environment has two conflicting functions, one being a public consumption good and the other a home for deposition of waste from the consumption and production processes. The transformation of the environment on the other hand has affected the humans and the enterprise leading to a cyclic system; a system that works by triggering form one end and the process comes back trough and from another end. One of the major environmental impacts has been pollution thus this research paper will concern on how pollution affects the world economy from all perspectives. Pollution in the world has seen the increase in carbon dioxide and fixation of nitrogen present in air since the start of industrial revolution. The major reason for this increase is due to human activities changing and recoursing the natural law order of making and degeneration of organic and inorganic substances. Fresh water available sources have been put into human use and millions of birds have gone to extinction due to human activities. It is very clear that the rate of degeneration caused by man is much faster than the way natural order would take to replace back or deal with the amount of excretion. This therefore, means we have a cause to worry because in the quest for dominion of the earth and to improve our lives the other side of the balance is getting heavier. The process of natural replacement requires one to a hundred years to be effective therefore if pollution goes on with the same kind of alarming rate then man has to use his own means to replace the depleted materials to their original levels. This is very costly and affects the world’s economy negatively (Ash Scholes, 2005). It is thus crucial to harmonize the different views on pollution to achieve pragmatism and success in the fight against man’s environment eventual extinction due to his own activities. This statement stems from the fact that pollution rates are different form the position of the country or region in that developing countries have the highest rates of pollution. This is a result of inadequate and many times lack of planning policies for the management of the waste form industries. On the other hand the rampant corruption harbored in these countries contributes immensely to the mismanagement of funds meant for the environment conservation and measures taken to avert the consequences of industrial effluents. However this does not mean that the developed countries are an exempt from this blame. Some of the most developed countries like America have large number of pollution from industries leading to mass destruction of animals especially in rivers lakes. At times these pollutant ranges to national border effects transported by agents like water and wind. Most of the large world economies since 1980’s have adopted the liberalized economy. This involves the right to engage in free trade using the available means of production. This thus, raises the concern of economy from the effect of pollution as a result of different countries applying all their resources to beat their inadequacy. This has translated to pollution taking two major turns. The first is the pollution from production and the second is pollution arising from consumption. In the quest to sustain energy production and sufficient supply of power major economies like China have resulted to using nuclear energy. This source of energy is renewable but has high dangers of leaking emission s to the atmosphere which can be lethal. The fact is that if it is lethal then it upsets the supply of labor if death occurs due to its results (Ash and Scholes, 2005). Labor is a very important factor of production which when terminated can lead to closure of factories besides causing negative growth. A very good example is the Bhopal accident in India that lead to the closure of the pesticide company due to death of 2000 to 8000 workers hours after the accident. Therefore the increased concern in the world environmental management has lead to United Nations concern of a fast fading natural setting world. This can be explained by the Kyoto protocol of 1997 which sought to achieve stabilization of green house gas concentrations in the atmosphere from dangerous levels that cause anthropogenic interference with the climate of the world. Many less developed and developing countries find themselves in situations of lack of enough capital to invest in the business equipment. It is therefore to assign a mammoth task to ask these business firms or industries to assign capital for purposes of preventing pollution. The implication from such kind of scenarios is that the externalities of pollution end up being passed to the society and to the governments indirectly. It is common in these economies to find that strategic industries are exempted from policies that are meant to curb the externalities because governments are not in position to make policies of internalization due to the importance attached (Stellman Bureau, 1998). Pollution has proved to be very costly to countries in terms of health and safety, waste, and clean up costs. Of most crucial point to be noted is the reduced life expectancy especially in developing nations. When pollution either air, water, land, noise or any other has adverse effects to the humans it becomes a major concern to check and rationalize the existence of such a firm or industry. Human life should be first be respected from any angle of perspective. The United Nations millennium goals state that life is a right that is inalienable. Therefore, the slightest notion that life human life is at risk should not be taken lightly. Gravity lies at the core of issues pertaining pollution and disturbance of human life. The greatest damage to the economy would be to destroy human life emanating from pollution. First it is not easy to diagnose the various signs and symptoms resulting from instances of pollution in the environment. This requires specialized personnel, equipments and a variety of high demanding technology to sort out the problem. Nonetheless, some of the effects to human health are life lasting thus the issues of compensation cannot be avoided. The point here is that a long and time exposure to pollution is an expense to the economy of a country. The expenditure in treating and maintaining health of humans caused by pollution is a major drawback to achieving success in the global development especially if the magnitude of such pollution is very prolonged over a long period of time (Limited, 2001). The other way of looking at the effect of pollution to the economy is the customer relation to pollution. From the point of any organization, firm, or business the ultimate final goal is to make profit. This means that form the management of business affairs all means must be employed to remain in the market for a long time and outdo other rival business or firms. This from the business point of view is very encouraging but to look at the other side of the face it has an ugly look. Pollution being a costly project requires planning for efficiency to balance internalities and externalities of a business. The damage that is done to the economy is that this cost is passed to the consumer. Such an economy where the consumer is robbed of the power to buy is a weak economy that is not driven by the market forces. It results to exploitation of the employer to the employee sine he has the means. The employee only works to achieve the basic needs. There is no pleasure derived from work thus the value of work in such an economy is downtrodden (Driesen, 2003). Pollution had had a myriad of problems and affects the economy of the world in a myriad ways. It is therefore, pertinent to mention that it might not be possible to tackle al of them. However, one major effect of pollution to the economy is international trade. The concept of international trade operates form the point of multinational companies moving to transnational border and trade relations between states. The fact that most of the products are transported from their place of manufacture to heir places of consumption means that they offer employment, so when such goods are found to be below standards or then they might be rejected. This means that the number of people who were working from these firms is laid off. This increases the rate of unemployment of such places in such countries. In this context, if such firms are closed the chances to improve are thwarted thus no chance is given to the possibility of innovation (Driesen, 2003). Conclusion In the light of this research paper it is worth to note that the effects of pollution have also a positive side. Already discussed above are the negative effects thus, the following part will try to look at the positive aspect of pollution. It might sound rather unconvincing but the approach will try to authenticate the concern correctly. Pollution being seen from the international trade of states lens can lead to effective prevention. This is possible from the fact that if a certain state identifies a certain product to be a pollutant then measures to control the production of such a product are put in place. This means that the regulations will apply to other state trading with this nation. This means that the overall economies are focused to have products that are acceptable to them and to other member states. This at he same time means that if pollution prevention measures are put in place the firms and manufacturing companies seek the alternative of innovating other methods to produce better goods that are in lime with the regulations on pollution prevention. This means that the products that arise as a result for this new invention are better placed thus they penetrate markets to leap heavily at the expense of the earlier polluting products. This raises the firm’s reputation as well as the market advantage (Driesen, 2003). At the same time, this new invention lead to offer of new employment thus the once aversive pollution firm now becomes the centre of interest by complete change of ideology and repackaging. If a manufacturing firm changes its products from the polluting ones to the zero or less polluting ones there is an increase in the requirement from the market due to the increase in population. This means that industrialization takes human life and aspects to another level of civilization. Thus, if there is no pollution we might be stagnating with obsolete technology that does not help mankind. Tabb argues that an economy grows from the pollution that emanates from the industries. If workers must die from pollution and in the response economy grows, then pollution is might be justified (Tabb, 1992).

Jean-Baptiste Lully Essay -- essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  Giovanni Battista Lulli was born on November 28, 1632. His father, Lorenzo di Maldo, was a miller and his mother, Caterina del Sera, was a miller’s daughter. Lully was born in Florence, Italy and lived there until age 11. While in Italy he studied dance and music; he played violin and guitar. In March of 1646 he moved to France to tutor Mlle de Montpensier in Italian. There he studied composition and harpsichord. Lully was able to hear the King’s grande bande perform, witness balls where the best French dance music was played. When Mlle de Montpensier was exiled from Paris, Lully was released from her service and gained the attention of King Louis XIV. In February 1653 he danced in â€Å"Ballet de la nuit† with the King and less than a month later was appointed the King’s â€Å"composituer de la musique instrumentale de Roi.† Over the next ten years Lully gained control over all the royal family’s court music. This is when he began experimenting with performance practices and changing the basic stylistic features of orchestral music. Lully’s â€Å"petits violons† brought him international fame. At this point Lully focused his career on ballets. They brought together Lully’s two favorite expressions of art: dance and music. The dances he composed shaped what is now known as â€Å"French music.† Between 1658 and 1671 Lully wrote thirty ballets. During this ballet frenzy he received his French citizenship and changed his name from Lulli to Lully. He also elevated his father’s status to â€Å"gentilhomme Florentin.† Also in 1661 Lully was appointed the composer of chamber music for the King. In 1664 Lully collaborated with Jean-Baptiste Molià ¨re and started composing comà ©dies-ballets. He didn’t thing the French language was appropriate for large works but was good for ballets. Perrin, a French composer, introduced opera around this time and Lully thought it was absurd. However, when Perrin’s â€Å"Promone† succeeded, Lully changed his mind. Perrin ended up in prison over a money dispute and Lully bought the opera patent from him. This gave him complete control of French operatic performances. Then in 1673 Molià ¨re died and the King granted the patent for the Royal Theater to Lylly also. Lully’s new operatic style grew out of his popular ballets. He kept the overture, entry music for the dancers, atmosphere and action symphonies, and some of the dances themselv... ...ed. Instrumentalists would only be used in scenes where an instrumentalist would normally be found in life: weddings, festivals, etc. Lully’s influence on the orchestra cannot be overstressed. He dramatically affected its style and importance. His orchestra was emulated all over Europe. Many of the characteristics that Lully developed are still in use today. Bibliography Anthony, James R., â€Å"Lully.† The New Groves Dictionary of Music and Musicians. 1980 ed., vol. 14, p. 315-326. Anthony, James R., H. Wiley Hitchcock, Edward Higginbottom, Graham Sadler, Albert Cohen. â€Å"French Baroque Masters.† The New Groves Dictionary of Music and Musicians. W.W. Norton and Company, 1986. p. 1-63 Buelow, George J., â€Å"Music and Society in the Late Baroque Era.† Music and Society in the Late Baroque Era. Englewood Cliffs: Prentice-Hall, 1994. p. 1-38 Harman, Alec and Anthony Milner. Late Renaissance and Baroque Music. Fairlawn: Essential Books, 1957. Heyer, John Hadju. Lully Studies. Cambridge Universal Press, 2000. Lewis, W. H., The Splendid Century: Life in the France of Louis XIV. Waveland Press, 1997 Newman, Joyce. Jean-Baptiste de Lully and His Tragà ©dies Lyrique. UMI Research Press, 1979.

Roles, Responsibilities and Relationships in Lifelong Learning

Roles, Responsibilities and Relationships in Lifelong Learning The purpose of this assignment is to understand a teacher’s role and responsibilities in Lifelong Learning by summarising key aspects of legislation and codes of practise relating to the role of a teacher. Also by promoting equality, diversity and evaluating a teacher’s responsibility by identifying and meeting the needs of learners. It aims to understand the relationships between teachers and other professionals by analysing barriers, boundaries and reviewing points of referral to meet the needs of learners.Finally to understand a teacher’s responsibility for establishing and maintaining a safe and supportive learning environment and to explain how to promote appropriate behaviour and respect for others. I wish to teach multimedia design in a FE college or sixth form and my assignment will †¦Ã¢â‚¬ ¦ A teacher needs to be aware of current legislation and codes of practise within their place of em ployment. Legislation must be adhered to by law whereas codes of practise are set by professional organisations, such as the Institute Of Learning (IOL) and can be often more specific to the industry. Related article: PTLLS Level 3 Assignments ExamplesThe Equality Act 2010 protects against discrimination and â€Å"bans unfair treatment of people because of protected characteristics they have. † (Home Office, 2012) The nine protected characteristics include: age, sex, disability, sexual orientation, gender re-assignment, marriage & civil partnership, pregnancy & maternity, race and religion or belief. Part 6 Chapter 2 of the act specifically defines legislation in further or higher education. The Equality Act sets out the different ways in which it is unlawful to treat someone, such as direct and indirect discrimination, harassment, victimisation and failing to make a reasonable adjustment for a disabled person. † Disability can be both physically and mentally. â€Å"Approximately 2% of the global population†¦ have intellectual disabilities, making it one of the largest disability populations in the world. † (wear the laces REF) They are amongst the most vu lnerable people in the world as they are â€Å"less likely to become employed, more likely to be victims of abuse and more likely to have poorer health & have trouble finding care. (ibib) In a learning environment, a teacher can ensure students with difficulties are provided with the correct support. A deaf student may require a carer who can use sign language to communicate between teacher and student. They could be positioned at the front of class so they can see visual presentations clearly or to focus and lip-read on the teacher. It is important to maintain a safe working environment in the classroom. Health and safety is the responsibility of both the teacher and the organisation.The Health and Safety at work act 1974 â€Å"is the primary piece of legislation covering occupational health and safety in the United Kingdom. † (hse. gov. uk) In most schools and colleges in the UK, all electrical equipment is subject to an annual Portable Appliance Test (PAT) which ensures t he appliance is safe to use. Teachers may advice students of correct posture when sitting at a computer for long periods and to take a 15 minute break every 2 hours. In art or scientific subjects, the teacher and students might need protective clothing and some students may be allergic to specific substances.Risk assessments must be completed by the teacher. There are limits to what a teacher can do in their position, known as professional boundaries, and it’s important not to cross these limits. A teacher, who may also be a qualified first aider, may feel it’s appropriate to administer first aid to an injured student. However if the teacher is not the designated first aider at the institution they would not be responsible. An exception to this would be if the student requires urgent medical attention, the teacher should use reasonable care until the designated first aider is present.Similarly a teacher may wish to offer counselling advice to a student. A teacher may n ot be qualified to provide this and counselling is not part of a teacher’s remit. The teacher should then refer the student to the designated councillor – the internal point of referral – or provide a contact number for an advice help line, known as an external point of referral. Boundaries are about knowing where a teacher’s role stops to ensure an equal learning experience to all learners. It is important to establish a safe and supportive learning environment.A teacher can achieve this by being a positive role model to their students and to be enthusiastic about their teaching. This should reflect in the student’s attitude and work. A casual approach to lessons will cause students to not pay attention, become disruptive and not turn up to lessons. Gravells suggests that â€Å"learners like routine and will expect you to be organised and professional. † (Gravells, 2008 p. 7) Setting ground rules will help learners know their limits and pro mote appropriate behaviour. Ground rules may include arriving on time, switching off mobile phones and not eating or drinking in class.Drinks in an IT room may spill over electrical equipment posing a health and safety risk. Ground rules give the learner added responsibility. â€Å"Often, if a rule is broken, it is the other learners that reprimand the offender. † (ibib p. 8) Ice-breakers are light-hearted exercises at the beginning of a course to introduce learners to each other, reduce anxiety and helps learners to relax into the course. Team exercises can be used throughout the course to energise learners, maintain focus, motivation and encourage teamwork. They also encourage learners who are more introverted to take an active part of the class. Roles, Responsibilities and Relationships in Lifelong Learning Cleo Peries 17/04/2013 Unit 008 Roles, responsibilities and relationships in lifelong learning. 1. 1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities. As an IT teacher, it is my duty to research and learn about Theories and Principles of Learning. I need to have a full understanding of the psychology of learning. The three main schools are Behaviourist, Cognitivist and Humanist. Current Legislative RequirementsEquality Act 2010 (this includes): †¢ Sex Discrimination Act 1976 †¢ Race Relations Act 1976 †¢ Disability Discrimination Act 1995 †¢ Employment Equality (Religion and Belief) Regulations 2003 †¢ Employment Equality (Sexual Orientation) Regulations 2003 †¢ Employment Equality (Age) Regulations 2006 As a teacher I have to abide by certain legal requirements – one being the Equality Act – this means I need to ensure that all the students in my class feel comfor table to be able to express themselves in a place of safety where their views and beliefs are respected by all students.I need to ensure that all the students are treated as individuals whilst being given a fair and equal opportunity to learn.Health and Safety Act at Work Regulations 1999 It is important to ensure Health and Safety Regulations are met – I teach in a class with computers and consequently, to name a few, I need to ensure that there are no leads lying around to cause accidents, chairs can be adjusted to the correct height for desks, sockets are not overloaded, classroom lights are fully operational, and ensure that every hour or so the students look away from the computer screen for at least 5 minutes, taking a break whilst we discuss the exercise at hand.Data Protection Act 1998 I have a duty to respect the Data Protection Act ensuring a student’s rights are kept intact. I cannot pass any information from an individual to a third party without their prio r written consent ensuring confidentiality is protected. 1|P a g e Cleo Peries 17/04/2013 The copyright designs and patents Acts 1998 and 2003 ‘The law gives the creators of literary, dramatic, musical, artistic works, sound recordings, broadcasts, films and typographical arrangement of published editions, rights to control the ways in which their material may be used. UKCCS Fact Sheet Issued April 2000; Last Updated 2009) http://www. copyrightservice. co. uk/copyright/p01_uk_copyright_law (viewed 17/04/2013) I need to ensure that the exercises I set are all my own work – the Copyright Act applies more to me than my students. Children’s Act 2004 (Every Child Matters) The Children’s Act aims to create boundaries to ensure that children feel supported in the learning process.The Act also proves useful in the Adult Learning Sector as some adults may have learning difficulties, dyslexia, or even language barriers that may not be obvious from the start, so in g eneral I need to be more creative in including them without isolating them – I like to teach by example as it has been proven students that struggle find it easier to understand an exercise if I do it first and then watch them as they do it.Students tend to learn quicker from practice than theory, and adults that may be a little more challenged feel included and happier they can contribute at the same level as the rest of the students giving them the confidence to be more receptive in the class. Codes of Practice The Code of Practice was developed by the profession for the profession and it outlines the behaviours expected when any group of people are gathered together – some are listed below: †¢ †¢ †¢ †¢ †¢ †¢ Integrity Respect Care Practice Disclosure ResponsibilityAs a practice, ensuring the basics are met promotes teamwork as well as professionalism, if I treat others as I would like to be treated the courtesy is generally returned and the more cohesive the team the more can be accomplished in tighter time scales and in a happier environment. 2|P a g e

International Management Essay

Evaluate the selection of negotiators from Canada Timber. Were any mistakes made in the selection? Answer 1: The success of international business relationships depends on effective business negotiations. Negotiators need to be well prepared. Understanding how to achieve international business negotiation outcomes and the factors relevant to the process will allow negotiators to be more successful. Negotiation is an inherent part of being in business. Negotiating is an acquired skill, but is very important part of your role as an entrepreneur. 4 Negotiators from Canada Timber went to Japan for Business negotiation,Tim Wilder-CEO of Canada Timber,John Sharkey-an attorney,Bill Hudak-production supervisor and Kevin Peterson-a regional salesperson. The first negotiator,Tim Wilder-CEO of Canada Timber, As a business owner, negotiations with other businessmen are inevitable. He wanted to establish a corporate partnership with another business. One of the most exciting times in the life of a business owner is when an opportunity arises to enter into an agreement that will take the business to another level. (http://www.startupbizhub.com/how-can-you-become-a-good-negotiator.htm) CEO are the highest ranking executive in a company whose main responsibilities include developing and implementing high-level strategies, making major corporate decisions, managing the overall operations and resources of a company, and acting as the main point of communication between the board of directors and the corporate operations. The CEO will often have a position on the board, and in some cases is even the chair.So the selection of Tim Wilder,CEO from Canada Timber as a negotiator was a correct decision. Second negotiator Mr John Sharkey-An Attorney works with business owners to make sure that there are no unresolved or, as is usually the case, unrecognized deal points that might be overlooked in the excitement of reaching an agreement.The deal negotiation attorney also helps to ensure that the deal is properly structured to suit both parties’ needs. A clearly written agreement that is satisfactory to both companies is the best foundation for a good business relationship which will be an asset to your company. A major deal is a break-through moment for any growing company. By having a negotiation attorney on your side, you can be sure that the agreement is one that will help propel your business to new heights of success. (http://www.davidmwalkeresq.com/pages/deal-negotiation.php)An Attorney manages all legal transactions and litigation on behalf of entrepreneurs, offering precisely targeted solutions for a full range of problems and who understand the value of maintaining an on-going relationship with counsel. They help draft, review, and negotiate contracts, advise you on legal problems and questions, and if you become involved in a dispute, handle negotiations and/or litigation. If your new venture requires more specialized services, we bring in and manage other professionals on your behalf.They provide an efficient and cost-effective service to manage all of the legal needs while the company CEO focus on the business venture. So the selection of Mr John Sharkey-An Attorney as a negotiator was a correct decision. Third Negotiator,Mr Bill Hudak a production supervisor,his knowledge of hardwoods and the production procedures of Canada Timber made him an obvious choice for inclusion on the negotiating team. He direct and supervise day to day production,job assignment,and workstation set-up.working in a co-operative effort with Canada Timber team.He participates in the development of new production processes,developing strategies for meeting production demands.Monitor production practices for the most efficient use of material to assure that we are producing a product that meets customer needs and as well is profitable for the organization.He has extensive knowledge of the methods,principles,techniques,and tools of industrial wood production.So the selection of Mr John Sharkey-An Attorney as a negotiator was a correct decision. (http://www.helenaindustries.org/images/WoodShopSupervisor.pdf) 4th Negotiator,Kevin Peterson,a regional salesperson.Not every salesperson will be a natural at negotiation. Salespeople are there to close business. This doesn’t mean they should use strong-arm tactics to close deals. For the salesperson that doesn’t have the necessary negotiation skills, there’s always the price to fall back on. It’s a crutch and an excuse, but one that’s easily accepted by businesses and managers alike. For salesperson, negotiation is second nature. Even Kevin is married to a woman of Japanese descent ,knowa a few words in Japanese and somewhat familiar with Japanese culture,selection of Kevin Peterson as a negotiator was not a correct decision. (http://www.driveyoursuccess.com/2010/07/secret-of-successful-b2b-sales-having-strong-negotiation-skills-.html) After evaluating the negotiators from Canada Timber,we felt that chosing Mr Kevin Peterson,A regional salesperson was a wrong decision made by Tim Wilder. Question 2: What differences in culture between the Japanese and Canadians can be found in this case? Answer 2: 1.Directness. Canadians tend to be more direct than Japanese. They are more likely to say â€Å"No† to things openly and are more forward about their opinions, even when they differ from or contradict another person’s opinions. This may come across as offensively blunt to many Japanese people. In most cases, they don’t mean any offense, so try not to take it personally. Understand that the Japanese prefer not to use the word no. If you ask a question they may simply respond with a yes but clearly mean no. Understanding this is critical in the negotiation process. In Japan it may be considered rude to say no or turn someone down. (http://2vancouver.com/en/articles/cultural-differences-between-canada-japan) 2. Body Language. When indicating â€Å"me† in conversation, Canadians point to their chest rather than their nose. When indicating for you to come to them, Canadians will wave you toward them with their hand palm up rather than palm down. If you wave someone over with your palm down, they may confuse this to mean that you’re trying to wave them away. (http://2vancouver.com/en/articles/cultural-differences-between-canada-japan) 3. Silence. Japanese people tend to be silent when thinking in conversation. Canadians, on the other hand, hedging sounds like â€Å"Hmm†¦Ã¢â‚¬  or start a sentence without finishing it (i.e. â€Å"Let me think†¦Ã¢â‚¬  or â€Å"Let’s see†¦Ã¢â‚¬ ). If you don’t use any hedging language like this, you may find that Canadians will rush to fill what they see as an awkward silence, not knowing that you’re actually thinking and have something to say. 4.Business cards. In Japan, business cards are called meishi. Japanese give and receive meishi with both hands. It should be printed in your home language on one side and Japanese on the other. Present the card with the Japanese language side up. Take special care in handling cards that are given to you. Do not write on the card. Do not put the card in you pocket or wallet, as either of these actions will be viewed as defacing or disrespecting the business card. Upon receipt of the card, it is important to make a photocopy of the name and title of the individual in your mind. Examine the card carefully as a show of respect. (http://www.indianchild.com/languages/japanese_business_phrases.htm) 5.Touching in public.The Japanese frown on open displays of affection. They do not touch in public. It is highly inappropriate to touch someone of the opposite sex in public.(http://www.cyborlink.com/besite/japan.htm) 6.Respect culture.Just try to be over polite and dont do anything stupid because they are a culture based on honor and respect. As long as you’re making an effort to be polite (as it seems you are) people will notice that and give you the benefit of the doubt in most cases. If you’re acting like a pompous *** and being disrespectful, that’s another story. (http://www.cyborlink.com/besite/japan.htm) 7.Business Meeting Etiquette Don’t be surprised if your hosts give you something from their country too. If the gift is wrapped, don’t open it until you leave. If the gift is not wrapped, make sure to express copious appreciation (whether you like it or not). Ask some questions about the gift to show interest. (http://www.japan-guide.com/e/e2195.html) 8.Social Interaction If you do go out for dinner, keep in mind that â€Å"going Dutch† is not normal in Japan. If you’re the buyer, you’ll likely be in for a free evening of entertainment. If you’re the seller†¦ well, if you were a local, you’d probably be picking up the tab. However, it’s not quite this simple since your hosts may still insist on paying because you are a visitor in their country. Also, it is normal for the inviting party to pay. (http://www.japan-guide.com/e/e2195.html) 9.Gifts. Don’t be surprised if your hosts give you something from their country .If the gift is wrapped, don’t open it until you leave. If the gift is not wrapped, make sure to express copious appreciation (whether you like it or not). Ask some questions about the gift to show interest. (http://www.japan-guide.com/e/e2195.html) Question 3: What could have been done differently in order to produce a more desirable outcome? Answer 3: 1.Understand the Cultural Value Differences between Canadian and Japanese. Cultural distance or dissimilarity affects the ability of managers to be effective in foreign markets. Cultural distance is the difference between culture, language and social structure (Root 1987) that affects managers’ perceptions of what should constitute culturally appropriate behavior in a foreign market (Adler, Doktor, and Redding 1986).To achieve project goals and avoid potential risks, project managers should be culturally sensitive. However, cultural differences can interfere with the successful completion of projects in today’s multicultural global business community.Table below shows the impact of differences in cultural values to the Project results. Table Adapted from Kohls (1981); Marquardt and Kearsley (1999) Figure 1: Value Differences between Canadian and Japanese Cultures Canadian Cultural Values Japanese Cultural Values Impact on Project Management. Individualism Collectivism/Group + Achievement Modesty X Winning Collaboration/Harmony + Guilt (internal self-control) Shame (external control) X Pride Saving face X Respect for results Respect for status/Ascription + Respect for competence Respect for elders – Time is money Time is life – Action/Doing Being/Acceptance – Tasks Relationship/Loyalty – Informal Formal – Directness/Assertiveness Indirectness – Verbal Non-verbal + (+) = Positive impact of combining both values on outcomes (-) = Negative impact of combining both values on outcomes (culture clash) (X) = No direct impact on outcomes Adapted from Kohls (1981); Marquardt and Kearsley (1999) 1.1 Cultural Values on International Business Negotiation Process International Business Negotiation Process Impact of Cultures Goal Japanese negotiators value long-term relationships. Canadian negotiators aim at signing a contract. Protocol The degree of formality in a negotiation can vary from culture to culture. Japanese value etiquette and respectful manners. Canadian negotiators are very formal and highly concerned with proper protocol. Communication Japanese tend to speak softly and use almost no gestures, and prefer indirect language. Canadian are direct and prefer a straightforward presentation with a minimum of game playing. Time Canadian are sensitive to time. They view it as a limited resource that must not be wasted. Japanese regard time as long duration, spending time to learn counterparts. Groups versus individuals In decision making, a more collective culture places emphasis on group priority. An individual-oriented culture is more independent and assertive. Japanese negotiators rely on consensus 2. Provide Training to the negotiators and Characteristics of a good sales negotiator. Train your Negotiator team to be expert negotiators, says Kelley Robertson, a sales training expert and CEO of Robertson Training Group in Burlington, Ontario. Here are nine characteristics of a good sales negotiator, according to Robertson: 1. Exhibits Creativity. A good negotiator looks for creative solutions to help close the deal. Depending on your industry, you could barter with a potential customer or create a partnership. â€Å"For example, I will waive part of my speaking fee at a conference in return for the attendee list,† says Robertson. In that situation, both parties achieve something. 2. Has a win-win attitude. The best way to achieve this is to look at the sale from the other party’s perspective. What are their risks, hesitations, concerns? By determining those before you reach the negotiating table, you can better create win-win solutions for both sides. 3. Has keen listening skills. Customers will often give you clues about what they need. Say you’ve e-mailed a sales presentation to a potential client, but they keep claiming they haven’t had time to read it. What they’re really telling you is they doesn’t want to—so instead, tell them your sales pitch over the phone. Missing a clue like that can cost you a sale. 4. Exhibits patience. Without patience, you may make early concessions just to get the process moving—especially if you’re negotiating with a larger company. â€Å"Their sales process takes a lot longer than other small businesses or consumers,† says Robertson. But making the right deal, rather than a swift one, will be better for your company. 5. Understands the negotiating process. Salespeople must understand that there’s a beginning, middle and end to the sales process, and that once the relationship begins, everything you do afterward either adds value or takes away value. So remain positive, continue to be responsive, and don’t let the customer fall off your radar. 6. Clarifies ambiguity. A good negotiator takes time to get clarification. Let’s say a customer at a restaurant doesn’t like their food. The waiter shouldn’t assume they didn’t like their entire meal, and should ask specifically what went wrong. Perhaps he’ll find out it was undercooked, or just a portion of the meal was wrong. The lesson: A negotiator doesn’t take what they hear at face value and takes the time to get clarification on the other party’s qualms. 7. Shows curiosity. Being able to ask insightful questions, and having the courage to ask those questions, is another critical characteristic. â€Å"I knew a prospective customer had met with my competitor, and since I was curious I asked how my presentation stacked up against his,† says Robertson. â€Å"So I then had a leg up in the negotiating process, because I knew what I was up against.† 8. Has the ability to walk away. Most small business owners put themselve s in a position where they’re unwilling to walk away from a sale because they feel they desperately need it. This is a mistake. When you hold that mindset, a customer has a better chance of taking advantage of you. â€Å"Every deal has to make good business sense,† says Robertson. 3.Harmony. Harmony is the key value in Japanese society. Harmony is the guiding philosophy for the Japanese in family and business settings and in society as a whole. They place great emphasis on politeness, personal responsibility and working together for the universal, rather than the individual, good. They see working in harmony as the crucial ingredient for working productively. 4.Japanese Non-Verbal Communication Since the Japanese strive for harmony and are group dependent, they rely on facial expression, tone of voice and posture to tell them what someone feels. They often trust non-verbal messages more than the spoken word as words can have several meanings. Frowning while someone is speaking is interpreted as a sign of disagreement. Most Japanese maintain an impassive expression when speaking. Expressions to watch out for include inhaling through clenched teeth, tilting the head, scratching the back of the head, and scratching the eyebrow. It is considered disrespectful to stare into another person’s eyes, particularly those of a person who is senior to you because of age or status. In crowded situations the Japanese avoid eye contact to give themselves privacy. 5.Meet Meeting Etiquette & Customs in Japan Greetings in Japan are very formal and ritualized.It is important to show the correct amount of respect and deference to someone based upon their status relative to your own.If at all possible, wait to be introduced.It can be seen as impolite to introduce yourself, even in a large gathering.While foreigners are expected to shake hands, the traditional form of greeting is the bow. How far you bow depends upon your relationship to the other person as well as the situation. The deeper you bow, the more respect you show.A foreign visitor (‘gaijin’) may bow the head slightly, since no one expects foreigners to generally understand the subtle nuances of bowing. 6.Gift Giving Etiquette Gift-giving is highly ritualistic and meaningful.The ceremony of presenting the gift and the way it is wrapped is as important–sometimes more important–than the gift itself.Gifts are given for many occasions.The gift need not be expensive, but take great care to ask someone who understands the culture to help you decide what type of gift to give. Good quality chocolates or small cakes are good ideas.Do not give lilies, camellias or lotus blossoms as they are associated with funerals.Do not give white flowers of any kind as they are associated with funerals. Do not give potted plants as they encourage sickness, although a bonsai tree is always acceptable.Give items in odd numbers, but not 9.If you buy the gift in Japan, have it wrapped.Pastel colours are the best choices for wrapping paper.Gifts are not opened when received. 7.Relationships & Communication The Japanese prefer to do business on the basis of personal relationships.In general, being introduced or recommended by someone who already has a good relationship with the company is extremely helpful as it allows the Japanese to know how to place you in a hierarchy relative to themselves.One way to build and maintain relationships is with greetings / seasonal cards.It is important to be a good correspondent as the Japanese hold this in high esteem. 8.Business Meeting Etiquette Appointments are required and, whenever possible, should be made several weeks in advance.It is best to telephone for an appointment rather than send a letter, fax or email. Punctuality is important. Arrive on time for meetings and expect your Japanese colleagues will do the same.Since this is a group society, even if you think you will be meeting one person, be prepared for a group meeting. It may take several meetings for your Japanese counterparts to become comfortable with you and be able to conduct business with you. This initial getting to know you time is crucial to laying the foundation for a successful relationship.You may be awarded a small amount of business as a trial to see if you meet your commitments.If you respond quickly and with excellent service, you prove your ability and trustworthiness. Never refuse a request, no matter how difficult or non- profitable it may appear. The Japanese are looking for a long-term relationship.Always provide a package of literature about your company including articles and client testimonials.Always give a small gift, as a token of your esteem, and present it to the most senior person at the end of the meeting. Your Japanese contact can advise you on where to find something appropriate. 9.Business Negotiation The Japanese are non-confrontational.They have a difficult time saying ‘no’, so you must be vigilant at observing their non-verbal communication.It is best to phrase questions so that they can answer yes. For example, do you disagree with this?Group decision-making and consensus are important.Written contracts are required. The Japanese often remain silent for long periods of time. Be patient and try to work out if your Japanese colleagues have understood what was said.Japanese prefer broad agreements and mutual understanding so that when problems arise they can be handled flexibly.Using a Japanese lawyer is seen as a gesture of goodwill. Note that Japanese lawyers are quite different from Western lawyers as they are much more functionary. Never lose your temper or raise your voice during negotiations.Some Japanese close their eyes when they want to listen intently.The Japanese seldom grant concession. They expect both parties to come to the table with their best offer.The Japanese do not see contracts as final agreements so they can be renegotiated 10.Business Cards Business cards are exchanged constantly and with great ceremony.Invest in quality cards.Always keep your business cards in pristine condition.Treat the business card you receive as you would the person.You may be given a business card that is only in Japanese. It is wise to have one side of your business card translated into Japanese.Give your business card with the Japanese side facing the recipient. Make sure your business card includes your title, so your Japanese colleagues know your status within your organization.Business cards are given and received with two hands and a slight bow.Examine any business card you receive very carefully.During a meeting, place the business cards on the table in front of you in the order people are seated.When the meeting is over, put the business cards in a business card case or a portfolio 11.Business ethics Japanese believe in business ethics. They provide products and services to the customers and never ready to cheat them. Thus they provide service to the community and fulfill social responsibility. They do business fairly. They earn profit but not at the cost of quality. Question 4: What is Hofstede’s dimension of culture? Which category does Malaysia falls into? Answer 4: We know we are living in a global age. Technology has brought the world much closer together. This means that people of different cultures find themselves working together and communicating more and more. (http://www.ctp.bilkent.edu.tr/~aydogmus/Hofstede_Hall.pdf) This is exciting and interesting, but it can also be frustrating and fraught with uncertainty. How do you relate to someone of another culture? What do you say, or not say, to start a conversation off right? Are there cultural taboos you need to be aware of? Building connections with people from around the world is just one dimension of cultural diversity. You also have issues like motivating people, structuring projects, and developing strategy. What works in one location may or may not work somewhere else. The question is, â€Å"How can I come to understand these cultural differences?† Are we relegated to learning from our mistakes or are there generalized guidelines to follow? Fortunately, a psychologist named Dr Geert Hofstede asked himself this question in the 1970s. What emerged after a decade of research and thousands of interviews is a model of cultural dimensions that has become an internationally recognized standard. With access to people working for the same organization in over 40 countries of the world, Hofstede collected cultural data and analyzed his findings. He initially identified four distinct cultural dimensions that served to distinguish one culture from another. Later he added a fifth dimension and that is how the model stands today. He scored each country using a scale of roughly 0 to 100 for each dimension. The higher the score, the more that dimension is exhibited in society. The Five Dimensions of Culture Armed with a large database of cultural statistics, Hofstede analyzed the results and found clear patterns of similarity and difference amid the responses along these five dimensions. Interestingly, his research was done on employees of IBM only, which allowed him to attribute the patterns to national differences in culture, largely eliminating the problem of differences in company culture.(http:/www.mindtools.com) The five dimensions are: 1. Power/Distance (PD) – This refers to the degree of inequality that exists – and is accepted – among people with and without power. A high PD score indicates that society accepts an unequal distribution of power and people understand â€Å"their place† in the system. Low PD means that power is shared and well dispersed. It also means that society members view themselves as equals. Application: According to Hofstede’s model, in a high PD country like Malaysia (104), you would probably send reports only to top management and have closed door meetings where only a select few, powerful leaders were in attendance. Characteristics Tips High PD Centralized companies. Strong hierarchies. Large gaps in compensation, authority, and respect. Acknowledge a leader’s power. Be aware that you may need to go to the top for answers Low PD Flatter organizations. Supervisors and employees are considered almost as equals. Use teamwork Involve as many people as possible in decision making. 2. Individualism (IDV) – This refers to the strength of the ties people have to others within the community. A high IDV score indicates a loose connection with people. In countries with a high IDV score there is a lack of interpersonal connection and little sharing of responsibility, beyond family and perhaps a few close friends. A society with a low IDV score would have strong group cohesion, and there would be a large amount of loyalty and respect for members of the group. The group itself is also larger and people take more responsibility for each other’s well being. Application: Hofstede’s analysis suggests that in the Central American countries of Panama and Guatemala where the IDV scores are very low (11 and 6, respectively), a marketing campaign that emphasized benefits to the community or that tied into a popular political movement would likely be understood and well-received. Characteristics Tips High IDV High valuation on people’s time and their need for freedom. An enjoyment of challenges, and an expectation of rewards for hard work. Respect for privacy. Acknowledge accomplishments. Don’t ask for too much personal information. Encourage debate and expression of own ideas. Low IDV Emphasis on building skills and becoming masters of something. Work for intrinsic rewards. Harmony more important than honesty. Show respect for age and wisdom. Suppress feelings and emotions to work in harmony. Respect traditions and introduce change slowly. 3. Masculinity (MAS) – This refers to how much a society sticks with, and values, traditional male and female roles. High MAS scores are found in countries where men are expected to be tough, to be the provider, to be assertive and to be strong. If women work outside the home, they have separate professions from men. Low MAS scores do not reverse the gender roles. In a low MAS society, the roles are simply blurred. You see women and men working together equally across many professions. Men are allowed to be sensitive and women can work hard for professional success. Application: Japan is highly masculine with a score of 95 whereas Sweden has the lowest measured value (5). According to Hofstede’s analysis, if you were to open an office in Japan, you might have greater success if you appointed a male employee to lead the team and had a strong male contingent on the team. In Sweden, on the other hand, you would aim for a team that was balanced in terms of skill rather than gender. Characteristics Tips High MAS Men are masculine and women are feminine. There is a well defined distinction between men’s work and women’s work. Be aware that people may expect male and female roles to be distinct. Advise men to avoid discussing emotions or making emotionally-based decisions or arguments. Low MAS A woman can do anything a man can do. Powerful and successful women are admired and respected. Avoid an â€Å"old boys’ club† mentality. Ensure job design and practices are not discriminatory to either gender. Treat men and women equally. 4. Uncertainty/Avoidance Index (UAI) – This relates to the degree of anxiety society members feel when in uncertain or unknown situations. High UAI-scoring nations try to avoid ambiguous situations whenever possible. They are governed by rules and order and they seek a collective â€Å"truth†. Low UAI scores indicate the society enjoys novel events and values differences. There are very few rules and people are encouraged to discover their own truth. Application: Hofstede’s Cultural Dimensions imply that when discussing a project with people in Belgium, whose country scored a 94 on the UAI scale, you should investigate the various options and then present a limited number of choices, but have very detailed information available on your contingency and risk plans. (Note that there will be cultural differences between French and Dutch speakers in Belgium!) Characteristics Tips High UAI Very formal business conduct with lots of rules and policies. Need and expect structure. Sense of nervousness spurns high levels of emotion and expression. Differences are avoided. Be clear and concise about your expectations and parameters. Plan and prepare, communicate often and early, provide detailed plans and focus on the tactical aspects of a job or project. Express your emotions through hands gestures and raised voices. Low UAI Informal business attitude. More concern with long term strategy than what is happening on a daily basis. Accepting of change and risk. Do not impose rules or structure unnecessarily. Minimize your emotional response by being calm and contemplating situations before speaking. Express curiosity when you discover differences. 5. Long Term Orientation (LTO) – This refers to how much society values long-standing – as opposed to short term – traditions and values. This is the fifth dimension that Hofstede added in the 1990s after finding that Asian countries with a strong link to Confucian philosophy acted differently from western cultures. In countries with a high LTO score, delivering on social obligations and avoiding â€Å"loss of face† are considered very important. Application: According to Hofstede’s analysis, people in the United States and United Kingdom have low LTO scores. This suggests that you can pretty much expect anything in this culture in terms of creative expression and novel ideas. The model implies that people in the US and UK don’t value tradition as much as many others, and are therefore likely to be willing to help you execute the most innovative plans as long as they get to participate fully. (This may be surprising to people in the UK, with its associations of tradition!) Characteristics Tips High LTO Family is the basis of society. Parents and men have more authority than young people and women. Strong work ethic. High value placed on education and training. Show respect for traditions. Do not display extravagance or act frivolously. Reward perseverance, loyalty, and commitment. Avoid doing anything that would cause another to â€Å"lose face†. Low LTO Promotion of equality. High creativity, individualism. Treat others as you would like to be treated. Self-actualization is sought. Expect to live by the same standards and rules you create. Be respectful of others. Do not hesitate to introduce necessary changes. For a list of scores by dimension per country and more detailed information about Hofstede’s research, visit his http://geert-hofstede.com/. You can also find out more about his research in the books http://www.amazon.com/ and http://www.mindtools.com/pages/article/newLDR_66.htm Note: Hofstede’s analysis is done by country. While this is valid for many countries, it does not hold in the countries where there are strong subcultures that are based on ethnicity of origin or geography. In Canada, for instance, there is a distinct French Canadian culture that has quite a different set of norms compared to English-speaking Canada. And in Italy, masculinity scores would differ between North and South. Key Points:Cultural norms play a large part in the mechanics and interpersonal relationships at work. When you grow up in a culture you take your norms of behavior for granted. You don’t have to think about your reactions, preferences, and feelings. When you step into a foreign culture, suddenly things seem different. You don’t know what to do or say. Using Hofstede’s Cultural Dimensions as a starting point, you can evaluate your approach, your decisions, and actions based on a general sense of how the society might think and react to you. Of course, no society is homogenous and there will be deviations from the norms Hofstede found, however, with this as your guide you won’t be going in blind. The unknown will be a little less intimidating and you’ll get a much-needed boost of confidence and security from studying this cultural model. Apply This to Your Life: Take some time to review the for the various cultural dimensions Hofstede identified. Pay particular attention to the countries from which the people you deal with on a day-by-day basis come. In light of these scores, think about some interactions you’ve had with people in other countries. Does your conversation or association make more sense given this newly found insight? Challenge yourself to learn more about one culture in particular. If your work brings you in contact with people from another country, use that country as your point of reference. Apply Hofstede’s scores to what you discover and determine the accuracy and relevance for you. The next time you are required to work with a person from a different culture, use Hofstede’s scores and make notes about your approach, what you should be prepared to discuss, and why you feel the way you do. Afterward, evaluate your performance and do further research and preparation for the next time. Above all, make cultural sensitivity a daily part of your life. Learn to value the differences between people and vow to honor and respect the things that make each nation of people unique. Question 4: Which category does Malaysia falls into? Answer 4: What about Malaysia? If we explore the Malaysian culture through the lens of the 5-D Model, we can get a good overview of the deep drivers of Malaysian culture relative to other world cultures. (http://predicate.wordpress.com) Power distance This dimension deals with the fact that all individuals in societies are not equal – it expresses the attitude of the culture towards these inequalities amongst us. Power distance is defined as the extent to which the less powerful members of institutions and organisations within a country expect and accept that power is distributed unequally. Malaysia scores very high on this dimension (score of 104) which means that people accept a hierarchical order in which everybody has a place and which needs no further justification. Hierarchy in an organisation is seen as reflecting inherent inequalities, centralization is popular, subordinates expect to be told what to do and the ideal boss is a benevolent autocrat. Challenges to the leadership are not well-received. Individualism The fundamental issue addressed by this dimension is the degree of interdependence a society maintains among its members. It has to do with whether people ´s self-image is defined in terms of â€Å"I† or â€Å"We†. In Individualist societies people are supposed to look after themselves and their direct family only. In Collectivist societies people belong to ‘in groups’ that take care of them in exchange for loyalty. Malaysia, with a score of 26 is a collectivistic society. This is manifest in a close long-term commitment to the â€Å"member† group, be that a family, extended family or extended relationships. Loyalty in a collectivist culture is paramount and overrides most other societal rules and regulations. Such a society fosters strong relationships, where everyone takes responsibility for fellow members of their group. In collectivistic societies, offence leads to shame and loss of face. Employer/employee relationships are perceived in moral terms (like a family link), hiring and promotion take account of the employee’s in-group. Management is the management of groups. Masculinity / Femininity A high score (masculine) on this dimension indicates that the society will be driven by competition, achievement and success, with success being defined by the winner / best in field – a value system that starts in school and continues throughout organisational behaviour. A low score (feminine) on the dimension means that the dominant values in society are caring for others and quality of life. A feminine society is one where quality of life is the sign of success and standing out from the crowd is not admirable. The fundamental issue here is what motivates people, wanting to be the best (masculine) or liking what you do (feminine). At 50, Malaysia can be considered a masculine society – highly success oriented and driven. In masculine countries, people â€Å"live in order to work†, managers are expected to be decisive, and the emphasis is on equity, competition and performance. Conflicts are resolved by fighting them out. A clear example of this dimension is seen around election time, with ferocious, no-holds barred battles between candidates. Uncertainty avoidance The dimension Uncertainty Avoidance has to do with the way that a society deals with the fact that the future can never be known: should we try to control the future or just let it happen? This ambiguity brings with it anxiety and different cultures have learnt to deal with this anxiety in different ways. The extent to which the members of a culture feel threatened by ambiguous or unknown situations and have created beliefs and institutions that try to avoid these is reflected in the UAI score. Malaysia scores 36 on this dimension and thus has a low preference for avoiding uncertainty. Low UAI societies maintain a more relaxed attitude in which practice counts more than principles and deviance from the norm is more easily tolerated. In societies exhibiting low UAI, people believe there should be no more rules than are necessary and if they are ambiguous or do not work, they should be abolished or changed. Schedules are flexible, hard work is undertaken when necessary but not for its own sake. Precision and punctuality do not come naturally, innovation is not seen as threatening. Long term orientation The long term orientation dimension is closely related to the teachings of Confucius and can be interpreted as dealing with society’s search for virtue, the extent to which a society shows a pragmatic future-oriented perspective rather than a conventional historical short-term point of view. (http://predicate.wordpress.com, http://predicate.wordpress.com/about, http://predicate.wordpress.com/writers-notebook) No score available for Malaysia on this dimension. Geert Hofstede’s Cultural Dimensions on Malaysia Malaysia Fact File Official name – Malaysia Population – 23,522,482* (July 2004 est.) Official Language – Bahasa Malaysia (also known as Bahasa Melayu and the Malay language). English, Chinese dialects, and Tamil are also widely spoken. Currency – Ringgit (MYR) Capital city – Kuala Lumpur GDP – purchasing power parity $207.8 billion* (2004 est.) GDP Per Capita – purchasing power parity $9,000* (2004 est.) Overview Since the beginning of its history, Malaysia has been a meeting place for a diverse range of external cultures and religions. As a result of these external influences, a new unified but distinguished Malay culture has emerged. Contemporary Malaysia represents a unique fusion of Malay, Chinese, and Indian traditions, creating a pluralistic and multicultural nation that has its character strongly rooted in social harmony, religion and pride in its ancestral background. With such a rich cultural heritage, acquiring the relevant skills and cultural knowledge in order to conduct business in Malaysia is crucial to your success. Following years of confrontation in search of independence, Malaysia was established in September 1963 through the union of the Independent Federation of Malay, the former British colonies of Singapore and the East Malaysian States of Sabah and Sarawak. Over the last few decades the country has evolved from a successful producer of raw materials to a multisector economy. Today, Malaysia offers a unique blend of old traditional culture and new technological innovations. As the Malaysian market continues to develop and prosper, it is becoming increasingly valuable for those entering into business in Malaysia to be aware of the cultural dimensions that shape the fabric of this country Culture Face – A vital element of Malaysian culture, as with most Asian cultures, is the concept of face. In Malaysian society to â€Å"lose face†, that is to lose control of one’s emotions or to show embarrassment in public, is perceived as a negative display of behavior. Malaysians will use a number of methods in order to â€Å"save face†. Laughter, for instance, is often used to mask one’s true feelings and can reveal numerous emotions including nervousness, shyness or disapproval. Saving face is particularly crucial in business contexts as causing your Malaysian counterpart to lose face may influence the outcome of your future business dealings. High context culture – In high context cultures such as Malaysia meaning is often more explicit and less direct than in many Western cultures. This means that words are less important and greater attention must be given to additional forms of communication such as voice tone, body language, eye-contact and facial expressions. In Malaysia, because business is personal and based on trust, developing relationships rather than exchanging facts and information is the main objective of communication. This also relates to the Malay cultural values of courtesy, tolerance, harmony and face. Direct answers, particularly negative ones, are avoided in order to prevent disagreement and preserve harmony; two very important aspects of Malaysian culture. Fatalism – Malaysian culture is centered on the diverse religious values of Hinduism, Buddhism, and Islam and as such relies heavily on the concept of fatalism. Fatalism is the belief that success, failures, opportunities and misfortunes result from fate or the will of God. In a business context, when formulating ideas and making decisions Malays, who are predominantly Muslim, will tend not to rely on empirical evidence or hard facts, but prefer to be guided by subjective feelings combined with the Islamic faith. Your Chinese and Indian colleagues will also take a similar approach since feelings and emotions play a significant part in their business culture. Consequently, negotiations may take longer than expected and your Malaysian counterparts will view decision making in a more personal light. Economy The Malaysian economy slowed sharply in the first half of 2005, but the outlook for the year as a whole and over the medium-term remains broadly favorable. The slowdown in the pace of economic activity, which began in the third quarter of 2004, continued in 2005.1 Year-on-year growth was sustained at 5.8 percent in Q1 2005, (Q4 2004 5.8 percent) and declined to 4.1 percent in Q2 2005, below market expectations. As a result, real GDP growth declined to 4.9 percent in the first half of 2005. On a year-on-year basis, the decline in economic activity was affected by negative contributions from mining (-1.6 percent) and construction (-2 percent), and a sharply lower positive contribution from manufacturing output (3.2 percent), and growth was driven mostly by the services sector (5.4 percent). On the expenditure side, the lower contribution to overall growth from external demand was partially offset by buoyant domestic demand, which expanded by 5.8 percent, underpinned by continued strong growth in private consumption (8.7 percent) and gross fixed capital formation (4.5 percent). A recovery in external demand for electronic and electrical (E&E) products is expected in the second half of 2005, and domestic demand will receive a further boost from the mild stimulus measures announced in the 2006 Budget.2 Thus, medium-term prospects remain broadly positive, with the economy expected to grow by 5 percent in 2005, 5_-.5_ percent in 2006, and 5_-6 percent through 2008. Political System The different states of the Federation of Malaysia became independent from the United Kingdom and Singapore at different times; the 11 Malay peninsular states in 1957 and the Borneo states of Sabah and Sarawak in 1963. The predominantly Chinese island-city of Singapore split off from Malaysia in 1965. Malaysia is an independent member of the Commonwealth. The supreme head of state or king, the Yang di-Pertuan Agong, is elected every five years by the nine hereditary Malay rulers of Western Malaysia. At election time, each state ruler is asked whether or not he wishes to run for the kingship. If there is only one candidate, he becomes king if he receives at least five affirmative votes from the other rulers; otherwise, a new candidate is sought. When there is more than one candidate, the ballots are taken in the order of a rotation system. The ruler of the last of the nine states to be represented in the kingship since independence, Sultan Azlan Shah, was elected in March 1989. As in most parliamentary systems, political power resides in the cabinet, headed by the prime minister. The king appoints the cabinet from the 177-member House of Representatives, or Dewan Rakyat, whose representatives are elected by universal adult suffrage every five years. The other half of the Malaysian bicameral legislature is the 69-member Senate, or Dewan Negara, comprising two members elected by the legislatures of each of the states, and the remaining 43 senators appointed by the king, all for six-year terms. Political parties have mainly been formed along ethnic and religious divisions. Since independence, the Malaysian government has been controlled by a multiracial coalition of political parties called the National Front, or Barisan Nasional, of which Prime Minister Mahathir’s party, the United Malays National Organization (UNMO), is the largest partner. Trade System Malaysia experiences a rapid growth and its remarkably quick and strong recovery from the 1997 Asian financial crisis. Members of the trade policy review body attributed this impressive economic performance to sound macroeconomic policies, structural reforms, especially in the corporate and financial sectors, and fast growth in exports. Some Members wondered about the timing and effectiveness of Malaysia’s capital and exchange control measures implemented in the wake of the Asian crisis and the pegging of the ringitt to the U.S. dollar, measures that Malaysia saw as appropriate for stabilizing markets and building confidence. Members expressed the hope that â€Å"temporary† liberalization measures introduced during the review period would be made â€Å"permanent†. Members also sought Malaysia’s views on the need to diversify its exports, nearly half of which involve electronics. Members commended Malaysia for its strong support for and commitment to the multilateral trading system, and expressed their hope that it would actively participate in the Doha Development Agenda. As regards Malaysia’s pursuit of trade liberalization in regional fora, particularly ASEAN, some Members noted that the gap between MFN and preferential tariff rates applied to imports from ASEAN countries constituted a potential source of trade diversion, although Malaysia did not believe that this has actually happened. Members expressed their appreciation of Malaysia’s relative openness to trade and foreign direct investment and its continued liberalization efforts in these areas. In particular, Members commended Malaysia for its efforts to reduce tariffs, simplify the tariff structure, and abolish all local-content requirements (except those for the automotive sector). At the same time, concerns were raised over the fact that about one-third of Malaysia’s tariff lines were unbound and the widening gap between bound rates and applied MFN rates, which had permitted Malaysia to increase tariff protection for certain products, thereby raising the simple average of MFN tariffs during the review period. Malaysia noted that this widening gap between bound and applied MFN tariff rates was the consequence of unilateral tariff reductions and that the import-weighted tariff average had declined; some other Members felt that such a gap provided developing nations with a degree of flexibility in undertaking trade liberalization and other economic reforms. Members also urged Malaysia to reduce the scope of its non-automatic licensing system. It was noted that state-owned enterprises continued to play an important role in Malaysia’s economy and that the authorities might need measures to assure a pro-competitive climate in the sectors where such ent erprises were prevalent. Some Members encouraged Malaysia to accede to the Agreement on Government Procurement. On sectoral issues, Members noted the contrast between the openness and economic performance of the electronics and automotive industries; the much more open electronics industry had performed much better than the automotive industry, which was protected by high tariffs and non-tariff measures, including import licensing. Members urged Malaysia to bring forward the abolition of local-content requirements for motor vehicles. Moreover, Members encouraged Malaysia to continue its liberalization of the services sector, particularly financial services and telecommunications. In addition, Members also sought further clarification on, inter alia: the possibility of an ASEAN — China free trade agreement; effectiveness of investment guarantee agreements; greater use of ad valorem import duties; measures affecting exports; further progress in competition policy; transparency in government procurement; enforcement of intellectual property rights; standards and licensing concerning various agricultural products; and recognition of qualifications in education and legal services. Members expressed their appreciation of the responses provided by the delegation of Malaysia during the meeting, and looked forward to later replies to some questions. In conclusion, this Review has provided Members with a much better understanding of Malaysia’s trade and trade-related policies and of their role in fostering Malaysia’s economic development and helping it to cope with shocks, such as the Asian financial crisis. Malaysia’s recovery has apparently been greatly facilitated by Members’ adherence to the principles of the multilateral trading system and thus their willingness to keep their economies open to Malaysia’s exports. Members encouraged Malaysia to further liberalize and diversify its economy. In this context, I, along with Members, look forward to Malaysia’s continued support for future efforts to liberalize the multilateral trading system. Legal System The legal system of Malaysia was modeled after the English legal system which practices parliamentary democracy and is ruled by a Constitutional Monarchy, with His Majesty the Yang di-Pertuan Agong (the King) ceremonially as the Head of the country. The Yang di-Pertuan Agong is elected by the Conference of Rulers for a five-year term from amongst the hereditary Rulers of the nine states in the Federation which are ruled by Sultans. The states are Perlis, Kedah, Perak, Selangor, Negeri Sembilan, Johor, Pahang, Terengganu and Kelantan. In the other states, namely Melaka, Pulau Pinang, Sabah and Sarawak, the Head of State is the Yang di-Pertua Negeri or Governor of the State. The Yang di-Pertua Negeri is appointed by the Yang di-Pertuan Agong for a four-year term. The Federal Constitution of Malaysia clearly divides the law-making authority of the Federation into its legislative authority, judicial authority and executive authority. The separation of power also occurs both at federal and state levels. The federal laws enacted by the federal assembly or better known as the Parliament of Malaysia applies throughout the country. There are also state laws governing local governments and Islamic law enacted by the state legislative assembly which applies in the particular state. Malaysian Business Culture Working practices in Malaysia When scheduling business meetings in Malaysia one must take into consideration the importance of prayer times in this predominantly Muslim country. Fridays are a particularly religious day of the week and if possible meetings should not be scheduled for this time. Attitude to punctuality varies according to which nationality you are doing business with. The Chinese for example expect punctuality, whereas both ethnic Malays and Indian business people have a more relaxed attitude towards time. As a general rule, you will be expected to be punctual; therefore it is advised to arrive to business appointments on time. If your business in Malaysia requires interaction with Malaysian government officials, ensure that all communication takes place in the language of Bahasa Malaysia. The majority of transactions and correspondence with Malaysian companies however, will generally be conducted in English. Structure and Hierarchy in Malaysian Companies. Regardless of the size or nature of the company, hierarchy is an integral part of Malaysian business culture. Malaysian companies generally follow a vertical hierarchical structure where authority is directed from the top. In keeping with Malaysian culture, titles and job descriptions play a significant part in many Malaysian companies. They are important for employees in order to emphasize the line of authority within the business. Working Relationships in Malaysia Malaysians’ respect for authority is evident in most business dealings. The relationship between subordinates and their superiors for example is distinct and highly official. Malaysians do not address their bosses by their first name, but use titles such as â€Å"Mr† and â€Å"Madam† followed by their honorific form of address. Relationships between Malaysian business colleagues are based on mutual respect and, as such, the same procedure used when addressing their superiors is also applied with their Malaysian business colleagues. Malaysia Business Part 2 – Doing Business in Malaysia Business Practices in Malaysia When meeting your Malaysian counterparts for the first time, a firm handshake is the standard form of greeting. However, you should only shake hands with a Malaysian businesswoman if she initiates the gesture. Otherwise a nod or a single bow is appropriate. With such an array of cultures in Malaysia addressing Malaysians properly can be difficult. It is advised to find out in advance how you should address the person you are to meet. Generally speaking, a Malay’s first name is individually given, while the second and third name indicate those of the father and the grandfather. In some cases the words â€Å"bin† (son) or â€Å"binti† (daughter) can be added after the given name. Gifts are not usually exchanged as they may be perceived as a bribe. However, in the event that you are presented with a gift, it is customary to accept it with both hands and wait until you have left your Malaysian colleagues before opening it. Be sure to reciprocate with a gift of equal value in order to avoid loss of face. Business cards are customarily exchanged after an initial introduction in Malaysia. Since a large proportion of Malaysian business people are Chinese, it will be useful if your card is printed in both English and Chinese and that details of your education, professional qualifications, and business title are included. Cards should be presented and received with both hands, and time should always be spent examining the information before placing it on the table or in a briefcase. Malaysian Business Etiquette (Do’s and Don’ts) _ DO be patient with your Malaysian counterparts during business negotiations. The process is often a long and detailed one that should not be hastened. _ DO remain polite and demonstrate good etiquette at all times. Elderly Malaysian business people for example should be treated with respect and always acknowledged before younger members of the organization. This is an essential part of achieving successful business dealings in Malaysia. _ DO take time to establish productive business relationships with your Malaysian colleagues. Initial meetings are generally orientated towards developing such relationships and will be maintained throughout and beyond the negotiations. Without them, your business plans may be fruitless. X DON’T assume that a signed contract signifies a final agreement. It is common for negotiations to continue after a contract has been signed. X DON’T be surprised if your Malaysian counterparts ask what you may consider to be personal questions. In Malaysia, asking people about their weight, income and marital status for example, is not uncommon and is viewed as an acceptable approach to initial conversations. X DON’T enter into business with a Malaysian company without a letter of introduction from a bank or mutual acquaintance. This will help your request for a future meeting, as Malaysians prefer to conduct business with those they are familiar with. Geert Hofstedeâ„ ¢ Cultural Dimensions There is a high correlation between the Muslim religion and the Hofstede Dimensions of Power Distance (PDI) and Uncertainty Avoidance (UAI) scores. The combination of these two high scores (UAI) and (PDI) create societies that are highly rule-oriented with laws, rules, regulations, and controls in order to reduce the amount of uncertainty, while inequalities of power and wealth have been allowed to grow within the society. These cultures are more likely to follow a caste system that does not allow significant upward mobility of its citizens. When these two Dimensions are combined, it creates a situation where leaders have virtually ultimate power and authority, and the rules, laws and regulations developed by those in power, reinforce their own leadership and control. It is not unusual for new leadership to arise from armed insurrection – the ultimate power, rather than from diplomatic or democratic change. Analysis Using Hofstede’s Cultural Dimensions Power Distance Index (PDI), High – Suggests that the degree to which the less powerful members of organizations and institutions (like the family) accept and expect that power is distributed unevenly. This represents high inequality. It implies that a society’s level of inequality is allowed by the followers as much as by the leaders. Individualism (IDV), Low – Collectivism, that is the degree to which individuals are inte-grated into groups. Given that the IDV index of Malaysia is low, it is implied that collectivism is more manifested than individualism in its culture. On the individualist side we find societies in which the ties between individuals are loose: everyone is expected to look after him/herself and his/her immediate family. On the collectivist side, we find societies in which people from birth onwards are integrated into strong, cohesive in-groups, often extended families (with uncles, aunts and grandparents) which continue protecting them in exchan ge for unquestioning loyalty. The word ‘collectivism’ in this sense has no political meaning: it refers to the group, not to the state. Masculinity (MAS), Average – There is no eminent distinction of how roles are distributed in Malaysia as according to gender. The index shows moderately-low to average in terms of masculinity. The gap between the two gender roles is not that great which may signify equality between the roles. Uncertainty Avoidance Index (UAI), Moderately-Low – Uncertainty avoiding cultures try to reduce the chance of such situations by strict laws and rules, safety and security measures, and on the philosophical and religious level by a belief in absolute Truth. Malaysia exhibits a moderately-low index, which suggests that the society has a tolerance for uncertainty and ambiguity. The society might be relatively comfortable in unstructured situations which are novel, unknown, surprising, and different from usual. 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