Communication skills Research Paper Example | Topics and Well Written Essays - 2500 words

Relational abilities - Research Paper Example The media like TV and paper can arrive at the general population in a solid manner and correspondence is the establishment to it. Great communicators are not conceived however they are made with the assistance of appropriate preparing and information. It isn't only simple to flourish in today’s a serious and requesting world and correspondence is one factor which is heavily influenced by us. On the off chance that one can be best at its correspondence ability, at that point he can make things work at his will and favor. The significance of correspondence around here world is incredible to the point that the achievement of an organization and representative exclusively rely upon it. To turn into a fruitful representative in any field, able correspondence aptitude is of most extreme significance. Great correspondence aptitude is gigantically imperative to work together with representatives of an association. To be a decent communicator one have to likewise be a decent audience. In his books (Guffey,23)â€Å"Communication doesn't occur except if the sender encode significant message that can be decoded and comprehended by the receivers†. The Importance of Communication Skills The significance of correspondence expertise is most elevated with regards to any circle of human life. With regards to profession, correspondence remains as a key factor in employee’s work position, professional success, execution and hierarchical achievement. In recruiting an up-and-comer, correspondence ability is considered as the most required competency. ... It is significant for individuals to comprehend the aptitudes and methods required to convey successfully to one another. As per (Wilhelm)â€Å"Communication has two sections. The first is the communicator and how successfully she can pass on her message to the audience. The second is the manner by which well the audience of the correspondence gets the message. In the event that there is misconception, distortion or disarray †at that point the correspondence isn't successful†. The achievement can be accomplished by the communicator just in the event that he is knowledgeable with relational abilities and methods. Correspondence expertise is totally gainful as it makes successful progression of considerations and data starting with one gathering then onto the next just as limits the odds of disarray and misconstruing. On the off chance that an individual need correspondence ability, at that point he can't advance himself and furthermore the association he is working for. In correspondence there is trade of data, considerations and thoughts with the assistance of discoursed and discussion. It is consistently a two way process which included signal and vocalization. The significance and estimation of correspondence expertise never can be ignored. In varying backgrounds, great correspondence aptitude is critical. A poor correspondence expertise can negatively affect both the expert and individual existence of an individual. A decent correspondence expertise is extremely fundamental in fields like medication, instructing and media where in the primary spotlight is on the comprehension of patients, understudies and the mass populace individually. In any event, for a sales rep, correspondence is of key significance as his calling is totally relied upon his verbal aptitudes. Similarly verbal correspondence is fundamental,

Free Great Gatsby Essays: The Truly Great Gatsby :: Great Gatsby Essays

The Truly Great Gatsby   Is his novel the Great Gatsby, F. Scott Fitzgerald makes Gatsby as a character who gets extraordinary. He starts life as only a standard, lower-class, resident. Be that as it may, Gatsby has a fantasy about getting well off. In the wake of meeting Daisy, he has motivation to endeavor to get unmistakable. For a mind-blowing duration, Gatsby gains the title of genuinely being extraordinary. Indeed, even before Gatsby is presented, he is alluded to being strange. The primary proof of this is when Nick says, Gatsby turned out OK toward the end. (2) Nothing was thought about Gatsby at that point and Nick is as of now saying Gatsby was alright. There's a demeanor of otherworldliness encompassing Gatsby. Everybody is aware of him, yet nobody knows who he truly is or where he originates from. Indeed, even at our first look of Gatsby, he's connecting for something no one but he can see. There were numerous accounts flying about Gatsby however nobody realized what to truly accept. In on case Jordan offered the remark, I think he murdered a man. (49) Even when Gatsby admitted about his past he didn't generally come clean. He revealed to Nick he acquired extraordinary riches, however as a general rule, Gatsby picked up his riches all alone. Despite the fact that Gatsby lied, the way that he made himself what he was makes him even that a lot more noteworthy. When Gatsby was still James Gatz, he had a fantasy about leaving his life on the ranch behind and turn out to be a piece of the privileged. Indeed, even Gatsby's dad knew when he stated, In the event that he'd lived, he'd of been an incredible man. (169) Little did his dad realize that Gatsby was at that point extraordinary. Gatsby didn't generally make the best decision to pick up his riches however he was in every case great on a basic level. His first genuine break in the outside world was the point at which he met his closest companion Dan Cody. Gatsby was seventeen at that point and had recently left his life on the homestead. Cody was a well off man of fifty and he demonstrated Gatsby the types of behavior that most people will accept as normal. It was said that Cody saw Gatsby as ... fast and lavishly aggressive. (101) He took Gatsby in and treated him nearly as a child. Gatsby was to acquire a portion of Cody's riches after his passing yet was deprived of his legacy by Ella Kaye.

Overcoming Dry Drunk Syndrome or PAWS

Overcoming Dry Drunk Syndrome or PAWS Addiction Alcohol Use Withdrawal and Relapse Print Coping With Dry Drunk Syndrome Symptoms By Buddy T facebook twitter Buddy T is an anonymous writer and founding member of the Online Al-Anon Outreach Committee with decades of experience writing about alcoholism. Learn about our editorial policy Buddy T Medically reviewed by Medically reviewed by Steven Gans, MD on March 02, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on August 28, 2019 Thomas Barwick / Getty Images More in Addiction Alcohol Use Withdrawal and Relapse Binge Drinking Children of Alcoholics Drunk Driving Addictive Behaviors Drug Use Nicotine Use Coping and Recovery If you have quit drinking but are still struggling with the negative and destructive attitudes and feelings you did during active addiction, you may be dealing with whats called dry drunk syndrome. Originally coined by the creators of Alcoholic Anonymous, dry drunk syndrome can have a negative impact on the process of giving up drinking both physically and mentally. While dry drunk syndrome is most common among people who quit alcohol without the support of addiction professionals, anyone can become a dry drunk, especially during the emotionally charged first year of sobriety. Learning the symptoms of dry drunk syndrome as well as a few strategies to better cope can help you or someone you love to move past this stumbling block toward lasting recovery. What It Looks and Feels Like Dry drunk syndrome is part of the phenomenon known as post-acute withdrawal syndrome  (PAWS). When a heavy drinker quits drinking, his brain must adjust to the chemical damage that alcohol has caused. This process can last for weeks, months, sometimes even years. Symptoms of PAWS include dizziness, slow reflexes, and problems with balance and coordination. A person dealing with side effects of PAWS actually may look like hes intoxicated even though hes been totally abstinent (which explains where the term dry drunk may come from). Emotionally, a person dealing with PAWS may have mood swings and become depressed, making him tough to be aroundâ€"maybe even as unpleasant as he might have been when he was drinking. Alcohol used to provide temporary relief from such feelings, but you cant rely on that anymore. Is Post Acute Withdrawal Syndrome Real or Just an Excuse? Symptoms Dry drunk syndrome doesnt happen overnight. Instead, the following symptoms can develop slowly over time, especially during the first year of recovery. Self-centered or superior attitude (in 12-step circles, this is known as terminal uniqueness)Poor impulse controlSour, impatient, or complacent in your recoveryAnger and negativity about recoveryResentment toward loved onesIsolating yourself from your support networkIncreasing anxiety and depressionFear of relapseJealousy of sober friends or those not dealing with addictionRomanticizing of drinking daysCross-addiction or abuse of other behavioral addictions (sex, food, internet use) Coping With Dry Drunk Syndrome Recovery from an alcohol use disorder means more than quitting alcohol. Even after you no longer crave alcohol, you need to deal with the psychological and behavioral issues that contributed to your addiction in order to prevent relapse. You may still be dealing with the stages of denial, anger, bargaining, and depression before finally reaching the point of accepting the absence of alcohol in your life. Some people truly experience sobriety as a kind of death and have to accept the loss and learn and grow from the experience before they can move on. Dry drunk syndrome interferes with this process and, although challenging, with the right support, its not insurmountable. You may greatly benefit from the encouragement you can  find at a support group  meeting like Alcoholics Anonymous (AA). You can also contact the Substance Abuse and Mental Health Services Administration (SAMHSA)  National Helpline  at 1-800-662-HELP (4357) for referrals for treatment and support groups. There are also a few steps you can take on your own to start enjoying your new sober life as you work toward lasting recovery. They may seem simple and unsurprising, but they do work for many people. Find a Hobby Take up gardening, start collecting an item youre truly interested in or fascinated by, learn how to build things and focus on the creative project. The goal is to fill the time you once spent drinking with activities  that are enjoyable and engrossing. Get Healthy Theres no question years of drinking can take a toll on the body. A big part of recovery and your new sober life is making your physical health a priority. Try healthful recipes, join a gym, take up a sport, try yoga (which can have mental benefits as well as physical ones). If you love dogs and dont have one, this is a great time to adopt a stray or volunteer to walk dogs at your local shelter. How Can an Excercise Program Help Your Recovery? Try Something New Now that youre no longer drinking, you have a chance to embrace your sober life and redefine your passions. Now is the time to pursue those things youve always wanted to learn. Audit a class at a local university or college, or commit to reading every book you can get your hands on about a topic youre interested in. Lean on Your Loved Ones No one expects you to recover from an alcohol use disorder aloneâ€"nor should you. Even the people who you alienated before you quit drinking may welcome the opportunity to spend time with you. Ask your partner out for regular date nights, get more involved with your grandkids, find fun activities to do with friends that dont involve drinking. 7 Tips for Staying Clean and Sober A Word From Verywell The best way to prevent and/or cope with the physical and mental symptoms of dry drunk syndrome is to stay steadfast in your recovery. Now isnt the time to isolate yourself or become complacent in your sobriety, but to surround yourself with family, friends, and professionals who can support you as you work to build a sober and fulfilling life for yourself.

Metaphor, Metonymy and Vioce - 895 Words

Barbara Johnson’s critique focuses on the metaphoric, metonymic and voice in Their Eyes Were Watching God by Zora Neale Hurston. It focuses on the major character, Janie Crawford’s inner and outer change towards her various relationships. She focuses on the strengths, both vocally and physically, gained after her first slap down by her second husband, Joe Starks. Barbara Johnson focuses on the metaphoric meaning of this transformation which was defined as the substitution based on the resemblance or analogy and then she goes on to the metonymic meaning which she defines as the basis of a relation or association other than that similarity. Paul De Man, a deconstructionist literary critic and theorist, provides a brief summary stating the†¦show more content†¦The sign of an authentic voice is this not self-identity but self-difference. Barbara Johnson speaks of how the women’s voices have attained inferiority as it relates to the situation of Janie’s acquisition of her inner and outer voice. Her opinionated statements were shut down by Joe. Johnson then mentions Auerbach’s urge to unify and simplify is an urge to re-subsume female difference under the category of the universal, which has always been obscurely male. The random, trivial and marginal will simply be added to the list of things all men have in common. Auerbach’s then calls for unification and simplification in the province of the white. If the woman’s voice must be incorporate and articulate division and self-difference, so too has Afro-American literature always had to assume its double-voicedness. Johnson concludes her critique with a brief synopsis of Zora Neale Hurston’s main imitative into writing Their Eyes Were Watching God. She explains that according to her, â€Å"there is no message, no theme, no thought; the full range of questions and experiences of Janie’s life are invisible to a mind steeped in maleness as Ellison’s Invisible Man is to minds steeped in whiteness. Barbara Johnson, Metaphor,

Similarities And Differences Between Baseball And Softball

Baseball and softball are both competitive sports that have been around for many years. Baseball was invented in 1839 and softball followed in 1887. While both sports are similar, the differences over ride the battle. People see the difference between softball and baseball when both sports comes down to mechanics and visual things, but what they do not see is the difference in the players emotions. In these sports, both runners can steal bases and are allowed to run on the dropped third strike if the ball is dropped by the catcher. Baseball and softball are both rapid, methodical sports which allows the game to be more interesting and intense. In the field, both sports play nine players; three outfielders and six infielders. Out of all†¦show more content†¦For an example, hitting is a mental game when it comes to facing the pitcher. Batting is quite simple, but it is also very difficult at the same time. When hitting, the batter has their weight 20/80 meaning twenty percent of their weight is on the front foot and eighty percent is on the back foot. Distributing the weight, allows the batter to have control over herself when swinging. These percentages go for both softball and baseball, but there is also many other ways to distribute the batters weight. Baseball is known for high speed pitching that averages between seventy-five and eighty-eight. Over the years, both sports have always been an argument on which is harder. It is scientifically proven that softball is harder. Baseball pitchers pitch at sixty feet from the batter, as to where softball pitches at fourty-three feet. Although the speed of the baseball is twenty miles per hour faster, the pitcher is also a further distance from the batter. Another reason baseball is easier: baseball bats have a diameter of 2-5/8† and they hit a ball that is nine inches in circumference. Baseball players, along with most guys, are cocky and think they are the best in everything they do. Fielding for exam ple, baseball players are worried about looking cute and do not appreciate the fundamentals of fielding a ball. Softball players on the other hand field the ball in the middle of their bodies, use both hands to catch a fly ball, and have more passion for theShow MoreRelatedSimilarities And Differences Between Softball And Baseball1259 Words   |  6 Pagesplayers call themselves softball players while others consider themselves baseball players.   Is there a difference? Both sports are very similar as they both require four bases, the shape of a diamond, a glove, a bat, a ball, innings, three outs, and nine players. Softball and baseball may sound identical in nature, but they have tremendous contrast while maintaining the same concept. Although there is no law against men or boys playing softball and women or girls playing baseball,   the two games areRead MoreA Game Of Balls And Bats911 Words   |  4 Pageswhat this game is, what would you say? Some may say baseball, and the others would say softball. The truth is†¦ Both are correct. Often I hear gender arguing about which of these sports is harder or better. But I am not here to decide that, I am only writing about the main similarities and differences among these two sports. To begin, one of the most noticeable differences today is that nine out of ten times men play baseball, and women play softball. Every once in a while there will be an exceptionRead MoreBaseball Vs Softball Essay983 Words   |  4 PagesThe battle between sexes has been a lifelong battle both sexes are often fighting. One sex often tries to one-up the other. A great example of that is Baseball and Softball. Baseball and softball are both competitive sports for males and females at any age. If you were to ask a Baseball player which sport he thinks is harder, he would generally say Baseball. However, if you ask a softball player which sport she thinks is harder, she will generally say softball. Both are skill requiring sports. TheyRead MoreBaseball Is A Man s Sport921 Words   |  4 Pagesfastpitch softball and baseball. Softball and baseball are similar sports, both use the same items to do the same job. Each individual player uses a ball, glove, helmet, bat, and cleats to accompl ish the goals to play the games of softball and baseball. The goals are to have more runs than the other team at the end of the game. However, these two sports are not exactly alike like many spectators suspect they are. The main difference in softball and baseball are the players. Generally, baseball is a man’sRead MoreVolleyball vs Softball1346 Words   |  6 PagesVolleyball Vs. Softball Home run! Spike! These are some very different words that mean very different things between softball volleyball. Not only are they different but they can be alike in smaller ways also. They both deal with balls, there both sports, they are both played in the same season. Their different in sizes, both uses different equipment, and are both played very differently. When it comes to the equipment used there are no similarities. There are many differences in the equipmentRead MoreBaseball, Baseball And Softball1112 Words   |  5 Pagesit comes to Baseball and Softball, these two sports have many similarities, but yet differ in many areas of the game. It insists, â€Å"Softball is often referred to baseball for girls, with a larger ball and aa smaller diamond† (History of Softball). Even though there may be some truth about that statement, it doesn’t mean that’s the only difference between the two. When it comes down to it, both sports have specific field requirements, equipment, rules and future occupations. Baseball has specialRead MoreDifferences Between Softball And Baseball819 Words   |  4 PagesSoftball and baseball are very similar sports. People like to say they are the exact same and nothing is different between the two. But in reality they have a key factors that make them very different from each other. Softball and baseball are both played the same way but as you get deeper into the game you start to see more differences. Softball is a sport that is played by females. When softball players play in tournaments they are either timed and those last roughly 71 to 73 minutes a game andRead MoreDifferences Between Softball And Baseball818 Words   |  4 PagesSoftball vs. Baseball Softball and baseball are very similar sports. People like to say they are the exact same and nothing is different between the two. But in reality they have a key factors that make them very different from each other. Softball and baseball are both played the same way but as you get deeper into the game you start to see bigger differences. Softball is a sport that is played by females. When softball players play in tournaments they are either timed and those last roughly 71Read MoreSoftball And Baseball Are The Same Thing, Right?1193 Words   |  5 PagesLiz Johnson 5/1/15 Big History 5th-6th Softball, The Story of It All. Softball and baseball are the same thing, right? Wrong. Softball is the same as baseball, but it has a softer ball, right? Wrong again. So if it’s not the same as baseball and it doesn’t have a softer ball then what is it? Softball is its very own sport. Yes, it has similarities to baseball, but there are many differences. To fully understand softball you have to know its history, how it is played and how it works, what it is madeRead MoreModern Day Baseball ( Lanham ) Essay1326 Words   |  6 Pagesvery first, official, game of softball. Just a little over four decades earlier, Alexander Cartwright, the â€Å"father of baseball† formalized the rules, or codes, of â€Å"townba ll†. What is â€Å"townball†? Who exactly is Alexander Cartwright? Moreover, what on earth does this have to do with fast-pitch softball? These are all valid questions you may or, may not have right now. Townball or base are both older colloquial terms used to describe, what would become American baseball. Many news sources such as the

The women in Othello are presented by Shakespeare as victims Free Essays

This question requires knowledge of how women were treated during the period ‘Othello’ was written and how they are treated during modern days. When this play was written, The Jacobean era, an overwhelming amount of evidence suggests that women were treated as inferiors to men. Women would usually be viewed as pure and divine before having sexual intercourse, but afterwards, they were often treated as low down human beings. We will write a custom essay sample on The women in Othello are presented by Shakespeare as victims or any similar topic only for you Order Now In general, they were allowed to be beaten, forced into labour and most did not have the right to an education. So the church would play an important role in everyday life for women, it was an occasion to look forward to. Every female church-goer would learn about the two biblical stereotypes for women, Mary and Eve. Mary was worshipped for being pure and flawless but Eve was castigated for her impurity and deceitfulness towards God. At the beginning of the play, Desdemona was apotheosised especially by Roderigo. She was named a white ewe in Act I, which highlighted her gentleness and purity. But similar in the way Mary and Eve are contrasted, Emilia is reified and treated as an object by Iago; this was the usual treatment for women during Jacobean times. In ‘Othello’ Desdemona is introduced as a woman that contradicts the stereotype of women during Jacobean times. She is described like a goddess by many men during the play, ‘She is indeed perfection’ is how Cassio describes her in Act I. Othello begins to think of her as his trophy and prized possession, but despite all the attention and praise she receives, she does not become arrogant or boastful and remains eloquent and lady-like, showing how she is worthy of being deified. Even when Othello is strangling her, he comments on her soft, white skin, he says it feels â€Å"as smooth as a monumental alabaster† This very surprising for the audience because at the point of nearly killing her he still treats her like a goddess. However, Emilia is treated as an object of no value by Iago. He often rejects her and He refuses to treat her with even a semblance of kindness. She is treated like a whore because Iago believes she has slept with another man without any hard evidence. She completes a mischievous deed for Iago, displaying her loyalty and desperation for any sort of love shown back to her. Desdemona seems to be praised a lot during the first act. But in fact, she is treated like an object. Iago says to Brabantio â€Å"Zounds Sir, you’ve been robbed. † This is reifying her because he is describing her like an item. Iago then mentions â€Å"The wine she drinks is made of grapes,† which is showing the audience that he has a strong belief that there is nothing special about her and she is just another possession. Desdemona is then called â€Å"A Land carrack,† which Othello has boarded. This further proves that Iago has a condescending attitude towards Desdemona and women in general. When Othello and Iago are in Venice, Iago pounces on this opportunity to tell Othello of the fallacious women of Venice. He says â€Å"In Venice they do let Heaven see the pranks they dare not show their husbands. † He says this to make Othello think of how he and Desdemona compare to this statement, preying on Othello’s ignorance. Shakespeare uses a lot of animal imagery during the play, sometimes in a complimentary fashion but most often, in a degrading manor. Audience from modern times will be shocked at the amount of sexist and racist animal imagery used. Iago calls her a â€Å"White Ewe† which many will probably view as a compliment, reflecting on her innocence and gentleness. But some might view it as an insult, saying that she is common and nothing special. Even Othello uses abusive terms towards women, he says to Desdemona â€Å"thou art false as hell† highlighting his complete lack of trust for Desdemona, both as his wife and as a woman. Yet Desdemona does not say anything of an abusive nature to Othello. In ‘Othello’ many people do not think of Cassio as the sexist type, he is portrayed to be well mannered and respectful up until he calls Emilia a ‘common thing’. This surprises many of the audience who thought of Cassio as the sole man in the play who respects women. But Shakespeare was obliged to do this if he wanted to show the audience that Cassio was a ‘normal’ Jacobean man. This suggests that he thought it was standard for men to call women such belittling phrases. Emilia is portrayed as naive and desperate when she is first introduced, she is so distant from her husband that she has no idea of what Iago has been trying to do. The most astonishing example is that after he steals the handkerchief for Iago, she still appears to have no idea of what he is trying to do, she just wants to do â€Å"nothing but please his fantasy. † Despite being made out to be the most naive woman in the play, she is the only woman to show signs of courage and feminism in her words. One of the first moments to do this is when she refers to men as ‘stomachs’. Even more significant is when she says â€Å"husbands fault if their wives do fall. † This is one of the earliest signs of feminism, or at the very least defiance in Shakespeare’s play. Bianca is the only other woman in ‘Othello’ along with Emilia and Desdemona. She is at first portrayed to be a prostitute and whore, although there isn’t any evidence that this is indeed her profession. The men in ‘Othello’ treat her like a ‘strumpet’ and a stereotype of impure women during the Jacobean times. She is able to prove her stereotype wrong by standing up to some of the abuse she takes from Iago. In a manipulative fashion, Iago tries to use the condescending view towards Bianca to his advantage. He assumes nobody will believe her or take her seriously because many of the male characters believe she is a lying and deceitful whore. So he blames the injury of Cassio and death of Roderigo on her. When talking about the incident he says â€Å"this is the fruit of whoring,† which is referring to the fact he wants people to believe it was her. This statement is about whether Shakespeare has written a misogynistic play by presenting the women as victims’. Having established how the women are treated differently and similarly in the play, we can look at a very important scene which shows how the women in the play talk about their husbands. This scene is the willow scene where they talk about events that have happened and how their husbands are behaving. Emilia says that she would do something impure and evil if it would lead to her earning money. This is because Emilia has come from a poor background where money was scarce and very precious. But in Contrast, Desdemona says she would never do such a thing because money is not so important to her due to a wealthy background, this shows She uses morals as motivation rather than money. Then, to confirm to any doubters in the audience, she says she would rather die than cheat on her husband Othello. This is a very bold action that Shakespeare uses to highlight her purity and faithfulness. Desdemona has proved many stereotypes for white, wealthy women in Jacobean times wrong; she has married a Black man and firmly stated that she believes in strong morals. This proves that she is strong enough to stand up for herself despite the abuse and criticism she receives. It would be very unusual for this to be true, not that a woman would do these things, but that she would be able to stand up to the racism and sexism of those around her. Shakespeare is very quick to use the derogatory nature of men’s views on women to add extra effect to the play. For many people, he is too quick and too eager to perceive women as victims. The definition of a victim is a ‘a person who is deceived or cheated, as by his or her own emotions or ignorance, by the dishonesty of others, or has suffered from destructive or injurious action’. But Shakespeare, during Jacobean times, may not have been seen to present women as particular victims of this play. In modern day life many people will agree that he is on the border of extremity with the amount of sexism in ‘Othello’ whether or not he wanted women to be victims of this play. Many people will agree that the women are victimised by Iago and the people Iago he has manipulated. Othello was an equal if not greater victim than Desdemona, not because he died but he was a victim of his own gullibility, ‘his or her own emotions or ignorance’. He did not once think of believing what Desdemona said or even placing all his trust in her, his wife. So he is a much greater victim in this play than Desdemona, Emilia and Bianca put together. Although there are an overwhelming amount of incidents to show that women have suffered from this play, Shakespeare may have hidden a few signs of feminism in what Emilia said and the way Bianca stood up against the Jacobean stereotypes. We will never know why Shakespeare wrote this play, whether it was to be derogatory towards black men or perhaps to explore the possibilities of defying the sexist and racist stereotypes of Jacobean times. How to cite The women in Othello are presented by Shakespeare as victims, Papers

Should Kids Wear Uniforms free essay sample

Should kids be forced to wear uniforms? Should kids be forced to wear uniforms? Will uniforms really help kids? Most schools are debating this issue. A lot of kids would instantly say â€Å"No. † Although I believe that we should not have uniforms, there are plenty of reasons why we should have uniforms. Uniforms cannot help the school out, or can they? One thing that the school would benefit from enforcing school uniforms is no violations of the school dress code. Sometimes kids are called up to the office during class time because their clothes violate the dress code. This time up in the office could have been used for education, but instead they are up in the office getting a lab coat. Kids would not be able to violate the school dress code if they were all wearing the same outfits. However, that would mean no kid would be able express themselves. We will write a custom essay sample on Should Kids Wear Uniforms? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Kids like to express themselves in different ways and that will not be possible if they are forced to wear one type of clothing. Some kids are not as lucky as others. Some kid’s parents are rich while others may be poor. If the school enforced uniforms, no one could judge each other by just the look of their clothing. Although this is a positive for the kids, there is a negative for the school. If they ever needed to identify a student for whatever reason, it would be nearly impossible to identify that student unless you had help. If a student commits vandalism in the bathroom, for example, the camera might catch them but as long as the camera does not catch their face, it would be impossible to find out who did it. You may be thinking, â€Å"Having kids wear uniforms will cause them to make better grades. † This might be true, but would you want to risk the chance of losing some of your students just because you force them to wear uniforms? My guess is that most people might simply give up because they are forced to do something unpleasant. Most people would not like to wear uniforms because they cannot be educated to the fullest when they thinking of when they get home and take off their uniform. Uniforms may be a good source because they will help students stay more focused on schoolwork. Think about it for a moment though. Most students would not like a uniform because they lose the potential to express themselves to the world. If something ever happened to a kid, it would be hard to identify the kid because he looks the exact same as all the other kids. Most kids choose how they wear their clothing but if a school uniform was issued, everyone would only change into that one uniform for school. I think I can safely say that school uniforms should not be required to run this school at its highest standards.

Siddharthas Influences Essays - Buddhism, Indian Religions, Religion

Siddhartha's Influences Siddharthas Influences In the novel Siddhartha, Herman Hesse used other characters to let Siddhartha grow both intellectually and spiritually. During the course of his journey, Siddhartha encountered many people and experienced different ways of living and thinking about life. Each person taught him something about himself and the world around him. Siddharthas childhood friend, Govinda, educated him about the importance of choosing a path in his own life. Govinda had always been a step behind Siddhartha, following every decision he made. The one time he stepped out on his own, to accept the Buddha, he was merely following the path of thousands of others. Siddhartha saw this and he learned that he had to listen to himself even if he wound up making a wrong decision. Meeting with Govinda at the end of the novel reinforced his thought that one had to have experience in order to attain Nirvana -- not someone elses knowledge. After following Gotama for years Govinda still hadnt reached peace although Siddhartha had. Siddhartha had done things many would consider wrong and immoral and yet he reached something that many others wanted so desperately because he had experience. The beautiful courtesan, Kamala, taught Siddhartha the importance of love along with the pleasures of it. While in the town of Samsara, he was introduced to a life of luxuries by her. She taught him how to please a woman and how to keep her satisfied. He also learned how to gamble and the art of running a business from her friends. Although Siddhartha felt moments of joy, nothing fulfilled the longing in his soul. Over the years, one of the more important lessons he gained from Kamala was that he could have this life of pleasurable things and yet still yearn for a deeper meaning in his heart. Vasudeva, the ferryboat captain, was the most important person in Siddharthas life. If he hadnt allowed Siddhartha to live with him and share the beauty of the river, Siddhartha may have never reached Nirvana. Sitting with his pupil by the water and forcing him to listen and look into the depths led Siddhartha to his place of peacefulness. Educating Siddhartha was no easy task for Vasudeva. He let Siddhartha make mistakes with his son but gave him the knowledge and advice he needed. With this mans guidance, Siddhartha came into his life of happiness. Siddhartha met many people throughout his journey who had considerable impact on him. The experience he gained with each of these people gave him wisdom both intellectually and spiritually and eventually led him to Nirvana. Book Reports

Analytical Essay Kiss and Tell by John Sam Jones Essays

Analytical Essay Kiss and Tell by John Sam Jones Essays Analytical Essay Kiss and Tell by John Sam Jones Essay Analytical Essay Kiss and Tell by John Sam Jones Essay Essay Topic: Analytical â€Å"Kiss and tell† is a story written by author John Sam Jones. The story is set in Wales on a school. The story revolves around a boy and his thoughts about the opposite gender. The story is the omniscient type of narrator. This analysis focuses on characterization as well as on how to fit in. The main character in the story is Seimon. He is a fourteen-year-old boy from Wales. Throughout the whole story, the focus is on Seimon and his addiction to his teacher Mr. Roberts. As from the very beginning of the story, the narrator tells about the girls and boys in Seimon’s class. Some of the girls in Seimon’s class seemed much older – and a bit scary1. Somebody acted like they had already outgrown their peers – Jane Jones who had got breasts that where the Promised Land of boy’s dirty talk, almost always had love bites on her neck, and Shan Jenkins boasted about going to the nightclub Llandudno at the weekends with her boyfriend, who was a management trainee with one of the new, cheap German supermarkets.2 It seemed like all Seimon’s classmates had grown up both physically and mentally. Seimon felt that puberty had not reached him yet. Sometimes he imagined himself smaller-than-small so that the others would not notice him.3When the boy s he hung around with, seemed not to want to see him, he considered if he was insignificant. He hated that word because it made him think of being lonely and isolated. Siemon is a fragile person who is very easy to affect. Seimon felt like he did not fit in anywhere, so he started daydreaming about his teacher Mr. Roberts, his favourite teacher that he hoped would be reading to the class – one of the poems they were studying in a literature project, or perhaps he would be explaining something about the vagaries of Welsh grammar.4 Mr. Roberts was from Cardiff and got the job in Wales. He knew that he had got the job because of his strengths in German and French, but the problem was that he

Intercultrual Communication in the workplace Paper Essay

Intercultrual Communication in the workplace Paper - Essay Example The American team is counting on bagging the contract and making a profit and they are very happy to know that their hosts speak fluent English albeit with a slight accent. Despite this reassurance they encountered problems almost from the beginning. During the first meeting itself they expected to cover significant ground yet the Japanese seemed to beat around the bush and not much interested in going ahead. In the second meeting too when certain issues were being discussed, the Japanese fell silent for a long time which the American found embarrassing and difficult to fill, ultimately they broke the silence by talking about the tourist spots of their city and the best way to get there. The Japanese even appeared to have some kind of telepathic abilities as all of them seemed to understand each other very well by a few gestures and nods, without exchanging a word amongst themselves before talking to the Americans. Though the Japanese agreed to the conditions set out and they took go od care of their guests and spent a lot of money on them, they always managed to wriggle out of signing the contract. Ultimately the Americans lost their patience and returned quite exasperated. Americans and Japanese are described as the "oddest couple in the world, at the opposite end of the cultural spectrum." ( http: //www.culturalsavvy.com / j

Diageo-Marketing Case Study Example | Topics and Well Written Essays - 2750 words

Diageo-Marketing - Case Study Example The firm has distilleries in Europe and North America. Allied Domecq's retail operations include the Baskin-Robbins, Dunkin' Donuts, and Togo's Eateries franchises. Allied was acquired by Pernod Ricard in 2005. (Source from website: http://www.hoovers.com/allied-domecq/--ID__50001--/free-co-factsheet.xhtml) Constellation Brands: The Company makes and distributes about 200 brands of beer, wine, and spirits in the US and the UK. Its Constellation Wines division is the global leader in wine sales, offering brands such as Almaden, Banrock Station, Hardys, Inglenook, Vendange, and Arbor Mist. Constellation also makes premium wines including Estancia, Ravenswood, and Simi. Constellation Brands imports beers such as Corona and Tsingtao, markets distilled spirits such as Fleishmann's and Barton, and produces and distributes cider, wine, and bottled water in the UK. (Source from website http://www.hoovers.com/constellation-brands/--ID__11800--/free-co-factsheet.xhtml) Fortune Brands: The holding company is a leading US producer and distributor of distilled spirits (Jim Beam, DeKuyper, Knob Creek, Absolut) and golf equipment (Titleist, Cobra, FootJoy, Pinnacle). Bacardi, Adolph Coors, Carlsberg, Fosters, SABMiller and Pernod Ricard. It also has a diversified non-alcoholic product mix and has added former Allied Domecq brands Sauza, Courvoisier, Canadian Club, and Clos du Bois to its fold. (Source from website: http://www.hoovers.com/fortune-brands/--ID__10075--/free-co-factsheet.xhtml) Data from website: http://www.diageo.com/NR/rdonlyres/E8BFE3FB-B7D8-461B-8E27-4D8449A1C350/0/DiageoFactSheet2006.pdf. Diageo is the leader in terms of revenues and global market share. In 2005, had a market share... This essay describes the Diageo company, that is a very well-known brand globally and markets all over the world that includes including Great Britain, Ireland, United States, Canada, Spain, Italy, Africa, Latin America, Australia, India and the Caribbean. It is stated by the researcher that Diageo is the world's leading premium drinks business with an outstanding collection of alcohol beverage brands across spirits, wine and beer categories. These brands include: Smirnoff, Johnnie Walker, Guinness, Baileys, J&B, Captain Morgan, Cuervo, Tanqueray, Crown Royal and Beaulieu Vineyard and Sterling Vineyards wines. The researcher then analyzes different marketing strategies that were used by the company, as well as discusses the analysis of the Diageo's competitors. This essay also provides the reader with PEST Analysis and SWOT analysis on the topic, discussing the topic of strengths and weaknesses and opportunities of the company as well as it's technological, social, political and cult ural aspects. In addition, the researcher provides his own recommendations on the topic and concluds that Diageo has always been in tune with the dynamic environment and has been able to strategize accordingly. This has made it a success story and a created a place for itself in the alcoholic beverage industry which is open to numerous sensitive and volatile issues. Selective acquisitions to support brand growth, on-going innovation and customer focus strategies will continue take Diageo on the path to success.

Task Centred Approach in Mental Health

Task Centred Approach in Mental Health â€Å"Write a case study illustrating a social work intervention with an individual or family drawn from your current practice placement. The case study should illustrate the application of a social work method / approach (such as crisis intervention, systemic approaches, solution focused approach, CBT etc) to a practice situation and should contain a critical analysis of the chosen methodology.† Within this assignment I will discuss a case that I am managing within my placement by providing details of the case and other professional bodies that are currently involved. In relation to this case I will discuss the relevant theories and methods that I have used with this client and critically analyse my choice of method. I will also mention other methods or approaches that I feel may have been beneficial to my work with the client. In order to provide evidence of this session with my client I will also attach a process recording to illustrate my chosen method. Michael is a 47 year old male that is a service user of the Mental Health Team in Ballyfermot. Michael has been diagnosed with schizophrenia and a mild intellectual disability. He currently lives alone in the community with the support of the Mental Health Team. I am managing this case with the supervision of my practice teacher. At the moment Michael has the support of the outreach team in which they manage his medication and food shopping, whereas the social work department manage his finances in regards to his bills and give Michael a daily allowance each week. I am currently working one to one with Michael on a weekly basis in regards to the goals he has set for the following weeks. Each week Michael and I meet to discuss relevant issues that may have arisen for him during the week. Michael and I worked in partnership to complete the recovery star and made a plan to tackle some of the areas in his life that he would like to improve on. An example of this would be attending litera cy classes, learning how to text and learning how to cook at home and also finding a job. I am working in partnership with Michael to achieve these goals. For this session, I planned to discuss and start the recovery star with Michael in order to understand his lifestyle at this present time. In order to complete the recovery star I used a task centred approach. The theory that I used for this session was behaviourism. Behaviourism is based on the theories of Pavlov, Skinner and Watson (Trevthick.P, 2005). According to Trevthick.P (2005) it was seen that through observable and measureable responses that behaviours are learned and in result behaviours can also be unlearned (Trevthick.P, 2005). According to Trevthick.P (2005) it also states that there are four types of techniques which are systematic desensitization, aversion therapy, operant conditioning, and modelling. In regards to working with Michael in this session, I used one of these techniques which were operant conditioning. â€Å"Operant conditioning is a technique where ‘the environment has been specifically programmed to support certain behaviours and discourage other s’ (Sheldon, 1995) by altering the consequences that follow† (Trevthick.P,2005:P.96). While working with Michael and arranging to have our sessions in the civic centre every week it is evident through our sessions that the environment around him would have an effect on his behaviour. For example if the civic centre was busy Michael would sometimes seem a little anxious, whereas if the centre was quiet, Michael’s mood would be quite calm. Through operant conditioning it also discusses the possibility of reinforcements in regards to behaviours. Through this it is evident that through our weekly sessions, Michael would understand his reinforcement by participating within the session would be his daily allowance. This has become clear on a number of occasions as Michael has become quite engaging in regards to the sessions that would take place on a weekly basis. Whereas before if Michael received his daily allowance before his weekly sessions he would become disengag ing and would abandon the session. Through this theory I then decided to use the method of task centred work with Michael. According to Adams, R et al (2002) â€Å"Task centred casework was described as a method to help people with problems of living.† (Adams.R et al, 2002). According to Payne.M (1997) task centred work looks at problems with the client and ensuring that the client accepts and acknowledges the problems that they have. Also understanding that their problems can be resolved by their actions outside the ongoing work they may have with the social worker and that the problems can be defined clearly. While also having certain issues in the clients lives that they feel that they can change and that these problems are realised by the client and not others that are in the client’s life (Payne. M, 1997). It is also discussed that it should be assessed of the â€Å"direction and strengths of clients wants† (Payne. M, 1997), this is explained in regards that the clients want can start an action, although the clients belief system can shape the want while also providing an accept able way of accomplishing those wants. In result according to Payne. M (1997) a belief can steer an action and by completing certain cognitive therapies these beliefs can be changed. According to Payne. M (1997) this was called a point of leverage. A point of leverage is accuracy, scope and consistency. Accuracy is when a social worker would discuss how accurate a client’s belief is then discuss the scope in which they discuss the range of beliefs that client has and explored with the client when they think these beliefs are limited. And lastly consistency in which the social worker would tackle misrepresentations due to a disagreement between one belief and another in which the social worker would be able to remove these and discuss it with the client. Through this emotions can arise for the client when there is a collaboration of their belief and want. This can then follow onto an action which would be shown by a behaviour which would be carried with intent which then follo ws on to a plan (Payne. M, 1997). A plan is a portray of intentions which is formed from the interaction of the belief, want and emotion (Payne. M, 1997). Through this a plan can be set in regards to exploring alternative options that may not have been tried by doing so this can give feedback to the client and social worker to understand if the method was successful or not. Through this method it also allows the client to resolve any problems they may have while also providing them with the skills for situations that may arise in the future. In result the client would be able to tackle a future issue that may arise without the need of the social worker. As cited in Payne. M (1997), Reid (1978) discusses the various stages of task centred practice. These are as follows step one â€Å"identify potential problems† (Payne.M, 1997) identifying specific problems the client is having and allowing them to express these problems in their own words in order to gain a full understanding of the situation. Step two is â€Å"reaching tentative agreements† (Payne.M, 1997), by doing this you can explore the main problems the client may be facing. Step three is â€Å"challenge unresolvable or undesirable problems† (Payne.M, 1997) by completing this with the client the social worker can challenge these problems so the client will not be encouraged to obtain an unrealistic goal. Step four is â€Å"raising additional problems† (Payne.M, 1997), through this step the social worker can challenge and allow the client to realise other problems they may be having. Step five is â€Å"seek others involvement† (Payne.M, 1997) through this it may be beneficial to seek others that can be supportive or can contribute to finding a solution. Step six is â€Å"jointly assess the reason for referral† (Payne.M, 1997); in this step it would be useful to discuss the reason why the client was referred to the service especially if the client was forced to do so. Step seven is â€Å"get precise details† (Payne.M, 1997), it would be very important for the social worker to get accurate details into when and where the problems are occurring for the client. Step eight is to specify the problem for the client, step nine would be to identify the clear baselines and lastly step ten would be to decide on the changes the client would like to make (Payne.M, 1997).Throughout this process it is vital that the client and social worker have a similar understanding of what needs to be achieved and also provide feedback at the end of each session in order to understand if certain aspects of their work is not proving su ccessful. Adams. R et al (2002) discusses this that task centred work is a systematic model which examines what works well for the client and what doesn’t work so well in regards to achieving the desired goals that are put in place (Adams.R et al,2005). In regards to this the main reason why I used this approach with Michael was because he has a mild intellectual disability and it can be difficult to engage Michael in activities for a long period of time. So when starting the recovery star I explained to Michael that we would complete three sections and then continue the rest the following week. Throughout this session Michael became agitated and annoyed as he wanted to receive his daily allowance and leave. Although when continuing to proceed with the recovery star and using the task centred approach it became clear to myself and Michael what improvements he would like to make in the different areas of his life. With this new knowledge, Michael and I were able to set a basic map. While working in this session with Michael, I decided to use the basic map of task centred practice that is discussed by Trevthick.P (2005). The reason I used this specific map instead of the other process described by Payne.M (1997) was because the basic map overall described four basic steps that would be beneficial to the sessions I had with Michael. According to Trevthick.P (2005) a basic map of a task centred approach consists of four steps. These steps are as follows, step one would be targeting three main problems the client has. Through the recovery star there were certain areas Michael wanted to improve on, which was his living skills i.e. cooking and cleaning and also his literacy skills. Step two consisted of a contract which was setting up a plan to achieve these goals successfully and set a time frame for when these would be completed. This was competed by researching the resources that were in the community in regards to the literacy classes and possible cooking classes and looking at the time scale of when Michael would like to accomplish these goals. Step three consists of problem solving which would be solving any problems that would arise for me or Michael in regards to the sessions that take place. For example whil e working towards improving Michaels literacy skills it was evident that Michael would need one to one tutoring and this wouldn’t be possible for several months, although Michael was adamant to start in which he decided to start in a group. In result as the student social worker I know I will have to support, encourage and motivate Michael in this process as he may find it challenging to be part of a group of sixteen. Finally step four is termination in which will commence when I start to finish up in my placement and hope that Michael will continue with his goals with his own social worker. At this present time because of Michael’s background and his diagnosis this method has been successful to date. I have also been able to use a person centred approach along with the task centred approach with Michael throughout this process in order to allow Michael to open up about his feelings and be honest about what is going on for him at that time and in result has allowed Mic hael to achieve positive outcomes within our daily sessions. In regards to the task centred approach that I have undertaken with Michael, at present it has been successful as it looks at the three main problems that he would like to improve on within the short space of time that I will be working with him. By using this approach it was evident that Michael felt motivated to complete these goals as he focused on the three main issues he had in his life. According to Trevthick.P (2005) it can be very difficult to engage in the underlining issues that may be present. In my opinion and the evidence from conducting sessions with Michael this is quite accurate as it can be difficult to engage Michael in certain difficult conversations from his past from a task centred approach. Although by using a person centred approach when discussing these difficult conversations can be suitable as this approach allows him to discuss these issues calmly and reflect on the situation that he may find difficult. For example by using this approach, it allowed Michael to open up about his daughters and the relationship he has with them and how he wants it to improve. He was also able to realise that he wanted to do something about his literacy skills and how this issue could be a barrier for him when searching for a job. By conducting a task centred approach and completing the recovery star I discovered this about Michael and was able to use the person centred approach to discuss it in more depth. Although even though it is discussed that a task centred approach is chosen because it allows the goals to be achievable, it can be difficult for those who may suffer from a mental health illness. Some individuals may find it difficult to achieve the goals that have been set, although at that time it is important for the social worker and client to be able to feedback any difficulties that have arisen and be able to change in accordance with the individual. For example while working with Michael it can be difficult for him in regards to his mental heal th, so throughout our sessions I ensure that near the end of each session Michael is able to understand what was discussed and his understanding and ensure that he is still motivated in regards to the goals that he has set for himself. In conclusion, it is evident that the ongoing weekly sessions with Michael have been beneficial in regards to a task centred approach. The reason for this is that Michael can concentrate on three specific goals at a time and doesn’t feel overloaded. From working with Michael on a one to one basis, his history and mental health status, this approach is working in a positive way in regards to what Michael wants to achieve. From previous case notes it has been noted of other methods that have been tried and failed to motivate and encourage Michael. This approach does have its limits for example it doesn’t allow the client to discuss their issues in detail, although that is when the social worker can incorporate other approaches into their work with the client. Throughout my work with Michael this approach has been favourable as with this client it has achieved positive results, while I am also aware that this may not be the case with every client that I encounter. Although while managing this case I plan to continue with this method and incorporate various approaches as needed in order to work in partnership with Michael to achieve his goals while anticipating a positive outcome. References Adams. R, Dominelli, Payne.M (2002). Social Work: Themes, Issues and Critical Debates. 2nd ed. Hampshire: Palgrave. P191-199 Teater. B (2010). An Introduction to Applying Social Work Theories and Methods. Berkshire: Open University Press, McGraw Hill Education. P178-193 Nelson – Jones. R (1992). The Theory and Practice of Counselling Psychology. London: Holt, Rinehart and Winston LTD. P107-120 Payne. M (1997). Modern Social Work Theory. 2nd ed. Hampshire: Palgrave. P104-112 Trevithick. P (2005). Social Work Skills: A practice handbook. 2nd ed. Berkshire: Open University Press, McGraw Hill Education. P95-98, P275-277 Recovery Star

Negotiation and Culture: Case Study

Culture and Negotiations Why do Japanese negotiators behave in the manner they do? How does culture affect negotiating behavior and outcomes? MASTER THESIS Author’s name: Patrycja J. Krause Student’s number: 258891 Academic advisor: Soren O. Hilligsoe Faculty of English Aarhus School of Business May 2006 I would like to thank my Mom, Barbara, for her understanding, encouragement and eternal support, as well as my advisor, Soren O. Hilligsoe, for his academic help, advice and faith in me keeping my deadline! Patrycja J.Krause Aarhus, May 2006 In loving memory of my Dad, Wladyslaw, for showing me the world – this one is for you. 2 1. 2. 3. 4. 5. 5. 1 5. 2 5. 3 5. 4 5. 5 6. 7. 8. INTRODUCTION METHOD WHY JAPAN? DEFINITION OF CULTURE AND VALUES HOFSTEDE’S VALUE DIMENSIONS POWER DISTANCE UNCERTAINTY AVOIDANCE COLLECTIVISM VERSUS INDIVIDUALISM FEMININITY VERSUS MASCULINITY LONG-TERM VERSUS SHORT-TERM ORIENTATION CRITICAL PERSPECTIVES ON HOFSTEDE EDWARD HALL CULTU RAL DIMENSIONS 4 6 7 9 11 12 13 13 14 15 15 16 19 20 21 23 25 26 28 30 40 43 47 59 61 64 65 . 1 CONFUCIANISM 8. 2 IE 8. 3 THE WA-CONCEPT 8. 4 ISOLATION 8. 5 UNIQUENESS 8. 6 WESTERN INFLUENCE 9. 9. 1 10. 11. 12. 13. JAPANESE NEGOTIATOR THE NANIWABUSHI STRATEGY BRETT & USUNIER CASE STUDIES CONCLUSION SUMMARY REFERENCES APPENDIX 3 1. Introduction This paper wants to provide a culture-based explanation, examination and analysis as to why Japanese negotiators behave in the manner they do in negotiation, as well as how culture affects negotiations and their outcome.The paper is, due to the focus on cultural differences, solely dealing with international negotiations. This paper is focusing on the cultural aspect of the negotiation, which is only one piece of a larger puzzle, but it is a crucial and decisive piece. It is now widely accepted that culture indeed has an affect on negotiation and its outcome, which reflects a given culture and the underlying values and beliefs that are central and fundamental in a culture.The culture can be defined as being both behavior, a meaning system and a communication style, and there is a link between the dominant world view present in a given culture (Japan), and the negotiating style that appears to be characteristic of that culture. This paper is not to depict a stereotypical image of a Japanese negotiator, but merely to show that culture indeed does influence the behavior, negotiations and their outcome. It should also be kept in mind that (a) the negotiation is a universal process, and (b) there are a number of contextual factors that too have an impact on the cultures’ impact on the negotiation – e. . the nature of the other party (member of an in-group or an out-group), and the individual difference, although a member of a collectivistic culture tends to suppress his personality and individuality in order to maintain group harmony. This paper is to focus on a Japanese negotiator, who is dominated by his cultu ral values, and his interaction (in a negotiation) with a member of an out-group (foreigners and people that do not have a long term relationship with the Japanese negotiator), and a member of the in-group (fellow Japanese with established long-term relationships).Several studies and surveys (e. g. Brett and Usunier) have shown that culture does affect the negotiation process and the final agreement or outcome of the negotiations. Nevertheless, while there have been a number of studies that have explored the behavior of negotiators from different cultures, only very few have dealt with the underlying reasons – why people from a given culture behave the way they do.Additionally, most theorists and scholars have relied on the value dimensions index, depicting the differences between cultures, developed by Hofstede between 1968 and 1973. Hofstede’s research has undoubtedly helped people understand other cultures, but there is also a need to understand the underlying reaso ns why people from a given culture behave the way they do – the so-called mental frames that are shaping the behavior of Japanese negotiators. 4Otherwise, negotiators tend to create their own interpretation of the behavior of the other party, which without the necessarily cultural knowledge may lead to prejudices and ultimately lack of trust (Gudykunst & Kim, 2003: 125-160). For instance, trust in individualistic societies is based on the fact that a promise that will be implemented on a specific time or day, whereas trust in collectivistic societies is based on emotions and relationships as well as on sacrifice.The other party may thus think the Japanese negotiator do not want to reach an agreement within a week because they are difficult and want to sabotage the negotiation or untrustworthy, rather than the Japanese are relationship oriented rather than task oriented. They thus want to establish a relationship before they reach an agreement and need more time in order to re ach an agreement because it is based on group consensus. The paper starts by giving a definition and an analysis of culture and values in general in order to delimit and define the cultural framework that is the fundament of this paper.The culture and values of Japan are then to be described and discussed in order to show which cultural factors and dimensions in Japan determine and influence the Japanese negotiator, as well as serving as a an introductory guide to Japanese culture and society – hopefully, the guide will present both useful and interesting knowledge to all those interested in cross-cultural negotiations and intercultural communication. Two frameworks are presented and used in order to gain deeper behavior knowledge of culture: Hofstede’s Cultural Dimension and Hall’s Silent Language and Beyond Culture.Next, the paper discusses and analyzes Japanese negotiating styles and techniques 1 , and how they are influenced by the Japanese culture and cultu ral values. For this purpose, different aspects of verbal and non-verbal communication are to be discussed as well, and the paper is to analyze the meaning of these aspects in the context of negotiations. Finally, the paper is to take a look at two real life cases involving Japanese negotiators in order to illustrate behavior patterns and negotiation styles and techniques of Japanese negotiators.The author of this paper would argue that in an increasingly interdependent world, the ability to negotiate successfully is an important skill, and understanding the mindset and the behavior of the Japanese negotiator is essential and fundamental for successful negotiations. 1 Mainly focusing on the male negotiator, being the dominant player during negotiations in Japan. 5 Being aware of the reasons why the Japanese negotiator behaves and communicates they way he does, one may be less surprised or shocked by Japanese behavior, and may be better at focusing on, and handling, the negotiation i tself.Knowledge of culture and cultural values of the other party works as an uncertainty avoidance in negotiations, and helps building trust in stead of tarnishing it with prejudices, which ultimately leads to a dead lock or even break downs. 2. Method The research concerning this paper was mainly carried out in the form of a desktop study method – all the data were carefully collected mainly from secondary sources, such as, studies, surveys, as well as statistics and articles.The paper is culture-based, and the chosen data depict this approach – all the scholars referred quoted and referred to are specializing in culture, intercultural communication, as well negotiating. In order to give a general overview of the Japanese culture as well as to determine what type of values are predominant in Japan, the paper refers to and applies Hofstede’s five value dimensions index – masculinity/femininity, collectivism/individualism, uncertainty avoidance, long-term versus short-term orientation and power distance.Additionally, the paper is also to refer to Hall’s theory on the difference between high and low context and cultures, and the concept of Chronemics, in order to identify the Japanese culture and how these differences and concepts influence a negotiation. Also, several historical concepts (e. g. the ie-concept, geographical isolation, Western influence, etc. and Confucianism, which is one of the cultural dimensions that have influenced the Japanese worldview, are to be described and discussed in order to explain why the Japanese negotiator behaves in the manner he does, and how the historical events and Confucianism affect the culture and the behavior in Japan. Hofstede’s work has been criticized over the years for being incomplete, static and too narrow. The paper is thus to discuss the critical perspectives on Hofstede in order to show that the author has been aware of the possible disadvantages, when using Hofstedeâ €™s five value dimensions index. Additionally, Brett and Usunier are also discussed in the paper when dealing with the connection and interaction between culture and negotiation – how does culture affect negotiations. Both Brett and Usunier argue that in order to reach an agreement, the negotiators need to be aware of each other’s culture and cultural values, as well as understand the reasons for the way the other part behaves during negotiations. Finally, two real life case studies have been analyzed in order to depict the culture-based theory described and discussed in this paper.The reason for using case studies was to give a more holistic portrayal of a Japanese negotiator, while analyzing the contents by seeking patterns and themes in the data while referring them to the culture-based theory (e. g. culture and values and how they influence ones behavior and negotiating style) in this paper. Additionally, using case study is the best way to obtain data for anal ysis when one is not able to make actual field studies by observing Japanese negotiators in action. Both case studies depict the Japanese negotiators interacting and negotiating with members of an out-group, the Americans.This is due to the fact that the author of this paper would argue that when observing two different cultures one observes reactions that may not be present when both parties had the same cultural background, which would ultimately result in a smoother negotiation. Additionally, this paper deals with international negotiations and the importance of knowing and understanding the other party’s culture and cultural values. The case studies are thus used to highlight the focus of the paper – why Japanese negotiators behave in the manner they do in a negotiation, as well as how culture affects negotiations and their outcome. . Why Japan? The author of this paper has chosen to focus on Japan and the cultural values and behavior of a Japanese negotiator due t o the following factor: Japan’s consumer market. In order to know how attractive Japan is as a business associate, and thus how important it is to know the Japanese culture and negation behavior in order to win the market and succeed in the country, a brief description of the Japanese consumer market will now be given – its size, its consumers and its products.Japan is a closely populated and highly urbanized country with one of the most powerful economies in the world, currently amongst the top three economies in the world, although still rebounding from the collapse of the country’s economy back in 1991. 7 According to the Statistical Handbook of Japan, consumption expenditures increased by approximately 0. 5 percent in real terms due to such factors as the indication of an economic recovery and improvement in consumer sentiment (Statistical Handbook of Japan, 2005 2 : 158).Statistical Handbook of Japan states: As of May 2005, the excellent performance of the corporate sector is continuing, and overall business is recovering gradually. Recovery of employment is lagging slightly. However, the unemployment rate, which was 5. 4 percent in 2002, recovered to 4. 4 percent in May 2005. As seen in this state of affairs, there is some improvement, although harshness still remains. The growth of consumer spending, which slowed between the end of 2004 and early 2005, is showing signs of a resurgence (Statistical Handbook of Japan, 2005: 33 3 ).Due to its geographical nature, Japan cannot supply all its needs for raw material for energy and fuel, metal products, and foods from indigenous resources, and is thus dependent on overseas supplies. In 1996 Japan had an overall deficit in food of about 30 % – in 2003 it was approximately 40 %. According to Statistical Handbook of Japan, the present food self-sufficiency rate of Japan is the lowest among major industrialized countries, so Japan has thus become the world's largest food importing natio n (Statistical Handbook of Japan, 2005: 69 4 ).This makes Japan an attractive market with its 127 million consumers, where women are a majority and retired people outnumber the youngest age strata, and are thus the most significant consumer group (Reischauer, 1995: 25). Additionally, the Japanese are well educated and households have a fairly disposable income, in which the majority of it is spent on food. According to the 2004 Family Income and Expenditure Survey, monthly consumption expenditure averaged ? 304,203per household with two or more family members excluding single-member households (Statistical Handbook of Japan, 2005: 158 5 ). Appendix 1 – Household 3 Appendix 2 – Economy 4 Appendix 3 – Agriculture 5 Appendix 1 – Household 8 Japan is the world’s largest net importer of agriculture and food products (in 2003 alone, the country has imported over 60 % of its food supplies), amounting to US$ 40 to 50 billion annually. Thus, the Japanese fo od market is powerful but demanding (Agri-Food Country Profile: Japan, 2003: 1 6 ). Needless to say, it is a relatively difficult task to target a foreign, and rather remote, market as it may require extra resources and special cultural knowledge.Therefore, it is valuable to study the values and the culture of Japan before entering the country’s market in order to promote and sell a product. 4. Definition of Culture and Values This chapter is to describe and define culture and values in general in order to delimit and define the cultural framework that is the fundament of this paper. At first glace, the human race behaves more or less alike – we smile, laugh and cry. We talk, gesticulate, and perform actions. Nevertheless, our behavior is influenced by our cultures – through the norms and rules existing in our society.Our cultures also affect our communication through the individual characteristics we learn when we are socialized into our culture. In short, our culture provides us with a system of knowledge that generally allows us to know how to communicate with other members of our culture and how to interpret their behavior. Culture can thus be defined as an underlying framework that guides an individual’s perceptions of observed events and personal interaction, and thus directly influences what people will do and what they can do. In short, knowing and using culture and its many dimensions is a must know negotiating with foreigners.Culture includes all learned behavior and values that are transmitted through shared experience to an individual in a society. According to Sir Edward Taylor, a classic definition of culture is as follows: â€Å"Culture is that complex whole which includes knowledge, belief, art, morals, law, custom, and any other capabilities and habits acquired by (individuals as members) of society. † (Taylor, 1871: 1). Culture is thus everything that people have (objects), think (ideas, values, attitudes, b eliefs), and do (behavior) as members of a particular society.Culture is made up of material objects, ideas, values and attitudes, and behavior patterns (Gudykunst & Kim, 2003: 14-19, Yokochi & Hall, 2001: 193). 6 Appendix 4 9 Additionally, according to Hall, a culture must have the following three characteristics: 1. It is learned; people over time transmit the culture of their group from one generation to another 2. It is interrelated; one part of a particular culture is deeply interconnected with another part – e. g. religion with marriage, or education and work with social status 3.It is shared; the basic concepts of a particular culture are accepted by most members of the group. In other words, culture develops through recurrent social relationships that form a pattern that is eventually adapted by members of the entire group, and transmitted to new members through the process of learning and interacting with ones environment and other members of ones culture (Hall, 1977 : 16). The most fundamental aspect of our culture consists of values. Values are acquired in the family, during the first years of our lives, further developed and confirmed in school, and einforced in work organizations and in life within a national cultural environment. Values determine what we consider to be good and evil, beautiful and ugly, natural and unnatural, rational and irrational, normal and abnormal (Ghauri & Usunier, 2003: 97-100, 137-138). Values too are a major influence and determination factor when it comes to behavior and communication during a negotiation. Values are defined by the particular culture, hence the importance of understanding the value concept and culture when negotiating with foreigners. One of the early U. S. esearches of values, Milton Rokeach, defines a value 7 as: â€Å"An enduring belief that one mode of conduct or end-state of existence is preferable to an opposing mode of conduct or end-state of existence†. According to Rokeach values are thus both guiding principles in life, and preferences for one mode of behavior over another. Values are depicted in the general norms of a culture (what is right and wrong), and they are depicted in what we want and what we consider important for ourselves. Values are also among the very first things children learn – implicitly – by observing the community, kyodotai in Japanese (e. . parents and people around them). 7 An attitude, on the other hand, refers to an organization of several beliefs around a specific object or situation. 10 According to the American development psychologist, Daniel Yankelovich, most important traditional values will remain firm and constant over time, and are thus stable and enduring through generations (de Mooij, 2004: 22-26). It is thus essential to remember that the intercultural communication and negotiation are never far from cultural considerations (Roth, 1982: 6).This assumption was mistakenly conceived from the converging technol ogy and the spread of the English language that was taking place globally (de Mooij, 2004: 1-18). One has to remember though that globalization is not an entirely new phenomenon. In fact, some would argue that it even dates back at least to the Marco Polo’s voyages in the 1300s, and the fundamental values of the many different cultures have not changed significantly since then. People still live in the local. We define ourselves by our differences.It’s called identity – self, family and nation† (de Mooij, 2004: 16). Human behavior is learned and growing up in a culture, a person is taught values, perceptions, wants and how to behave from the family and other institutions (Lasserre & Schutte, 1995: 49-59). For instance, in today’s Japan, group harmony is still dominating the nation's behavior, seniority by age is still respected, and promotion in most public and private organizations is based on the length of service, which is usually connected to th e age of the individual.Reciprocity is emphasized in social relations in order to maintain a long-lasting relationship. Values and traditions do not easily change in a society. 5. Hofstede’s value dimensions This chapter is to describe and discuss the Dutch professor, Geert Hofstede’s, value dimension index, which is based on the first international survey taking place in IBM in more than 50 different countries from 1968 to 1973 (Hofstede, 2001: xv), mainly focusing on Japan in order to determine what type of culture is present in Japan.According to Hofstede, the way people perceive and interpret their world varies along five dimensions, and are as follows: power distance, uncertainty avoidance, collectivism/individualism, and masculinity/femininity. Finally, Hofstede added a fifth dimension called long-term orientation in life versus short-term orientation. Each of the countries in Hofstede’s study has been ranked according to their scores in each dimension. 11 According to Hofstede a dimension is: â€Å"†¦an aspect of a culture that can be measured relative to other cultures. Additionally, Hofstede defines culture as: â€Å"The collective programming of the mind that distinguishes the members of one group or category of people from another† (Hofstede, 2001: 9). 5. 1 Power distance Power distance refers to the inequality among people, which the population of a country considers acceptable. There is inequality in all societies, and thus there will always be some people who have more power than other. In some cultures power is concentrated among a few people at the top, who make all the decisions, whereas people at the other end simply carry out these decisions.Such cultures are associated with high power distance levels. In other cultures, on the other hand, power is widely spread and relations among people are more equal. These are low power distance cultures. (Hofstede, 1991: 23) According to Hofstede’s value dimensio ns Japan scores 55 points – placing it in the middle of the index (Hofstede, 1991: 26). In countries which have a high power distance employees dislike to disagree with their superiors. Superiors are seen as paternalistic, and subordinates expect to be told what to do.There is also a large emotional distance between subordinates and their superiors (Hofstede, 1991: 28). When it comes to family and school, parents will teach children to be obedient and the children will treat their parents with respect, just as students will treat their teachers with respect. In high power distance societies inequalities among people are in general expected and desired (Hofstede, 1991: 37). In Japan this inequality is especially expressed in the oya-ko concept (literally meaning parentchild), which originally refers to a leader or a work group and its members.As work and home began to separate during the beginning of modern period of Japan oya and ko began to have a strictly kinship meaning â €“ with no economic aspect – such as it had until the Tokugawa period where the ie (extended household) was more than just a family or a kinship unit – it was an economic organization in which each of its members (not always related to each other by blood or marriage) contributed towards it (Harumi, 1971: 38-39). 12 5. 2 Uncertainty avoidance Uncertainty avoidance describes the need or lack of need a society has towards written or unwritten rules and how it deals with structured or unstructured situations.At the organizational level, uncertainty avoidance is related to factors such as rituals, rules, and employment stability. People in less structured cultures face the future without experiencing unnecessarily stress. The uncertainty associated with future events does not result in risk avoidance behavior. On the other hand, in cultures where people experience stress in dealing with future events, high uncertainty avoidance cultures, various steps are taken to cope with the impact of uncertainty: e. g. long-time planning in order to minimize the anxiety associated with future events.Japan scores 92 points and is seen as a country with high uncertainty avoidance, where there are many regulations and a strong etiquette in order to avoid uncertainty (Hofstede, 1991: 113). 5. 3 Collectivism versus individualism According to several researchers within the field of culture, individualism versus collectivism is one of the basic pattern variants that determine human action. It is a pattern that is visible in every day life, as well as being present in the interaction between people. Individualism indicates the degree to which people of a particular culture learn to act as individuals rather than as members of a group.It is essential to remember that all people and cultures posses both individual and collective traits, but at the same time one of these traits is always more dominant or more visible than the other (Samovar & Porter, 2004: 59). A typica l collectivistic culture distinguishes between in-groups (relatives, clans, and organizations), and out-groups (the rest of ones network). Ones’ in-groups can be defined as ones’ extended family – like the one found in the Japanese society throughout the history; also known as ie.People from individualistic cultures are self-centered, and feel relatively little need for dependency on others. They seek the fulfillment of their own goals over the goals over the groups. Additionally, people from individualistic cultures are competitive, and show little loyalty to the organizations for which they work. 13 People from collectivistic cultures, on the other hand, have a group mentality (with e. g. joint decision making), where they suppress and subordinate their goals for the sake of the group. They are interdependent on each other and seek mutual accommodation in order to maintain group harmony.People in a collectivistic culture expect that their in-groups will take c are of them and in return they owe the in-groups a great deal of loyalty and submission (Samovar & Porter, 2004: 61). Children who grow up in collectivistic societies are expected to show lifelong loyalty to the group (Hofstede, 1991: 50-51). In short, individualism versus collectivism, deals with the degree to which one thinks in terms of I versus we – either ties between individuals are loose or people are part of cohesive ingroup throughout their lives (Samovar & Porter, 2004: 61).Contrary to the stereotype, Japan actually ranks in the middle of this dimension, with 46 points – but is still defined as being a collectivistic culture (Hofstede, 1991: 67). An interesting theory stated by Kumon Shumpei, a Japanese anthropologist, characterizes Japanese as contextualists rather than collectivists, as is the case in both Hofstede and Hall’s studies. A contextualist retains a personal identity, which the collectivist probably loses, but this personal identity is vir tually inseparable from the contextual identity.Thus, the individual changes, depending on the context he is in or the people he is with. One of the arguments Kumon makes to support the theory is that most Japanese belong to in-groups in order to reach a self-realization. But one could argue that even in these â€Å"self-realization in-groups† the members strive to maintain harmony and act for the benefit of the group, making them predominantly collectivistic (Hendry, 1998: 22-39). 5. 4 Femininity versus masculinity One of the main differentiations between masculine and feminine cultures is how gender roles are distributed in cultures.Thus masculine cultures create clearly distinct gender roles; men are supposed to be self-confident, tough and concerned with the material aspect of life, whereas women are expected to be modest, tender and dealing with the quality of life. Thus according to Hofstede Japan is a highly masculine culture (Gudykunst & Kim, 2003: 77), whereas in mas culine countries both people are taught to be ambitious and competitive. It should be mentioned though that females’ ambitions are sometimes directed towards the achievements of their brothers and later in life their husbands and sons.According to Hofstede’s index, Japan is one of the more masculine countries, scoring 95 – ranking as number one (Hofstede, 1991: 96). 14 5. 5 Long-term versus short-term orientation Michael Harris Bond originally found the fifth dimension in the answers of student samples from 23 countries in 1985 in Hong Kong, and later it was incorporated by Hofstede in his value dimensions index. The reason why this dimension was not found in the original IBM data was due to the fact that the IBM questionnaires were composed from the minds and values of Westerners – whereas the fifth dimension was composed from the minds and values of Easterners.The fifth dimension, nevertheless, is present across all 23 cultures taking part in the survey (Hofstede, 2001: 71-73). Long-term orientation, also known as Confucian Dynamism, is composed of the following values: being determinate or firm, prudent, arranging relationships by status as well valuing interpersonal relationships, as well as having a sense of shame, saving ones face, having a great deal of respect for tradition and reciprocation of greetings, favors and gifts.Japan ranks as number 4 on the Long-term Orientation Index Values, with 80 points (Hofstede, 2001: 351356). 6. Critical perspectives on Hofstede There has been a great deal of critique of Hofstede’s value dimensions when dealing with culture analyses, which this paper will shortly discuss – simply to show that the author of this paper is indeed aware of the advantages as well as disadvantages when using Hofstede’s value dimensions in order to analyze a specific culture.One of the most recent Danish critical analyses was performed by Susan Baca at the Aalborg University where it is being argued that Hofstede’s IBM-based rapport which is supposed to depict characteristic traits visible in cultures cannot be used simply due to the fact that IBMemployees from a specific culture cannot be representative for the culture in question as a whole (Baca, 1999: 11). One can argue that since Hofstede published his IBM-based rapport several other culture-analytics (e. . Triandis, Brislin and Bond) have made further analyses, which do not exactly contradict Hofstede’s value dimensions. These analyses both support Hofstede’s dimensions, as well as having reached the same conclusions. One can also add that since the amount of IBM-employees amounted to hundreds of thousands it is only logical to conclude that one did find enough traits, which can be viewed as characteristic for the cultures in question. 15Another aspect of Hofstede’s survey-based value dimensions, which is being criticized is the fact that his model is static, and can ultimately not be u sed because surely the cultures in question studied by Hofstede must have changed over the time since he performed the survey from 1968 to 1973. This is one of the reasons why the paper is looking at the cultural and historical influence on Japanese behavior over time – in order to see if Hofstede’s value dimensions are still valid in the Japanese culture that this paper is dealing with.Susan Baca is also criticizing Hofstede for actually separating a given culture into several, isolated dimensions, strongly supported by Turner and Trompenaars. For instance, Hofstede is depicting the American culture as highly individualistic, but does not describe the interaction people have with each other among the different in-groups – and if one can categorize this interaction as being highly individualistic as well or not (Baca, 1999: 15). To this, the author of this paper can only say, using Hofstede’s own words that this paper’s main task is to study cultur es, and not individuals. (Hofstede, 2001: 15).Additionally, in order to back up Hofstede’s theory, this paper is also to refer to Hall’s theory on Chronemics as well as a more general cultural analysis of the Japanese culture. 7. Edward Hall Another cultural framework used in this paper in order to gain deeper behavior knowledge of the Japanese culture, is Hall’s concept of Chronemics as well as his theory on low-context and high-context cultures. According to the American sociologist, Edward Hall, the world is divided into monochronic and polychronic culture, also known as the concept of Chronemics. It is a nonverbal behavior that speaks to how people use time to communicate.Lateness, for example, can communicate messages of power (waiting in the doctor's office), attraction (arriving early for the first date), or identity (being â€Å"fashionably late†). Chronemics, like all other nonverbal behavior is culturally based. Different cultures have different rules governing the use and meaning of time. Hall's distinction between monochronic and polychronic cultures highlight the different ends of the cultural spectrums of how culture's view time. A culture’s conception of time can thus be examined from Hall’s monochronic and polychronic classifications. 16Monochronic cultures see time as a measurable, quantifiable entity, which is linear. Thus, being punctual, scheduling, planning tasks to match time frames are valued behaviors. In the monochronic culture time becomes a concrete and segmented reality where only one thing can be done at a time without interruptions. Additionally, in negotiations, monochronic people’s main focus is on goals, tasks and results, rather than relationships. Polychronic cultures, on the other hand, tend to view time as nonlinear – almost as a general guideline, which has no substance or structure. There is thus a circular or cyclical quality to time.Punctuality and scheduling is do ne but rarely found in monochronic cultures. Additionally, people from polychronic cultures are able to do many things at one time, and do not mind interruptions. Because time is not linear or segmented, matching specific activities with specific time frames is not done. Times and activities are fluid. Finally, in negotiations, polychronic people’s main focus is on relationships and people. Japan belongs to the polychronic cultures. In a negotiation context, the Japanese want to get to know their business counterparts, and they feel that the best way to do so is by engaging in long conversations with them.This reflects the fact that the Japanese culture is long-term relationship oriented. Negotiators from polychronic cultures are thus relationship-focused. Monochronic and polychronic time orientations tend to produce two other significant cultural phenomena: the difference between high and low context cultures, which refers to the fact that when people communicate, they take for granted how much the listener knows about the subject under discussion. Negotiators from monochronic cultures are thus deal-focused. Although Edward T.Hall classified Japan as a polychronic culture, Gesteland argues that the Japanese business people expect strict punctuality in meetings and close adherence to schedule. Punctuality in Japan might be ruled by the high level of uncertainty avoidance and the maintenance of group harmony, which is essential for the Japanese culture. Hall also discusses and distinguishes between high-context and low-context cultures. He views meaning and context as being interconnected. The difference between high and low context cultures depends on how much meaning is found in the context versus in the code. 17One can think of â€Å"code† as the message, and of â€Å"context† as setting or circumstance, including the people, in which the message appeared. In low-context communication, the listener knows very little and must be informed about every detail. In high-context communication, on the other hand, the listener is already ‘contexted', and does not need to be given much background information. According to Hall, low-context cultures, such as the American culture, tend to place more meaning in the language code and very little meaning in the context. Communication tends thus to be specific, explicit, and analytical.In analyzing messages, low-context cultures tend to focus on â€Å"what was said† and give literal meaning to each word. Low-context cultures tend to use a direct verbal-expression style in which the situation context is not emphasized, important information is usually carried in explicit verbal messages, people tend to directly express their opinions and intend to persuade others to accept their viewpoints, and self-expression, verbal fluency, and eloquent speech are valued. In high-context cultures, on the other hand, such as the Japanese culture, meaning is embedded more in the conte xt rather than the code.In this case, â€Å"what was said† cannot be understood by the words alone – one has to look at who said it, when they said it, where they said it, how they said it, the circumstances in which they said it, and to whom they said it. Each variable will thus help define the meaning of â€Å"what was said. † Hall states: People raised in high-context systems expect more from others than do the participants in lowcontext systems. When talking about something that they have on their minds, a high-context individual will expect his interlocutor to know what's bothering him, so that he doesn't have to be specific.The result is that he will talk around and around the point, in effect putting all the pieces in place except the crucial one (Hall: 1977, p. 98). This is also the case with the behavior of a Japanese negotiator – he expects the other party to know exactly what he wants to obtain from the negotiation, and what type of a deal he i s looking for. 18 In short, the difference between high and low context cultures depends on how much meaning is found in the context versus in the code, or, in high-context exchanges, much of the â€Å"burden of meaning† appears to fall on the listener.In low context cultures, the burden appears to fall on the speaker to accurately and thoroughly convey the meaning in her spoken or written message. Conclusively, according to Hall, Japan and the Japanese negotiator belongs to the polychronic culture type. Thus, in a negotiation context, the Japanese want to get to know their business counterparts by engaging in long conversations with them. This again reflects the fact that the Japanese culture is long-term relationship oriented. Additionally, Japan is a high-context culture, where meaning is embedded more in the context rather than the code.Japanese negotiators expect thus more from the other party and when something is bothering them, they tend to express this indirectly (fo r instance by using silence) (Cohen, 1997: 159-160, Rowland, 1993: 68-69). Finally, although Edward T. Hall classified Japan as a polychronic culture, Gesteland argues that the Japanese business people expect strict punctuality in meetings and close adherence to schedule. Punctuality in Japan might be ruled by the high level of uncertainty avoidance and the maintenance of group harmony, which is essential for the Japanese culture (Hall, 1973, 1977, Gudykunst & Kim, 2003: 69, 179-180). 8.Cultural Dimensions This chapter is to discuss and analyze which values and cultural dimensions that are present and dominant in Japan in order to understand the behavior of a Japanese negotiator: Confucianism Ie The WA-concept Isolation – geographical & political Uniqueness Western influence 19 8. 1 Confucianism The cultural perspective has for some time provided the dominant paradigm in comparative studies management, organization and cross-cultural negotiations. Even before Hofstede’ s survey on cultural values, international studies of organization generally regarded culture as the key explanatory factor for cross-cultural differences.One of the most important influences on Japanese everyday life, culture and behavior was, and still is, Confucianism, which entered Japan via Korea in the 5th Century. Japanese culture and behavior reflect the values of collectivism and harmony, and are highly inspired and influenced by Confucianism. Confucius (Kongzi, 551-479 BC) writing around the time of Socrates but a while before Jesus Christ, based his ideas on absolute respect for tradition, on a strict hierarchy of primary relationships between family-members, and then again between the people and their rulers.His philosophy was intended to guide people’s everyday life, to regulate social behavior, and it established a mode of thought and habit that has persisted and that blended well with other belief systems that were and still are present in Japan, such as Buddhi sm and Shinto. The central concepts of the Confucian ethic were summarized in the Three Cardinal Relationships: ruler guides subject, father guides son, and husband guides wife), five constant virtues (benevolence, righteousness, propriety, wisdom, and fidelity, and the doctrine of the mean (harmony). In this teaching, emphasis is on the obligation of the inferior to the superior.The assumption is that society needs a hierarchical order in which every individual has his or her own place, and the peace and harmony prevail if everyone follows the proper manner of conduct. These concepts are the fundament of the Japanese society to this very day. Also, the Confucian teachings emphasized uprightness, righteousness, loyalty, sincerity, reciprocity, and benevolence as personal virtues. The principle of filial piety was especially useful during the Tokugawa period when family was the social and economic unity of society. Occupation and property belonged to the family.Continuation of the fa mily line was thus a primary concern because it was a necessity for keeping ones position and income. Individuals often sacrificed their happiness to ensure survival of the family. After Japan was centralized under the Meiji government in the 19th century, the concept of filial piety was expended to embrace the idea of loyalty to the emperor, who was regarded as the father of the nation. 20 The Confucian concepts of hierarchy in human society and respect for age were useful in the feudal society, also during the Tokugawa period, which was structured hierarchically.Its stability rested on individual’s dutiful fulfillment of obligations to their superiors and maintenance of proper conduct in daily life. The general rules of conduct were respect for seniors in social rank and age, and acknowledgement of the superiority of man over women. Additionally, Confucius laid down that Ren or benevolence was the supreme virtue the follower can attain. As a strictly natural and humanistic love, it was based upon spontaneous feelings cultivated through education. In order to attain Ren, you have to practice Li, which represents social norms.The latter can be interpreted as rituals, rites or proprieties and includes all moral codes and social institutions. As Li is a term for moral codes and social institutions, one could assume that the practice of Li is to enforce social conformity at the cost of the individual. However, an individual personality is not an entity cut off from the group. According to Confucius, in order to establish one self, one has to establish others. There is interdependence between the individual and the group that is essential in order to create harmony.The strong Japanese cultural preference for basing business transactions upon the quality of inter-personal relationships and for settling disputes through mediation rather than relying upon contracts and legal process can be seen to stem from this philosophy (McGreal: 1995). According to Confuci us, all societies deal with survival, production, distribution, and consumption – yet they all develop different systems in order to survive and obtain their ultimate goals and aims. Things have changed in the Japanese society when it comes to material and technological development.As far as human relations and communication with foreigners are concerned, things have not changed. One can say that Japan has modernized, but it has not westernized just yet (Kodansha, 1994: 202-218, McGreal, 1995: 5-7, Cohen, 1997: 159-160, Gudykunst & Kim, 2003: 80, 119, 217, Samovar & Porter, 2004: 213-217). 8. 2 Ie Japan is a Shinto, Confucianism and Zen Buddhism inspired culture, Confucianism being the fundament, where everything and everyone is connected and relies on each other in order to exist. 21The concept of ie, or extended household/kinship unit in traditional Japan, thus containing more than close family members all living under the same roof – and under the authority of one m ale, describes this way of thinking, or the Japanese values, the best. The main focus in ie is on in-group benefits, harmony and family – where interdependence and togetherness is essential (de Mooij, 2004: 100-1003, Harumi, 1971). Although the ie-concept does not formally exist in the original form 8 , as it did during the pre-modern or feudal Japan, one still finds it in the underlying values of the Japanese people.The ie-concept 9 became dominant and visible during the Edo or Tokugawa period (16001867), where a strict political regime was introduced by the Tokugawa family, who, besides retaining large estates, also took control of major cities, ports and mines in Japan. Under Tokugawa rule, Japan entered a period of national seclusion (sakoku), where the Japanese were forbidden to travel to or return from overseas or to trade abroad. Only the Dutch, Chinese and Koreans were allowed to remain and they were placed under strict supervision.Additionally, to ensure political se curity, the daimyo were required to make ceremonial visits to Edo every other year, and their wives and children were kept in permanent residence in Edo as virtual hostages of the government. The cost of this constant movement and the family ties in Edo made it difficult for the daimyo to remain anything but loyal. At the lower end of society, farmers were subject to a severe system of rules, which dictated their food, clothing and housing. Social mobility from one class to another was blocked – social standing was determined by birth.Additionally, women in the Japanese society were fully submitted men 10 . Women were submitted either their fathers, husbands or in the case of widows, their eldest son – with no legal rights. Ie means extended household – thus containing more than close family members all living under the same roof – and under the authority of one male. Ie was formally abolished in 1947 with the introduction of the New Constitution, which p rescribed a more â€Å"Democratic† family system based on equal rights of husbands and wives. Inspired by Confucianism. 10 This submission was further supported by the Civil Code of 1898, which placed women in the family under the authority of men. 8 22 The patriarchal family structure, ie, was officially abandoned in 1947, but one can still sense its presence, in a revised form, in today’s Japanese society – both in the corporal system where the chief executive is the male, who has been working for the company longest time, and in family life where women take care of children and men provide for the well-being of the amily. Nevertheless, the rigid emphasis of these times on submitting unquestionably to rules of obedience and loyalty has lasted to the present day. Today the ie-concept is still visible in that Japanese businessmen do not entertain their business associates at home. There is both a practical and a social reason for not doing so. First of all, the typical Japanese home is small and a larger group of people simply cannot fit in. Second,† Home† for the Japanese is very private.It is generally only open to relatives, long-time friends, children’s friends and their own family – the so-called in-group. Additionally, salary has for many years been linked to the age of employees until they entered their forties to fifties age – a male worker had thus a lifetime-employment guarantee until they reached their fifties. However, this system does not operate in small-business sector. The seniority system is one of the special characteristics of Japanese employment practices.Since the 1990s, however, there has been a substantial increase in the number of companies, who are reconsidering this type of employment system, and progress is being made in introducing a new compensation system based on employee’s performance rather than their age and the amount of time they have worked for the company in ques tion (Sugimoto, 1997: 80, Kodansha, 1994: 117-118, Hendry, 1998: 22-39). In short, ie puts an emphasis upon continuity, succession practices, and some of the socioreligious (e. . volunteer organizations such as environmental movement groups) functions that still occupy an important place in Japan today (Refsing, 1990, 11-25, Bando, 1980: 27-29, Hendry, 1998: 22-39, Harumi, 1971: 38-39, Sugimoto, 1997: 80, Kodansha, 1994: 117-118) 8. 3 The Wa-concept According to Wierzbicka, cultural values and behavior of a particular culture can be found in a core concept. For Japan this core concept is wa, which means harmony, unity or the desire to be one with those of your in-group.The wa-concept illustrates the concept, with several aspects (please see below), that although people have differences, it is the most convenient when people want the same thing at the deepest level. 23 This deep level of sharing underlies the desire for harmony at the interpersonal level, as well as a high level of c onsideration of others within ones group, and creates a unity among members of the in-group. In Japan, individuals are thus expected to act in ways that protect the unity or wa of the in-group (Wierzbicka, 1992).The several aspects, which the Wa-concept consists of, are described and discussed below: Enryo is an aspect that is encompassed in wa, illustrates the effort of avoiding explicit opinions, assessments, or other displays of personal feelings. It is thus a form of self-restraint that proscribes the brining of attention to oneself and ones personal desires in order to avoid having others think badly of one. Japan has been categorized as a high-context culture, and in a communicative context, the meaning is often implicit. The focus is thus on the listener and his or her ability to understand implicit messages.Sasshi refers thus to the ability to guess or intuit another person’s meaning without that person having to express it directly. Implicit communication is essentia l in a collective culture where maintaining harmony and avoiding conflicts is essential. Amae refers to a form of mutual dependency, or a relationship in which one person is in a protective stance toward another (Wierzbicka, 1992). The desire for amae motivates one to belong to a group and depend on another person. Amae emphasizes thus a protective relationship and a mutual dependency between the members of the in-group.Giri refers to a type of obligation felt toward others who have done something good for the person. According to Befu, it is a â€Å"moral imperative to perform ones duties toward members of ones group† (Befu, 1986: 162). It is also a long-term relationship and a sense that one will be forever in the other person’s debt. This sense of obligation is very typical in a culture that stresses the wa-concept as well as in collectivist cultures, where members of the in-group are closely tied to each other. Awase refers to the ability to always be able to adjus t to the situation or the circumstances.The self is thus constantly changing and moving with the situation, whereas the group is constant and needs to be maintained. Thus, maintaining wa equals being flexible in situations, and not on consistently following ones principles. 24 Kenson involves discounting ones abilities and to avoid standing out in order to maintain the status quo of a relationship. Kenson is sometimes manifested in a verbal apology, and it demonstrates a desire not to disturb the nature of the relationship, and a desire to maintain group harmony.For instance, a speaker may begin his or her speech by apologizing to the audience for his or her low status or insufficient knowledge on the topic – this depicts humility. Kata refers to the constant and familiar way something is done. In Japan, there is a kata or form for almost everything – from the way one plays ball to the way one performs a tea ceremony. The Japanese thus value form over function and proc ess over outcome – an important element to remember when involved in negotiations with the Japanese.This again refers to the uncertainty-avoidance that is present in the Japanese culture, which illustrates itself in the form of strict rules and regulation (Wierzbicka, 1992, Gudykunst & Kim, 2003: 5354). 8. 4 Isolation Another dimension characterizing Japan is the historical separateness of Japan from the rest of the world 11 , and the strong belief in the uniqueness of the Japanese culture and society. Its distance from the Asian continent and from the rest of the world had a crucial influence over the formation of the Japanese society and culture.The isolation began during the Tokugawa period when the Tokugawa government was trying to create relative peace and security. Instead, the government was facing stagnation, corruption and isolation. Famines and poverty among the peasants and samurai weakened the system even further. Additionally, foreign ships (from Russia, Britain and the USA) started to examine Japan’s isolation with increasing insistence, and Japan realized that their defenses were outdated and ineffective. In 1853, Commodore Matthew Perry of the US Navy arrived with his famous â€Å"black ships† to demand the opening of Japan to trade, followed y other countries. This resulted in a stream of antigovernment feeling among the Japanese due to the fact that it failed to defend Japan against foreigners and of neglecting the national reconstruction and modernization. 11 The first contact with the West occurred about 1542, when a Portuguese ship, blown off its course to China, landed in Japan. 25 After 200 years of total isolation from the outside world – due to the fear of Western and Christian invasion or superiority, Japan agreed to open the country to the outside world.Nevertheless, 200 years of isolation has resulted in a rather great amount of regulations, etc. (one may argue that this is a hidden form of protectionism) that are there in order to adopt an e. g. Western product to the needs and circumstances of the Japanese culture. This separateness, or isolation, has also caused the Japanese to be extremely aware of anything that comes from outside, and they thus strongly distinguish between foreign and native culture, as well as its products and innovations (Reischauer, 1995: 32, Kodansha, 1994: 32-37, 131-132, Wakaba, 1996: 4-12). 8. 5Uniqueness The Japanese people have long believed that they are the children or descendants of gods, living in a divinely land. In the 18th century, the scholar, Motoori Norinaga, was responsible for resurrecting ancient myths about Japan and the Japanese. Before Norinaga’s time, Japanese scholar viewed China and its civilization as the most important in the world. Norinaga attacked this view, claiming that Japan was superior to any other country in the world. According to him, Japan was the country where the Sun Goddess was born, making it the epicenter of all other nations.With the appearance from the early 19th century of Russian, British, and other foreign ships in the waters of Japan, there was an intense debate on how to react, since the country had had a policy of isolation from the rest of the world for two hundred years. The military government thus attempted to promote hate and fear of foreigners by law 12 . In 1825, Expulsion Edict was implemented, prohibiting all barbarians and Westerners from entering Japan. If a foreign ship was seen, it was fired upon and driven off. If foreigners went ashore, they were captured and their ship destroyed. 2 Antiforeign attitudes in Japan have generally been limited to the official level. 26 The belief in superiority and uniqueness of all things Japanese have weakened but not entirely disappeared in the present-day Japan. Although this extraordinarily chauvinistic mentality was temporarily restrained after the defeat in WWII, the post-war â€Å"economic miracle† has reawakened the feelings once again. Nevertheless, the rigid, exclusive world view that has been present in pre-1945 Japan, no longer dominates the country.Ultra-nationalism has been discredited – at least in mainstream social, political, and intellectual life. The ideology that has its place is a set of rules by which society generally has learned to operate efficiently. The set of rules are learned from parent, the authority figures, the educational system and the mass media, and contain among other things social solidarity, or collectivistic behavior and thinking, hierarchical social structure, or power distance, role playing, or tatemae, reciprocal obligations, or group harmony.Although this set of rules is far weaker than the pre-war ultra-nationalistic ideology, it is still more rigid and omnipotent than those of e. g. Western societies. In Japan, the rights of the group are thus prioritized over those of the individual, and there are rules for most activities, creating a dependency on others and on group, which again reinforces an ideal of rules, group harmony and collectivism. The Japanese ideal portrays men and women behaving modestly, speaking prudently, and avoiding offending others and maintaining in-group harmony. For them, the deal of individualism is un-noble, risky and illogical. The Japanese desire people to be polite, courteous and indirect with each other. The Japanese are only frank on rare occasions, striving to put the best face, as well as save face, on themselves and situations (Cohen, 1997:146147, 184-186, 224). To express what one really thinks or feels in Japan is regarded as uncultivated and vulgar. The Japanese do not see themselves in first place as individuals, but as group-oriented members. The social group gives them approval, identity and companionship, status, and meaning as such with their lives.All the group members are interdependent. Matsumoto used a food model in order to describe human relations in Japan, calling it natto (ferme nted soybeans). Fermented soybeans sit in sticky glue of starch, and it is impossible to extract one without pulling out the others – they are all connected by the same glue. According to Matsumoto, the beans represent the closeness and interdependence present in the Japanese culture (March, 1996: 15-34, Kodansha, 1994: 32-37, 131-132, Wakaba, 1996: 4-12). 27 8. 6 Western InfluenceThe Japanese culture has been greatly influenced by Western cultures throughout the years, such as the British, the Prussian (e. g. in 1889, Japan created Western-style constitution greatly influenced by Prussia), the Portuguese, and the American. The Western influence entered the shores of Japan through trade, Christianity (missionaries) and war (WWII and the American occupation), as well as through cultural and business exchanges (e. g. through travels and international business). During the mid-16th Century, the Europeans made their first appearance on the shores of Japan.The first Portuguese to be shipwrecked in 1543 found an appreciative Japanese reception for their skills in making firearms. The Jesuit missionary, Francis Xavier, arrived in 1549, and was followed by more missionaries who converted local lords to Christianity (several hundred thousand converts particularly in Nagasaki) – keen to profit from foreign trade and assistance with military supplies. Initially, the Japanese emperor saw the advantages of trading with Europeans and tolerated the arrival of Christianity as a counterbalance to Buddhism.However, this tolerance gradually turned into suspicion of a religion, which he saw as a threat to his rule. This suspicion resulted in rulings against Christianity and the crucifixion of 26 foreign priests and Japanese believers in 1597. The prohibition and the prosecution of Christianity continued under the Tokugawa government until it reached its peak in 1637 with the brutal suppression by the authorities of the Christianled Shimabara Rebellion. This put an e nd to the Christian Century although the religion continued to be practiced secretly until it was officially allowed at the end of the 19th Century.Additionally, in order to eliminate Christianity's presence in Japan, it was required for every family to register a Buddhist temple, becoming a familiar scene in every community. Because of this religious policy, all Japanese today are Buddhist by default. The Western influence continued during the Meiji period (1868-1912) when the Japanese economy underwent a crash course in westernization and industrialization. An influx of Western experts was encouraged and Japanese students were sent abroad to acquire expertise in modern technologies.During the Meiji period, the process of modernization and industrialization took place in Japan, inspired by Western philosophers. An almost obsessive admiration and adaptation of Western ideas and culture had taken place during this period. 28 By the 1890s, the Japanese government leaders were concerne d by the spread of liberal Western ideas and encouraged nationalism and traditional Japanese values. Japan was becoming more confident and an equal player to the Western powers, resulting in the abolition of foreign treaty rights and, in the years to come, in nationalism.This continued till Japan’s defeat in WWII, and the American occupation. The main aim of the occupation was to reform the Japanese government through demilitarization, the trial of war criminals and the removal of militarist and ultranationalists from the government. Additionally, a new constitution was introduced, which dismantled the political power of the emperor, forcing him to publicly reject any claim to divine origins. Once again, Japan was influenced, if not ruled, by Western powers. Finally, in the late 19th century, Western Europe became its model for modernization.