Business between Americans and Taiwanese Ellens Trip to Taiwan Essay Example For Students

Ellen Stoddard-Jones, 35, was a sales representative with a multinational data systems company headquartered in New York. She was a capable and ambitious graduate with a dual M. B. A. / Ph. D. from a prestigious European university. Most of her company’s international business was conducted in Europe and Japan while China was a growing market for its products. Ellen was recently transferred to be responsible for the Far East market. And she was fixed a schedule of the third time in two years to meet with representatives of a very large Taiwanese distributor whose product lines fit those of her company. Ellen’s first trip to Taiwan had been basically positive, but somewhat unsettling. Very little business was discussed as she expected. Some more internationally-experienced coworkers told her before her trip that the Taiwanese definitely spend most of the time establishing a relationship. Exactly, she was warm welcomed and respected during her stay by being provided entertainment. Ellen really enjoyed such entertainment, but still frustrated by such slow approach to achieving business goals. Ellen’s second trip had more beyond her expectations as to what a business trip should be due to her more forceful lead in the negotiations. She spent almost a full week meeting with her primary contact, Chen Wu-Ping and his colleagues. The Taiwanese team highly complimented about how well her company and theirs â€Å"fit†, especially about how he â€Å"looked forward to a long-term business relationship†. Ellen found out that the Taiwanese clearly realized the superiority of her firm and its product lines but they showed modest attitude toward their own company’s qualifications, which surprised her a lot. She knew that the distributor was among the best in the region and she regarded this opportunity as a very beneficial deal. Unfortunately, she left for U. S. with Chen Wu-Ping’s talking â€Å"something will happen soon† and without a signed contract at the end of the week. Ellen’s third trip didn’t seem to be as smooth as Ellen thought before. The Taiwanese renegotiated major points of the proposal and said that they needed more time to discuss the contract. What made Ellen confused was that she couldn’t tell who exactly had the authority to make the decision to sign the contract because Chen Wu-Ping team did not seem to have an acknowledged leader. Ellen thought the meeting on the third day could make progress. She clearly explained the benefits and competitive advantages of her products over the competition. And the Taiwanese asked many detailed questions about her products, which made her surprised and anxious because she had provided them long ago with substantial documentation outlining the specifications of the given product lines. When Ellen asked Taiwanese questions, they kept averting eye contact. She emphasized the deal was very competitive priced but was followed by uncomfortable silence. Then she listed again all the benefits they would receive by signing the contract and argued her company’s products would improve their outdated methods. But the Taiwanese said they would study her proposal at the end of the meeting. Ellen felt that a company like hers shouldn’t get this kind of treatment. She thought that it would be their fault if they didn’t recognize all the advantages her company provided. A few weeks after Ellen returned to New York, she received word that the Taiwanese distributors had decided to give up signing the contract. 2. Analysis of the case The case is talking about the business between American and Taiwanese, which would involve the cross-cultural communication. The analysis of this case will be divided into four parts as following. 2. 1 What is culture? Culture plays a very important role in the cross-cultural communication. As the case is related to the issue of culture, we should know what a culture is firstly. There are varieties of definitions for culture based on people’s different perspectives. One definition I think the most appropriate is â€Å"culture means the values and perspectives shared by people who are conditioned by similar education and life experience† (Extract from MIT Sloan Paper). As researchers state that culture is not inherent but learnt. Where there you are, whose culture you will learn. In the case, Ellen was a Native American and always worked in US. What she said and did was all in American’s way. While Chen Wu-ping came from and lived in Taiwan which made his behavior was significantly branded with Taiwanese’s culture. And culture can encompass variety of experiences. These kinds of experiences are accumulated in the region (country, area and community) you are, the business (industry, company and department) you are with, and the group (school and club) you are in. Ellen engaged in a multinational company and most of her company’s international business was conducted in Europe and Japan. We may say that she knew very much about the culture of European and Japanese and had her own style to do business with European people and Japanese people, while Chinese culture was still new for her then she didn’t know very exactly how to deal with the Taiwanese people. Before her first trip to Taiwan, her internationally-experienced co-workers told her that the Taiwanese would one-hundred-percent spend most of the time establishing a relationship. The remark was just a reminder or even a suggestion to her. But she had no idea about the root of the Taiwanese’s culture, which really made her first trip unsettling as Taiwanese prefer to establish the relationship than develop a contract directly. 2. 2 Values between Ellen and the Taiwanese Ellen’s primary core value of her trip to Taiwan was to fulfill her tasks—expanding the China market. But for the Taiwanese, they had different core value compared with that of Ellen’s, that was, they hoped to build up a relationship with Ellen’s company at the beginning to the end of the business. Cultures may be classified as low context or high context. British civilization EssayChen Wu-ping team didn’t mention directly whether they agreed what Ellen said during all the negotiations. They just told Ellen they needed time to further study the proposal. Nonverbal communication behaviors: Nonverbal cues and behaviors vary from one culture to another. In the case, an uncomfortable silence occurred on the third meeting. Such kind of silence may be considered harmful for the communication between Ellen and Taiwanese team. Because silence meant that the Taiwanese were thinking of the Ellen’s remark about the competitive price. Nonverbal communication behavior is very useful for clarifying meaning when business was conducted by two groups of people from different cultures. 2. 4 Factors influence the effective communication In order to get a successful cross-cultural communication, not only knowledge and preparation are required, but the following factors should also be bear in mind from the case: Patiencea willingness to accept ambiguity, confusion, frustration. Ellen was not so patient enough to accept the Taiwanese way of doing business. She felt frustrated with Taiwanese’s slow approach to achieve business goals on her first trip. Then she surprised on the Taiwanese’s modest in their firm’s qualifications. In the final trip, she could not control her emotion but argued her products would be the best one for Taiwanese company. She could not wait another longer time for Taiwanese’s consideration of the proposal. Empathy—it means you put yourself in another’s position and to anticipate another’s reaction to a situation. From the above analysis, Ellen placed great importance on her own proposal but could not put herself in the Taiwanese position to think about what they really concerned about. She laid stress on her company’s reputation and its advantageous products but ignored showing respect to the Taiwanese’s company. Respect—the initiative to esteem and learn from the culture of others, no matter how different from you own. Taiwanese people are good at showing respect to Ellen and her company. They gave many comments of her company and praised its products. What’s more, they provided Ellen entertainment when she stayed in Taiwan and invited her to come to Taiwan again for another negotiation. Compared with Taiwanese’s warm welcome and their great respect, Ellen was far more inferior in this field. She didn’t show respect to Taiwanese company as Taiwanese showed to her company. Although the negotiation fell into unsettling situation, she still concentrated on the contract itself but could not shift her eyes on the Taiwanese’s need in deep. This is the great difference between Ellen and Taiwanese team. In a word, conduct business with Taiwanese means that Ellen should do things as she in Taiwan. Although the above case focuses on the differences among cultures, it’s also important to note that there are differences within cultures. Cultures differentiate between regions, between ethnic groups within a culture, between organizations, and between individuals. So we have to be concern about another’s culture. The understanding of differences will increase the effectiveness of the intra-cultural and intercultural communication. 3. Recommendation As it is discussed above very clearly that the misunderstanding of Taiwanese’s culture made Ellen lose the business in Taiwan, the following suggestion are given to her for the future negotiations when she conducted business in Taiwan. Relationships—Do in Rome as Rome does. She should have done a research about the Taiwan’s company and learnt the Taiwanese’s culture. To make sure the negotiations go smoothly, she could even hire a local person as a mediator between her the Taiwanese team. What’s important, she should be more patient in establishing a long-term relationship with the Taiwanese but not merely promoted her contract again and again. Moreover, she should have figure out what the Taiwanese really wanted and who was exactly the decision-maker in the Taiwan’s company before she went to Taiwan. Then she could set up an appropriate agenda and cater to the decision-maker’s tastes, which could save her more time and increase the probability to get the contract signed. Respect—Ellen should have shown her respect to the Taiwanese as they did for her. And she should have provided the entertainment to them such as invite Chen Wu-ping team out for dinner, ask them to visit her company, etc. Informal communication—Ellen always discussed her proposal on the formal meeting, which made it too stressful all the time. She should have invited Chen Wu-ping outside of the office and talked with him informally, then, built up a personal relationship with Chen to know the inside story. Most of the Taiwanese’s businesses are conducted on the dinner table but not in the office. Nonverbal communication cues—Ellen should have learnt of the nonverbal cues. The eye contacts, the silence, and the indirect way of expressing ideas are often stated in the Taiwanese’s culture. So Ellen should know very clearly what these nonverbal cues mean and take the suitable actions to response for such situations. I have realized that CFM course really does me a lot of help in the communication with others, especially after my presentation on the last lesson. Professor Xu provided me with much suggestion of improving the presentation skills. I extend my appreciation here for Professor Jia Jia’s encouragement and Professor Xu’s comments. I would bear what you have taught in mind all the time and keep moving forward every day.

Should the US Government Lower the Voting Age to Essay Samples?

Should the US Government Lower the Voting Age to Essay Samples?Should the US government lower the voting age to seventeen? If so, is this likely to reduce the number of people who vote in any way? Is it a good idea? Or should we focus on other issues more?To find out the answer to these questions, we need to look at why and how you should use essay samples to help you decide. You should be asking yourself a few questions before you decide to use the samples.First of all, it's not necessary that you must use the examples on the websites that provide the usage examples. But if you are forced to use the samples, you should be looking for ways to cut down on the length of your essays. This is especially true if you are writing for college.The second thing to think about is what happens when you use essay samples. You will almost certainly be tempted to use examples that are obvious and hackneyed. In fact, you may not even be sure whether you are using examples at all.In general, the obvi ous examples that many people use include things like love and death, but you can be sure that you won't find anything as innocent as that at the sites you use. And even if you did find something that seemed innocent enough, you'll probably find yourself having to run it by your editor and to rewrite it. When it comes to essay samples, the worst thing you can do is to give them an obviously unfair example.The third thing to think about is the question of what the essay samples say. You might agree with the sample at first blush, but once you read the actual essay, you'll see that you're not the only one who disagrees.The idea is that you are not the only one to use the examples that are provided, but you also might be using the examples that would make more sense to another reader. If this is the case, then the sample that you have used might not be the one that you would have used in a perfect world.

Nekrasov. Poem Review Essay Example

Nekrasov. Poem Review Paper Essay on Nekrasov. Poem Policy not just a social phenomenon that addicted or addicted to a plus or minus. 19th policy in the works of poets and writers. it is also a form of social consciousness, and one of the necessary forms (along with science, law, art, religion, etc.), embodied in the famous works of literature. The need for it in the fact that without it, society could not open up and see the possibility of new forms of his life. No talk about the progress of the culture of social ideals would not be possible. 19th This was unanimous majority of the classics of Russian literature. For example, the road to liberation from despotism and autocracy from the bondage of serfdom, tyranny against peasants that is the road to the ideals of the Russian culture of the 19th century. Without the development of certain political ideas no social progress would be impossible. The whole spectrum of political ideas and programs required to continuously appears in the formation of political consciousness of any civil society. Without them, none of what civil society does not make sense to say now talk about scoops of cattle, of the crowd, that is, in the most contemptuous expressions-deserved. The intelligentsia is just responsible for the development and implementation of life in the most profound ideas of his time. So, by the way, and we acted Decembrists, Populists different generations, commoners, the Democrats and the Socialists (here for example, see. Here) until the proletarian revolutionaries in the course of overcoming the numerous illusions of immature forms of political consciousness. Hence the glaring contradictions (Lenin on Tolstoy) in the literary experiments of our classics, Nekrasov, Tolstoy, Dostoevsky, etc .: on the one hand for incomparable true picture of the social life of vices, the other the helplessness in understanding and overcoming practical. Above naive utopian moralizing nobody raised. This is understandable: the political consciousness (including the idea of â₠¬â€¹Ã¢â‚¬â€¹social justice) have been spontaneous rather than a conscious form (for example as it has become a cultural phenomenon in Europe). Another thing the experience of overcoming illusions precisely constitutes the political culture of contemporary intellectuals. This experience is continuously accumulated. It is not so much political as cultural phenomenon. A man devoid of political consciousness (in particular, has not read Nekrasov) convenient, but rather, the most squalid being remedy for all kinds of manipulation with the help of ratings, polls, surveys, etc. acts of indoctrination of public consciousness. Heres the deal, if briefly.

Arguments for and Against Horse Slaughter

Arguments for and Against Horse Slaughter While animal advocates argue against horse slaughter, some horse breeders and owners say that horse slaughter is a necessary evil. According to The Morning News, â€Å"a recent national poll found that almost 70 percent of Americans support a federal ban on horse slaughter for human consumption.† As of May 2009, there are no slaughterhouses killing horses for human consumption in the United States. There is now a federal bill pending that would prohibit horse slaughter in the US and would prohibit the transport of live horses for slaughter. While this federal bill is pending, several individual states are considering horse slaughterhouses. A Montana bill allowing horse slaughter and protecting potential slaughterhouse owners became law in April 2009. A bill modeled on the Montana law is now pending in Tennessee. Slaughter for Human Consumption Horses were being slaughtered for human consumption in the US as recently as 2007. In 2005, Congress had voted to withhold funding for USDA inspections of horse meat. This move should have stopped horse slaughter because the meat cannot be sold for human consumption without USDA inspections, but the USDA responded by adopting new rules that allowed the slaughterhouses to pay for the inspections themselves. A 2007 court ruling ordered the USDA to stop the inspections. Horses Still Being Slaughtered Although horses are no longer slaughtered for human consumption in the US, live horses are still shipped to foreign slaughterhouses. According to Keith Dane, Director of Equine Protection for the Humane Society of the US, about 100,000 live horses are shipped to Canadian and Mexican slaughterhouses each year, and the meat is sold in Belgium, France, and other countries. A lesser-known issue is that of horse slaughter for pet food and for zoos to feed to carnivores. According to Dane, these facilities are not required to be inspected by the USDA, so statistics are not available. The existence of such facilities usually goes unnoticed until there are a cruelty allegation and investigation. The International Society for the Protection of Exotic Animal Kind and Livestock, Inc. alleges that one such slaughterhouse in New Jersey kills the horses in an inhumane manner, and the case is still under investigation. According to Dane, most major pet food companies do not use horse meat, so there’s little chance of buying cat or dog food that supports horse slaughter. There are many reasons a breeder or owner may decide to sell a specific horse for slaughter, but on a macro level, the problem is overbreeding. Arguments For Horse Slaughter Some view horse slaughter as a necessary evil, to humanely dispose of unwanted horses. Unlike dogs and cats, unwanted horses cannot be dropped off at the local animal shelter. Sanctuaries for horses do exist, but there are not enough of them. Euthanasia is not always financially feasible. Having the horse humanely euthanized and then having the body of a 1,200-pound animal disposed of or transported to a rendering plant is expensive, sometimes prohibitively so. Rendering plants that turn horses into fertilizer and industrial products will accept carcasses, but do not pay for them. Some argue that the alternative to horse slaughter is neglect and abandonment. Horse slaughter proponents argue that horses should be treated no differently from cows, pigs or chickens, and there is no reason horses should not be slaughtered for human consumption. Arguments Against Horse Slaughter Animal rights activists do not believe in killing any animals for food, but there are several arguments that apply specifically to horses. Horse slaughter increases prices and profits for horse breeding. If there is no profitable or easy way to dispose of unwanted horses, fewer horses will be bred. As reported in the Morning News, Before slaughterhouses closed, ranchers knew they could get $1 per pound for the meat. The same meat is now worth only about 20 cents per pound[...] Ranchers are also simply getting out of the horse business, said Ross Lockhart, owner of Stockman’s Pride in Bentonville. He used to raise registered quarter horses but hasn’t bred anything for the past two years. Many Americans believe horses are special and should be treated more like companion animals than livestock. Neglect and abandonment do not increase when slaughterhouses close. According to the International Fund for Horses: California banned horse slaughter in 1998. California has experienced no increase in abuse case, and even noted a decrease 3 years following the ban. During the 4 years that [the Cavel slaughterhouse] was closed, Illinois saw a noticeable decrease in abuse and/or neglect cases. Texas, which had the only two slaughter plants in 2003, had among the nations highest rates of cruelty and theft. Some believe that horse slaughter is unusually cruel. At some slaughterhouses, horses are first stunned with a captive bolt gun, then bled to death. However, the horses are sometimes improperly stunned and are sometimes skinned and bled while still conscious. Allowing horse slaughter creates another source of profit for thoroughbred breeders, thereby supporting horse racing, to which many animal advocates object. Several major horse racetracks oppose horse slaughter. There are about 9 million domestic horses in the US, and approximately one percent of that number are sent to foreign slaughterhouses each year. If shipping live horses for slaughter were banned, that relatively small number of horses could be absorbed by the horse community in the US. The Upshot Whether prohibiting the export of live horses for slaughter will lead to neglect and abandonment remains to be seen, especially in an economy where foreclosures threaten all types of companion animals. However, several major racetracks oppose horse slaughter and taking away an incentive for breeding or overbreeding is a powerful argument against horse slaughter.

Macroeconomic convergence, financial development and economic growth Dissertation

Macroeconomic convergence, financial development and economic growth - Dissertation Example The potential of the developing countries to grow faster is more than that of the developed countries as the developing countries have diminishing returns to factors. Convergence can be of two types, the process of poorer economies catching up with the richer economies is referred as alpha convergence whereas beta convergence is the process in which a country converges to its own steady state rate of growth (Alfaro et al.2005). As pointed out by professor Jeffrey Sachs ,many countries due to its closed economic policies cannot converge, this could however be overcome if the free trade policies are included which will lead to openness of the economy. Between the years 1970-1989, 111 countries have been studied on the basis of their rate of convergence. It was found by Andrew Warner and Sachs that the countries following closed economic policies had a growth rate of 2% whereas the countries following open economic policies have a growth rate of 4.5 % (Alfaro et al.2005) There are many countries that have converged with the developed countries such as the Asian tigers, HongKong, Singapore, Taiwan, and South Korea. As sited by many economists the endogenous rather than the exogenous factors triggers the growth of an economy (Alfaro et al.2005). ... tal are important as it significantly influences the savings and rate of investment (Halmai & Vasary.2009.p.3).Technological spread, change in growth rate and total productivity of the factors are the major players in enhancing the rate of convergence. Macroeconomic convergence and economic growth Integration of the national and regional economies with the global economy is one of the salient features over the history. Two models of economic integration which relates to income convergence are firstly growth models and secondly trade models (Kim.1997.p.4). According to the neoclassical Solow model of growth, the regional level of income varies due to the different capital labour ratios. Whereas the Hecksher Ohlin trade model says that the income varies across the regions due to the difference in the factor prices and factor endowments (Kim.1997.p.5). Income convergence occurs due to trades in goods and economic integration via equalisation in prices. Factor endowments vary across the regions and therefore various regions specialise in different industries. Thus if the regional variation in the factor endowments increases then there arises divergence in the income levels as the structure of industries diversifies. Conversely as there exits similarity in the factor endowments then the income level also converges in the due course. Economic integration also gives rise to income divergence (Kim.1997.p.5) The growth models put forward by Romer and Lucas, which are based on increasing returns on physical capital, states the chances of such income divergence. Even the trade models by Krugman states that income divergence may arise due to the differences in the industrial structures. If the industries equipped with high technology and high wages are subjected to external

History in the 21st Century Term Paper Example | Topics and Well Written Essays - 1500 words

History in the 21st Century - Term Paper Example The different approaches applied when studying the subject create uniqueness throughout the different historical eras. This essay will therefore investigate various historical approaches in the 20th century. The essay will also investigate the implication of the different approaches in history to scholars. Similar to ancient and medieval history, the twentieth history had its unique approach and method. Marxism is a historical approach of the twentieth century that was introduced by Marx. Through his philosophy, Marx had many followers who believed that that the existence of any society is determined by relationship between individuals and not the personal characteristic of each member of the society. Marxism historical approach was introduced at the height of conflict between capitalism and communism. According to Marx, capitalism was unsustainable and it would soon be overtaken by communism. Marxist considered the economy to be a key player in the determination of events or differe nt approaches taken by life. Introducing the notion of economy was an appropriate step that the Marxist took to study the subject. This is because the economy is a major determinant of social life and societies. The economic condition of a given community determines the different approaches towards life that the communities take for their own interest. The need to maintain economic stability also determines the different measurers that are taken by a community to protect its interest. Although communism might be a better economic approach, it is unsustainable and hence the predictions made by the Marxist are not realistic. Economic sustainability is realized from sustainable economic principles. Such economy is more likely to be realized from a capitalist economy than from a communist economy. This indicates that the predictions made by the Marxists are unrealistic and unreliable in the long-term. The new social history is the most recent branch of history. In this technique, histor ians apply cultural approaches to study political history of a given society. Culture is the overall collection of a community’s way of life and beliefs. Communities preserve their culture by passing it from generation to generation. The culture of a given society therefore defines a form of investment that a society makes over a long duration. Culture is therefore as good basis that historians can rely on to determined or investigate the political history of a certain community. The approach taken by the new social history to study the political history of a society is an appropriate approach since it utilizes the culture of a society1. Multiculturalism is more of an ideology than a historical approach. Scholars, who apply this approach in their investigations, consider the existence of cultural institutions. The institutionalization of different communities is the classification of different communities based on their common interests. Historians who study the society throu gh multiculturalists approach study the subject by analyzing the different classes of the society such as businesses, cities, nations and institutions. People have a tendency of forming groups that contain people with a common interest. The different groups or societies determine people way of life and their different approach towards life. Although this approach enables history scholars to study the general characteristic of a community, it does not give specific or detailed information about a community. The ap

Important of Education Essay Example for Free

Important of Education Essay Education means considerably more than just teaching a student to read, write, and manipulate numbers. Computers, the Internet, and advanced electronic devices are becoming essential in everyday life and have changed the way information is gathered. How this new technology is utilized in the curriculum and managed by teachers will have an important role to play in widening the resource and knowledge base for all students. Technology affects the way teachers teach and students learn. To make the best use of information technology (IT), schools need a workable plan to fully integrate it into all aspects of the curriculum so students are taught how, why, and when to use technology to further enhance their learning. If a school does not have a clear plan of how and why it wishes to implement IT, then it runs the risk of wasting money. In schools today, nearly all classrooms have access to a computer. However, many schools mistake this as incorporating information technology into the curriculum. School staff need to research what IT is available and what would best serve the schools purpose, not simply purchase the latest equipment. There should be a policy stating how IT is going to assist pupils development and what teachers want pupils to achieve (Reksten, 2000). Staff members need to be clear about what they want IT to do for them before they can start incorporating it into their lessons. The only way information technology is going to be useful to schools is if all staff members are well-informed and fully supported. It is the principals responsibility, and should be part of the schools plan, to ensure that all staff are consulted about the changes, and that the change is carefully organised. Some teachers may be resistant, especially if they have not had much experience with computers, so training teachers is essential in implementing IT into the school curriculum. Staff members must feel involved in the process of acquiring technology, and in learning how to operate it, in order for them to increase their confidence in using IT as a curriculum tool. Teachers are only going to be able to incorporate IT into their lessons if they are competent users themselves (Reksten, 2000). In addition, teachers need to be aware that IT within the classroom is extremely flexible, but that they need to plan what purpose IT serves in each lesson. The skills a child learns are the important part of any lesson, and it is the same with technology. IT needs to be used and understood in all subjects in the same way as the ability to read is necessary for all subjects, and â€Å"must be used across the curriculum, in the same way that a pen and pencil are used in most subject areas† (Ager, 2000, p. 15). The best way to plan the use of IT in the classroom is to approach it as simply a learning tool that is more advanced (and more exciting) than the traditional pen and paper. It is vitally important for students to be taught the strategies for using IT. Children also need to be fully informed about the capabilities of IT before being asked to use it. Pupils should be aware that the contexts in which they use IT will change, and they need to know what the appropriate use of IT is and what is not. Whilst it is important that children learn to use IT effectively, teachers must emphasise that IT is not always suitable. According to Apter (1968), the danger is that the â€Å"computer dehumanizes people and inevitably leads them to act like machines themselves† (p. 58). Teachers must make sure they plan to use variety in their lessons. Too much IT instruction may be just as harmful to a child as not enough. The usefulness of IT in the classroom, as with any learning tool, depends on the innovation and imagination of the teacher. It is imperative, though, that the implementation of IT into a school is carefully planned. The current information explosion makes it essential that IT be used extensively within the classroom so children know how to use IT appropriately and effectively. Teachers must, therefore, be fully informed about what kinds of IT are available and whether or not they are appropriate for classroom use. School boards and teachers must therefore ensure that all staff have a clear plan about what they want their students to achieve through IT. The appropriate incorporation of IT into the classroom will broaden the minds and skills of students, allowing them to be better prepared for further technological advances.