Modern Methods Of Construction Essay Example | Topics and Well Written Essays - 1500 words

Modern Methods Of Construction - Essay Example Governments encourage the usage of modern methods of construction to boost the safety standards thus comforting the lenders and other stakeholders. The Housing Corporation of UK has stated that at least one-fourth of all new grant-aided construction should be by MMC. (Modern methods of construction (MMC), January 2008) According to the UK Government, by the year 2016, there will be 3 million new households in the country. However to successfully meet this huge growth in demand for houses, the Sustainable Communities Plan suggests a new house-building program using modern methods of construction. This will help not only in meeting the quantity challenge but also help produce better quality houses for the generations to come. (Modern Methods of House Building, December 2003) Implementation of MMC helps improve the quality of housing by making use of more environ friendly and better material, involving high standards of design quality, reducing resource consumption and thus speeding up the process of house delivery. It also helps reduce the time spent on site and overcomes skill shortages if any. Modern Methods of Construction as discussed above are increasingly being adopted by house builders as a source of increasing efficiency and quality of end product. However there are multiple options available to the builders to choose from: Volumetric construction: In this method of construction the entire dwelling is prefabricated offsite in different three-dimensional modular units and then assembled on site. These units may be constructed in many different forms, right from a basic structure to fully finished units. Panelised construction: Even in this method, panalised units are produced offsite and then assembled on site to produce a 3D structure. While open panels consist only of a skeletal framework, the more complex and advanced or closed panels involve more prefabrication typically including lining material and insulation. At times even services, doors, windows, internal and external cladding are also incorporated. Hybrid: This method is also referred to as semi-volumetric as it combines both panalised and volumetric approaches. For constructing highly serviced areas like kitchen and bathroom, the volumetric units are used and for the remaining part of the building panelised units are used. Other modern methods of construction make use of floor or roof cassettes, pre-cast concrete foundation assemblies, pre-formed wiring looms, and mechanical engineering composites. They can also include innovative techniques such as tunnel form or thin-joint block work. (Using Modern Methods Of Construction to Build Homes More Quickly And Efficiently, November 2005) Why use Modern Methods of Construction: Using MMC is all about improved products and processes. The use of MMC in the housing industry help improve business and production efficiency, quality of the houses constructed, enhances customer satisfaction, improves environmental performance, takes care of the sustainability issues and ensures speedy and timely delivery. These methods of construction- be it panelised, volumetric, hybrid or any other method, are broadly based. That is to say they do not focus on a particular aspect of the product. They seek to improve every activity involved in the construction

Strategic Alliances and Globalization Essay Example | Topics and Well Written Essays - 500 words

Strategic Alliances and Globalization - Essay Example The purpose of this paper is to explain the key advantages and disadvantages of strategic alliances in the globalization of products and services. When two companies join forces they are able to share resources and exploit the expertise of each company. Corporations formed strategic alliances for a variety of reasons. In the service industry many companies are forming strategic alliances in order to outsource business functions oversee. A prime location for the exporting of customer service contracts is the nation of India. A business function that is responsible for the formation of many strategic alliances is marketing. A lot of strategic alliances take the form of marketing alliances. There are four types of marketing alliances: product or service alliances, promotional alliances, logistic alliances, and price collaboration (Kotler, 2003). A product or service alliance occurs when one company licenses another to produce its product. This strategy has the benefit of reducing overal l costs of producing the product or service. In a promotional alliance one company carries out the promotion of another company. Logistic alliances involve one company offering logistical services to another. In pricing collaboration alliances two companies provide combined package discounts.

Power And Interdependence In The Information A Media Essay

Power And Interdependence In The Information A Media Essay Introduction: In the article Power and Interdependence in the Information Age, Robert O. Keohane and Joseph S. Nye, Jr.1 focused on the idea of complex interdependence2 in international system this concept is characterized by an increase in interconnections and the decline of military forces in order to achieve cooperation between states and various actors. This article aimed to provide further evidence to what extent is the international politics transformed by interdependence in modern global environment. It also highlights that the contemporary globalized world is significantly driven by information technology and the Internet, because soft power3 is becoming more utile for states and non-state actors. Keohane and Nyes approaches to the Information Age and to faces of power are bound up with neoliberal theories so the principal focus is the neo-liberal institutionalism. 1 Robert O. Keohane is a professor of International Affairs at Princeton University and a member of the American Academy of Arts and Sciences, the American Philosophical Society, and the National Academy of Sciences.  (Princeton University, 2008) Joseph Nye Jr. is current dean of the Kennedy School of Government at Harvard University and former Under-Secretary of State. (Harvard Kennedy School, 2009) 2 Robert O. Keohane and Joseph S. Nye, Jr. define complex interdependence as a state of affairs where institutions and interstate reliance play an important role such that it transforms the nature of the relationships between states and possible strategies that choose to pursue. (Future of European Foreign Policy Seminar, 2007, p.2) 3 Soft power is the capability to achieve required goals because others agree with what one wants. It grounds largely on the persuasiveness of the free information that an actor seeks to transmità ¢Ã¢â€š ¬Ã‚ ¦information technology, broadly defined, is likely to be the most important power resource. (Keohane Nye, 1998, p.86-7) Summary: Over the 20th century, modernists pronounced that the technological progress will lead to transformation of world politics where states and their control of force will dwindle in importance but non-state actors will experience boom. Whereas futurists assume that the information revolution results in a cyber-feudalism where the government is replaced by communities aspiring to achieve citizens allegiance. States are more tenacious and continue to control peoples loyalties and frame politics in an information age, but they tend to be far more credible to a public. Critique: First of all, Keohane and Nye assert that earlier transnational flows were heavily controlled by large bureaucracies like multinational corporations and institutions.4 However, in these days, there is practically no institutionalized control over the free dissemination of information the power is widely spread to individuals and private organizations (NGOs) who undermine the monopoly of traditional bureaucracy 5, and governments possess less control of their agendas.6 Therefore the easy availability of technology and the Internet plays a key role in the decline of initial need for official institutions in the Information Age. Secondly, the main weakness of the article is the assumption that the information technologies are mainly located in the West. This seems to be irrelevant nowadays because the article was written ten years ago and from that time very significant shift in technological development has taken place throughout the world. For example in 2008 China said the number of Internet users in the country reached about 338 millionà ¢Ã¢â€š ¬Ã‚ ¦ helping China overtakes the United States as the worlds biggest Internet  market [253 million].7 (China Today, 2009) Both authors primarily concentrated on the future progress of Western countries and underrated the emerging powers, such as China and India. 8 Furthermore, Keohane and Nye assumed that the dominant American market share in  ¬Ã‚ lms and television programs in world markets isà ¢Ã¢â€š ¬Ã‚ ¦ to continue 9 but this prediction proved to be inaccurate. 4 Keohane, Robert and Joseph Nye (1998), Power and Interdependence in the Information Age, Foreign Affairs, Vol. 77, Issue 5: pp. 83. 5 Nye S. Joseph (2002), The Information Revolution and American Soft Power, Asia-Pacific Review, Vol. 9, Issue 1: pp. 61. 6 It is essential to realize that the persuasion and influence increases as more channels of contact between societies and organizations are created and states have to recognize other key actors in world politics. 7 China Today, 1/06/2009, China Statistics. http://www.chinatoday.com/data/data.htm, accessed 9 November 2010. 8 Chinas biggest Internet companies, including Baidu, Sina, Tencent and  Alibaba, are thriving, and in many cases are outperforming the China-based operations of American Internet giants like  Google,   Yahoo   and   eBay. (Barboza in New York Times, July 26 2008) According to Screen Digest research, in 2005, India produced 1,041 feature films, compared to 699 films made in USA. 10 These figures clearly indicate that other nations have increased their competitive ability and surpassed Hollywood. Apparently, the evolution of West modernity seems to be superseded by more rapacious East Asia. 11 Lastly, according to Keohane and Nye democratic states are more likely to familiar with the free exchange of information 12 because they are able to form information and use soft power. 13 The article emphasizes the necessity of ideology, context, credibility and transparency in democracy to form a truth and relevant information. However some scholars argue that democracy as well as totalitarianism could not be possible without the mass communications. 14 Unlike democratic states, totalitarian states repress competitive sources of information and are not reliable and transparent enough. But authors ignored that the sovereignty of democracies is influenced by free information flow because the decision-making of political leaders may be affected by other actors. Conclusion: In conclusion, it has to be admitted that the article is quite critical towards political realism and focuses mainly on the development and progression of Western world in the Information Age. Further studies and theories must be taken into account to present a current situation and improve our understanding concerning the complex interdependence as well as neo-liberalism in the Informative Revolution. Despite obsolete presumptions, the article has provided some detailed insights to demonstrate the values of power and the importance of interdependence in the Information Age. 9 Keohane, Robert and Joseph Nye (1998), Power and Interdependence in the Information Age, Foreign Affairs, Vol. 77, Issue 5: pp. 88. 10 Screen Digest, June 2006, World Film Production/ Distribution: http://www.fafo.at/download/ WorldFilmProduction06.pdf, accessed 9 November 2010. Most prolific feature film producing nations in 2005: China 260 films; Brazil 90 films; Russian Federation 160 films; Latin America 275 films. (Screen Digest, June 2006, p. 206) 11 Despite the fact that China still controls the assess to the Internet and monitor a certain number of users (Keohane and Nye, 1998, p.93), it has maintained a dominant position in the Information Age. 12 Keohane, Robert and Joseph Nye (1998), Power and Interdependence in the Information Age, Foreign Affairs, Vol. 77, Issue 5: pp. 93. 13 The Iraq invasion of Kuwait in 1990 serves as an example of American soft power in action when Iraq invaded Kuwait in 1990, the fact that CNN was an American company helped to frame the issue, worldwide, as aggression. Had an Arab company been the worlds dominant TV channel, perhaps the issue would have been framed as a justi ¬Ã‚ ed attempt to reverse colonial humiliation. (Keohane and Nye, 1998, p.91) This case shows that CNN acted its role of reliable source of information very skillfully; it gained a respected international reputation due to its credibility and professionalism to frame the issue. (Keohane and Nye, 1998, p.91) 14 Nye S. Joseph (2002), The Information Revolution and American Soft Power, Asia-Pacific Review, Vol. 9, Issue 1: pp. 61.

Saving Black Mesa :: Argumentative Persuasive Papers

Saving Black Mesa Works Cited Missing To the northeast part of Arizona lay a conflict between two indigenous groups from the surrounding area and the world’s largest coal company formerly known as Peabody Coal (now Peabody Energy). The Hopi and Navajo reservations surround a region known as Black Mesa. Black Mesa is located on both the Navajo and Hopi Reservations which is a target source for underground water called the N-aquifer. The N-aquifer contains a great amount of pristine Ice Age water. As time drew on, many indigenous people were alarmed that the water was carelessly being depleted from their land. Mining on Black Mesa should be stopped because the inhabitants are affected by Peabody, livestock in the area must depend on the local springs, groundwater is being depleted at an average of 3.3 million gallons per day, and the water is being contaminated (SBMW Online par 1). In the beginning, the Black Mesa region expanded from the Hopi Reservation in to Navajo borders. On the borderline between the Navajo and Hopi two were at constant disagreements over the claim of territory. Based on three Arizonan judges, the land was to be proclaimed as â€Å"Joint Use Area† which lasted 15 years from 1962 to 1977, between the two tribes. Still not content the two groups had bitter political feelings towards one another. In 1977 the land was divided by giving the Hopi tribe 900,000 acres, accounting for most of the land. Both tribes shared the mineral deposits and as little land as the Navajo tribe had acquired from the settlement, Hopi land in all is an island reservation surrounded by the Navajo Nation. Although having the Hopi at a major disadvantage, many of the Navajo people that lived all their lives in the present Hopi reservation had moved out (LUHNACP Online par 8). Although many people would insist that the Navajo and Hopi people had agreed to let Peabody mine their land, the problem is a little more complicated than what seems obvious. In 1966 a lawyer for the Hopi tribe by the name of John Boyden convinced several members of the Navajo tribe to start a council.

Anthem Analysis Essay

Anthem is a novel which describes a future in which people have lost all wisdom of individualism, to the point where people don’t even use the words â€Å"I† or â€Å"me.† It is a tribute to one’s ego, as in the value of individualism and one’s uniqueness. By the end of the novel, the main character, Prometheus, comes to understand that their battle is one that is impossible to loose. The liberty that they died to save can never pass away. Every human’s inner-self will always desire freedom, which can’t be killed by any leader, dictator, or ruler like the society in which they lived in. The society claimed that all of his actions were sins, due to the fact they wanted everybody in the society to be an equal, and they don’t like it when people strive more than others, like Prometheus did. He decided to choose how to live, instead of letting someone choose for him. That is what Prometheus grew to learn, that freedom is necessary, and can’t be shattered, and that is why it is impossible to loose their battle. The author, Ayn Rand, made that clear in this novel, while portraying diction, syntax, and figures of speech. Rand uses diction in the novel to state that it is good to be an individual instead of being a part of a matching set. â€Å"Our name is Equality†¦ We are twenty†¦ We are six feet†¦ We were born†¦Ã¢â‚¬ , is a symbol of â€Å"unity† that the author shows us in the novel, she uses plural pronouns such as we, our, their, etc., whenever she means one person because the community in the novel treats everyone as an equal and singular pronouns do not exist. Prometheus calls Gaea â€Å"The Golden One† to emphasize that she is different from the others, he actually looks at her differently than he does to other men, which is a sin in the community because you may not love one person in specific, you must love all your brothers equally. Knowing the word â€Å"Ego† is the best way to understand the concept of this novel. Ayn Rand uses the word, â€Å"Ego† to express self individualism, your ego is something that makes u special from anyone else, it defines you as someone that is distinct, and that’s what the author is portraying. The author uses syntax to help the reader understand the tone, and develop the main character’s understanding of his actions. The quote, â€Å"We shall not report our find to the City Council. We shall not report it to any men.† demonstrates that Prometheus felt that if he reported the tunnel to the city, then he would keep letting them walk all over the community, and decides to keep it to himself because he wanted freedom for once. The author writes, â€Å"This God, this one word: ‘I’† as a symbol of his praise to the word, it emphasizes his first real taste of freedom. The use of anaphora is illustrated at the beginning of chapter 12 when the main character, Prometheus, keeps repeating the word â€Å"I† to show that he truly now knows the meaning of the word, to be an individual. Ayn Rand uses figures of speech to demonstrate that individualism is a huge part of life, and everybody should have it no matter what, and helps understand the characters more thoroughly. The author uses allusion when she gives the main characters, Equality and Liberty, the names Prometheus and Gaea. Prometheus stole fire from the gods, and gave it to the humans, and Gaea was the mother of earth and of all gods. Irony is demonstrated in the novel when Prometheus talks about how he felt happy when he was committing â€Å"sins† while he was in a dark and lonely tunnel working on his experiments, but then he feels sad and depressed whenever he is in the white, bright room, with all of his brothers. Individualism is a huge part of someone, it identifies you as someone distinct than anyone else, and it is what makes you special. If you don’t have individualism then you might as well not have a face, you’re not different from anyone else, you are a person that has no true identity, and is identical to everyone else. Individualism allows you to have a name, unlike the story, that also makes you distinct from anyone else. The novel, Anthem, is an incredible story that makes you realize that you are unique in your own special way, and that everyone deserves freedom of who they truly are no matter what.

Multiculturalism And School Music Education Education Essay

Before get downing to discourse about Macaus music instruction, the general history background should be introduced ab initio. Macau lies on the western side of the Pearl River Delta across from Hong Kong, which is to the E, surrounding Guangdong state to the North and confronting the South China Sea to the E and South. The entire country of Macau is about 29.5 kilometers and the population is about 544,000. ( Macau Yearbook 2007, 475 ) The history of Macau can be traced back to the Qin Dynasty ( 221-206 BC ) , Macau was under the legal power of Panyu county at the clip. Between the old ages 1368 and 1644, under the Ming Dynasty, fishermen moved to Macau from Guangdong and Fujian states. Therefore, Macau was a normal fishing small town before the reaching of Portuguese. Macau was a former Portuguese settlement, and was both the first and last European settlement in China every bit good. Since the Portuguese arrived in the sixteenth Century, Macau started to be developed as a major colony. In 1535, Lusitanian bargainers obtained the rights to ground ships in Macau ‘s seaports and to transport out trading activities, though non the right to remain onshore. ( Fung, 1999 ) In 1887, Macau became a settlement of the Portuguese imperium and its sovereignty transferred to the Portuguese. Macau became one of two particular administrative parts of the People ‘s Republic of China ( the other being Hong Kong ) in 1999. Under the policy of â€Å" one state, two systems † , the Chinese authorities is responsible for the district ‘s defence and foreign personal businesss, while Macau maintains its ain legal system, constabulary force, pecuniary system, imposts policy, and in-migration policy.The Sino-Portuguese Joint Declaration and the Basic Law of Macau stipulate that Macau operates with a high grade of liberty until at least 2049, fifty old ages after the handover. Macau participates in many international organisations and events that do non necessitate members to possess national sovereignty. Macau ‘s economic system is dependent mostly on touristry and chancing which make up about 50 % of the economic system. In peculiar, chancing in Macau was legalized by the Lusitanian authorities from the 1850s, and Macau has been known as the â€Å" Monte Carlo of the Orient † since so. It is worthwhile to see that most of the visitants come from Mainland China and Hong Kong. Therefore, it can be concluded that the Macau ‘s economic system to a great extent depends on Mainland China and Hong Kong. The population of Macau is consist of 95 % Chinese, includeing Cantonese and Hakka. The staying 5 % aliens which includes Portuguese, Nipponese and Philippine members. ( Result of 2011 population nose count. 11 ) Therefore, assorted cultural groups and sole history background form Macau as a multicultural society, and such phenomenon exists in anyplace. The first case is the multiple linguistic communications. The official linguistic communications are Lusitanian and Cantonese Chinese, and there are 40 % and 1.5 % of the population in Macau are able to pass on through Mandarin and English, severally. In add-on, Hokkien and the Creole Macanese linguistic communication besides exist. Furthermore, the 2nd illustration may be the festivals. Not merely should the Lunar Chinese New Year be one of the most important festivals in Macau, but besides the Christmas may be celebrated, every bit good.2. Macau ‘s instruction in colonial period.In the sixteenth century, the authorities clung to the instruction system of Portugal and about all the educational events were supervised by the Catholic missionaries in Macau. In 1572, the Jesuit priests established a school in Macau, taking to learn kids and the grownups who were willing to be a Christian missionary ( Li & A ; Choi, 2000 ) . Furthermore, in 1594, the first Western university was founded in Macau by the Jesuits, which claims the rubric of the first Western university in the Far East ( Li, 2001 ) . Such state of affairs besides happened in other settlements at the same clip. In 1599, the Jesuits transformed their school originally founded for the Indians into colleges for direction in broad humanistic disciplines ( Havighurst & A ; Moreira, 1965 ) . From the 16th to 19th century, except a bantam figure of kids from rich households who could engage private instructors, a immense sum of childs were taught merely by sermonizers. For illustration, a primary degree school named the St. Rose of Lima School was established in 1692, which targeted to learn basic reading, composing, Portuguese, Latin, French and English to kids who come from destitute households. ( Silva, 1998 ) To sum up, there were really few measures of primary schools existed at that clip. In the mid of 19th century, the authorities paid more attending to Macau ‘s instruction in order to consolidate the Lusitanian position in Macau. Li & A ; Choi ( 2000 ) point out that the Macau colonial authorities established the first Portuguese primary school in 1847 and managed by diocesan priests. The first Lusitanian Government secondary school was founded in the 1893 and managed by the authorities. In the twentieth century, with the dining development of Macau ‘s instruction, a series of jobs were besides exposed. The political legislative acts of Macau was alone due to the about 50 decennaries ‘ settlement by Portuguese. Such alone statues has sometimes been considered as a consequence of the contradiction between Chinese and Lusitanian authoritiess, and was besides be influenced by the sole mode in which Portuguese sovereignty had been carried out locally. Franco Nogueira, who was the Portuguese Foreign Minister, concluded the state of affairs in 1966 as follows: â€Å" aˆÂ ¦ We have ne'er been genuinely autonomous over Macau ; we have ever outlasted out of China ‘s good favour, and authorization has ever been shared with them. † ( Nogueira, 1966 ) , viz. there was restriction of Lusitanian sovereignty over Macau. Rosa ( 1990 ) besides points out that such state of affairs besides happened in local instruction system in the 1980s. The authorities ‘s policy could non follow the gait of the instruction development in Macau. Even more, there were really few pupils: merely 5 per centum of Macau ‘s pupil population, survey in the public schools. In institutional footings, on the one manus, the huge bulk instruction sectors were private Chinese watercourse schools and which held about 85 % . On the other manus, there were merely 15 % schools in Macau were government-run. In other words, the instruction in Macau had different systems, and both of the private and authorities schools were â€Å" fighting to run into the Territory ‘s demands – but hardly wining in making so. † ( Rosa, 1990 ) Due to the deficiency of proper organisation and support, the system of Macau ‘s instruction was extremely based on related states and countries, such as Hong Kong, the People ‘s Republic of China, the United Kingdom and Portugal. Such dependance can be seen from the course of study and the contents. However, the imitation and dependance may non run into the demand of Macau itself. The ground might be that the Macau ‘s alone history and civilization background may non be wholly same as other states or countries. Rosa ( 1990 ) believes that there were several defects in the country of human and physical resources. First of wholly, the absence of the available instruction material might be a serious job in Macau. For case, the teacher/student ratio was highly high at the pre-primary degree of private Chinese watercourse[ 1 ]school in 1988 ( 1/45 ) . Second, academic making of the teaching staff was unsatisfactory. There were merely 54 % of the instructors had accepted learning preparation or keep instruction grade ; on the contrary, 34 % of the instructors might merely complete secondary school. In footings of the physical resource, the private schools ever suffered from overcrowding in schoolroom and deficit of learning equipment. However, there had been some advantages in Macau ‘s instruction. Harmonizing to the research from Rosa, the age of most of the learning material in Macau was under 50 ( which was about 84 % ) ; moreover, 62 % of instructors were between 20 to 39. Obviously, th e immature instructor might be really helpful to get the better of the quandary at that clip. In add-on, in the 1980s, the private schools, which occupied a immense sum of the schools in the Territory, deficiency of proper intercession and support from the authorities, taking to a batch of Macau ‘s households being unable to pay fees for school and the increased rate of dropout. Hence, the authorities approved the Law No. 11/77/M on October 22 1977 and so some fiscal aids was set out based on it. The donees of such aid included the privately-owned school, their teaching staff and the pupils. First of wholly, the fiscal aid helped the instruction establishments to regenerate equipment and renovate plants. Second, instructors received authorities excess subvention in order to promote them through the Government Order No. 199/85 in 1985. Third and the most significantly, tonss of the pupils, even non all of them, received subsidies from the authorities, which non merely lightened the household finances load, but besides reduced the dropout rate which was highly high. Howev er, the fiscal aid might non enough to run into the demand of the development of Macau ‘s instruction. For illustration, the pupils ‘ allowance merely occupied about 40 % of mean schooling fees, viz. Macau did non hold free general instruction at that clip and might non accomplish the end of equity of instruction. Furthermore, harmonizing to Rosa ( 1990 ) , there was a Chinese watercourse instructors developing class sponsored by Macau Education Department since 1987. Rosa besides shows that in the academic twelvemonth 1988/89, there were 106 local instructors who took portion in the instructors developing class. To sum up, there were several issues exist in footings of Macau ‘s instruction during the colonial period. Initially, deficiency of organisation and systematized construction resulted in heavy dependance on other counties ‘ systems. However, it was happenstance with the cultural and societal world of Macau in a little grade. The 2nd job might be the restriction and deficiency of resource, including in human, infinite and fiscal facets. On the one manus, the deficit of eligible teaching staff and equal infinite may take hapless quality of instruction ; on the other manus, deficiency of instruction financess would be the ground of the high rate of bead off, and doubtless, such a high schooling fees no uncertainty increase the fiscal load of many hapless households. About all the jobs in Macau ‘s instruction could be partially attributed to the softness of local authorities supervising and direction. Even more, there were no exact official counsel and ordinance in footings of instruction country. Therefore, the authorities since handover has already changed their attitude to such facet and improved relevant policies and systems. For case, the most of import and necessary action is to implement and vouch free schooling, particularly in the first six old ages of primary school. And so, the mainframe Law on Macau ‘s Education System has been approved desperately in order to suit the Macau ‘s world of the development of society and civilization.3. Macau ‘s instruction since handover3.1 General instruction in Macau Macau enjoy a high grade of liberty harmonizing to the â€Å" one state, two systems † policy since handover on 20 December 1999. In footings of instruction, as prescribed by the Basic Law of Macau Chapter VI Article 121, the Government of Macau â€Å" shall, on its ain, formulate policies on instruction, including policies sing the educational system and its disposal, the linguistic communication of direction, the allotment of financess, the scrutiny system, the acknowledgment of educational makings and the system of academic awards so as to advance educational development † and â€Å" bit by bit establish a compulsory instruction system † ( Basic Law of Macau ) . And it besides provided that Macau ‘s general instruction is charged by the Education and Youth Affairs Bureau ( the DSEJ ) . In institutional footings, the construction of Macau ‘s instruction sector rests chiefly on private-owned establishments. As Table 1 ( DSEJ, 2012 ) shows that approximately 85 % of local schools are private. Alternatively, merely 15 % schools are government-run. Even though the rates in 2011/2012 academic twelvemonth are really near to which in colonial period, this state of affairs has changed. From the academic twelvemonth 2007/2008, a 15-years free instruction is offered to the pupils who have been enrolled in the schools that are belonging to the free instruction school system, viz. it is free of charge from kindergarten to secondary in all public schools and great bulk of private schools. Meanwhile, pupils of non-free school would afford allowance from the SAR authorities every twelvemonth. For illustration, pupils of non-free kindergarten and primary received 10,000 MOP ( Macanese pataca, about 800 British Pounds ) , and the pupils from these secondary schools acquired 12 ,000 MOP in the academic twelvemonth 2009/2010. Table 1. Number of General School in Macau 2011/2012 ( DESJ, 2012 ) Free instruction school system* Public schools 2—3 5——1 11 Private Schools 1 2 2 15 4 26 3 53 Private schools of non-free instruction school system 3———3 5—11 Entire 6 2 5 20 7 31 4 75 Auxiliary reading: – There are wholly 35 schools supplying inclusive instruction. Among which, there are 8 public schools, 22 private schools of the free instruction school system and 5 private schools of the non-free instruction school system. Harmonizing to the TABLE 2 we can deduce that the figure of pupils decreased continuously in these 10 old ages. The ground might be the sustained decrease of birth rate from 1989 ( statistics from DSCE, 2012 ) . But it is worthwhile to see that the figure of instructor increased endlessly, in other words, the teacher-student ratio have became more sensible than in the colonial period times which was 45 pupils per instructor. And the ratio, which was about on tierce of colonial period, was 13 pupils per instructor. Table 2 Figures of General pupil Numberss in recent 10 academic old ages ( DESJ, 2012 ) 2002/2003 49,215 46,610 95,825 2,404 3,951 2003/2004 48,842 45,970 94,812 2,454 4,181 2004/2005 47,603 44,777 92,380 2,441 4,275 2005/2006 45,953 43,246 89,199 2,414 4,363 2006/2007 44,005 41,301 85,306 2,418 4,445 2007/2008 41,771 39,052 80,823 2,418 4,610 2008/2009 39,481 36,928 76,409 2,425 4,711 2009/2010 38,273 35,553 73,826 2,417 4,831 2010/2011 37,577 34,787 72,364 2,404 5,104 2011/2012 36,794 33,925 70,719 2,415 5,134 Not merely the sum of instructors is wrinkling, but besides the quality of learning material in Macau is bettering, every bit good. From the Table 3 ( DESJ, 2012 ) we can deduce that most of the learning material in Macau are possessing pedagogical preparation: more than 90 % of instructor of kindergarten possessing pedagogical preparation, and more than 80 % and 70 % of the instructors from primary and secondary schools received teacher developing class from 2008 to 2012 academic old ages. Furthermore, there are huge bulk of the instructors developing class are organized by DESJ, and other are supported by public university ( see the TABLE 4, ) , in other words, it sponsored by the authorities. In add-on, the Numberss of trainees are continuously grow these old ages. Therefore, the sufficient attending paid by the authorities is good to better the degree of instructors ‘ specialisation and learning ability. TABLE 3 Rate of instructors possessing pedagogical preparation ( for in-service instructors merely ) in recent 4 academic old ages ( DSEJ, 2012 ) Education degree Academic Year 2008/2009 Academic Year 2009/2010 Academic Year 2010/2011 Academic Year 2011/2012 Baby 95.3 % 94.6 % 92.1 % 93.2 % Primary 86.1 % 84.7 % 85.8 % 87.9 % Secondary 70.8 % 71.2 % 72.1 % 74.3 % Table 4 Figures of instructors developing ( including normal instruction ) in recent 3 academic old ages ( DESJ, 2012 ) Forming establishments Number of trainees ( by frequence ) 2008/2009 2009/2010 2010/2011 Education and Youth Affairs Bureau 17,964 23,950 32,340 University of Macau 677 754 805 Macau Polytechnic Institute 24 54 122 Colegio Diocesano de Sao 37 59 60 Entire 18,720 24,817 33,327 In footings of fiscal resource of Macau, harmonizing to the TABLE 5 we can deduce that investing from the authorities addition steadily. In 2007, the per centum of public instruction outgo to gross domestic merchandise is 2.1 % , and which was 0.2 % lower than 2008. After so, the rate arrived the extremum at 2009, which occupied about 2.6 % of the GDP. Table 5. Public instruction outgo and gross domestic merchandise ( DESJ, 2012 ) Unit of measurement: million Pataca Type Year 2007 Year 2008 Year 2009 Gross domestic merchandise 141,934 161,669 165,457 Public instruction outgo 3,028 3,704 4,372 Rate 2.1 % 2.3 % 2.6 % However, the rate of public instruction outgo to GDP of Macau was much less compared with whether western or about states. For case, harmonizing to the statistics from the World Bank ( see the TABLE 6 ) , the rates of both the United Kingdom and the United States held steady from 5.4 % to 5.6 % , and which was about twice more than Macau. On the other manus, the rates of Hong Kong and Japan, both of those are Asiatic states and shut to Macau, were besides much higher than Macau and floated between 3.0 % and 4.5 % . Therefore, the proportion of Macau ‘s instruction outgo to GDP was still at a low degree. Table 6. The per centum of public instruction outgo to gross domestic merchandise of United Kingdom, United States, Hong Kong, Japan and Macau. State Year 2007 Year 2008 Year 2009 United Kingdom 5.5 % 5.4 % 5.6 % United States 5.5 % 5.5 % 5.4 % Hong Kong 3.5 % 3.3 % 4.5 % Japan 3.5 % 3.4 %—Macao 2.1 % 2.3 % 2.6 % In brave, harmonizing to the day of the months above, it can be concluded that: First, the 15-years free instruction system might be the most impressive facets of Macau ‘s instruction, which brings several benefits ; for illustration, it would helpful to accomplish the end of the instruction equality. And besides, it lightened the fiscal load on family. The most of import is that it would hold profound consequence on the development of the society. Second, the teacher-student ratio became more acceptable compared with the period times. Furthermore, due to the turning figure of free instructor train class, the overall quality of the instruction might better in some extent. Third, the authorities increased fiscal input to instruction, and the proportion of public instruction outgo to GDP raised. However, it might still lie at lower degree compared with western and some close states.3.2 General Music Education in MacauThe development of Macau ‘s music instruction may non be balanced in different facets. Social music instruction has shown it tendency of vigorous development: more and more private and extracurricular music categories organized by the authorities, the mission and civil groups appeared and â€Å" plays one of the most of import function in Macau ‘s music instruction † . ( Dai, 2004a ) On the other facet, third music instruction grew rapid since handover: foremost, in 2009, the Macau Conservatory united the affiliated in-between school of China Central Conservatory of Music to form a music secondary school ; secondly, the new class – music public presentation – is added in to the School of Art, Macau proficien t Institute, which expand the field of third music instruction. However, the development of general music instruction seems to dawdle behind compared with societal and third music instruction. Harmonizing to a study in 2003, Dai ( 2004b ) points out that Macau ‘s general music instruction is â€Å" free and self-generated, alternatively of regular and normative † , and â€Å" the instruction quality is unevenaˆÂ ¦ there are series issues and may impede the development of music instruction, which keep the degree downaˆÂ ¦ ( It may ) non presume its responsibility and duty † . Dai ( 2009a ) introduces some basic information of Macau ‘s general music instruction. Initially, in most instances, the primary and junior secondary schools offer one music lesson per hebdomad. What ‘s more, it is frequent to offer music extracurricular activities in the schools[ 2 ]. In add-on, the music instruction equipment is comparatively complete. Furthermore, an overpowering 89 proportions of the schools ain music schoolroom. In footings of learning stuffs, which are multiple and about all of them are imported from Hong Kong and Mainland China. Because there is no expressed ordinance or counsel from the local authorities, instructors should take learning stuffs by themselves. The deficient figure of instructor can be one of the most note worthy characters of Macau ‘s general music instruction and it may increase the instructors ‘ work load in some extent. It is besides worthwhile to see the instructor ‘s quality is different, some of them may non have music background or instruction degrees are lower than expect. On the other manus, although the authorities intercession in schools is restricted, it may take to a growing of music instruction via to keep a series music activity. For illustration, Macau Education and Youth Bureau ( DSEJ ) organizes interscholastic singing competition every twelvemonth, which may advance development of general music instruction via communicating of music public presentation among the schools. In add-on, the DSEJ holds series of activities to popularise art music and some music groups are invited in order to execute to the secondary school pupils. The purpose of the activity is to give a opportunity to the pupils to travel to music concert hall every twelvemonth because the organisers believe it may elicit pupils ‘ involvement of music grasp. What ‘s more, the one-year Macau Young Musicians Competition, held by Cultural Affairs Bureau of the Macau S. A. R, aims to progress the musical humanistic disciplines in the district and heighten the preparation and public presentation abilities of immature local instrumentalists. For good over two decennaries, the competition has given 1000s of immature people the chance to derive cherished phase experience, and therefore has played a critical function in the betterment of the musical accomplishments of Macau ‘ young person. To sum up, the character of Macau ‘s music instruction can be concluded as: rapid development of societal music instruction and imperfect general music instruction. The latter includes 3 facets: issues on learning stuffs, authorities and instructor resource.III. Issues and Challenges in MacauTeaching stuffsDatas analysis Current state of affairs of learning stuffs can be described by two questionnaire studies in 2003 and 2009. Both of them are completed by music instruction professors of Macau Polytechnic Institute. ( Dai, 2004b & A ; Dai, 2009a )Table 7. Resource of the instruction stuffs of Macau*Beginning of learning stuffsQualityRateMacao 2 3.1 % Mainland of China 18 28.5 % Hong Kong 47 74.6 % Mission 2 3.1 % Complied by the schools themselves 23 36.5 %Entire60100 %* Multiple picks Most of schools selected learning stuffs that are imported from Hong Kong ; and so comes to the instruction stuffs that complied by the schools themselves and Mainland China, and those occupied 74.6 % , 36.5 % and 28.5 % individually ( multiple picks ) . Furthermore, merely 4 per centum schools use Macau and Mission editions. In add-on, the figure of schools whose teaching stuffs are determined by principals occupied about 15 per centums ; learning stuffs of the remainder 85 % schools are decided by their ain music instructors. Furthermore, those studies besides illustrate instructors ‘ attitudes towards learning stuffs. An overpowering 93 % of the instructors consider that the qualities of learning stuffs are tolerable but still have room for betterment, 7.4 % of them think the stuffs are disused, 3.7 % of instructors regard that pupils may non fulfill with the instruction stuffs and more than 20 % of them do non believe the instruction stuffs reflect local conditions or are suited to local demands ( multiple picks ) . Issues and challenges of instruction stuffs Harmonizing to the questionnaire study shows above we can deduce that the deficiency of incorporate and proper learning stuff could be a serious job of Macau ‘s music instruction. Fifteen ( 2008 ) indicates in her research that the current state of affairs of Macau ‘s music instruction stuffs is complicated. Assorted different editions are applied in both primary and secondary schools, including the stuffs exposed from Hong Kong and Mainland of China, complied by schools themselves, mention from songbooks and music instruments stuffs. In add-on, the unsure applications of those learning stuffs make the state of affairs more complex. At the first glimpse, it seems benefit to the instruction generation because of the variegation of learning stuffs. However, it may besides hold several disadvantages. First of wholly, there is strong subjectiveness and random in the choice of learning stuffs, it may take the inadequacy of criterion. Second, the patched quality of the instruct ion stuffs may harmful to the instruction equality. Such instruction stuffs system may because of the alone political, cultural and economical state of affairs in Macau. Before handover, the Portuguese-run colonial authorities took a mostly laisser-faire and negative attitude towards Macau ‘s civilization and instruction, and this led to miss of standardisation and considerable variegation of the educational system. ( Huang & A ; Chen, 2007 ) Furthermore, the policy of Macau ‘s learning stuff has non been stipulated by jurisprudence explicitly, whether the Proposta de Lei do Sistema Educativo district attorney RAEM ( Proposal for the Education Law Special Administrative Region ) legislated by Portuguese-run colonial authorities in 1991 or the Lei de Bases do Sistema Educativo Nao SuperioriNon-Higher Education System Outline Methodi?†°legislated by Macau authorities in 2006. However, Hong Kong where has a similar colonial history as Macau implements much more positive criterions and policies imposed from British author ities. On the other manus, due to Macau ‘s economic system that concentrates on chancing and touristry and relies well Mainland of China and Hong Kong, its instruction and civilization signifier a characteristic that is regarded as dependance. Consequently, such grounds underlie several characteristics of Macau ‘s instruction stuffs – variegation, liberalisation and dependance ( Huang & A ; Chen, 2007 ) The systems of music instruction stuffs in nearby countries, like Mainland of China, Taiwan and Hong Kong, are dissimilar from Macau. For illustration, from 2001, Mainland China patterns scrutiny and blessing system for learning stuffs. That is, the publishing houses should roll up music text editions observed by the New Music Curriculums Standards, and so those books need to be examined by the Examination Committee. ( MOE, 2006 ) several sorts of text editions arose after the policy of â€Å" One Principle, More Textbooks † issued by the Department of Education. Taiwan has similar learning stuffs system with Mainland China. ( Huang & A ; Chen, 2007 ) In footings of Hong Kong, Huang ( 2000 ) indicates that the Hong Kong Education Bureau issues the Recommended Textbook List to schools every twelvemonth. There are many assortments of music text editions on the list. For case, there are 7 sorts of music text editions in the junior secondary school list. ( Hong Kong, EDB ) Unlike the system of Hong Kong, Macau ‘s authorities dose non recommends any text editions to schools. And besides, there is no expressed criterion and counsel presented by the authorities of Macau, and which is different from Mainland China and Taiwan. Furthermore, there is no music learning stuff was compiled or published the local instruction section. Although some schools may roll up learning stuffs themselves, the quality and the character of localism may be weaken due to the restriction of local instructors ‘ professional degree. In summarized, the degree of Macau ‘s learning stuff system may still far behind the which in nearby countries. In brief, the deficiency of unitarity, the lack of ordinance and the jobs left over from history could be three major grounds which cause the current state of affairs of learning stuffs in Macau. And such issue has been widely concerned by local music pedagogues. For case, the Dai ‘s study ( Dai, 2009a ) shows that about all the music instructors agree that it is necessary to roll up a series of music instruction stuffs with in order to run into the local demand. And besides, a instructor suggests that local characters should be added into text edition. Such research reflects the demand from music instructors of local music instruction stuffs. To turn to the issues mentioned above, specific suggestions and recommendations will be given in Chapter IV. Teachers and instructor preparation Date Analysis The researches from Dingcheng Dai & A ; Baisheng Dai ( Dai, 2004b & A ; Dai, 2009a ) in 50 primary and secondary schools, the position quo of music instructors lists below: Table 8 Number of music instruction material Number Percentage Full-time 24 28.9 % Part-time 54 65 % Guest Teacher 5 6.1 % Entire 83 100 % The studies indicate that the entire sum of music instructor in the primary and secondary schools is 83 ( 1.66 per school ) . There are 24 full-time instructors and occupied 28.9 proportions. It is worthwhile to see that the sum to parttime music instructor which hold overpowering 65 per centum. In footings of instruction background of the instructors, merely 13 of them hold bachelor grade or above, which account for 15 % . 21 of them graduated from junior college. The remainder of the instructors may have enfranchisement of secondary school. The state of affairs of academic activities is besides contained in the research. There are 10 documents published in diaries ( 0.2 per school ) . Furthermore, 17 text editions are complied by the instructors ( 0.34 per school ) and 48 vocals are composed by them ( 0.96 per school ) , every bit good. The DSEJ ( Macau Education and Youth Affairs Bureau ) issued a Music Syllabus in 1999[ 3 ], 22 % of the instructors select the option that â€Å" I am familiar with it and will implement it purely † ; 56 % of them express their attitude that â€Å" I know it but can non implement it purely † ; and remainder of the instructors ( about 22 % ) may non be cognizant of such authorities paperss at all. 2.2 Issues and challenges of instructors and instructor preparation By the day of the months and researches shows above we can deduce that a batch of lacks exist in the Macau ‘s music instructor resource. Initially, insufficient of sum of instructor can be one of serious jobs. Dai ( 2009 ) indicates that it may increase the instructors ‘ work load, and underlines inability to farther preparation and development. A research by Beijing Normal University ( 2007 ) besides points out that it is about cosmopolitan that the learning material in Macau is suffered from long working hr and heavy work loads. In footings of music instructors, on the one manus, because a instructor may learn a batch of different classs, who may endure from endemic force per unit area to fix lessons and frequently be exhausted. For illustration, the studies show that there is a instructor should learn 8 different classs. On the other manus, due to some music instructors should learn non merely music, but besides other topics like Chinese and English, they have no suffi cient clip and attempt to go to learning preparation and farther perusal. Second, the low quality of the instructors can be a terrible job of Macau ‘s music instruction. Harmonizing to the informations above we can deduce that an overpowering 85 per centum of the instructors may non keep unmarried man grade. And more notably, most of the instructors are parttime and may non have professional music instruction or preparation of all time. For case, a instructor surveies mathematics in undergraduate and who may be both mathematics and parttime music instructor. Therefore, purely talking, the instruction background of the instructor is unwanted, every bit good. Therefore, merely a really few of the instructors ‘ professional background can run into the demand of eligible music instructor. Furthermore, the studies besides indicate that non merely the consciousness of academic research is deficient, but besides the theoretical idea of music instruction is bare. The history of third music instruction can be traced back to 16 century. Li ( 2001 ) mentioned that the Saint Paul College, which founded by Portuguese and claimed the rubric of the first Western University in the Far East, offered music class since 1594. It is too bad that the development of Macau ‘s third music instruction was dead since 1726 when the college closed. There was a space of third music instruction that was about 250 old ages until 1997 when the music class was established by the Macau Polytechnic Institute. Hence, the historical space of Macau ‘s third music instruction non merely suspended the first-class tradition, but besides had left harmful influence to its development until today. For case, more than half ( 54 % ) of Macau ‘s music instructors are received music preparation or instruction outside of Macau ( Dai, 2009a ) . At the first glimpse, it indicates variegation of endowment, but the lake of local music instructor instruction was emerged, every bit good. There are two universities in Macau that offered the class related to music instruction. The first 1 is the module of Education, University of Macau that offer music instruction as an optional class to primary and pre-primary instruction in the first or 2nd semester of year-2. However, such short-run preparation ( one semester merely ) may non fulfill the demand as a music instructor. The 2nd is Macau Polytechnic Institute that offers a 4-year professional music instruction class, which brings a great possibility for the development of third music instruction. However, some jobs still exist. Initially, little graduated table and pupil beginning limited could be a major hindrance to the development of third music instruction. Due to the little figure of registrations ( 15 – 20 per twelvemonth ) and the cost of instruction input, seldom of optional classs can be offered, which may non run into the demand of the pupils. In add-on, the beginnings of pupils are restricted because the sum of occupant decreases continuously ; and besides, it seems less attractive to the pupils from Mainland China even though the school accept them since 1996. Furthermore, the university can non form external class due to local authorities ordinances, therefore the demand of farther preparation from the local music instructors may non be satisfied. Furthermore, it has less internsh ip chances than expect, therefore some of the pupils can non develop experience cognition from internship, and the university may get feedback from the pupils about the current state of affairs of general music instruction which may helpful to set its course of study. In add-on, although farther instructor preparation classs are offered in several organisations[ 4 ], seldom of them are focal points on music or its teaching methods. It should be a serious issue in Macau ‘s instructor resource. Government Datas analysis The TABLE 9 shows public and non-tertiary instruction outgo between 2007 and 2010. The per centums of those to entire authorities outgo in the four old ages are besides listed. The sums of public instruction outgo are addition from 2007 to 2010. The per centum of which to entire authorities outgo is 16.2 % in 2007 ; However, over the following two old ages, the proportions decreased to 14 % and 13 % . But in 2010, the per centum rose to 14.9 % . Although the existent figure of public outgo of non-tertiary instruction grows from 2007 to 2010, the per centums of which remain the downward tendency between the 4 old ages. The proportion was 10.2 % in 2007, and autumn to 8.9 % and 8.2 % in 2008 and 2009. It hit a new depression in 2010 and which was 7.5 % . Table 9 Education Finance Indicators of Macau ( DESJ, 2012 ) Indexs Year 2007 Year 2008 Year 2009 Year 2010 Public instruction outgo ( Unit: 10 million Patacas ) 3,028 3,704 4,372 5,776 The per centum of public instruction outgo to entire authorities outgo 16.2 % 14.0 % 13.0 % 14.9 % Public outgo of non-tertiary instruction 1,912 2,347 2,763 2,896 The per centum of public outgo of non-tertiary instruction to entire authorities outgo 10.2 % 8.9 % 8.2 % 7.5 % Issues and Challenges The insufficient of investing of the local authorities for public instruction should be a one of the most primary factors curtailing the development of public, particularly non-tertiary instruction. Harmonizing to the TABLE 9 we can deduce that although the existent input is addition, the per centum of public non-tertiary instruction disbursement is decrease continuously. The ground of such state of affairs might be that the rise of non-tertiary instruction outgo can non maintain up with the entire authorities outgo. Because the entire authorities outgo remains increase in the four old ages due to the rapid economic growing of Macau[ 5 ]. It besides suggests that the velocity of Macau ‘s instruction development is slower than the rapid economic growing of Macau. The TABLE 6 shows the per centum of public instruction outgo to gross domestic merchandise of United Kingdom, United States, Hong Kong, Japan and Macau. Harmonizing to the statistics we can deduce that the grade of public instruction outgo lags far behind the Western states. Even more, it remains far less that the per centum of Hong Kong which is such similar to Macau, no affair the history background or the current economic state of affairs. The local instruction section deficiency of valid paperss and steps which could steer or direct the development of general music instruction could be the other drawback. Because the Lusitanian authorities took laissez-faire attack to Macau ‘s private schools, that system of the schools and course of study are diverse. Such attack may besides take the school instruction deficiency of incorporate criterion. ( Feng, 1999 ) Furthermore, Macau Education System ( 1991 ) provides that the authorities does non hold the right to interfere learning plans of the schools, every bit good. However, Education and Youth Affairs Bureau, which is in charge of Macau instruction, has an duty to steer, manage and measure the non-tertiary instruction, and therefore the DSEJ establishes Education Commission, Youth Commission and educational supervising system. But it is too bad that music instruction seems rarely involved in the educational supervising system. And besides, the committees may chiefly concentrate on the extracurricular music activities, such as the interschool singing competition. Even though the activities promote growing of general music instruction in some extent, and flourish activity of general music instruction apparently, those may non wholly stand for the state of affairs of Macau ‘s school music instruction. The ground may be that, foremost, those are non everyday, viz. it is timeliness. Attention will be attracted merely if few months before it stars, and schools may fix it without attempt. Second, merely seldom of pupils can participant of the ac tivities, and it may non profit to all the pupils. Therefore it is unjust to the pupils who do non go to the activities. Third, the study of Dai ( 2009a ) indicates that some of the instructors consider that music category may replace by such activities[ 6 ]. However, music category is the lone manner to accomplish the end for comprehensive, equal and consecutive general music instruction. The DSEJ may disregard such phenomenon and importance of general music instruction at some extent. Furthermore, some school leaders may attach excessively much importance to ensue and ranking of the activities, and put unusual force per unit area on the music instructor. For illustration, consequence of the singing competition may act upon fillip and rating of the music instructors. Hence, the music instructors concentrate on preparing of the competition alternatively of general music category, and which can non offer benefits to the pupils ‘ music survey. In brief, even though the DSEJ and the Cultural Affairs Bureau make a great attempt to form music competitions, the right counsel for the activities is absent, and the basic map of music instruction is non achieved. It is besides worthwhile to see that the authorities paperss for general music instruction might be dawdling. The Macau Education and Youth Affairs Bureau issued a Music Syllabus in 1999 and which is available on the official web site ( DSEJ 1999 ) . The papers contains 3 parts and focal point pupils on different degree, including junior primary, upper primary and junior secondary. The web site besides offers two other links, including the Music Curriculum Standard of Mainland China and the Music Curriculum Outline of Hong Kong. Nevertheless, those two official paperss are issued in 2001 and 2003 individually, and which may propose that Macau ‘s official papers is far behind the Hong Kong and Mainland China. To sum up, the issues of the local authorities exist in three facets: the underfunding on public non-tertiary instruction, the deficiency of right counsel and the obsolescence of official usher paperss for general music instruction. In the first facet, on the one manus, the local authorities investing for instruction is non merely much less than the Western states, but besides smaller nearby countries ; on the other manus, the growing of the investing may non maintain up with the rapid development of Macau ‘s economic and society. Furthermore, the instruction and civilization sections of Macau lack proper counsel, therefore the extracurricular music activities hold by them may non accomplish the end for music instruction. In footings of the authorities paperss, which may be outdated comparison with the nearby countries.Need to suit cultural diversenessTeaching stuffs and cultural diverseness Presents, multicultural music instruction has become a tendency of music instruction throughout the universe. Meanwhile, local music besides be more emphatic because which plays a great of import function in multicultural music instruction. Dai ( 2009b ) insists that as an unalienable portion of history and civilization, local music represents non lone tradition and plants, but besides a sort of communicating between single and group. The instruction of local music may assist pupils and instructors to understand themselves ‘ universe via a series of comprehensive and related ways. Hence, local music should be a important attack to associate people, society and civilization. Music instruction may be isolated from the civilization and the societal environment when without local music. As one of the most of import parts of music instruction, learning stuffs should suit local music facet, every bit good. Fan ( 1990 ) insists a successful music learning stuffs should assist pupil to non merely research the civilizations of foreign states, but besides understand their ain music bequest. However, as I discuss before, the music learning stuffs of Macau might be in bad crisp. Local schools either borrow music learning stuffs from nearby countries, such as Hong Kong and Mainland China, or roll up their music instruction stuffs by themselves for each classs. On the one manus, Chang ( 1994 ) points out that there are two disadvantages of the deficiency of local instruction stuffs. The first 1 should be that the pupils might lose the opportunity to pass on with the outside universe at some extent. Second, he realizes that the pupils may non to update newest cognition. On the other manus, a study made by Wang ( 2010 ) indicated that the music textbooks used in Macau are chiefly emphasized on international common people vocals, like Nipponese, Korean and African Children ‘s nursery vocals ; and besides, the common people vocals from different territories of Mainland China are besides included in those teaching stuffs. However, seldom of Macau local music may be referred in those text editions. Therefore, he believes that the application of text editions imported from Hong Kong and Mainland China could ensue the fact that â€Å" non merely ca n't the local Macau pupils enjoy efficient music acquisition experienced in neighbouring parts, but the pupils besides lack the chances to larn their ain cultural and musical heritage from their ain music text edition † . On the contrast, Wang ( 2003 ) considers that the locally published instruction stuffs could â€Å" unite pupil ‘s learning competence in the part † and may give opportunities to the pupils to appreciate their ain music and cultural heritage more wholly. And besides, it can supply pupils the acknowledgment of their ain alone national features. Consequently, we can deduce that the lake of local music learning stuffs should be one of the most serious jobs in Macau ‘s multicultural music instruction. 4.2 Teachers, teacher preparation and the authorities Music instructors play one of the most of import functions in multicultural music instruction. The instructors should non merely learn music cognition to the pupils, but besides introduce the civilization which related to the music. Anderson ( 1991 ) considers that â€Å" music instructors must fix to make more than add stray choices of non-European musics to the course of study † , and they must assist pupils to understand the relationship between people and their music. Music instructors ‘ attitude and point of position in multicultural music instruction is highly of import, because it may act upon both instructors ‘ schemes and program, even the schoolroom ambiance ( Young, 1996 ) . The music instructor ‘s attitude in Macau can be acquired through Dai ‘s ( 2004 ) study. There is a inquiry in the probe about which sort of music accomplishment the instructors want to larn ( multiple pick ) . There are 70 % and 52 % of them want to larn more about â€Å" choir conducting † and â€Å" music teaching methods † ; â€Å" music grasp † and â€Å" eurythmies † occupied 44 % and 37 % individually[ 7 ]. There are merely 26 % and 18 % of the instructors interested in â€Å" universe musics † and â€Å" Chinese traditional music † . However, those two topics are the most of import facets in multicultural music instruction, and therefore we can deduce that merely a few of the instructors may invol vement and pay attending to multicultural music instruction. Such attitude in multicultural music instruction may impede its development at some extent. Current instructor preparation in Macau may non much aid to multicultural music instruction. As I mentioned above, the University of Macau offer music instruction as an optional class for primary and pre-primary instruction. But the topics related to multicultural music instruction, such as Ethnomusicology, Chinese traditional music are non available in the music instruction class in the University of Macau[ 8 ]. Furthermore, due to seldom of music instructor developing organized by the local authorities[ 9 ], multicultural music preparation might be a clean country in it. It is worthwhile sing that the ESA ( School of Art ) of Macau Polytechnic Institution may be the lone university refers subjects comparative to multicultural music instruction[ 10 ]. However, because the figure of pupils is little and the history of the university is short, it may non act upon Macau ‘s multicultural music instruction so much. As I discussed earlier, the local authorities deficiencies of criterion and ordinance to instruction, and which besides should be a ground of imperfectness of music instructors, learning stuffs and even more, multicultural music instruction. The fact that there is small policy should another failing in multicultural music instruction. Other states ‘ authorities, such as England, issues much more paperss in relation to multiculturalism than do authorities in Macau. For illustration, the Music Syllabus of Macau stipulates every twelvemonth ‘s instruction content and mark. In the primary degree, neither the instruction content or the mark reference multicultural music instruction. On the contrary, the section for instruction in the United Kingdom stipulates multicultural music instruction in every Key Stage. The State Curriculum ( for England, Wales and Northern Ireland ) for general music instruction at Key Stage 1 and 2 stipulates â€Å" students should be taught the cognition, accomplishments and understanding throughaˆÂ ¦ a scope of unrecorded and recorded music from different times and civilization † . ( National Curriculum ) Furthermore, it should be another failing that the Music Syllabus of Macau chiefly focuses on music cognition and accomplishment, alternatively of civilization. For case, the instruction content in grade 4 includes five parts: vocalizing, listening preparation, rhythm preparation, reading tonss and music grasp. In the last portion, the demands are: 1 ) listening vocal and instrumental pieces ; 2 ) separating genera of vocal and instrumental pieces ; 3 ) retrieving music kineticss ; 4 ) separating AB and ABA signifier ; 5 ) separating duple, three-base hit and quadruplicate metre. All of the demands are technique and seldom of them referred to civilization. Such state of affairs may non profit to multicultural music instruction.IV. Suggestions from other states theoretical accountsHarmonizing to the treatment before, the issues of Macau ‘s music instruction can be concluded in four facets. First, instructors and instructor preparation could be a portion of the issues: the figure of instructor is inadequacy, and the quality of the instructors may be lower than anticipate. Furthermore, the failing of third music instruction and the deficiency of farther learning preparation, may besides impact Macau ‘s music instruction profoundly. Second, lack of learning stuffs ordinance and local text edition should besides be a job in Macau ‘s music instruction. Third, in footings of the authorities, there are some issues on the authorities investing. Furthermore, the deficiency of valid counsel and the obsolescence of official usher paperss for general music instruction may be harmful, every bit good. Fourthly, civilization diverseness should be accommodated in order to develop Macau ‘s music instruction. In order to better and decide the issues, some first-class experience and theoretical account for general and multicultural music instruction can be learned from other states. However, Kennedy ( 2009 ) insists that a specific theoretical account of multiculturalism can non be transported straight from one state to another, because every theoretical account has its ain characters. Therefore, three states, including the United States, Hong Kong and Mainland China, are selected to demo their successful theoretical accounts and experiences. The ground why the states are chosen may be that, ab initio, the United States is the topographic point to implement the construct of multicultural music instruction most successfully around the universe. In footings of Hong Kong, the state of affairs of which is really similar to Macau: both of them were settlement, and so handover to China in the 1990s ; even more, civilizations of these two topographic point are similar due to the geographical prop inquity. However, the state of affairs of instruction in Hong Kong is better than Macau due to the different colonial authorities policy. Finally, Mainland China portion the same civilization with Macau, and its multicultural instruction developed really good in recent old ages.Multicultural instruction in by and large in the United States, Hong Kong and Mainland China by and large.The history roots of multicultural instruction should be traced to the Civil Rights Movement in 1960s. The Civil Rights Movement in the United States is the societal action of African American and other people of colour aimed at disputing racial favoritism, subjugation and inequality ( Banks, 1989 ) . The motion focuses on equity and emancipation from white domination in both political and educational facets ( Blum, 1997 ) . They demanded for curricular reform in order to consistent with the racial diverseness in the state. Such motion besides inspired other groups to seek acknowledgment and equality in i nstruction, such as adult females, the handicapped and lingual minorities. The jobs received considerable attending in the educational establishments and organisations in the United States. Therefore, a host of plans, patterns and policies emerged and chiefly concentrate on little alterations or add-ons to traditional course of study. During 1970s, a figure of professional organisations encourage the integrating of cultural content and the course of study via issued policies and publications. For case, the National Council for the Social Study ( NCSS ) published the Curriculum Guidelines for Multiethnic Education in 1976[ 11 ]. And besides, the criterions for teacher instruction are issued in 1977, by the National Council for the Accreditation of Teacher Education ( NCATE ) , which require that the multicultural instruction content should be added to classs. From 1980s, the bookmans chiefly focus on developing new attack and theoretical accounts for multicultural instruction. ( Gorski, 1999 ) He besides consists that multicultural instruction must be understood comparative to the societal facet and political construction. Nowadays, the construct of multicultural instruction was applied in a figure of topics, such as history, mathematics ( Sleeter, 1997 ) , ocular art and music. In footings of Mainland China, Wang ( 2007 ) believes that chiefly emphasizes on â€Å" local diverseness † , that is, the cultural diverseness of Chinese minority groups should be the most of import facet of Mainland China ‘s multicultural instruction. He insists that the multicultural instruction in the western states may concentrate on civilization ‘s maintain and development. But in China, the endurance and development of the minority groups should be more important to multicultural instruction. There are 55 minority groups in China and all of them have their ain civilizations. Even more, 24 of them have their ain linguistic communications. The Chinese authorities issues several policies in order to develop and protect multicultural instruction. First, bilingual instruction is applied in the topographic point of abode of cultural minorities, which proposed in 1950 ab initio in the Plan for Cadre Cultivating in Minority Groups. Second, the civilization heritage of the cultural minorities was included in the course of study. The policy â€Å" Strengthening the Cultural Minorities Education † issued in 1980, which provides that the development of course of study and the compilation of learning stuffs should utilize their ain linguistic communication, and related to their ain history, civilization and humanistic disciplines. As a Particular Administrative Region of the People ‘s Republic of China, Hong Kong has alone position and ever see as runing pot of western and eastern civilizations. The authorities of Hong Kong attach much importance to multicultural instruction, and they believes that reformed instruction can advance the development of multicultural instruction even which is a comparatively new experience for the schools of the HKSAR ( Ho & A ; Law, 2009 ) . The planetary citizenship became a constituent of civil instruction for secondary school, and a figure of lesson in the course of study intended to assist pupil appreciate the diverse heritage of the universe ( Law, 2004 & A ; Curriculum Development Council, 1998 ) . The authorities besides insists that pupils should be educated to see and believe profoundly on â€Å" different values to their ain, their relationships with others, the community, the state and the universe at big graduated table † ( Ho & A ; Law, 2009 ) . Furthermore, the authorities believes it is necessary that the pupils should hold ability to appreciate multicultural diverseness in the humanistic disciplines, and understand the values and the traditions of universe musics. ( Curriculum Development Council, 2003 )Brief Introduction of Multicultural Music Education in the United States, Hong Kong and Mainland China.The United States is a innovator and a microcosm of international multicultural music instruction. The federal authorities wage attending to the development in humanistic disciplines instruction and issued the Goal 2000: Educate America Act in 1994 and set frontward the clear mark for American pupils: â€Å" All pupils will go forth classs 4, 8, and 12 holding demonstrated competence over disputing capable affair including English, mathematics, scientific discipline, foreign linguistic communications, civics an authorities, economic sciences, the humanistic disciplines, history, and geographics † . On the one manus, the authorities offers support in support facet, for illustration, $ 86.5 million available to provinces in 1994 to get down developing school betterment programs and an extra $ 5 million was made available to develop programs to utilize state-of-the-art engineering to heighten instruction and acquisition. On the other manus, the first National Standards for Arts Education is created with the transition of Goal 2000. The music course of study in the United States is developed on the National Standards for Arts Education. The standard requires the pupil to â€Å" understand music in relation to history and civilization † and to â€Å" place an appreciate music from different civilizations, manners and periods for all class † . There is no uncertainty that the publication of the criterion non merely go a milepost, but besides symbolizes the mature phase of the multicultural music instruction in the United States. In add-on, multiculturalism draws attending to music instructor instruction in colleges and universities. The multicultural constituents are added in the class. Furthermore, The National Association of School of Music ( NASM ) stipulates â€Å" all ( music ) undergraduate course of study shouldaˆÂ ¦ provideaˆÂ ¦ a repertory for survey that includes assorted civilizations and historical periods † . Furthermore, some provinces in the United States â€Å" have enfranchisement demands that specify that ( music instruction ) pupils should have music literature experiences that draw on a assortment of music civilizations from throughout the worldaˆÂ ¦ ( Including ) African and Asiatic musics. † ( Anderson, 1992 ) Furthermore, multicultural instruction is one of the contents in the scrutiny of learning enfranchisement in some provinces. For illustration, Colorado, New Hampshire, Vermont and Virginia have multicultural music demands ; Michigan, Nebraska, New Hampshire, New Jersey, Pennsylvania, South Dakota and Oregon have multicultural demands in professional instruction for music enfranchisement. ( Ma, 2009 ) Multiculturalism refers to non merely musics from other states, but besides minority cultural musics. The New Music Curriculum Standards requires pupils to â€Å" develop and spread out † minority cultural traditional musics, and understand musics from other states. What ‘s more, the demand and rule of the instruction stuffs ‘ compilation are besides listed in the criterion. In footings of multiculturalism, the criterion requires the content of music text editions should maintain the balance between the Chinese traditional music and universe musics. It is besides worthwhile sing that the standard stipules that the text edition that is based on it should busy 80 % – 85 % in the entire sum, the remainder 15 % – 20 % should be local learning stuffs. Fan ( 2009 ) points out that the characters of music instruction stuffs in China are â€Å" diverseness of the content and big of the scope † . Take the music text edition published by People ‘s Music Publication House[ 12 ]as an illustration, which contains six units and involves western art music ( The Plant Suite ) , Asiatic music ( Indian, Turkey, Thailand musics ) , movie music ( music from â€Å" Do Re Mi † ) , Chinese traditional ( yangko ) and minority cultural musics. ANNEX? ? ?

Fishers essays

Fishers essays The coniferous forests within Alaska, Canada and the United States are home to a blackish brown weasel looking creature. Its eastern range extends as far south as New York. In the western United States, it ranges as far south as the mountainous portions of central California and Utah. Fast on the ground and in trees, it is a wonder that this animal is not better known to us. This animal is named the fisher. No one really knows how this strange mammal got its name. It has a few names that it is called by, such as, Fisher Marten, Fisher Cat, Pennants Marten Cat, tha-cho (Big Marten), Black Cat, and Pekan. According to one story, the fisher got its name from the pioneers, who used fish to bait traps. The fish were being stolen by a dark-colored animal, which they named fisher. (Pringle, 2) The fisher is a member of the weasel family, Mustelidae, in the order Carnivore. It is classified as Martes pennanti. It has dark brown, glossy fur, which gets white tipped as the fisher gets older. The females hair is darker than the males. Some fishers have a frost cast around the head and shoulders, or a white patch of hair on the chest. They have long, slender, weasel like bodies. The adult fisher is usually 20 to 25 inches long, excluding their tail, which is about 18 inches long. It weighs between 3 to 15 pounds. It has strong muscular short legs, which are similar to those of weasels, mink, martens, and otters. They have bushy tails and strong claws that are retractable like a cats, allowing them to move about swiftly in the trees, which they make their homes in. Fishers are carnivorous, which means they eat meat. They hunt on the ground and in trees. Their main sources of food are snowshoe hares, birds, porcupine, mice, voles, shrews, moles, squirrels and other small mammals. In the spring and summer months, they also eat frog eggs, bird eggs, carrion, and fruits and berries. The f ...

Personal Selling and Sales Management Essay Example

Personal Selling and Sales Management Essay Example Personal Selling and Sales Management Essay Personal Selling and Sales Management Essay Global Perspective INTERNATIONAL ASSIGNMENTS ARE GLAMOROUS, RIGHT? Some challenges associated with an international assignment include job security, readjustment upon return to the U. S. and adjustment to other cultures. Given these kinds of problems, is that international sales position being offered to we as attractive as it looks? Will it really help wer career? Particularly in relationship cultures such as China, relationship marketing, built on effective communications between the seller and buyer, focuses on building long-term alliances rather than treating each sale as a one-time event. Designing the Sales Force Based on analyses of current and potential customers, the selling environment, competition, and the firms resources and capabilities, decisions must be made regarding the numbers, characteristics, and assignments of sales personnel. Distribution strategies will often vary from country to country. Some markets may require a direct sales force, whereas others may not. How customers are approached can differ as well. Once decisions have been made about how many expatriates, local nationals, or third=country nationals a particular market requires, then more intricate aspects of design can be undertaken, such as territory allocation and customer call plans. Recruiting Marketing and Sales Personnel Expatriates Virtual Expatriates Local Nationals Third Country Nationals Host Country Restrictions Expatriates The largest personnel requirement abroad for most companies is the sales force. The number of companies relying on expatriate personnel is declining as the volume of world trade increases and as more companies use locals to fill marketing positions. However, when products are highly technical, or when selling requires an extensive background of information and applications, an expatriate sales force remains the best choice. The chief disadvantages of an expatriate sales force are the high cost, cultural and legal barriers, and the limited number of high-caliber personnel willing to live abroad for extended periods. Virtual Expatriates The Internet and other advances in communications technologies, along with the growing reluctance of executives to move abroad, are creating a new breed of expatriate, the virtual one. Virtual expatriates manage operations in other countries but dont move there. Local Nationals The historical preference for expatriate managers and salespeople from the home country is giving way to a preference for local nationals. At the sales level, the picture is clearly biased in favor of the locals because they transcend both cultural and legal barriers. They are also familiar with distribution systems and referral networks. The main disadvantage of hiring local nationals is the tendency of headquarters personnel to ignore their advice. Another key disadvantage can be their lack of availability. In many countries, sales positions are viewed negatively. Third Country Nationals Third-country nationals (TCNs), are expatriates from their own countries working for a foreign company in a third country. Host Country Restrictions The host governments attitudes toward foreign workers often complicate selecting expatriate U. S. nationals over locals. Concerns about foreign corporate domination, local unemployment, and other issues cause some countries to restrict the number of non-nationals allowed to work within the ountry. Selecting Sales and Marketing Personnel To select personnel for international marketing positions effectively, management must define precisely what is expected of its people. Effective executives and salespeople, regardless of what foreign country they are operating in, share certain personal characteristics, skills, and orientations such as maturity, emotional stability, breadth of knowledge, positive o utlook, flexibility, cultural empathy, energetic, and enjoy travel. Selection mistakes are costly. When an expatriate assignment does not work out, hundreds of thousands of dollars are wasted in expenses and lost time. Mew evidence indicates that a managers culture affects personnel decisions. Training for International Marketing The nature of a training program depends largely on both the home culture of the sales person and the culture of the business system in the foreign market. Continual training may be more important in foreign markets than in domestic ones because of the lack of routine contact with the parent company and its marketing personnel. One aspect of training is frequently overlooked: Home-office personnel dealing with international marketing operations need training designed to make them responsive to the needs of the foreign operations. The Internet now makes some kinds of sales training much more efficient. Motivating Sales Personnel Motivation is especially complicated because the firm is dealing with different cultures, different sources, and different philosophies. Because cultural differences affect the motivational patterns of a sales force, a manager must be extremely sensitive to the personal behavior patterns of employees. Individual incentives that work effectively in the United States can fail completely in other cultures. Communications are also important in maintaining high levels of motivation; foreign managers need to know that the home office is interested in their operations. Because promotion and the opportunity to improve status are important motivators, a company needs to make clear the opportunities for growth within the firm. In one study, sales representatives in comparable Japanese and American sales organizations were asked to allocate 100 points across an array of potential rewards from work. As shown in Exhibit 17. 4, the results were surprisingly similar. The Sales People Were Asked to: ‘Distribute 100 Points among the Rewards in Terms of their Importance to You. ’ SOURCE: R. Bruce Money and John L. Graham, â€Å"Salesperson Performance,Pay, and Job Satisfaction: Tests of a Model Using Data Collected in the U. S. and Japan,† Journal of International Business Studies, 1999. Designing Compensation Systems For Expatriates Developing an equitable and functional compensation plan that combines balance, consistent motivation, and flexibility is extremely challenging in international operations. Fringe benefits play a major role in many countries. Pay can be a significant factor in making it difficult for a person to be repatriated. Often those returning home realize they have been making considerably more money with a lower cost of living in the overseas market; returning to the home country means a cut in pay and a cut in standard of living. In general, short-term assignments involve payments of overseas premiums (sometimes called separation allowances if the family does not go along), all excess expenses, and allowances for tax differentials. Besides rewarding an individuals contribution to the firm, a compensation program can be used effectively to recruit, develop, motivate, or retain personnel. For a Global Sales Force – The Do’s Compensation plans of American companies vary substantially around the globe, reflecting the economic and cultural differences in the diverse markets served. Some experts feel compensation plans in Japan and Southern Europe are most different from the standard U. S. approach. Those same experts believe that generally compensation schemes around the world are becoming more similar to the U. S. systems with its emphasis on commissions based on individual performance. Global Similarity to U. S. Compensations Plans SOURCE: David G. Schick and David J. Cichelli, â€Å"Developing Incentive Compensation Strategies in a Global Sales Environment,† ACA Journal, Autumn 1996. The Dos for designing compensation systems for a global sales force: Do involve representatives from key countries. Do allow local managers to decide the mix between base and incentive pay. Do use consistent performance measures (results paid for) and emphasis on each measure. Do allow local countries flexibility in implementations. Do use consistent communication and training themes worldwide. The Donts for designing compensation systems for a global sales force: Dont design the plan centrally and dictate to local offices. Dont create a similar framework for jobs with different responsibilities. Dont require consistency on every performance measure within the incentive plan. Dont assume cultural diffe rences can be managed through the incentive plan. Dont proceed without the support of senior sales executives worldwide. A compensation Blueprint: How IBM Pays 140,000 Sales Executives Worldwide Beginning in the late 1990s IBM rolled out what is perhaps the most global approach to compensating a worldwide sales force. The main features of that plan, which applies to 140,000 sales executives in 165 countries, are presented in Exhibit 17. 6. SOURCE: Michele Marchetti and Antonio Langemi, â€Å"Gamble,† Sales and Marketing Management, July 1996, p. 65-69. Evaluating and Controlling Sales Representatives In the U. S. , emphasis is placed on individual performance, which can easily be measured by sales revenues generated. In many countries evaluation is more complex where teamwork is favored over individual effort. The primary control tool used by American sales managers is the incentive system. In other countries, corporate control and frequent interactions with peers and supervisors are the means of motivation and control. Preparing U. S. Personnel for Foreign Assignments Foreign assignments typically cost from 150-400 percent of the annual base salary. This cost increases if the expatriate returns home before completing the scheduled assignment. The planning process must begin prior to the selection of those going abroad and extend to their specific assignments after returning home. Overcoming Reluctance to Accept a Foreign Assignment Concerns for career and family are the most frequently mentioned reasons for a manager to refuse a foreign assignment. The most important career-related reservation is the fear that a two- or three-year absence will adversely affect opportunities for advancement. Concern for family may interfere with many accepting an assignment abroad. Initially, most potential candidates are worried about uprooting a family and settling into a strange environment. Questions about the education of the children, isolation from family and friends, proper health care, and, in some countries, the potential for violence reflect the misgivings a family faces when relocating to a foreign country. Reducing the Rate of Early Returns Once the employee and family accept the assignment abroad, the next problem is keeping them there for the assigned time. One researcher estimated that 75 percent of families sent to a foreign post experience adjustment problems with children or have marital discord. Before going abroad, cross-cultural training should be provided for families as well as the employee. Once the family is abroad, some companies even provide a local ombudsman (someone experienced in the country) to whom members can take their problems and get immediate assistance. Successful Expartiate Preparation Returnees should know where they are going and what they will be doing next month and several years ahead. A report on what MNCs are doing to improve the reentry process suggests five steps: 1. Commit to reassigning expatriates to meaningful positions. 2. Create a mentor program. Mentors are typically senior executives who monitor company activities, keep the expatriate informed on company activities, and act as liaison between the expatriate and various headquarters departments. 3. Offer a written job guarantee stating what the company is obligated to do for the expatriate on return. 4. Keep the expatriate in touch with headquarters through periodic briefings and headquarters visits. 5. Prepare the expatriate and family for repatriation once a return date is set. Developing Cultural Awareness Most expatriate failures are cause by lack of an understanding of cultural differences and their effect on management skills. Good cultural skills can be learned and developed. Cultural skills provide the individual with the ability to relate to a different culture even when the individual is unfamiliar with the details of that particular culture. The Changing Profile of the Global Manager Fewer companies today limit their search for senior-level executive talent to their home countries. Some companies believe that it is important to have international assignments early in a persons career, and international training is an integral part of their entry-level development programs. Many companies are active in making the foreign experience an integrated part of a successful corporate career. Foreign Language Skills Many believe that learning a language improves cultural understanding and business relationships. Many believe that to be taken seriously in the business community, the expatriate must be at least conversational in the host language. Many companies are making stronger efforts to recruit people who are bilingual or multilingual. Summary The companys sales force is on the front line of a marketing organization. The role of marketers in both domestic and foreign markets along with the composition of international managerial and sales forces is rapidly changing. The recent emphasis on using local personnel operating in their own lands has highlighted the importance of adapting U. S. managerial techniques to local needs. The development of an effective marketing organization calls for careful recruiting, selecting, training, motivating, and compensating o f expatriate personnel and their families. The most practical method of maintaining an efficient international sales and marketing force is careful, concerted planning at all stages of career development. An effective international sales force constitutes one of the international marketers greatest concerns. The companys sales force represents the major alternative method of organizing a company for foreign distribution and, as such, is on the front line of a marketing organization. The role of marketers in both domestic and foreign markets is rapidly changing, along with the composition of international managerial and sales forces. Such forces have many unique requirements that are being filled by expatriates, locals, third-country nationals, or a combination of the three. In recent years, the pattern of development has been to place more emphasis on local personnel operating in their own lands. This, in turn, has highlighted the importance of adapting U. S. managerial techniques to local needs. The development of an effective marketing organization calls for careful recruiting, selecting, training, motivating, and compensating of expatriate personnel and their families to ensure maximization of a companys return on its personnel expenditures. The most practical method of maintaining an efficient international sales and marketing force is careful, concerted planning at all stages of career development. Bibliography: International Marketing, Cateora P. R. , Graham J. L. , 12th ed, pp 500-525. Michele Marchetti and Antonio Langemi, â€Å"Gamble,† Sales and Marketing Management, July 1996, p. 65-69. David G. Schick and David J. Cichelli, â€Å"Developing Incentive Compensation Strategies in a Global Sales Environment,† ACA Journal, Autumn 1996.

Beware of the dog

Beware of the Dog: The story is about a pilot during the second world war, the story took place in the area which consists of Britain, France and Germany. The story began while the pilot had a severe injury in his leg which is caused by him getting shot during his flight. He lost the down part of his leg, right down his thigh. In the beginning the pilot was in his cockpit trying to imagine how he will make fun of his injury like it is nothing and it doesnt bother him at all and how he will make fun from it with his comrades and wife. A few moments later he realized that wasnt the real case and the pain was so much until a degree he thought that he was going to pass out; so he decided to bail out before that happens. But regardless what he did, he lost consciousness before he landed. And when he regained his consciousness he found himself in a hospital where there was an army doctor and a nurse who took care of him for few days, the nurse told him he is in Brighton. But while he was laying in his bed he listened to a noise and he could recognize it from the sound of the engines as a German airplanes. And so he asked the nurse about it but she told him he might be mistaken. Later next evening he heard a noise again and it worried him greatly. After that he wanted to check where he really is. He endured his pain and crawled to reach the window and looked outside when he saw a sign where there was something written on it with white paint. He managed at last to read the letters Garde au chien then he looked around and saw the small orchard on the left of a cottage, and just at that moment he realized he is in France. There was just sentence running through his head, a sentence which the intelligent officer of his squadron always repeated to the pilots And if they get you, dont forget, just your name, rank and number. Nothing else. For Gods sake, say nothing else. Later that morning an ordinary R A F officer from the Air Ministry came and told the pilot that he need to answer a few questions to fill the combat report. The pilot in the bed just said My name is Peter Williamson. My rank is Squadron Leader and my number is 972457. Mohanad Zeitoun, gruppe: 120 th