Bureaucratic Practices In Educational Institutes

Bureaucracy is the structure and set of regulations in place to control activity, usually in large organizations and government. As opposed to adhocracy, it is represented by standardized procedure (rule-following) that dictates the execution of most or all processes within the body, formal division of powers, hierarchy, and relationships. In practice the interpretation and execution of policy can lead to informal influence.Of the most famous political persons responsible for the making of bureaucracy, and its effects on society would be Max Weber, the German sociologist who set the course of the field in foundations of Administration and Politics. Weber established there were three different types of authority which helped to set the stage of public administration and helped to direct the forms of government which exist today. The three types of authority that dominate the governmental and societal settings of the present are traditional, charismatic, and legal rational.The third ty pe of authority is the type which we are most familiar with. Legal rational authority dominates the modern world, and can easily be thought of as a closed system of regulations and rules forming a bureaucracy. This authority is purely devoted to impersonal and functional purposes, thus giving the perfect stage for bureaucracy, where all focuses are impersonal and functional alone. â€Å"†¦ the bureaucratic system of organization is primarily characterized by the existence of a series of relatively stable vicious circles that stem from centralizations and impersonality† (Crozier, 1964, p 193)Bureaucracy in Educational Organizations Bureaucracy manifests itself in schools in the several ways. One key feature of a bureaucratic organization is presence of a formal hierarchical structure. Each level in a bureaucracy controls the level below and is controlled by the level above. A formal hierarchy is the basis of central planning and centralized decision making. In the school setting, the school head teacher tops the hierarchy, followed by his deputy. The teachers come next, then the prefect. The students lie at the bottom of the hierarchy.A bureaucracy runs by some well defined rules. Controlling by rules allows decisions made at high levels to be executed consistently by all lower levels. In the school, there are certain rules that students are supposed to abide by. The teachers also have a general code of conduct which they are supposed to observe. In a school, there is functional specialty. Every teacher has a special subject that he/she teaches, and is not expected to venture into other subjects. This is another key feature of a bureaucracy.Another characteristic of a bureaucracy is purposeful impersonality, whereby the idea is to treat all employees equally and customers equally, and not be influenced by individual differences. In the school, a school head is not supposed to talk to his children, who attend the school, about family matters. He is s upposed to act like he does not know them in any other way apart from that they are his students. A school can therefore be said to be a typical bureaucracy. During volunteer work at Thika Primary school, I noted several cases in which bureaucratic tendencies of the school, led to compromised resultsHow Bureaucracy Causes Poor Results In Schools Bureaucracy has been hailed as an excellent system of management in the organizations. In fact, no single system of administration has been adopted more widely that the bureaucratic system. Unfortunately, the system has largely failed to impress in education institutions, especially the academic institutions. During the course of volunteer work, this fact was manifested in a number of cases. Bureaucracy in school leads to a situation whereby students find it extremely difficult to secure audience with the head teacher.This is because, for a student to report a problem to the head teacher, he has first to report to the class prefect, who info rms the teacher. The teacher informs the deputy head teacher, who consequently forwards the issue to the head teacher. In this case, addressing the problem takes a painstakingly long period of time. If the issue required fast action, the intervention might come too late. The student ends up bearing the brunt of a bureaucratic system, which reflects negatively on his academic performance.This case was evident in Thika Primary School, whereby several children admitted to have sought audience with the head teacher, with little success. Another negative consequence of bureaucracy notable is in the procurement of learning resources. The process of purchasing books for the school takes too long, since approval must be sought from the head teacher, who takes the issue to the board of governors for a final decision on whether to place a tender. The tender is advertised and awarded to a book distributor.This whole process can take more than one school term, delaying the time that the student s have to interact with the books. This consequently leads to poor results. At the time of volunteer work, several story books had been ordered for purchase, but the process was taking too long. Bureaucratic practices in academic institutions also dent school student performance, whereby students are given insufficient feedback of their performance in a term. Here, the rules oblige the head teacher to write his feedback on the student’s performance, in the report form.However, due to the large numbers of students, he is not able to follow up the individual performance of each student. What he does to fulfill his obligation is fill all the report forms with the same comment, for example, ‘fair’. The student ends up not well guided on how well or bad he has performed. In such a case, he does not know whether he is faring poorly and needs to improve, or is performing well and needs to improve. This leads to bad grades in the subsequent terms. Conclusion It is import ant that schools abandon bureaucratic tendencies that lead to poor academic performance of the students.The head teacher must ensure that he is approachable, not seated in some hierarchically elevated seat. Process of purchasing learning resources must be made faster and simpler. Once such steps have been taken to streamline how schools run, the performance of the schools will improve, and the students will be able to achieve their academic goals and career ambitions References Bureaucracy. Anti Essays. Retrieved October 23, 2008, from the World Wide Web: Crozier, M. The Bureaucratic Phenomenon . 1964. London: Tavistock Publications. http://www. antiessays. com/free-essays/1895. html www. wikipedia. org/bureaucracy

Psychology Development in Chine

History and Systems of psychology PSYC 331 Dr. Bihan Al Qaimari Midterm Paper â€Å"Development of Psychology in China† Name: Ahmad Shiber Student number: 1071843 Introduction: When we started this class, we started learning the history of psychology, its theories, and its development. I couldn’t help but notice that the course curriculum is focused on European and American psychologists and their theories, which gives us a very westernized view of psychology and the nature of humans and their humanity.Studying psychology from a western point of view also limits the horizons of applying psychology and how it explained since it will be connected to mainly western church ideologies and financial and political systems are in the west like capitalism and democracy. I developed an interest in far eastern cultures four years ago studying the common religions in that region basics of languages spoken there, and I even started studying the Japanese language as a second language .Thus, I was interested of how these cultures saw psychology and compare their psychological thinking with Greek and Islamic psychological thinking and philosophy which was covered in class. I was amazed by the sheer amount of knowledge these cultures had offered in psychology and I was disheartened on how it is almost never mentioned in psychology classes or when mentioned it gets marginalized. Of all the cultures that constitute the Far East, I chose China.In this paper I will discuss the development of psychology in this country from its historical roots till the modern day, along with all the ups and downs of this field. I hope to shed light on the amazing contributions to the psychology field in particular, and to humanity in general. Attachment: a brief description of Chinese culture of well being. The Historical Roots: Modern psychology was brought to China from the West in the late 1800s, but the study and discussion of psychological issues had a long history in ancient Chin a. Read also Memory – ForgettingEarly psychological thinking in China not only was contained in diverse philosophical, political, military, and other literature but was also expressed through various practices in education, medicine, and human resource management. The influence of Chinese culture on world psychology has been widely recognized in current literature in the field and is attracting more and more attention (Jing, 1994; Murphy & Kovach, 1972; Wang, 1993). In China a rich body of psychological thought existed in the writings of the ancient Chinese philosophers.One of the most important figures was Confucius (551-479 B. C. ) whose teaching has, for centuries, exerted a profound influence on the development of China's cultural history. Confucian thinking emphasized the discussion of human nature, education, human development, and interpersonal relationships. For example, when Confucius discussed human nature, he asserted that â€Å"human nature is the order of heavenâ₠¬  (Jing, 1994, p. 668). By this Confucius meant that our patterns of existence are determined by Nature or by God.He did not address this issue in order to differentiate whether human nature was good or evil but proposed it as a common heritage upon which personal and mental development could be based through education: â€Å"By nature close to each other, but through practice far from each other† (Analects 17:2, Dawson, 1993). This means that people are similar when they are born but that they become different as a result of social molding; hence the importance of learning. Confucius was a famous teacher as well as a philosopher; he advocated that all people should be educated, irrespective of their abilities.He categorized people into three types: superior, medium, and inferior and concluded that everyone should be educated according to their abilities. These ideas are in agreement with the modern idea of everyone's right to an education and the concept of individual diff erences and the need to provide education in a suitable form for all to benefit, whatever their abilities. With regard to human development, Confucius viewed this as a life-long process as stated in the summary of his own life:. At fifteen I set my mind on learning, at thirty I became firm in my purpose; at forty I was free from doubts; at fifty I came to know fate; t sixty I could tell truth from falsehood by listening to other people; at seventy I followed my heart's desire without trespassing the norm of conduct. (Analects 2:4; Tang, 1996). A distinctive feature of this outlook is an emphasis on the development of wisdom and social maturity at a later age. Contrary to some modern thinking that human development is primarily an early childhood process (as has been proposed by Freud or Piaget), Confucius gave new insight with the view that development is a life-long process. In addition to Confucianism, other Chinese philosophies such as Taoism and Zen Buddhism were also important. For instance, Chinese Taoist scholars considered that opposition exists everywhere in the universe and that the synthesis of contrary systems operates to form an integrated unity that is a manifestation of the power and operation of the Yang and the Yin, the alternating forces expressive of light and darkness, birth and decay, male and female. These powers, which in their combined operation form the Tao, the Way, the great principle of the universe, are the mainspring of every activity, the mechanism of constant change and balance, which maintains the harmony of the cosmos. (Fitzgerald, 1976, p. 220). According to Lao-tzu (570-490 B.C. ), the reputed founder of Taoism, nature keeps a proper balance in all its working. If any activity moves to an extreme in one direction, sooner or later a change occurs to swing it back toward the opposite. This thinking may have influenced Jungian psychology, for â€Å"Jung discovered the self from Eastern philosophy and characterized it ‘as a kind of compensation for the conflict between inside and outside † (Jung, as cited in Kuo, 1971, p. 97). In addition, recent findings indicate that the self-actualization theories of Rogers and Maslow bear certain similarities to concepts in Taoism and Zen Buddhism (e. . , Chang ; Page, 1991; Ma, 1990). The practice of naive psychology was widespread in ancient China, and many present-day psychology applications could trace their roots to thousands of years ago. For instance, in Medical Principles of the Yellow Emperor, the first Chinese encyclopedia of medicine, published about 2,000 years ago, links between brain pathology and psychological problems were described, and a bio-psycho-social model was the main approach to medical and mental treatment (Wang, 1993).Another famous ancient Chinese text, Sun-tzu's classic book The Art of War, was written 2,500 years ago. It is a treatise on strategies of warfare containing an analysis of human nature, organization, leadership, the effects of the environment, and the importance of information and may have influenced the development of modern organizational psychology. The most important contribution of Chinese culture to the application of psychology is that of mental testing. It is common to think of testing as both a recent and a Western development. The origins of testing, however, are neither recent nor Western.The roots of psychological testing can be traced back to the concepts and practices of ancient China for some 3,000 years (Anastasi, 1988; Kaplan & Saccuzzo, 1993). Various methods for measuring talent and behavior were popular, such as observing traits from behavioral changes, identifying intelligence by response speed, eliciting personality across situations, and measuring mental attributes through interviews (Lin, 1980). The purpose of all these tests was to allow the Chinese emperor to assess his officials' fitness for office. By the time of the Han Dynasty (206 B. C. to A. D. 20), the use of t est batteries (two or more tests used in conjunction) was quite common in the civil service examination system (Zhang, 1988) with essay writing and oral exams in topics such as civil law, military affairs, agriculture, revenue, and geography. Tests had become quite well developed by the time of the Ming Dynasty (A. D. 1368-1644). During this period, there was a national multi-stage testing program that involved local and regional testing centers equipped with special testing booths. Those who did well on the test at the local level went on to the provincial capital for more extensive essay examinations.After this second testing, those with the highest test scores went on to the nation's capital for a final round of examinations. Only those who passed this third set of tests were eligible for public office. It is probable that the Western world learned about these national testing programs through exposure to the Chinese during the 19th century. Reports by British missionaries and di plomats encouraged the British East India Company to copy the Chinese system in 1832 as a method for selecting employees for overseas duty.Testing programs worked well for the company, and the British government adopted a similar system of testing for its civil service in 1855. Later, French, German, and American governments in succession endorsed it, and the testing movement in the Western world has grown rapidly since then (Kaplan & Saccuzzo, 1993). Testing was also well developed in ancient Chinese folk culture. An article written by a scholar, Yen (531-590), indicated that, the so-called â€Å"testing the child at one year of age† was a popular custom in southern China.On a child's first birthday, he/she would be placed on a large table full of food, clothing, paper, pens, jewelry, toys, books with, in addition, an arrow and sword for the boys, and needle and thread for the girls. The baby was encouraged to crawl freely and pick up the item he or she liked best. By observ ing what the baby grasped first, the proud parents projected the baby's intelligence, personality characteristics and aptitude by the things taken from the table. This custom lasted until the 20th Century. (Zhang, 1988, p. 02). Although clearly not a test by modern standards, it does illustrate a willingness to assess individual differences by concrete means. Zhang (1988) also noted that Lin Xie, a well-known 6th century scholar, designed what appeared to be the first experimental psychological test in the world. He asked people to draw a square with one hand and at the same time draw a circle with the other. His aim was to show that, with interference from the attempt to do the second task, neither task could be done correctly.Interestingly, Binet in the 1890s developed a similar test as part of the early psychological work on the effect of distraction (internal and external) on mental tasks (Pillsbury, 1929; Woodworth & Marquis, 1949). Binet may have been aware of the Chinese hist ory. This review is only a brief discussion of the historical background of Chinese psychology. However, psychology in China did not develop into a systematic discipline, despite the fact that the concepts of psychology have deep roots in Chinese civilization dating back almost 2,500 years.Furthermore, few empirical studies have been done in this area of knowledge in China, compared with studies done in the Western world. Thus, Chinese psychology has lacked a scientific basis because of the belief that Chinese scholars should only concern themselves with â€Å"book learning, literature, history and poetry–but not with science† (Fitzgerald, 1976, p. 274). When Chinese intellectuals began the reform movement in the early 1900s, they promoted an uncompromising rejection of Chinese traditions (especially those with Confucian roots) and advocated total or whole-hearted Westernization, in terms of science.Chinese psychology became a graft product of Western and Soviet psycho logy (Barabanshchikova & Koltsova, 1989). Early Chinese psychologists had adopted the Western ideas of behaviorism, psychoanalysis, and gestalt psychology, and the works of Pavlov, Bekhterev, and Komilov were translated from the Russian. Nowadays, however, more and more scholars taking the cross-cultural view of psychology (e. g. , Matsumoto, 2000) have realized that it is not appropriate simply to apply Western theories to explain the behavior of the Chinese or any other cultural group.Although the collection process has not been fully carried out, some Chinese psychologists (such as Gao, 1986) have started their exploration of the old studies and literature to search for the roots of Chinese psychology. Those valuable assets of the old civilization, when thoroughly explored, may give us new insights into the understanding of contemporary psychology. For example, researchers are studying early writings on traditional Chinese medicine and translating their conclusions into testable hypotheses of therapeutic effectiveness (Lee & Hu, 1993; Li, Xu, & Kuang, 1988; Tseng, 1973).This kind of work is also significant in cross-cultural studies and has particular relevance in the Chinese context. Development of Modern Chinese Psychology: Chinese psychology began a long time ago, but the modern scientific method is only recent. However, the era of modern Chinese psychology commenced in the late 1800s with the dissemination of Western psychology in China along with other Western influences. Chinese students who had studied in the West brought back ideas fundamental to modern psychology and translated Western books.In 1889, Yan Yongjing translated a Japanese version of Joseph Haven's Mental Philosophy (1875), which was regarded as the first Western psychology book to be published in China (Kodama, 1991). Psychology as an independent scientific discipline was first taught in some Chinese pedagogical institutions at the turn of this century. The Chinese educational reformer , Cai Yuanpei, who studied psychology at Wilhelm Wundt's Laboratory in Leipzig and who later became president of Beijing University, set up the first psychology laboratory at Beijing University in 1917 (Jing, 1994).In 1920, the first psychology department was established in South Eastern University in Nanjing (Li, 1994). In August 1921, the Chinese Psychological Society was formally founded. Unfortunately, its activities were interrupted by the Sino-Japanese war. Meanwhile, some Chinese scholars finished their studies in Western universities and returned to China to teach and do research in psychology. They played important roles in laying the foundation for the development of modern Chinese psychology. One of the most widely known Chinese psychologists from that period was R. Y.Kuo, who went to the University of California at Berkeley in 1918 and returned to China in 1929. As a behaviorist, his major contributions were in the field of the developmental analysis of animal behavior a nd the nervous system (Brown, 1981). Another influential figure was P. L. Chen, known as the founder of Chinese industrial psychology, who carried out field studies in Chinese factories after studying under Charles Spearman of University College London. Later, Chen's study on the G factor was translated and noted as an achievement in the developing understanding of intelligence (Wang, 1993).Another was S. Pan, who obtained his Ph. D. in Chicago in 1927, having worked with Carr on the influence of context on learning and memory. He later became president of the Chinese Psychological Society when it was re-established in 1955 after the People's Republic of China was founded. In short, from the 1920s through the 1940s, Chinese psychology was oriented mainly toward Western psychology and in fact was not different from the latter. Experimental approaches were emphasized, and Chinese psychologists were strongly influenced by the schools of functionalism, behaviorism, and the Freudians.Psy chology was basically an imported product whose general development was slow because of the unstable social environment in China during this period. After the founding of the People's Republic in 1949, psychology was reestablished under the auspices of the Communist Party. The new psychology took Marxism-Leninism and Mao's thought as the basic philosophy underlying its psychological theory. For instance, Marxism's materialist dialectics saw psychology (apart from experimental psychology) as entirely hypothetical and, therefore, not materialist and not permitted.Although the Western psychology of the 1930s was well known, it was rejected after 1949 because of its capitalist nature. Chinese psychology during the mentioned time period was guided by the slogan â€Å"Learn from the Soviet Psychology† (Barabanshchikova ; Koltsova, 1989, p. 118), and books by Soviet psychologists (Pavlov, Luria, Sechenov, etc. ) were translated into Chinese; Chinese students and postgraduates began to study in Russia rather than in the United States (Barabanshchikova ; Koltsova). Soviet psychology focused on the relationship between psychology nd the workings of the central nervous system, especially as shown in the work of Pavlov with animals, whereas Western psychology with its emphasis on individual differences was seen as a â€Å"tool of the bourgeoisie,† which contradicted the Marxist doctrine that states that people are primarily shaped by their social class. Jing (1994) noted that as in the Soviet Union in the 1940s and in 1950s, there were no independent departments of psychology in Chinese universities. Psychology was a secondary discipline in the departments of philosophy or education. It was only 30 years later, after the Chinese Cultural Revolution, that independent departments of psychology were reestablished in Chinese universities). (p. 670). Psychology had a preliminary development in the 1950s and early 1960s. In 1958, the Institute of Psychology was se t up as a part of the Chinese Academy of Science, where, because it was classified as a science, its funding was more favorable than that of other social sciences. About half of the 3,000 Chinese psychologists then worked in normal universities or pedagogical institutes in the fields of developmental and educational psychology (Jing, 1994).Some basic psychological studies were also carried out on perception, conceptual development, memory, and physiological psychology. The publication of three important Chinese textbooks in the early 1960s reflected a significant development of teaching and research during that period: general psychology (Cao, 1963), educational psychology (Pan, 1964), and child psychology (Zhu, 1962). However, the development of psychology was not smooth because of the ebb and flow of political movements. Even though it is a science, psychology could be construed as an ideology and hence a threat to the doctrine promulgated by the ruling regime or by influential se gments of society,† noted Leung and Zhang (1995, p. 694). Jing (1994) gave an explanation for this statement. He described the 1958 campaign against the â€Å"bourgeois direction in psychology† that criticized the â€Å"globalization† and â€Å"abstractionism† of psychology. This criticism was aimed at basic research with controlled experiments. In China, confounding political matters with academic ones led to the suppression of certain subfields in psychology.For example, social psychology and psychological testing were abolished â€Å"on the grounds that the former ignored the class nature of social groups, and the latter stressed too heavily individual differences rather than social differences† (Jing, 1994, p. 671). The only social psychology articles then published were criticisms of the bourgeois and idealist values of Western psychology. As Brown (1983) noted, Western theories were viewed as a tool for exploiting the working class and a false bourgeois science, which contradicted the Marxist framework of historical materialism.Kuo (1971) gave some interesting examples of how Western-style psychological research was seen to be politically dominated. For example, Kretch and Crutchfield's proposed social psychology program for factory managers to help eliminate conflict between workers and factory owners was described as actually intended â€Å"to iron out the class struggle, to diminish the proletarian's fighting will for revolution, and to sacrifice the proletarian basic profits in order to meet the need of capitalists† (p. 100).For these reasons, between 1966 and 1976, during the period of the Cultural Revolution, psychology was attacked by the extreme leftist revolutionaries as a â€Å"bourgeois pseudo-science† and was uprooted completely as a scientific discipline. Leading psychologists were labelled as â€Å"reactionary academic authorities,† scientific research and teaching institutions were dis solved, and psychologists were dispatched to remote areas of the country to work on the farms. The disaster lasted until the termination of the Cultural Revolution in 1976. (Jing, 1994, p. 72). In a later article (1995) Jing commented that this was a â€Å"dark period† for psychology in China and lamented the â€Å"great price to be paid for political interference in science† (p. 719). Happily, Chinese economic reform launched an open-door policy to the outside world in the late 1970s, and psychology was rehabilitated as a scientific discipline. Both the Chinese Psychological Society (CPS) and Institute of Psychology have resumed their academic activities; research in, and application of, psychology is being carried out all over China.With increased international exchanges, new ideas and areas of research such as cognitive psychology and counseling psychology have become popular. For example major cities now have counseling telephone hot lines (Xu, Guo, Fang, & Yan, 19 94), many high schools have their own counselors, and cognitive behavior therapy is a popular new approach to psychiatric problems. Chinese counseling models have to adapt to the characteristics of Chinese clients and counselors (Wang, 1994). Many Chinese psychologists visited other countries, and psychologists from abroad visited China and lectured in China's universities.Thus began a more favorable environment for the present development of Chinese psychology. Wang (1993) gave a good picture of the current scene: By 1991, the CPS had more than 2,900 members, two thirds of whom were developmental and educational psychologists. The CPS has 11 special divisions of psychology, including educational, developmental, medical, general-experimental, industrial, sports, physiological, judicial psychology, and psychological measurement. Each province has its own psychological association such as counseling (Wang, 1993, p. 92).Because psychology restored its momentum in the late 1970s, Chines e psychologists have reached a consensus on building psychology with Chinese characteristics (Chen, 1993; Shi, 1989). Yue (1994) reflected on the need for Chinese psychologists to strengthen their theoretical roots and bind their work closely to life in China. Wang (1993) concluded that much recent Chinese psychological research has been closely linked with economic and social reform, technological developments, and applications of psychology (e. g. , the design of Chinese language computers, the effects of the single-child policy).Bond (1996) and the Chinese Culture Connection (1987) noted that Chinese society is still shaped by Confucian values such as filial piety and industriousness, the saving of face, and the networks of personal relationships. Even in 1922, Chinese psychologists were exhorted to unearth existing Chinese materials, investigate new materials from overseas, and based on these two sources, invent our own theories and experiments †¦ the content must be approp riate to the national situation, and the form, must insofar as is possible, be of a Chinese nature. Jing ; Fu, 1995, p. 723). In experimental psychology, the Chinese language with its ideographic characters has become a subject of great interest (see Bond, 1986, for some examples). Extensive studies are being carried out in this field, including ideographic and sound characteristics of Chinese characters; the relationship between Chinese languages and Western languages; the hemispheric laterality of information processing of the Chinese language; and reading and comprehension of the Chinese language.Because of the importance of the application of these studies to school education, artificial intelligence, and industrial technology, many Chinese psychologists are collaborating in their research efforts in the hope of finding some answers, such as how to simplify the typing of Chinese characters on computers (Tan ; Peng, 1991; Yu, Feng, ; Cao, 1990; Zhang ; Shu, 1989; Zhang, Zhang, ; Peng, 1990). Developmental psychology is another area of intensive study.There are 300 million children in China, and any new knowledge acquired in the field would have important implications for the education of this next generation (Jing, 1994). For example, Mei (1991) demonstrated that the remote rural minority people's tradition of keeping their babies propped up in sandbags for most of their first 6 months resulted in lower IQ scores up to the age of 16. Much has been published on concept development, language development, the development of thinking, personality, and moral development, gifted children, and slow learners (see Dong, 1989; Liu, 1982; Zhu & Lin, 1986).These findings have been applied to improve the teaching and testing of children, such as the development of the standardized Higher Education Entrance Examination. In addition, since the national family planning and birth control program was implemented in the mid-1980s the characteristics of the only-child policy h ave been a hot topic (Chen, 1985; Falbo & Poston, 1993; Jing, 1995). For example, Ying and Zhang (1992) found that rural Chinese still expected their children rather than the government to support them in their old age. This will clearly be a burden on a single child with four dependent grandparents.Psychologists are concerned with the school achievement and social development of these only children as well as the social psychological effects and personality problems that may be encountered in the future. Within this area, cross-cultural psychology studies among China's minority groups offer an important new prospect (Hong ; Wang, 1994; Xie, Zhang, Yu, ; Jui, 1993). In the field of medical and clinical psychology, besides the introduction of Western psychotherapeutic methods (behavior modification, group therapy, psychoanalysis, etc. ), the demonstration of the effectiveness of some traditional Chinese medical treatments (e. . , acupuncture, see Ng, 1999a) and therapies (e. g. , qig ong ; taichi, see Ng, 1999b) has been a significant development (San, 1990; Sun, 1984; Wang, 1979). Moreover, many psychologists are also involved in the process of modernization in industrial, military, and educational areas, playing important roles in policy making. For example, psychometricians helped to initiate the standardization of college entrance examinations. In personnel selection for the Air Force, psychologists are widely consulted and are actively participating in the design of selection procedures (Hao, Zhang, Zhang, ; Wang 1996).Industrial psychologists also make their contribution to the establishment of color standards of industrial illumination as well as to the developments of signs and symbols for technical products. The role of psychology has become increasingly prominent in China's rapid modernization and economic and social development. Disadvantageous Factors that May Impede the Development of Psychology: Although psychology is recognized by the Chinese gove rnment and is enjoying apparent prosperity at the moment, its future status is questionable.The development of psychology is contingent on economic growth. Compared with the other natural sciences (such as mathematics, physics, and chemistry), the development of psychology depends especially on the resources and prevailing intellectual practices of that country. It was reported in the mid-1980s that there were well over 60,000 psychologists who belonged to the American Psychological Association (Mays, Rubin, Sabourin, & Walker, 1996), whereas there were fewer than 3,000 registered members in the Chinese Psychological Society by 1991 (Wang, 1993).The ratio of psychologists to the general population is higher in developed countries than in developing countries. China has fewer than 2 psychologists for every million people (Jing & Fu, 1995). A developing country has to provide for its people's basic needs–food, shelter, health–before it can afford to provide for their â⠂¬Å"higher† psychological needs. When a country is underdeveloped, the more important problems of developing industry, commerce, and agriculture receive more attention because of the need to improve basic living conditions for everyone.In China today, with its economic pressures and its huge population problem, the further development of psychology cannot be seen as a top national priority. However, the Chinese government has begun to recognize that economic progress ultimately depends on the talents of the managers and workers and now sees the value of investing in modern management selection and training (e. g. , the setting up in 1999 of the Beijing Senior Management Selection Centre; personal communication, Gu Xiang Dong, January, 1999). Because the Chinese Government employs almost all the psychologists in the country, the future of the profession depends n its support (Jing ; Fu, 1995). In practical terms, lack of funding in developing countries means that psychologists cannot afford to attend international conferences, buy expensive books and journals, or experiment with highly technical equipment. Jing and Fu noted,. As China's market-oriented reform continues, people in academic circles are adjusting their ways of making a living. The Chinese Academy of Sciences (CAS), the main organizational body of scientific research in China, started its reform in the middle 1980s to satisfy the market need for applied technology. p. 721). In 1993, the CAS elected to move 70% of its staff into research related to economic development and thus more than 50,000 people began to conduct research in areas relevant to the market economy (Wang, 1995). It is also known that a further 10,000 of the original CAS staff have become businessmen or managers as a result of the expansion of private business enterprises (Jing & Fu, 1995). Budgetary difficulties are a more immediate problem for reform. In developed countries, psychology can rely on private funding.For example , the ratio of private to government funding in the United States was as high as 1 to 10 in 1990 (see Rosenzweig, 1992), whereas in China there is little private funding to which psychologists can turn. If such funding does exist, psychology is rarely on the list for support. The lack of funding for research has had an adverse impact on basic research. In an analysis of 2,274 studies between 1979 and 1988 in developmental and educational psychology involving 362,665 participants, Shi (1990) found that 48. 9% of the studies were applied research whereas only 8% were described as basic research. The rest were more or less repetitions or adaptations of previous studies or instruments. ) Psychologists in China are predominantly concerned with applied problems, and research that addresses economic and social problems. This situation was aptly described by Long (1987): â€Å"The pressing need †¦ was a technocrat in a factory, not a rat in a Skinner box† (p. 232). An applied or ientation is understandable in the light of the heavy emphasis placed on economic development. It may be expected that psychology will play an important role in the attainment of China's present goal to modernize industry, agriculture, science, and technology.The main problems for Chinese psychologists are how to help the nation accomplish these important tasks with minimal funding and lack of facilities (Jing ; Fu, 1995). The development of psychology is based on having a sufficient number of people with advanced training, and universities are the main source of training for psychologists. Bachelor degree courses in psychology are similar to those in the United States, but Chinese lecturers have far heavier teaching commitments than their Western counterparts, and they are often required to teach topics well outside their specialist areas.The lack of educational funding also limits access to leading journals and books in the field. Universities in China can afford to subscribe to o nly a few American and European journals, and most newly published English language books are not available in the library or if they are, their use may be restricted. Thus â€Å"psychological knowledge transmitted to China falls behind the times and is less sophisticated than that in the West† (Jing ; Fu, 1995, p. 725).At present, there are only six psychology departments and four psychology institutions among all the institutions of higher education, although all normal universities and teachers' colleges have psychology curricula and established psychology teaching and research groups. This provision is clearly inadequate for future needs. In addition, students often teach in the universities in which they received their degree, leading to a restricted perspective of the discipline. To a certain extent, China must depend on the developed world for the training of its psychologists (Jing & Fu, 1995).This dependence comes through the importation of foreign experts as well as the training abroad of Chinese psychologists at the postgraduate level and the subsequent brain drain, as many of the latter do not return to China. Another serious problem affecting the development of psychology is that there are no specific career paths for students who major in psychology. There is no organized postgraduate professional psychology training, and psychology graduates are often trapped in low-income jobs. Thus, uncertain career prospects have turned away many talented students.Unfortunately many students who chose psychology as a major have turned to unrelated professions on graduation. Future Perspective The field of psychology has a long road to travel before it will reach its maturity in China. Despite the difficulties mentioned here, recent developments have revealed some directions for the future. As we have seen, the development of Chinese psychology is closely linked with the social environment and with government policy, such as the influence of the family planning program and the open door policy. This link will continue and will orient most psychological research toward practical applications.Given the poor resources in research and the limited number of psychologists, the nationwide and collaborative approach will greatly facilitate research, teaching, and the practical application of psychology. Chinese psychology has attracted tremendous interest from all over the world in recent years. The reason for this sinophilia (Leung & Zhang, 1995, p. 696) â€Å"is because of the increasing importance of China world-wide, both politically and economically. † In the next few years, more emphasis will be put on the mutual communication and exchange of ideas with the rest of the world.Chinese psychology will certainly benefit from learning from Western advanced psychology. However, to interpret the mental phenomena and behavior of the Chinese people, attention must also be focused on the theoretical construction of China's ancient psyc hological heritage traced through traditional Chinese culture. It may be that this will eventually reflect Fairbank's view (1992, p. 258) when he stated, â€Å"Chinese learning for the substance the essential principles and Western learning for function the practical applications. That is, the traditional Chinese philosophical stress on the importance of understanding human nature, balanced harmony, and the â€Å"unity of multiplicity† may serve as a useful foundation for the future development of Chinese psychology, especially in applied settings. The adherence to the ancient wisdom in modern Chinese psychology will place world psychology in a broader framework and expand psychology to a more complete body of knowledge. REFERENCES Anastasi, A. (1988). Psychological testing (6th ed. ). New York: Macmillan. Barabanshchikova, V. A. , & Koltsova, V. A. (1989).Psychology in China: History and the present status. Soviet Journal of Psychology, 10, 116-124. Bond, M. H. (1996). The handbook of Chinese psychology. Hong Kong: Oxford University Press. Bond, M. H. (Ed. ). (1986). The psychology of the Chinese people. New York: Oxford University Press. Brown, L. B. (1981). Psychology in contemporary China. Oxford, England: Pergamon Press. Brown, L. B. (1983). 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Fairbank, J. K. (1992). China: A new history. Cambridge, MA: Harvard University Press. Falbo, T. P. , ; Poston, D. L. , Jr. (1993). The academic, personality ; physical outcomes of only children in China. Child Development, 64, 81-35. Fitzgerald, C. P. (1976). China. A short cultural history. London: Century Hutchinson. Gao, J. F. (Ed. ). (1986). History of Chinese psychology.Beijing, China: People's Education Press (in Chinese). Hao, W. P. , Zhang, Z. X. , Zhang, L. , & Wang, Y. M. (1996). Personality and neurosecretion measurements in pilots with peptic ulcer or chronic gastritis. Chinese Mental Health Journal, 10(6), 244-245 (in Chinese). Hong, J. Z. , & Wang, X. Y. (1994). Cross-cultural psychology in China –Present situation and future. Psychologia, 37, 117-128. Jing, Q. C. (1994). Development of psychology in China. International Journal of Psychology, 29(6), 667-675. Jing, Q. C. (1995). 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Financial Accounting Standards Boards’ Codification Essay

For my role as a staff accountant, I was assigned to research the appropriate accounting for revenue treatment of construction contracts for a client, LabCo. In specific, I was assigned to oversee LabCos’ contract involving a six-axis laser-cutting machine with Halibut Co. After researching and developing a theory based on the Financial Accounting Standards Boards’ Codification, I have concluded that LabCos’ treatment of revenue was reasonable; however, they should have changed revenue recognition principles sooner. In this situation, there are three possible ways they can handle changing their accounting method: Retrospective Application, Change in Accounting Estimate Method, or Change in Estimate Affected by Accounting Principle. The revenue treatment principle for a construction type principle states, â€Å"In accounting for contracts, the basic accounting policy decision is the choice between two generally accepted methods: the percentage-of-completion method including units of delivery and the completed-contract method. The determination of which of the two methods is preferable is based on a careful evaluation of circumstances because the two methods should not be acceptable alternatives for the same circumstances (ASC 605-35-25-1).† LabCo agreed to build a six-axis laser-cutting machine for Halibut. The contract entered into was a fixed price contract. A fixed price contract is, â€Å"An agreement to perform all acts under the contract for a stated price† (ASC 605-35-15-4). LabCo decided to use the percentage of completion method for recognizing income. â€Å"The percentage of completion method recognizes income as work on a contracts progress† (ASC 605-35-25-51). Income recognized shall be that percentage of estimated total income, either: â€Å"That incurred costs to date bear to estimated total costs after giving effect to estimates of costs to complete based on most recent information, or that may be indicated by such other measure of progress toward completion as may be appropriate having due regard to work performed (ASC 605-32-25-52).† It is appropriate to use the percentage of completion method when, â€Å"The ability to make reasonably dependable estimates, which, for purposes of this Subtopic, relates to estimates of the extent of progress toward completion, contract revenues, and contract costs (ASC 605-35-25-56.)† LabCo believed they could correctly estimate the cost to build a laser cutting machine because they had completed similar contracts in the past for Halibut. After the contract went into effect, LabCo experienced difficulties designing and manufacturing the laser cutting machine. They were forced to redo initial designs, outsource engineering costs, and the price of steel used to construct the cutting machine unexpectedly rose. LabCo had to re-estimate their costs to complete the project and concluded that the excess costs would exceed the total fixed fee contract price they negotiated with Halibut. To update their estimated costs, LabCo continued using the percentage of completion method. LabCo appropriately recorded a loss in the period in which they became aware. â€Å"When the current estimates of total contract revenue and contract cost indicate a loss, a provision for the entire loss on the contract shall be made. Provisions for losses shall be made in the period in which they become evident under either the percentage-of-completion method or the completed-contract method (ASC 605-35-25-46.)† LabCo experienced another setback which delayed their process six more months. When the cutting machine was finally complete, they delivered it to Halibut to have it tested. During the final test, the machine failed to meet the specifications of Halibut. LabCo was forced to redesign and fix the various problems with the machine. At this point, LabCos’ chief accounting officer decided to switch to the completed contract method, which says, â€Å"Under the completed-contract method, income is recognized only when a contract is completed or substantially completed. Accordingly, during the period of performance, billings and costs are accumulated on the balance sheet, but no profit or income is recorded before completion or substantial completion of the work (ASC 605-35-25-88).† â€Å"The completed contract method is preferable when lack of dependable estimates or inherent hazards cause forecasts to be doubtful (ASC 605-35-25-90)†, which was the case in the situation. The two methods, percentage of completion and completed contract, are not acceptable alternatives for the same situation (ASC 605-35-25-1). LabCo should have realized after running into unexpected costs the first time that they should have switched to the completed contract method. â€Å"An entity using the percentage-of-completion method as its basic accounting policy shall use the completed-contract method for a single contract or a group of contracts for which reasonably dependable estimates cannot be made or for which inherent hazards make estimates doubtful (ASC 605-35-25-61).† LabCo is able to handle this change in of accounting principle in one of the three methods; Retrospective Application, Change in Accounting Estimate, or Change in Accounting Estimate Affected by Accounting Principle. It is clear that the percentage of completion method was not the acceptable alternative because LabCo could not effectively estimate costs. The completed contract method is the preferable method because there was a lack of dependable estimates. LabCos’ decision to switch from percentage of completion to completed contract method is in accordance with FASB Codification because this transition can be handled by the Accounting Staff to apply a retrospective application to the previous year’s financial information. â€Å"The application of a different accounting principle to one or more previously issued financial statements, or to the statement of financial position at the beginning of the current period, as if that principle had always been used, or a change to financial statements of prior accounting periods to present the financial statements of a new reporting entity as if it had existed in those prior years. (ASC 250-10-20)† Since the retrospective application is applied to this situation to show the effect of the change to completed contract method; the estimated contract costs were no longer reliably determinable, therefore, disclosure for the reasons behind this change must be included within the year’s financial statements when the change actually is incurred. The situation can also be handled with a Change in Accounting Estimate approach. When LabCo incurred significant difficulties with the design and manufacturing of the laser machine, they decided to update their estimates used in the percentage of completion method to reflect both the cost overruns incurred as well as the cost overruns expected to be incurred. Handling it with this approach prohibits the retrospective treatment to the situation. It will affect only the period of change and future periods, if the change affects both, in which case it does. â€Å"The effect on income from continuing operations, net income (or other appropriate captions of changes in the applicable net assets or performance indicator), and any related per-share amounts of the current period shall be disclosed for a change in estimate that affects several future periods.† (ASC 250-10-50-4) The final approach that could have handled this situation is the Change in Estimate Affected by a Change in Accounting Principle. Due to LabCo dealing with continued problems with the Halibut contract, and prior estimates adjusted previously during the contract period, it forced the Chief Accountant of LabCo to allow the change in accounting principle from percentage of completion method to completed contract method. LabCo can make this change by it being impossible to determine whether a change in principle or a change in estimate has occurred. â€Å"If it is impracticable to determine the cumulative effect of applying a change in accounting principle to any prior period, the new accounting principle shall be applied as if the change was made prospectively as of the earliest date practicable.† (ASC 250-10-45-7) After much continued research and intellectual thought, we have concluded that the Retrospective Application is not sufficient in this matter because the estimates have been altered drastically; to retrospectively apply the changes this year would distort Net Income figures to the point where timeliness and consistency will no longer apply. The Change in Accounting Estimate would seem sufficient to apply to this situation, but it will not work because a change in estimate cannot be applied retrospectively. Therefore, I have concluded that the best way to handle this issue is the Change in Accounting Estimate affected by the Change in Accounting Principle approach. I have come to this conclusion based on the facts that due to a change in accounting principle and change in accounting estimate both being involved in this situation, and retrospective application not being applicable, the entire effect of the two changes should be applied in a prospective method. This free SWOT analysis shows strengths, weaknesses, opportunities and threats. We cover over 40,000 companies and industries. This SWOT analysis for Labco can provide a competitive advantage. Strengths|

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Discuss with me after reviewing the attachments Research Paper

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Graduation Speech - Essay Example On the other hand, it is a day of joy given that we have finally come to the end of the journey we began 14 months ago. Today's event is the reason why each and every one of us has been here for the past 14 month. Therefore it is a time to celebrate our achievement. In May 2006, when we, cohort 4, commenced our studies, today was a far away dream. The thought of graduation itself was still extremely distant - there was no light at the end of the EMBA tunnel, only the beginning of a journey to a destination about which we were still unsure. We have great diversity in the group. Diverse in terms of gender (we have all the women from Iceland), age (26 to 48), experience, employment type (private, family, and corporation) and even unemployed member(s), political views (from support for Bush to French liberalism), 12 nationalities and sexual orientation ... WE'VE GOT IT COVERED! When we all first met at the end of May 2006, we did not know what to expect and what we would gain and lose on our journey. Therefore, I will now share the microphone with Ghosson, who will guide you through the experiences that have made today possible. Ghosson: Thank you Martin. This school is exceptional in giving the students a truly international point of view not only in business. Traveling to several places, we have learnt to open our minds. So now let us compare our assumptions with the reality. Traveling with SouthWest airlines in the US gave us the opportunity to see, how employee empowerment works in reality and how customer service expectations differ among people and nations. Visiting WTO in Geneva helped us to understand the state of affairs of international negotiations. Can you imagine 20 years ago people from the East, the far East and the very far East and the West sitting around the table with two African people, who are explaining to us why Russia and US cannot agree with each other in Doha round Exploring Beijing and Shanghai proved to us that China is a global player we have to take into account; some of us discovered the world of not only foot massage and pre-Olympic fever but also their exceptional customer service. Drawing our travels to a close in Moscow we were reminded that knowing the history (of a place) can help us to understand that even the most distant and unknown of things can be great if you make the effort to explore them. Seeing the ballet, visiting museums, dining in a casino are experiences that we will not forget. Thanks the diversity of our origins we have enough locations for reunions to last us several years, let us hope we meet in some of them and continue broaden our horizons. At the very beginning Beth Stoops gave us the most advanced English training and pushed us out of our comfort zone by teaching "Advanced Business Communications". We got to know that the right answer in most of the cases is - IT DEPENDS. In combination with the course called the "Communicating and Negotiating in a Multicultural World" taught by Denis Leclerc, taught us that "you become

Economic Influences of Korea Wave Essay Example | Topics and Well Written Essays - 1250 words

Economic Influences of Korea Wave - Essay Example Chinese Journalists coined the term ‘Korean wave’ on the realization that there was a high appetite for Korean television programs in China. This trend has continued to the present days with the likes of Psy whose music Gangnam style, released in 2012 gained worldwide recognition. What started as just television programs and music has gone beyond to include other aspects of Korean culture, including food, clothing and creative imagery and video games. This created an economic benefit for the people of Korea. This paper will discuss the economic influences of the Korea wave. The Korea wave started in the mid-1990s and late 1990s in East Asia. It all started when two programs, â€Å"Winter Sonata† and â€Å"What is love† gained popularity in Japan and China respectively in the mid and late 1990s. These two programs created a high appetite for the Korean programs in these two countries. Within a short time, the wave spread to the neighboring East Asia countries like Hong Kong, Taiwan, Philippines, Vietnam, and Malaysia. Consequentially, the Korean television programs spread to the rest of Asia, including Islamic countries like Iran. The Korea Wave became a force to reckon with and influenced major film industry countries in Europe and the United States.The Korea wave became common among all people, including the old politicians and the young studying youths. Sun Jin Lee shows the way East Asia regions accepted the Korean television series. According to Sun Jin Lee, when the Vietnamese government delegation visited Korea for a bilateral meetin g, the Vietnamese delegations requested a certain woman to sign their menus at a luncheon. It later emerged the woman asked to sign the menus was Kim Hyun-Joo of the popular Korean television program â€Å"Yuri Gudu† meaning.

Sound Pollution Essay Example for Free

Sound Pollution Essay It focuses not on the cliched environmental problems such as Global warming, but on an issue that is quite exceptional in nature- Noise Pollution. Its name quite clearly outlines its aim and purpose of existence*- ‘Awaaz’ is a Hindi word that means- Voice. Sometimes, in everyday language, it is also used in reference to noise. Voice, noise. Perfect. Its aim is to counter noise pollution. It may sound weird, but noise pollution is one of the most prominent environmental pollutants in India. It is quite exclusive to the metropolitan cities in India-Delhi, Mumbai, Calcutta, Chennai, Bengaluru etc. Literally: Noise pollution is encountered almost every day in such places, whereas in the rural areas, it occurs periodically- noise pollution peaks during festivals- the beating of drums, trumpets, loud speakers, fire crackers, bombs etc add to the high-decibel noise made by the people during the harvest festivals and other religious festivities. In the cities and other urban sites, we can note that noise pollution is higher than usual during election times- the politicians about a hundred from each political party, which itself count up to seven hundred fifty from all over the nation, use loudspeakers that cross the maximum noise limit approved by the Supreme Court of India. The maximum decibel limit ranges between 125 and 145 db (db- Decibel; unit to measure the noise level) Especially during Diwali- a famous festival of light celebrated all over India by Hindus- involves bursting of firecrackers and bombs. These explosions and lights are mainly incorporated into these festivals to express joy and festivity. However, when a test to check the noise pollution caused by the firecrackers, was performed by the Maharashtra Pollution Control Board (MPCB) and Awaaz Foundation before Diwali, it was found that at least 8 crackers crossed the decibel limits by considerable amount. Following many such incidents, the Awaaz Foundation has been quite active in spreading awareness of the ill effects of noise pollution by helping to shape up the government policies on the same. It has also organized two seminars: The first on the pollutant – Loudspeaker on October 2004 and the next concentrates on noise pollution caused by traffic and construction sites- the latter was conducted on February 2006. To talk about the actual effect that Awaaz has managed to create in the lives of the Mumbai citizens a) Several strategies and policies suggested by the Awaaz Foundation were accepted the Government of Mumbai and were implemented such as: Incorporation of noise parameters in the construction sites of the Mumbai- Nhava Trans Harbor Sea Link. Also it has agreed to be a Silence Zone after completion of the construction. Silence zone: region around a noise-producing source in which the noise is not audible. b) Under the foundations influence, a ‘No Horn’ day has also come into practice. c) Noise Barriers have been introduced in the roads of Mumbai. d) Under its efforts, many other places have been declared Silence Zones. e) Monitoring of sound levels, especially during festivals and Political rallies have led to considerable decrease in noise pollution in Mumbai.Other activities undertaken by this foundation to gradually improve the environment of Mumbai are: Banning of Sand Mining in several Beaches, organizing a Workshop that discusses alternative methods on building and construction that do not use sand and participation in the Mumbai Tree Association are also its other initiatives. However these are not that prominent compared to their role in preventing Noise Pollution. Reference http://www.indianexpress.com/news/decible-levels/703669/

Ethnic Diversity Essay Example for Free

Ethnic Diversity Essay 2. Discuss the effect that modernization has had on ethnic identification and ethnic conflict. The effect modernization has had on ethnic identification and ethnic conflict is not a great one. Early modernization theorists, who were quite optimistic about the positive effects of literacy, urbanization, and modern values, clearly underestimated the extent to which these factors might mobilize various ethnic groups and set them against each other (Handelman, 2011, p. 113). Modernization challenged traditional religious, national, and tribal identities by undercutting traditional ethnic practices and values. A huge part of current modernization is globalization, which pose an even greater challenge. The long-term effect of the expanding â€Å"world culture† advanced by globalization are not entirely clear (Handelman, 2011, p. 114). Globalized culture can create a backlash and increase tensions between neighboring communities as not everyone can ethically identify with each other. 3. What are some reasons that might explain why major civil strife related to ethnicity has declined in the last 10-15 years? Some reasons that might explain why major civil strife related to ethnicity has declined in the last 10-15 years are statecraft, constitutional arrangements and external intervention. In addition, the transition to a democratic government has aided in the decline. Faced with common critical environmental, social and economic matters for the previous 10 to 15 years, different ethnic groups came to what socialist have called a culture of accommodation. Accommodation is the practice which contradictory groups make a mindful attempt to make working arrangements with in them which then suspend the conflict and make their relations more acceptable and reduce wasteful energy.

Comparing China And Germanys Business Cultural Differences

Comparing China And Germanys Business Cultural Differences In a country, the behaviour of the individuals and their work ethic value is determined by the national culture. It also varies from country to country. Academic such as Suku et al (2007), stated that, managers who interferes should not label peoples value, orientation and attitudes of others based on the values of their local cultures. It is important to understand that cultures differs from one place to another, Chinese culture differs from Europeans cultures. In China, they attached importance on hierarchy in an organization. hofstede study is one of the widely recognized cultural identification and measurement which have also received wide criticism. As regards to China, they have strong ethic and clan attachment, because Chinese managers are educated locally. Most often it is easy to find Chinese managers generally middle age and family business owners ranging from small to medium size. Suku (2007:p5). Similarly, Chineses governments are seeking to build Chinese brand, and produ cts that will compete globally with the aim of becoming global champion. They seek to adapt the image of chine in business and protect indigenous companies from foreign competition. Consequently, Germany is an already established economy being the third richest country in the world and the richest in Europe. Management style in western European is also different from the Chinese management style. Germany for instance have so much bureaucracy and hidden group of advisors which makes decision making process slow unlike China where decisions are taken by powerful individuals discussed in power distance in this assignment. However, the management style in western culture appears more transparent and reliable than in China and some Asian cultures. This assignment will discuss the cultural differences in China and Germany using, Hofstedes and Schwartzs theories, monochronic-pluralistic, compare high and low context culture, Trompenaar`s framework and other concepts. The assignment will also discussed the impact of adapting good cross cultural practices by local managers across borders. The answer to the assignment question will be provided based on some changes with r elation to the discussions in this assignment. 2. Comparing and Contrasting China and Germany Cultural Differences using Hofstede and Schwartz Cultural Framework Individuals are inclined by cultural norms, tradition, religions and local belief which are unlikely to be affected by changes. However, as civilization reaches different part of the world, individual are learning to adapt to their new environment in doing business. Some of the hofsteded studies and concepts are discussed below. A. Power distance There is no doubts that some societies are unequal than others but some are more unequal than others. Power distance describes the relationship which exists between the less powerful and the more powerful people in the community. According to Hofstede (1983b), power distance also refers to the hierarchy and the extent employees feel to be dependent on their managers at work. Human life is associated with hierarchy, China culture have comparative wider gap between the high and low, which leads to the rich feeling powerful and respected by the people, there is also lower prospect of movement between different classes, or levels. High power cultures like China expects supervisors to be the decision makers, and be the problem solvers, people are scare of disagreeing with the supervisors. Members of high power distance accept inequality as part of the culture. However, in low power distance such as Germany, people can disagree with their supervisors and feel confident to disagree with supervisors and as a means of defense members will often express an upward aggression although secretly and does not fear for confrontation with their boss. Hofstede (1983a). Members earn their respect and power can only be gained by the best and the best earns it, people do not gain power by merely influencing others by their position or money. There is low significant gap between the boss and the employees and the inequality among the people are minimal. Members require independent from their boss and do not require central authority and autonomy. People are not afraid to fight for their rights which make inequality unacceptable . B. Individualism/collectivism According to Hofatede (1983a), individualism collectivism is the degree identity is based on the individual and the extent the individual is incorporated in the group rather than the group or system. In other words, this distinguishes between the individual and individual collectivity. Gibson et al (1998). Individualism collectivism is also the reflection of ones ethic and way of life. According to Hofstede research, Germany are included in the high individualism places which places high value on ones willpower and individual initiatives. Individual self justification is based on personal achievements and self evaluation. Individuals judgment comes from both their personal achievement and the values place on the recognition by the society. Early et al (1999). In such culture, members pay more attention in themselves and their immediate family than the group. There is freedom of expression and right to owns opinion. Members of high individualistic cultures show more acceptance to aggressive behaviour than members of low individualistic culture. Therefore in Germany national culture, people will not be afraid to express their opinion or defend themselves and would sometimes go any length to accelerate their success. Whereas, in a collectivism or low individualism culture such as China, members show more attention to group identity, strong ties rather than ones self. Members are born in these societies and include extended families. According to Markus and Kitayama (1991), collectivists are satisfied when the group succeeds and judges their own success and failure on the activities of their association. Group needs take preference over the needs of the individual, and members frown at aggressive behaviour since disagreement will disrupt the group harmony and collective state objectives. Bergeron and Schneider (2005). C. Masculinity/ femininity As Hofstede (1980, 1983b) stated, masculinity/femininity can be distinguished by the level of roles distributions between the genders in the societies and the true biological difference being procreation. Similarly, these roles have being identified across the world as a social sex role division. National cultures which has masculinity shows the same values, however, under the same conditions, men`s show different value. Men values are different from women because men are competitive while women are modest and caring. According to Hofstede (1980), aggressive pole are label masculinity and self-effacing pole as feminine. Hofstede identified the national business culture of Germany and China as masculinity. Masculine expression is seen as aggressive, sound, cogent, and not personalized, while feminine expression is judged as cautious, welcoming, indirect, emotional, prejudiced and polite. Pearson (1981). In both Germany and China cultures, they show masculine characters, emotions are n ot expressed, men dominates discussions, and ineffective listeners, members of masculine cultures are more likely to exhibits aggression. Borisoff and Merrill (1985). In summary, According to the authors, femininity has been identified as being polite, humbly behaved, obedient and emotional, members does not support aggression and pay more attention on interpersonal relationship. 3. Reviewing countries against Trompenaar`s framework Universalism v Particularism Universalism and particularism refers to the way societies apply the law of morality and ethics. In a universalism culture, people believe they can learn all that is true and good and always determined to defend the truth. The rule of particularism is based on human judgment and friendship. Germany is an example of a universalism culture, where rules and contract are made and applied in all circumstances. Due to the universalistic approach In Germany, contract are interpreted and communicated based on the terms of the agreement which also define the relationship that exist between the parties in business. However, in a particularistic culture such as China, deciding what is right or wrong depends on the exact situation and relationships of the people involved. For the Chinese, relationship is defined based on the individual involved and the circumstances. In China, legal contract only emphasizes the beginning of a contract terms of agreement which often changes with the circumstances. International business culture tends toward the universalistic idea. In universalistic culture such as Germany, there is greater competition among employees for better job and higher earning without regarding relationship whereas in China, employee focus solely on relationship. There is always room for change in a particuistic culture, rules and regulations are flexible. Finally, these differences in culture are a huge challenges for international companies wishing to enter global market in this countries, although sometimes, these changes may prove to be an advantage. 4. High context versus low context It is essential to consider the cultural differences and the most common communication process in individualistic and collectivistic cultures to communicate effectively. This difference is best explained using low and high context communication. The context depends on the extent you know before you can communicate successfully. Problem often arise due to information sharing when workers from low and high context have to work together. This is sometimes grouped as differences in direction, quality and quantity. High context refers to societies or group where people have close connection and relationship over a long period of time. As a result of many years of interaction with each other, majority of the people know what to do and what to expect from members therefore cultural behaviour are not clearly laid out. Workers from High context cultures such as China adapt to their friends and stays very close to their families and colleagues. Workers also want to share information about various other topics among themselves. These keep every member of the group up to date with current events around the community and business. Whereas, Low context refers to societies or group appears to have many connections for a short period of time or for a purpose. Since members have shorter connections, cultural behaviours are clearly laid out in order to enable people entering the environment to understand what is expected of them and how to behave. Consequently, low context cultures such as Germany familiarizes with as mush people as possible in their everyday life because differentiation between groups are less. Workers only share minimum information enough to carry out their work, people rarely discuss or share information amongst colleagues. In China, people exchange information both at work and in private, which makes communication very proficient. They discussed everything in advance and agree on a common decision which is announced and approved in an official meeting which the people regards as ceremonious. The Chinese values this practice and regard it as dignifying. In contrast, the Germans are very formal, would not disclose agenda for a meeting before the actual time. They would only discuss important information in the meeting which will enable everyone present contributes to the decision making process. High context societies also have dense, strong boundaries, intersecting networks and favours relationship higher than tasks while low context culture have wide networks , loose and favours tasks more than relationships. 5. Monochronic v Polychronic cultures In a monochronic culture, people prefer doing one single thing at a time while in a polychromic culture, people would prefer to multi task at the same time. National business cultural norm in a polychromic culture comprises of an open door policy, meeting and business all at the same time. Germany is a monochronic culture while China is a polychronic. These differences can sometime cause problem in business transaction, example, a German prefer a close door conversation during business meeting and would not like to be interrupted by phone calls or people intruding into the office. They feel less important and disrespected if business is going on at the same time the phone is ringing and staff interrupting the conversation. The Chinese have a flexible time manner which allows them to switch from one task to other as the need arise. To a polychronic, time is unending, and flows like the sea from endless past to present unto the future. For a monochronic such as German, only one thing is permitted at a time until is successfully completed before they can switch to another. Monochronic also regards time as distinct, with an ending, they see as a single unit of hours, minutes and seconds. They prefer to plan, organize their schedules around the ticking of the time. They value time so much that lateness is not acceptable, punctuality is compulsory and people are expected to meet deadlines at work. In Polychronic cultures such as China, people like to relax, enjoy themselves, and be the person they are rather than weighing themselves down with the highly demanding world of business planning and activities. They do not regard lateness as an offense and people are allowed to work around their schedule as long as the work is completed. 6. Conclusion From the above discussions, this assignment will therefore conclude that National Business Cultures are affected by the Changing Environments. Language, Aesthetics, religion, education, attitudes and values, social organisation are some of the changes that affect the national business of a country. Some of these are discussed briefly below. Language Language to a greater extent determines the values and nature of the society. In some countries several dialects deters the business interaction among the people. Sub-cultural languages are also some of the causes of communication and tribal problems in some countries. As people travel from one place to another, language can be an advantage or disadvantage in engaging in business. As people interact they feel more confident to trust others and adapt some of the cultural norms discussed above. Languages also affect relationship and how work is done in both a monochronic and polychronic society. Language also carrying different meaning in a high and low context culture, these concepts often relate to the balance between the spoken and non spoken language. In a high context culture such as China, messages carry different meaning, it is important to understand some of the hidden cultural meaning in a message, whereas in a low context what is said carries the same meaning of the message. Religion According to hofstede (1991), China is an Atheist society, their religion is best understood by the study of Confucius teaching and concepts. In some countries religions laws are used to govern a state and will restrict individual willpower and initiatives in doing certain business. Chinese government supports this belief which reflects the attitudes of the peoples in relation to carefulness and determination. Belief and religion will also determine the level of individualistic-collectivistic of a society. However, National Business practices are changing because younger people are being educated in western style business schools and culture. Also organizations are obliged to adapt their products and services to the local culture n order not to be offensive, unlawful or not tasty to the local nation. In 2007, several advertisement relating to pig which ban in order not to offend the 2% Muslim Chinese minority, the ban was to include any picture which represents any aspect of pig meat such as sausages or picture cartoon. Consequently, Germans religion is divided into Roman Catholic and Protestants which is also practices across Europe. There is no compulsory religion in Germany, as religion is not mixed with politic. There s freedom of everything. As people belief is constants changing, the national business environment is also affected. Attitudes and values Individual Attitudes and values changes from place to place and can also change among people in the same country. It is also important to understand the local environment and the culture before entering the market. Universalism and particularism are also some of the cultural practice that changes by the attitude and values in the society. Chinese people will not do business with a stranger and prefer to do business with someone they know and can trust. Companies wishing to do businesses in China have to form friendship with the local people to establish friendship and trust not just for a short time but on a long time bases in order whereas the reverse is the case in Germany. Similarly, in some cases, promotional messages or delicate branding are designed according to the local cultures, managing local employee also may pose a challenge. Example, In 2004, China ban a Nike TV advert which shows a basketball star in a fight with kung fu master cartoon because the advert is an insult to Chinese national dignity. The effect of attitude and value on national business of a country is an important ingredient which has to be clearly studied and understood in constantly reviewed in order to keep on track the changes that may hinder businesses with the country. Education The degree of interaction between people in a society depends on the level of education. Education also determines how messages are communicated to the people and the medium of communication. The level of education among people changes from country to country. Example, it is difficult to use communication messages such as written materials to advertise in a country with a low literacy level, in such country, it will be wish to use radio advertising with audio communication and billboards. Branding and labeling of the products is another medium of advertising in such society. In China, most management courses are taught according to the standard of the western culture. As more people get educated in western way of thinking, this unarguably boasted business culture and enable modern theories and business model to take over rigid and traditional leadership style. Moreover, the need for advancement in research and development is a significant influence for both China and Germany who alwa ys seek to improve their business environment. However, as a result of word counts and limit, this will not be elaborated any further. Finally, the discussion can point out to the fact that National business culture of a nation is affected to the changing environment. 7. Management style and managing across borders Finally, in discussing some of the facts important to Saudi managers to succeed across borders in business, they should learn the management style, culture of the local people and respect their cultural differences. It is important to develop how to manage cultural diversity, differences and conflicts, dealing with issues such as control and coordination, communication and teamness Marquardt et al, Shenkar and Zeira, (2001) Cultural diversity and language difference is a challenge to any multinational company. When doing business in countries like China, managers should seek to build a lasting relationship with the local people to gain their trust and friendship. When cultural differences are neglected at work several challenges such as conflict occurs. It is important to recognize others and built flexible team, empower team members and involve staff in decision making process. When intercultural skills are ignored, results may be rage, communication barrier, and difficulty in sharing knowledge. Managers should be empathic and understand the cultural practice in countries where they are operating. Some of these cultures have great significant in the individuals and society in general as discussed above, it is therefore necessary to acquire the norms and focus on how businesses should adapt to theses cultural practices across border as stated in this assignment. Managers should understand Hofstede and Schwartz theories, monochronic polychronic, individualistic collectivistic and other cultural differences discussed in this assignment and apply them correctly in individual nation. Managers should understand what their local business environment requires and design products and services to meet such demands which will encourage universalism. They should ensure business in done in an open way according to the nations managerial style and culture example in Germany where employee competition is encouraged by companies. In conclusion, managers should always reflects on their local culture, and apply the ethic and values in cross cultural borders as a means to understanding how other nations operate before judging them. 8. References Suku Bhaskaran (2007), National culture, business culture and management practices, consequential relationships Victoria University, Melbourne, Australia, and Nishal Sukumaran. The Melbourne Business School. Australia Cross Cultural Management, international Journal vol 14 no 1. 2007 pp 54-67 Dickson et al., 2003 Business Journal of Management vol 3 issue 3 Suku Bhaskaran (2007), National culture, business culture and management practices, consequential relationships, Victoria University, Melbourne, Australia, and Nishal Sukumaran. The Melbourne Business School, Australia Cross Cultural Management, an International Journal vol 14 no 1, 2007 p5 Euromonitor, China: How to Get a Piece of the Action in Beauty and Personal Care. December 2009 Hofstede, (1991, p. 28).The strategic alliances between the American and German companies a cultural perspective. European Business Review Vol. 16 No. 1, p 28 Hofstede (1994). The strategic alliance between the American and German companies a cultural perspective. European Business Review vol 16 no 1,p 29 Glunk, U., Wilderom, C. and Ogilvie, R. (1999), Finding the key to German-style management, International Studies of Management and Organization, Vol 26 No 3, pp 93-108. Triandis, H.C. (1993), Cultural values in intergroup and single group social dilemmas, Organizational Behavior and Human Decision Processes, Vol. 77 No 3, pp 171-91. China business Ettequett accessed online at www.cyborlink.com/besite/China.htm Arvind V Phatak. Rabi S Bhagat, Roger j Kashlak (2005) managing in diverse and dynamic global environment, International management textbook, p 160 .Hofstede (1994). The strategic alliances between the American and German companies a cultural perspective. European Business Review vol 16 no 1. p 29 .Schwartzs (1999). The strategic alliances between the American and German companies a cultural perspective. European Business Review vol 16 No. 1, p 28 . Khaled Abdou (2003). The strategic alliances between the American and German companies, a cultural perspective vol 16 issues 1 (2003) . Hofsteded (1991) Chinese employees work values vol 129 issue 2 . Ju (1993) the impact of culture on Chinese employees work values, Journal of Public Relation Vol 36 issues 1 (PR) . Kogut, B. and Singh, H. 1988, the effect of national culture on the choice of entry mode. Journal of International Business Studies, vol 19 no 3, pp. 411-32. (www.imf.org). Higgs, B. (2006). Environmental scanning pest or pleasure, Marketing magazine, 2006, 52-53 .Euromonitor, China. How to Get a Piece of the Action in Beauty and Personal Care. December 2009 Times online 2010. www.timesonline.com/news .www.bbc.co.uk/news/business link Barry Bozeman and Jeffrey D. Straussman, Public Management Strategies, Guidelines for Managerial Effectiveness. Oxford, Jossey Bass Publishers 1990. . Shenkar and Zeira, (1992) The relationship between intercultural effectiveness and perceived project team performance in the context of international development. International Journal of Intercultural Relations 33, 2009, 383 Time newspapers April 15th 2001