Trompenaars vs. Hofstede

Trompenaars vs. Hofstede 1. 2. Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2 Cultural Dimensions of Hofstede and Trompenaars †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 3. 4. 5. 6. 7. Analogies or identities of the cultural dimensions †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5 Differences of the dimensions †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 Advantages and Risks seeing the world a nd cultures with dimensions †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Effects on practice operation †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 8 Personal meaning and consequences of the dimensions †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 9 2. 1. 2. 2. Hofstedes’ Dimensions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3 Trompenaars’ Dimensions †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4 1. Introduction Nowadays a lot of companies operate in a multitude of distinct countries.However, if we do a double take, it is evident that multinational enterprises and their strategies differ from country to country. If not, it might be the case that those companies will fail. For example Wal-Mart opted for entering the Japanese market. Unfortunately, they tried implement the American strategy in Japan. Americans were keen on bargain buys in huge amounts 24 hours a day. Whereas the discount strategy in the USA has been very successful, it had adverse effects in Japan. Japanese people equated low prices to low quality and thus didn’t want to buy at Wal-Mart.Moreover, Japanese weren’t used to the fact that a store was open 24 hours per day. Such misunderstandings cause huge trouble. For some situations we cannot prepare. However, it would have been important for WalMart to analyze the Japanese culture in depth before starting business there. If we look at everyday life it is safe to say that all people have the problem how to cope with people’s relationship to time, nature and other human beings. The solutions how to get a grip on these problems differ from culture to culture. Consequently, it is important to be aware of the cultural differences of each country.Trompenaars and Hofstede give some propositions how to classify cultures. 2 2. Cultural Dimensions of Hofstede and Trompenaars 2. 1. Hofstedes’ Dimensions Geert Hofstede filtered out 5 dimensions which indicate how people are influenced by their culture especially in the workplace. The first dimension refers to identity. The dimension Collectivism vs. individualism reflects the relationship between an individual and the group. In more individualistic societies the emphasis is put on freedom, personal achievement and individual identity. Consequently, ties in a group (e. g. he family, workgroup) are loose. People manifest a higher incentive for self -initiative and try to take care of themselves. In contrast, collectivistic cultures place great value on the common interest of a group, harmony between members and taking care of each other. There is a clear distinction between inand outsiders. If an outsider takes face of one group member the entire group feels offended and avoids contact with the troublemaker. Secondly, Power Distance deals with hierarchy and the degree of inequality between members of a society which is adopted as a natural state of affairs.In high power distance countries inequality in physical and intellectual capabilities is considered to be normal. Subordinates are in for displaying obedience to the boss. There is a pronounced sense of hierarchy and people enjoying a high status reveal their power. Whereas societies that rank low on power distance play down hierarchy and stress equality. There is no focus on titles and positions and leaders do not exhibit their skills obviously. Masculinity vs. Femininity i s about relationship between gender and work roles. In male-dominated cultures sex roles are sharply differentiated.There is a clear role distribution which suggests itself in the fact that men are superior to women and men normally occupy management positions. Hence, the focus is on achievement, competition and ‘fighting’. However, in female oriented cultures genders are less distinguished and both genders play the same role. These cultures stress care, compromise and harmony. The fourth dimension called Uncertainty Avoidance aims at the way people try to get a grip on unpredictable and ambiguous situations. People living in a culture with strong uncertainty avoidance have fear of the unknown.Therefore elaborate rules, regulations, and clear orders exist. Cultures with a low uncertainty avoidance tolerate differences, unanticipated situations and are more open toward change. People make decisions which are subject to individual discretion and which are based on more un iversal rules. Long-Term Orientation vs. Short-Term Orientation relate to the choice between future and present virtue. In other words, Hofstede’s last dimension can be seen as an indicator for a society’s attitude toward time and tradition. Values associated with Long-Term Orientation are thrift, filial piety and perseverance.Young people should sacrifice their pleasures of their life at their young age for the sake of the benefit of their future. Values associated with Short Term Orientation are respect for tradition, fulfilling social obligations, and protecting one's ‘face'. Consequently, this orientation is more oriented toward the past and the present. 3 2. 2. Trompenaars’ Dimensions Trompenaars explored how people relate in private, business life and moral conflicts. Afterwards he extracted seven dimensions. The first dimension Universalism vs. Particularism can be prescribed with key words as rules vs. elationships. In universalistic cultures peopl e are supposed to strictly adhere to standards and rules. Consequently, infringing the right (regardless of the reason) is equivalent to undermining morals and should be punished. There are no exceptions. In particularistic societies obligations to the closer surrounding enjoy highest priority. Protecting your members (e. g. family, friends) is more important than observing law. In case of Collectivism vs. Individualism the question arises if people attribute more importance to oneself or to the group.In individualistic cultures there is a clear distinction of individuals within a group. It is common that personal achievement is rewarded and people are motivated to improve their individual performance in order to be promoted. Representatives of a group or a company are allowed to make binding decisions on their own. In collectivistic cultures people identify themselves with the group. High achievement of one person is put down to the good performance of the entire group and thus suc cess is shared within the group. Only the whole team or at least a certain number of members make decisions and take responsibility.The dimension Neutral vs. Affective deals with the range of expressed feelings. Neutral societies avoid to demonstrate feelings and strong gestures and hence try to display controlled behavior. If someone reveals anger or aggression this behavior is tantamount to unprofessionalism. Discussions are lead on a factual level. However, in affective cultures expression of feelings either verbally or nonverbally is normal. People expect direct emotional answers and appreciate vital and animated expressions. In the fourth place, Diffuse vs.Specific relates to the strategies and approaches for getting to know each other. People living in a specific/low context culture pursue a purpose in relating with another person, thus prefer direct and to the point communication. People clearly distinguish between private and business life e. g. titles are used in the job wo rld not in private life. As the private sphere is relatively small only few people take part in one’s private life. In diffuse/high context cultures every life space permeates all others which means that everything is connected to everything.Even employers can take an active part of the worker’s private life. Achievement vs. Ascription refers to the accord of status. Achieved status is equivalent to success because of taking action. Managers are of different age and gender as they have reached the position due to performance, knowledge and skills. Ascribed status represents the opposite side. High status does not have to be justified. It is rather independent of task or specific function. Often external factors like age, gender, connections, education and family background decide on the status.The sixth dimension Sequential vs. Synchronic deals with time management. In synchronic cultures the emphasis is on the number of activities taking place in parallel. People plac e great value on the targets and not on the way and sequence an objective will be reached. Consequently, deadlines are untypical as the schedule is open for unplanned incidents. In general, relationship is more important than tight schedules. In sequential societies events which are often slated in a plan pass step by step. Tight order, punctuality and deadlines are of paramount importance.As a result, people are unable to act in turbulent environments and dislike unanticipated situations. Relationships serve as instruments and thus are inferior to schedules. 4 Last but not least the dimension Internal Control vs. External Control is about human’s relation to nature. This can be transcended to human’s relation to an organization, government and the market. In internal controlled cultures people have the conviction to be able to control their environment even if they have to use aggressiveness. Nature is equivalent to a complex machine which can be controlled if someone could develop an expertise.Therefore success and failure should be put down to the individual endeavors rather than to environment and general-set up. However, in external controlled societies environment is taken more into account because people consider themselves to be a part of nature. As external forces can strongly influence one’s life people try to be in harmony with their environment. They adapt to their surroundings, e. g. to customers, to their colleagues or they react flexibly to market forces. Afterwards they try to react in an appropriate way. 3.Analogies or identities of the cultural dimensions Trompenaars and Hofstede filtered out the same dimension Individualism vs. Collectivism. These ideologies are the platform for political and economic systems. China is a textbook example for a collectivistic country whereas the United States represent an individualistic country. In China ‘we’ occupies center stage and members of a group experience improvemen t of their life by taking care of each other and by maintaining harmony. Consequently, pay-for-performance of a single person is rejected in collectivistic cultures.Bonus payment to one person does not reflect the fact that the whole group contributes to success of each single group member. Reward of a single person would only destroy harmony within the group and would demotivate essential teamwork. However, in the US people rather concentrate on their own life. Each person takes the responsibility to improve one’s situation by working hard on one’s own. Bonus payment stimulates the propensity to perform better and to stand out against workmates. Trompenaars dimension Universalism vs. Particularism goes hand in hand with Individualism vs. Collectivism.Americans being universalists and individualists emphasize equal treatment of everyone according to the law. E. g. If the best friend killed someone the universalist giving testimony would tell the truth in order to adher e to the law. The relationship to the friend would be neglected just to restore order as killing someone is immoral. As opposed to this, in China relationship is superior to law. The Chinese friend would lie to protect the friend who is in real trouble. The dimension Specific vs. Diffuse reveals some analogies with regard to the dimension Individualism vs. Collectivism.In specific countries or low context countries, e. g. America, business is done even if both parties haven’t established a relationship. Long communication is not necessary as the contract contains every little detail. This demonstrates that the emphasis is put on the task and on the achievement of the individual representing the company rather than on the relationship. Whereas in China companies would only strike a deal if a relationship was established successfully. In diffuse/high context cultures privacy sphere is only marginal and confidence decides on business operation.In other words, relationship and gr oup orientedness is superior to task. 5 Individualism vs. Collectivism also correlates with Short-Term-orientation/Long-Termorientation. In East-Asian countries, e. g. China, Hong Kong, Taiwan the relationship between workers and management in a company is vital. This fact can be put down to Confucianism and the concept of reciprocal obligation. Bosses protect their workers and offer them a life-time employment. In return, their subordinates are loyal and respectful. Everyone (the whole group) is responsible to contribute to the long-lasting success in the company.In Western countries, e. g. the United States people are not keen on life-time employment. They want to change their job if they have an opportunity for a better career. Managers siphon off high bonus (short term) payments if the company’s profits and numbers in the last business year are excellent. As a result, managers are not interested in sustainability but in short-term profit. Individualism vs. Collectivism in fluences Trompenaars dimension Internal Control/External Control. The political system collectivism goes hand in hand with the economic system command economy.Even if China is a mixed economy government controls life of its citizens and of each individual e. g. via censorship. Consequently, Chinese people are externalistic as government (metaphor for environment) actively shapes their lives and people haven’t had control over government. Contrary to this, Germans living in individualism and market economy are internalistic. Companies can function as lobbyists and can actively influence governmental activities. Another two dimensions which have similarities are Hofstede’s Power Distance and Trompenaars Achievement vs. Ascription.The Indian Caste system reflects High Power Distance. If someone was born into the lowest group (Shudra) of the caste system (let alone the Untouchables) this person will always belong to this caste. Shudras have to accept the fact that they wil l always be inferior to people belonging to the upper castes. The caste determines the quality of life including the profession. A Brahmin, belonging to the highest caste, will always be respected and occupies the most powerful standing in society. This fact equates with Ascription as the Indian cadre originates from a renowned family background and has normally reached a decent age.Subordinates are loyal and respectful as they can only survive with the help of the upper castes and thus are highly dependent on them. Hence, superiors dictate the conditions and take responsibility for everything. The hierarchy within the caste system is reflected in a steep hierarchy in companies and institutions. Germany being a Low Power Distance country can be considered as the opposite. Family background could help to find a job but doesn’t decide on the career track of a person. If someone distinguishes oneself from the mass because of excellent performance and great talent this person wil l probably climb up the career ladder.This example can be clearly associated with Trompenaars dimension achievement. It is also very important to remark that both staff and bosses should be treated almost equally as the roles and positions can be changed very fast due to achievement. Even if some analogies match with my example this doesn’t mean that the two dimensions compared have similarities in all areas and situations. I extracted some points of intersection. 6 4. Differences of the dimensions The other dimensions not mentioned in the prior passage may sometimes have minor similarities which are notwithstanding outweighed by the differences of their meanings.I deliberately turned my back on the analogies between the dimensions of the same author. Geert Hofstede concentrated on the subject how cultural differences influence organization, management and relationship between people whereas Trompenaars shed some light on people’s relationship to time, nature and other human beings. Trompenaars neglected the topic gender which deals with a substantial question how the roles in the family are defined. This also manifests itself in the management structure of a company. In female oriented cultures, e. g. n Scandinavian countries men go on parental leave and women equally occupy leading positions. Whereas in a male- oriented culture like Germany a dog-eats-dog society has been generated, in Norway a woman striving for her own benefit and thus threatening cooperation and harmony will be looked down upon. Trompenaars did not deal with search for Truth. Hofstede’s Uncertainty Avoidance indicates how people try to grapple with unstructured situations. United States e. g. ranking low on Uncertainty Avoidance are not risk averse. The current financial crisis was triggered by hazardous behavior.American banks granted credits to people who couldn’t afford them. Germany ranking high on the uncertainty avoidance is often criticized for its burea ucracy. Elaborate rules and regulations should avoid uncertainty, can however cause a lot of paper work. One can also find some topics Hofstede did not have a focus on. Firstly, Hofstede did not consider the range of feelings expressed (neutral vs. emotional) which of course determine communication and behavior of people. Secondly, Hofstede did not describe the dimension dealing with range of involvement (diffuse vs. specific).Last but not least Hofstede did not mention explicitly time management (sequential vs. synchronic). 5. Advantages and Risks seeing the world and cultures with dimensions It is safe to say that dimensions can help people (that have never been to a certain country) to become more sensitive for intercultural understanding. Not until people are aware of idiosyncrasies of their own culture they can easier get to know other cultures. If someone (e. g. an expatriate) is undetermined in which country to go dimensions can help to get a first impression and contain the number of possible destinations depending on the criteria.After having chosen a country the expatriate should acquire theoretical knowledge about important symbols, rituals and common manners. Being abroad he/she can try to apply dimensions practically especially during the first days in the new surrounding as the person does not know how to behave properly. Most notably at the first meeting people need a first point of orientation to avoid big no go’s. 7 However, getting to know other cultures means learning by doing and trial by error. According to the iceberg model visible and expected occurrences account for only 10%. Consequently, 90% of our experiences with other cultures happen unsuspectedly.That’s why we should not overestimate and read too much into dimensions. A risk which arises when applying dimensions is to misunderstand and misuse them. The peculiarity of a dimension is highly dependent on the situation and on the counterpart’s personality. Dimensi ons do not reflect individual cultural preferences but convey an average and general behavior of the population living in a culture. An adverse effect is also that stereotypes are created and reinforced. Another problem point is that Hofstede carried out his studies (which serve as basis for the dimensions) at the end of the 60s.These studies are only a snapshot and did not take into consideration that culture evolves over time. Especially changes in economic or political environment, e. g. the demise of Communism in Eastern Europe or globalization, heavily affect transformation of cultures. Apart from that, both authors assumed that there is a one-to-one correspondence between culture and nation state which is sometimes not the case. In some countries, e. g. Canada, more than one culture can be found. There are even major differences of behavior between regions of a country. 6.Effects on practice operation Before going abroad expatriates should grasp how much preparation is require d to cope with the difference between the own and the foreign culture. Even if an expatriate cannot prepare for the unexpected situations abroad preparation should lead to willingness of flexibility and adaption while interacting with foreigners. However, an expatriate should know the future task in the foreign country which indicates the role and needed appearance of the expatriate. This depends on the target and the way of the company how to expand internationally.If a company opts for setting-up a new subsidiary abroad, the so called greenfield start, optimally a group of expatriates is sent to a foreign country. The task of the expatriates is to find out whether the strategy and the culture of the company can be reconciled with the foreign culture. They experience intensively foreign norms and values and try to recruit suitable locals in order to build up the new plant together. The difficulty is to decide if it is worthwile to establish a company in this country. It is evident that this decision should not be made on the basis of the dimensions.Secondly, the foreign members should be conscious of the fact that national values and norms have to be brought in line with the native corporate culture. This will only happen if the expatriates and the foreign workers could successfully build confidence so that the foreigners feel also loyal to a foreign company. My initial example with Wal-Mart showed that the company failed to apply a right strategy. If a company plans an acquisition with a foreign country expatriates should first analyze the business culture of the own and the future company. Moreover, expatriates should consider also the foreign culture!There is a high potential of conflicts as normally the managers of the foreign company are made redundant and are superseded by expatriates. The question is if those expatriates will be accepted by the national workers and if they are capable of doing successfully business in the foreign surrounding. 8 Irrespe ctive of the distinct possibilities to enter a foreign market intercultural sensitivity (both of the own and the foreign country) is the be-all and end-all. Therefore it is of paramount importance to go abroad as prepared and unprejudiced as possible.If expatriates succeed internalizing these facts they can close the distance gap between two companies operating in distinct countries. 7. Personal meaning and consequences of the dimensions My next job abroad will be as an intern not as an expatriate. That’s why I will refer to my internship in China. Generally speaking it would be easier for me to do my internship in countries where I can speak the language (German, English, French, Polish, Spanish). It is obvious that mainly Western countries are involved (e. g. America, European countries). All of them embrace democracy and in large part stress individualism. The frame’ would be alike and I could concentrate on concept of time, privacy, and way of life. However, in cou ntries were political and economic systems are at odds with democracy almost everything is different like in China. Dimensions confirm this statement. I deliberately chose a country which is unfamiliar to me as this poses a considerable challenge. The problem point is that I am permanently influenced by Western media. This leads to the fact that my subconsciousness would like to dictate that the opposite culture is different and thus ‘wrong’.I personally do not think that the other culture is ‘wrong’. I am more afraid of putting my foot in it in momentous situations. Firstly, I am used to sharing my experiences with others and of being in a group, but in a smaller one. The size of the group (especially the quantity of people on the street) will be a change. Secondly, I am used to voicing my opinion freely and saying ‘yes or no’ even in team work. This will not be possible anymore as I should not take someone’s face and indirectly the fac e of the group. I should get used to going around in circles particularly during discussions.Apart from that it is normal for me to solve problems when they arise. However, I have to adapt the fact that I should circumvent it. Ignoring these factors could lead to tensions which would have detrimental effects on the relationship between the staff and me. I am dependent on their explanation! Even if I think that in a special case the ‘German’ way of doing it would be more appropriate and efficient these thoughts should not prevail! My individual target and opinion should not be on top anymore! In general, I am a optimistic person and I like it to smile.In China people smile even if they are angry. It will be a challenge for me to estimate the feelings correctly and to deal with it. Also the perception of time and structure pose risks to me as I will certainly be confused if deadlines are not met and order is neglected. These are only few situations and points which could cause trouble and uncertainty. My examples reflect some of the dimensions, e. g. individualism vs. collectivism, diffuse vs. specific, uncertainty avoidance,†¦ Despite everything I look forward to my experience abroad and consider this seminar paper as a minor part of my preparation. 9

Workshop

Should you use more reliable suppliers and how? What re the pros and cons ? Inventory cost higher or material cost will be affected ? Now Blush wants â€Å"shrinking service windows â€Å". How can you help In achieving this through a better procurement strategy ? SC Manager (SCM) Draw a complete and detailed supply chain diagram from suppliers of DEEP to delivery of material to AGAR. Try to identify from the diagram the practical way to improve your logistical performance and shorten the delivery time to meet Guard's requirements. Discuss with other managers if they can support your suggestion.Manufacturing Manager (MM) As a manufacturing manager, you receive materials from outside suppliers and manufacturing starts under your supervision. You then deliver the finished items to warehouse before sending to AGAR. Can you suggest some process re-engineering or any Improvement that you can suggest to help meet the demand of Finish ? As the main contact with Finish, how can you propose to your CEO that DEEP needs major business operations improvement to meet the request of AGAR otherwise DEEP will lose this major customer that they cannot afford to see this happen.You need to ether information from your managers and provide several key points and write on a short proposal to present to the class. You need to identify the â€Å"quality criteria† and â€Å"order winning criteria† of DEEP to convince that AGAR should continue the partnership with DEEP. Time Frame of Workshop Time Activity Remark 6. 00 – 6. 30 Deep reading of the case Group discussion to clear some points described in the case 6. 30 – 7. 00 Each role considers the issues that they need to address and make recommendation SEEM is to collect information and provide advice if needed 7. 00 -7. 30Thorough discussion of final report SEEM leads the team to finalize the recommendations report for later presentation 7. 30 – 7. 45 Short break 7. 45 – 9. 00 Presentation from the 10 groups Other groups critique the presentation with marks (from 1 to 9 marks) 9. 00 – 9. 15 Score counting The champion group will get 10% more mark in their case report assignment individually 9. 15 – 9. 45 General review of overall performance Grades for Groups Example : Group 1 will grade the other 9 groups to allocate the marks of 1 to 9 as shown below. The group with highest mark will be the champion.

“Death of a Salesman” by Arthur Miller, Essay

In the books Death of a Salesman by Arthur Miller, and Fences by August Wilson, there are common themes that run throughout the book. Among these are two, hard working men that can be a bit disillusioned by life. The main character of each book, Willy Loman and Troy Maxson are similar in many ways. They both try hard to be good men and fathers, but unfortunately, they are imperfect in both aspects. Troy distances his self from his youngest son, and many could say that he is too hard and cold towards him. Willy in a way believes that his grown sons could not have done any wrong when they were younger and do no wrong now. But these two fathers are not totally bad. There are many good personal traits that they both display in these books. But as stated as before, they weren’t perfect at all. In many ways, both Willy and Troy were in fact good fathers. They worked hard to provide for their families and tried to set an example for their sons by their own actions. Willy was extremely supportive of Biff’s high school football success and went to all the games. Troy tries to instill certain values such as responsibility into his son Cory and explains to him that he shouldn’t go through life worrying if people like him or not. He tells him he takes care of him not because he likes him, but because it is his duty. Troy seems to be a bad father more visibly. He does not encourage Cory’s high school football career in anyway, in fact he tells him to tell the scout he is not interested and thinks having a job is more important. His attitude toward Cory the majority of the time is cold and harsh, as if he regards his son as someone he must deal with and take care of. Willy had a few problems of his own. First he let himself get caught with his mistress by his son, which devastated him. He also acted like his sons were perfect, which they weren’t. He should have made sure his son passed math so he could have graduated, but he put that into the hands of their next-door neighbor, Bernard. Willy also sets a bad example telling his sons that being â€Å"well-liked† is very important and holds it as a measure of success. He also leads them to believe that he is doing well financially, when in fact he is not. He has to get $50 from his next-door neighbor and Bernard’s father Charley. Although Willy and Troy weren’t the best or worse fathers they did raise their sons. The outcome of these men are different, however. Cory, who did not have a good father-son relationship or interaction with Troy moved out and joined the United States Marine Corps. Seven years later he returns for Troy’s funeral, no doubt successful and providing for himself. Biff and Happy, on the other hand, who both had a pretty decent relationship with their father ended up with menial jobs living with their parents at the age of 34. Happy is a philanderer with horrible ethics that sleeps with his supervisors’ girlfriend. Biff is unable to hold a steady job and has a new money making idea every week. It is hard to judge both Willy and Troy as good or bad if we aren’t in their shoes. Whether others may agree or disagree, it can be said that both fathers raised their sons the best that the could under their circumstances and most likely the best they knew how. The outcome of a person does not wholly depend on his or her parent. Their outlook on life and how much they want to accomplish while on this earth are other factors

English writing Essay Example | Topics and Well Written Essays - 500 words - 1

English writing - Essay Example Training has been lifelong but successful. Aggression was dealt with in good time. My dog was trained under a special program in that he has special skills. He can detect seizures up to fifteen minutes before they occur. This not only makes my dog a friend but a protector. On the same note, I keep my dog to warn me on any instances of intrusion from where I can respond accordingly. How would I describe my dog? Bruno is 4 years old and plain white in color. German shepherd is Bruno’s breed which justifies his physical strength and fitness. He spends most of the day taking a nap and is always alert at night making rounds around the house to execute his security obligation. You can call him a watchdog of the twenty first century. Play makes him more active with his favorite spot being the water pond. He leaps in whenever it is warm or when someone else is in it. My siblings are often irritate by his character when he goes out and gets dusty after long hours of play as they have to clean him in my absentia else they will clean everything else he touches. My mum among them hates that moment when Bruno walks from outside and licks her lips while sleeping on the couch. She almost had Bruno given off to another foster family were it not for my pleading and support from my siblings. Living with my dog has given me several responsibilities that I have learnt from the daily encounters with Bruno. I am mandated to regularly take him to the vet for de-worming session every three months. Anti-rabies injections and vaccinations are among the treatment I must follow up. All parasites have to be eliminated and his health observed. I realized that my dog belongs to the same family as the jackals, wolves and the foxes. The difference is that its counterparts are not tamed. The dog has become my friend and servant. This dog has become part of my family as humans. I have not encountered a day when my dog has turned against my orders for a stranger. In conclusion, I

Cuban missile crisis Essay Example | Topics and Well Written Essays - 1750 words

Cuban missile crisis - Essay Example It is estimated that about 9 million combatants were killed during the war (Garthoff 89). The end of World War one paved way for World War two which began in the year 1939. This is termed as the most deadly war in the world. It was during this war that the atomic bombing was used in Nagasaki and Hiroshima towns by the United States against the Japan Empire. It was the first historic time when the atomic bombs were used. The war ended after the Japan surrendered to its allies (Munton and David 56). Despite the end of the war, many countries developed hostilities with their enemies and designed new ways of attacking them. This study analyses the Cuban Missile crisis, which is termed as the crisis that almost sparked a nuclear war in the world. The Cuban missile crisis was thirteen days military and political standoff between US and the Soviet Union. The crisis occurred in the year 1962 when John F. Kennedy was the president of the United States. Soviet Union had installed nuclear-armed missiles in Cuba. The move by the Soviet Union was intended to counter the emerging leadership of the United States as a leader in missile development and deployment. The Soviet Union used Cuba, which was its closest ally, to install missiles, before the United States intelligence officer detected it (Munton and David 56). After realizing the threat that was posed by the Soviet Union to its security, the United States developed a scheme to attack the region with the missiles. They also developed a splendid plan in which they would counteract the transportation of the missiles from Soviet Union to Cuba. This led to a military and political standoff, between the two states. Finally, they reached an agreement where Soviet Union agreed to remove its missiles from Cuba while the US agreed to withdraw of its threat to Cuba. This paper shall analyses the background of the crisis, how the crisis transpired and how the crisis ended. The Cuba missile led to an international

Art presentation Essay Example | Topics and Well Written Essays - 750 words

Art presentation - Essay Example the artist’s work is the uniquely create how the interaction between the individual and the way their presence alters the overall energy of their surroundings. I am from Hong Kong, but due to studies, I have lived in several places since high school. The places are Hong Kong, Newfoundland; Canada, Seattle, Los Angeles, Santa Monica, San Diego, and Pennsylvania. These have also become my influence because of their beauty, activities, and generally how different subjects in such an environment interact to bring out the social and cultural aspects of the place. I am inspired by the power of emotion in people. As such, I like to create works that display people’s the subjects’ emotions under different circumstance. I believe that individuals can communicate a lot with emotions more than they can communicate with words. Finally, on culture, I am from Hong Kong, and the Chinese culture that I grew up in stresses the value of harmony and simplicity. Additionally, the culture also has a preference for lively colors. Thus, I integrate these ideas into my artworks to portray the beauty of objects and the natural surroundings of

Describe and discuss see directions below Research Paper

Describe and discuss see directions below - Research Paper Example This privilege against Self-Incrimination can be implied for Federal Crimes. Witnesses however, do not receive any immunity from testaments; especially, those witnesses who are not defendants nor are likely to be. Witnesses cannot refuse to testify under any circumstances and it may lead to imprisonment on the crime of hiding the truth if they happen to do so. Some cases have also led to prosecution if the witness fails to testify. This was the case where the Supreme Court of United States used a defendant’s Fifth Amendment Right, which was against Self-Incrimination. Malloy who was the petitioner was sentenced to jail for a year for gambling. However, after three months, he was put on probation for two years and released from jail. On probation, he was made to testify for inquiry of the State into gambling and other unlawful activities and when he refused to do so, he was put back in jail to the time he testified. In his essay, ‘Are the courts in a trance?’ David Webert speaks of the history of Hypnosis as used by the authorities to empower themselves of the truth. Webert’s (2003) essay circulated around the admissibility of such a technique for procuring the truth, as well as the legality of such a method. Certainly, he views it as a violation of the Fifth Amendment Right since it is after all against the will of the human consciousness that such information is being procured. One can imagine under utmost duress when such a technique is used, however, it is a disaster to think of using such a technique as a regular practice by the authorities to procure information from criminals. Hypnosis is known to enhance memory that leads to better recollection of events, but the credibility of this method is still under question. More so, hypnosis can have its own set of perceivable dangers. There have been various viewpoints that have been presented for and against this stand. But as far as perceivable

The Impacts Of Ski Resorts On The Surrounding Environment Essay

The Impacts Of Ski Resorts On The Surrounding Environment - Essay Example This research will begin with the statement that the rise in tourism, and the resultant environmental and ecological inconsistencies arising out of the same, has led to an increased concern regarding the sustainability of the tourist destinations, as well as the surrounding environment. Governments, across the globe, are now increasingly and actively participating in efforts directed towards promoting eco-tourism, with a view to ensure maximum protection to the tourist destinations and to reduce the adverse environmental impacts arising out of increased human activities. There is now an increased emphasis on developing and implementing sustainable practices in ski-resorts particularly owing to the increase in ski tourism over the years. This is because Ski resorts which are mainly developed in mountainous regions where the impact of human activities is far more adverse as compared to other tourism destinations located at lower altitudes. For the purpose of this study, two qualitative research methods will be used, namely Literature review and Case study. The literature review will help in laying a basic foundation for the study, with a complete and comprehensive description of the prototypical sustainability measures that have been and can be undertaken at various levels to ensure the protection of wildlife habitat in and around ski-resorts. The validity of the claims made and observations as seen in the literature review can then be tested by way of case studies and comparing the same with other available information on ski resorts. Potential Ecological Impacts over the surroundings: The increase in human activity in mountainous regions, have contributed to the rise in global warming, primarily owing to the adverse environmental impacts caused by the development and construction of ski resorts. The constant rush of tourists, and the over the use of natural resources at popular ski resorts, take a toll on the surrounding environment, disturbing the natural habi tat in the process. Furthermore, the increasing popularity of ski resorts attracts tourists in hordes, thus leading to an increased pressure on the natural resources by way of increased demand and consumption of water, energy, and other natural resources, thus further raising deep concerns regarding its sustainability in the long run. Ski resorts, rely heavily on energy to lift and pump water to high altitudes, provide drinking water, operate heavy machinery, and fuel vehicles used for transportation. Furthermore, there are concerns regarding soil degradation caused by construction and constant human activities in ski resorts; leading to loss of vegetation, soil erosion and may lead to increased chances of floods. Flora and fauna are deeply affected due to activities such as the construction of ski slopes. The surrounding environment and the natural habitat of fauna are disturbed due to increased sound levels and noise pollution caused by tourists. Ecological Impacts on the birds' h abitat Almost all types of aspects of tourism have a direct or indirect impact on the wildlife in the surrounding areas.

Infromation System Development Blog Essay Example | Topics and Well Written Essays - 500 words

Infromation System Development Blog - Essay Example The main purpose of system development is to develop an information system that should be able to meet business and personal needs of the users. Model-driven analysis can really benefit the development of information systems by providing a proper set of guidelines regarding system development to the developers. The main benefits of developing information systems include proper management of business related information, documentation of the collected information, and assisting managers in the processing of information. A model-driven technique helps developers draw such models, which can be used for various purposes, such as, to gather business related information, to prioritize requirements, and to review recommendations to develop an efficient information system. System developers use model-driven technique to develop such systems, which can be used for collecting business related data and for processing, analyzing, and disseminating collected data to the concerned departments in the form of information. Therefore, we can say that model-driven analysis plays a considerable role in developing efficient information systems. In this method, developers use documentations of problems, reports, files, and case studies for collecting information. Sampling of existing documentation and databases is a good way to gain understanding of the whole system. In this fact-finding method, developers try to understand the system by either participating personally in different activities or watching other people perform those activities. Observation allows developers check validity of the facts and obtain relevant data. In this method of fact-finding, internet, reference books, and previous researches on the same system are used to gather information. These sources make developers know how other people have been successful in developing somewhat similar systems in the

Organizational Culture Assignment Example | Topics and Well Written Essays - 750 words

Organizational Culture - Assignment Example During the recruitment phase the prospective employees are required to fill firms having features like cross-word puzzles, so as to extend to the future employees the idea of what Zappos is all about. During the encounter phase Zappos resorts to an extensive orientation program to immerse the new employees into the quintessential Zappos values. The company offers the new employees a $1000 reward in case they decide not to join Zappos. This gives the new employees an idea of the kind of commitment to organizational values that Zappos expects of them. During the last phase of organizational socialization that is during the change and acquisition phase, Zappos allows the employees to evince commitment to its essential value of customer service in an extempore and innately natural manner. The Zappos employees are not expected to resort to any script or format while dealing with the customers. Zappos also offers happy hours to its employees when they engage in team activities and recreati on. This allows the employees to develop commitment to the Zappos values in their own unique and natural manner. 2. There is no denying the fact that the success of a company to a large extent depends on its employees’ capacity to gel their personal beliefs and values with the organizational values. Zappos has a concerted strategy aimed at assuring that its organizational values fit with the values of the people it hires. Zappos has an extensive recruitment program which seriously digs into the values of the prospective employees to access as to what extent the values of a future employee blend with the Zappos’ organizational values. Once the employees are recruited, Zappos conducts an orientation programs to make sure that the new employees do get an idea of the essential Zappos values woven around customer service and ingenuity. Zappos offers to every new employee an incentive of $1000, in case one decides to quiet right at the start. This strategy extends to Zappos an opportunity to access as to what extent the values of the recruited employees blend with the organizational values. This also helps Zappos configure that to what extent an employee is comfortable with and committed to the organizational values. Part B 1. A few years back I had a chance to work at the local Sugar Sweet Bakery. It was a Big Bakery that employed around 67 people. Extending a personalized service to each and every customer happened to be a core value at Sugar Sweet Bakery. To embed this value in the organizational culture, Mr. Butler, the owner of the Bakery made it a point to role model the core values that this business was committed to. Each and every employee at Sugar Sweet was personally greeted by Mr. Butler every morning as one entered the Bakery. All employees were expected to have their breakfast every morning with Mr. Butler and other managers at the Bakery premises. During breakfast employees were encouraged the share their experiences and concerns with ea ch other and the management. The objective was to give way to a family like atmosphere at the organization. Consequently the employees carried this acquired value of personalized care to the customers and extended a personalized and customized service to each and every customer that visited the Sugar Sweet Bakery. 2. Though the family like organizational atmosphere at this

Practical Sports Coaching Essay Example for Free

Practical Sports Coaching Essay Introduction In this assignment I am going to identify, describe and analyse some of the main techniques of a successful coach, while considering how they could be used in both individual and team sports. Purpose of coaching Coaching is helping to develop a person through the improvement of their athletic performance. It involves the physical and psychological development of the person to take them beyond their present level. Successful coaching To be a successful coach you have to take some of the following into account: * Planning and organisation If you want to get the best from a coaching session it is essential that you are well organised. Before starting coaching, a session plan should be made out. This allows us to run a session in a professional and organised manner. The session plan should get progressively more difficult, not suddenly jump from relatively simple to hard with no stages in between. * Communication When coaching it should be remembered that younger children would require a lot more help and advice than older athletes will. So when coaching we should adjust are techniques accordingly to make sure whoever we are coaching understands clearly what they have to do. * Monitoring and evaluating Performance of the athletes should be well monitored throughout all sessions, this way a coach can adjust his/ her session according to performance. It is important to keep progression at a tempo suitable to all the athletes in the group so nobody gets left behind and so everybody understands all the drills they do, so when putting it into a competitive situation they understand what to do. * Analysing and problem solving During training a coach should not only analyse the group as a whole, but individuals. Some individuals will be able to perform drills more quickly than others. It is important that you make sure that the weaker individuals are given a bit of extra help. * Tactics A coach will need to make sure that athletes use the skills they have developed at the right time. This will involve coaches creating role-play situations in training and letting athletes decide how best to handle the situation. * Sports science As well as all this a coach must be aware of the role of sport science, many of the things associated with sport science are applicable to coaching. * Health and safety A coach must ensure that they have taken every precaution possible to prevent an athlete suffering an injury. Psychological techniques Successful coaches have to have a good Psychological side to the game so that they no what is required and what they have to face in the future. They also have to not buckle under pressure and always be strong for the players and the team. If a player sees that their coach is finding it difficult, then they no that they are not doing the right job and their confidence level drops. A successful coach has to always try to take something good out of a game so that they can build on places were they went wrong and try and fix them. If they find something good in the game then the players confidence level gradually builds and they start to play better. They have to get the players into good habits and a routine for training. They have to have a good idea of what routine they are going to take the players for and be able to plan a good training programme. A successful coach also has to develop a mental toughness. They have to teach the players to work and play as part of a team and not to play for themselves. They have to be able to interact in a competitive environment. The coach must always bear in mind that sport is an area of life that people enter into in order to have fun and enjoy themselves. The coach must prepare teams and individuals to maximise their chances of winning, but they must not lose sight of the pleasure that sport can bring. This development of skills must always be practised in a safe environment and ensure the safety of participants and the coach. Physical techniques A successful coach has to try to kept the physical level of all of the players to a high standard so that then are able to last the full game. If they are not used to training very much and they go and play a full game then their muscles become over used because the body can not cope with the pressure that is being put upon it and it results in an injury. If the coach gets the players into a routine of training, then the players improve on places were they are lacking and try to improve their performance on the pitch and please the coach. It then relates back to the mental side because if the performance of the players is good and the players are happy then the coach is happy. Coaches have to aim to improve speed, strength, flexibility and endurance. To minimise the chances of any player getting injured, the coach has to strengthen and develop techniques to unable this to occur. They have to get the players into good habits and a routine for training. They have to have a good idea of what routine they are going to take the players for and be able to plan a good training programme. Personal skills of a coach There are many different styles of coaching, and most coaches nowadays have there own views on how things should be done. These are many different personalities and styles throughout the world. However the very best coaches always seem to have at least five things in common. * A professional approach Modern coaches are now paying more attention to the small things that make all the difference. They also know that they have to conduct themselves in professional and appropriate manner, and always act in the best interests of the club or team. * They are good role models Coaches must set a standard, which their athletes should aspire to. Their personal habits must be good and should be the example setter at the club. If athletes see that there coach is arriving late then they will consider this to be acceptable and do the same themselves. * Knowledge of the sport they are coaching A coach needs to have a thorough understanding of the rules, techniques and tactical requirements of their chosen sport. This will make them a good role model for their players because if a coach is aware of all this it will be passed onto the athletes. It also shows that they will be able to understand the skills and will teach and evaluate the correctly. * Motivational skills Coaches must be able to keep their athletes motivated if they want them perform at the highest level they possibly can. If a coach can keep them motivated it means players are more likely to recognise their full potential. * Communication skills This includes not only what we say, but what we do as well. Coaches have to consider their body language as well as their verbal communication in creating the right type of atmosphere. Issues to be considered when coaching Coaches are in a position of responsibility to make sure nobody suffers injury so it is important that coaches understand the responsibility of what they are doing. They have a duty of care to everyone they coach. There are 10 legal duties a coach should fulfil: 1. Plan the session thoroughly 2. Ensure method of coaching is safe and correct 3. Ensure the environment is safe 4. Provide good, up to date equipment 5. Check all equipment is working before use 6. Make sure nobody is suffering from an injury before starting 7. Make sure athletes are adequately prepared and warmed up properly 8. Make sure athletes know the risks and how to minimise these 9. Once started make sure you supervise the session carefully 10. Be prepared for an emergency situation, and be able to provide emergency assistance. Insurance It may seem strange that insurance is considered important in effective coaching, but it is essential. Coaching should never be undertaken unless you know the proper insurance is in place. However insurance is complex so just having insurance is just not enough. You need to know the following things about the insurance: 1. What activities are covered? 2. Where am I covered to coach? 3. What events are covered? 4. How much loss am I insured for? 5. What equipment and property are covered? 6. Are there any special conditions that are excluded? 7. What should I do in the event of a claim? Child protection When coaching children it is essential that they be protected. Coaches are placed in a position of trust by parents, and these parents, and these parents have a right to know that a coach will not abuse his position. To be a good coach you must be responsible for the childrens welfare. Sports organisations are aware that some shady people will use sport as a means to get access to children an abuse them in one way or another. Some positive steps have been taken to make sure children are safe: 1. In January 2001, a child protection in sport unit (CPSU) was set up. This is based at the training centre of the NSPCC and is funded by the training staff. 2. There are now laws that require that organisations have child protection procedures in place and that is supported by training their staff. 3. The Criminal Records Bureau now provides information about the suitability of a person to work with children 4. Sport England requires evidence that child protection procedures are in place before any sport can take place. Enjoyment For a coach to really successful they really have to enjoy what they are doing, they need to share the athletes dreams and help them achieve it. A coach will then be able to share in the success their athletes achieve. If a coach doesnt enjoy what they are doing then there is really no point because athletes wont gain anything from a coach who isnt interested. Practical sports coaching Task 2 Feedback After taking the Millburn primary school children for a 15 minute warm up session before there soccer coaching I have decided to analyse my performance. When I first took control of the group they were loud and full of energy. I managed to get the group under control, which was very important to make sure no injuries occurred and the session stayed organised. I did a warm up drill which involved each child having a football, although this was a sport specific warm-up it was hard to maintain control. Some of the children were more capable of keeping the ball at their feet than others and this inevitably led to balls going astray. When I noticed this I got the group to stop and talk them through the drill again, this time getting them to walk through it an keep ball closer to them. Within the group we had a couple of quite talented boys who were keen to show the fact they were better than the rest and kept running with the ball, it was hard to instruct the other kids who were not so talented because concentrated too much on getting the others to slow down. Before the end of the session the children started to get bored and admittedly I did myself. I tried to introduce a different drill to try capturing the attention of the children again. This attempt failed badly, because I had not organised anything and then lost control until instructor took over and ended the session. Overall I dont think it was a bad first attempt, with more confidence and better organisation it could have been better. I have also added my session plan for the warm up drill on next page. Coaching session plan Venue: Coleraine leisure centre Date of session: 04-12-04 Time 10:30 Duration: 15 mins Name of group: Millburn P.S Number of participants: 15 Equipment needed: 15 balls, cones, whistle. Warm up 15 minutes 1. Stop the ball 2. Sit on the ball 3. Double touch 4. Knee to ball 5. Change direction Give each child a ball and tell them to use whole area. Tell them what each of the commands are and issue them while they are running round hall with ball at their feet. . Summary: keep control of group and make sure the pacing is correct to avoid loss of control. Record all injuries no matter how minor. Practical sports coaching Task 3 Introduction For this assignment I have to analyse two performers, describe and explain what techniques and equipment could be used to improve their performance. For this assignment I have chosen to base my two performers on and 8-year-old girl and a 15-year-old Down syndrome child. For the 8 year old girl some of the equipment that might be required to help them get a feel for the game. You might use a lighter football and smaller football because it would be easier to pass the ball with a smaller and lighter ball. You might even make the ball pink to attract their attention better. If you use a lighter ball then it is easier for them to header it instead of throwing a hard ball for them to header because it will put them of playing football. You might play indoors because it help the ball move at a faster pace than if you were outside on the grass. When playing indoors bring the players closer to each other when passing the ball because then you make sure the ball reaches the other person and the ball doesnt go all over the place and interrupt the other participants. For a 15-year-old Down syndrome child some of the equipment that might be used are, a bigger ball and play indoors. It would be better to play them indoors because it is a more compacted and relaxed space. You would be better to use a bigger ball like a beach ball for them to use. It would be better for them to use the bigger ball because they have bad co-ordination and bad balance and using a smaller ball would give them a better advantage of hitting the ball. You would also use a beach ball because it doesnt bounce as much and that means it would be easier for them to control it.

Default and Disputes Essay Example for Free

Default and Disputes Essay In this paper I will discuss the reasoning and methodology behind government contract defaults and disputes. I will also give recommendation to acquisition and cost containment. The standard contract clause which gives a customer the right to unilaterally terminate the contractor if the contractor fails to perform according to the specified terms. The contractor is generally not entitled to any payment for the unfinished part of the contract and, instead, may be liable for (1) repayment of monies advanced, (2) liquidated and other damages, and (3) excess cost incurred by the customer in completing the contract under a new contractor. Two primary types of terminations can arise under government contracts: â€Å"termination for default† and â€Å"termination for the government’s convenience†. Besides a criminal conviction or debarment or suspension for default is undoubtedly the most severe agency sanction that a termination can befall a government contactor. Terminations for default are much more common in supply contracts than in construction contracts. The standard clause used in supply and service contracts recites that the government has the right terminate for default if the contractor fails to (1) deliver the contract supplies or perform the services on time, (2) make progress so as to endanger performance of the contract. The â€Å"Termination for Cause† term also names three bases for terminating a commercial item contract for default: (a) â€Å"any default† by the contractor, (b) failure by the contractor â€Å"to comply with any contact terms or conditions,† and (c) failure by the contractor to provide the government on request, with â€Å"adequate assurances of future performance. The government’s right to terminate is not limited by standard inspection clauses, because they permit the government to exercise any other rights and remedies allowed by the contract. â€Å"Default terminations are provided for in government contracts under standard clauses set forth in the FAR. 52. 249–8 Def ault (Fixed-Price Supply and Service). As prescribed in 49. 04(a)(1), insert the following clause: DEFAULT (FIXED-PRICE SUPPLY AND SERVICE) (APR 1984) (a)(1) The Government may, subject to paragraphs (c) and (d) below, by written notice of default to the Contractor, terminate this contract in whole or in part if the Con- tractor fails to—(i) Deliver the supplies or to perform the services within the time specified in this contract or any extension; (ii) Make progress, so as to endanger performance of this contract (but see subparagraph (a)(2) below); or (iii) Perform any of the other provisions of this contract (but see subparagraph (a)(2) below). 2) The Government’s right to terminate this contract under subdivisions (1)(ii) and (1)(iii) above, may be exercised if the Con- tractor does not cure such failure within 10 days (or more if authorized in writing by the Contracting Officer) after receipt of the no- tice from the Contracting Officer specifying the failure. (b) If the Government terminates this contr act in whole or in part, it may acquire, under the terms and in the manner the Contracting Officer considers appropriate, supplies or services similar to those terminated, and the Contractor will be liable to the Government for any excess costs for those sup- plies or services. However, the Contractor shall continue the work not terminated. (c) Except for defaults of subcontractors at any tier, the Contractor shall not be liable for any excess costs if the failure to perform the contract arises from causes beyond the control and without the fault or negligence of the Contractor. Examples of such causes include (1) acts of God or of the public enemy, (2) acts of the Government in either its sovereign or contractual capacity, (3) fires, (4) floods, (5) epidemics, (6) quarantine restrictions (7) strikes, (8) freight embargoes, and (9) unusually severe weather. In each instance the failure to perform must be beyond the control and without the fault or negligence of the Contractor. (d) If the failure to perform is caused by the default of a subcontractor at any tier, and if the cause of the default is beyond the control of both the Contractor and subcontractor, and without the fault or negligence of either, the Contractor shall not be liable for any excess costs for failure to perform, unless the subcontracted supplies or services were obtainable from other sources in sufficient time for the Contractor to meet the required delivery schedule. e) If this contract is terminated for de- fault, the Government may require the Con- tractor to transfer title and deliver to the Government, as directed by the Contracting Officer, any (1) completed supplies, and (2) partially completed supplies and materials, parts, tools, dies, jigs, fixtures, plans, drawings, information, and contract rights (collectively referred to as manufacturing materials in thi s clause) that the Contractor has specifically produced or acquired for the terminated portion of this contract. Upon direction of the Contracting Officer, the Con- tractor shall also protect and preserve property in its possession in which the Government has an interest. (f) The Government shall pay contract price for completed supplies delivered and accepted. The Contractor and Contracting Officer shall agree on the amount of payment for manufacturing materials delivered and accepted and for the protection and preservation of the property. Failure to agree will be a dispute under the Disputes clause. The Government may withhold from these amounts any sum the Contracting Officer determines to be necessary to protect the Government against loss because of outstanding liens or claims of former lien holders. (g) If, after termination, it is determined that the Contractor was not in default, or that the default was excusable, the rights and obligations of the parties shall be the same as if the termination had been issued for the convenience of the Government. (h) The rights and remedies of the Government in this clause are in addition to any other rights and remedies provided by law or nder this contract. FAR 52. 249-10 â€Å"Default (Fixed-Price Construction)† Clause (a) If the contractor refuses or fails to prosecute the work or any separable part, with the diligence what will insure it’s completion within the time specified in this contract including any extension, or fails to complete the work within this time, the government may, by written notice to the contractor , terminate the right to proceed with the work (or the separable part of the work) that has been delayed. In this event, the government may take over the work and complete it by contract or otherwise, may take over the work and complete it by contract or otherwise, and may take possession of and use any material, appliances, and plant on the work site necessary for completing the work. Although the â€Å"Termination for Cause† term in commercial item contracts does not contain a â€Å"cure notice† requirement, the FAR termination procedures for commercial item contracts require the Contracting Officer to send a standard cure notice ‘prior to terminating a contract for a reason other than late delivery. Consequences And Remedies Of â€Å"Termination For Default† And â€Å"Termination For Convenience† If a board or court determines that the contractor was not actually in default or the default was excusable, the termination for default will be converted into a termination for convenience. Similarly, before the appeal is even decided, the Contracting Office r can convert the termination for default into one for the government’s convenience. The Contractor’s recovery under a convenience termination may be significant. For example, under a convenience termination, the contractor is eligible to recover its costs of performance, some â€Å"continuing costs,† settlement expenses, and a reasonable profit on completed work. Should the contractor be unsuccessful in contesting the propriety of the default termination itself, it may still be able to challenge the excess costs assessment and achieve a reduction or elimination of those costs. The Fulford doctrine permits contractors to challenge the government’s imposition of excess re-procurement costs even if the time has expired for appealing the underlying default termination, but does not trump the Contract Disputes Act election doctrine. Remedy of â€Å"Excess Cost of Re-procurement† and â€Å"Liquidated Damages† The standard measures of excess costs is the difference between the contract price of the terminated contract and the price the government is required to pay to the re-procurement contractor for quantity f supplies or services called for under the terminated contract or for completion of unfinished work remaining under the terminated contract. To assess excess costs against the defaulted contractor, the government must show that the re-procurement contract has been performed and that complete payment has been made. The government may not obtain re-procurement costs for work that the government prevented the contractor from performing. If the default-terminated contract contains a â€Å"Liquidated Damages† clause, those damages may be assessed against the contractor until the government obtains completion of the contract work. Liquidated damages are in addition to the excess costs of re-procurement The Liquidated Damages† clause used in fixed-price supply and service contracts provides that, in the case of a termination for default, the contractor shall be liable for liquidated damages (as well as excess costs) â€Å"until the time the government may reasonably obtain delivery or performance of similar supplies or services. The â€Å"Liquidated Damages† clause requires the contractor to pay the government a specific amount for each calendar day of delay. The stipulated amount of the liquidated damages is set at the time the contract is entered into and is the parties’ estimate of the extent of loss that one party’s breach of the contract would cause to the other. Government policy is to use a â€Å"Liquidated Damages† clause in a contract when both (1)the time of delivery or performance is such an important factor that the government may reasonably expect to suffer damages if the delivery or performance is delinquent, and (2) the extent or amount or actual damages would be difficult or impossible to ascertain or prove. Contract Disputes Act The Contract Disputes Act of 1978 (â€Å"CDA†), which became effective on March 1, 1979, establishes the procedures for handling claims relating to United States Federal Government contracts. All claims by the contractor against the Federal Government must be submitted in writing to the Governments Contracting Officer for a decision. All claims by the Federal Government against the contractor must be the subject of a decision by the Contracting Officer. Apart from claims by the Federal Government alleging fraud in connection with a claim by the contractor, all claims by either the Federal Government or the contractor must be submitted within six years after the accrual of the claim. Claims by the contractor that exceed $100,000 must be accompanied by a certification that (i) the claim is made in good faith, (ii) the supporting data are accurate and complete to the best of the contractors knowledge and belief, (iii) the amount requested represents the contract adjustment for which the contractor believes the Federal Government is liable, and (iv) the certifier is authorized to submit the certification on behalf of the contractor. There are procedures in the statute for remedying certifications that do not exactly mimic the required certification language. For claims of $100,000 or less, the Contracting Officer is required to issue a decision within 60 days of receipt of the claim provided the contractor requests a decision within that time period. For claims in excess of $100,000, the Contracting Officer is required, within 60 days, either to issue a decision or notify the contractor when a decision will be issued. All decisions should be issued within a reasonable time, taking into account the nature of the claim, and, if they are not, the contractor may either request a tribunal to direct the Contracting Officer to issue a decision within a specified time or treat the failure to issue a decision as an appealable deemed denial of the claim. If the contractor is dissatisfied with the Contracting Officers decision on a claim, the contractor may (i) appeal that decision to the cognizant agency board of contractor appeals within 90 days of receipt of the decision or (ii) bring suit on the claim in the United States Court of Federal Claims within 12 months. Decisions not appealed within one of these time periods become final and conclusive. There are procedures in the statute authorizing the use of mutually agreeable alternative dispute resolution techniques for handling disputes and well as for the use of streamlined and accelerated litigation procedures for smaller claims at the boards of contract appeals. The losing party may appeal a decision by either a board of contract appeals or the United States Court of Federal Claims to the Court of Appeals for the Federal Circuit. A contractor is entitled to interest on the amount found due on its claim running from the date the Contracting Officer received the claim until the claim is paid. Good acquisition planning is crucial to the overall project objective, government spending, tailored to objectives and constraints, and is flexible enough to allow innovation and modification as the project evolves. The strategy balances cost and effectiveness through development of technological options, exploration of design concepts, and planning and conduct of acquisition activities. These elements are directed toward either a planned Initial Operational Capability or retention for possible future use, while adhering to a program budget. The strategy should be structured to achieve program stability by minimizing technical, schedule, and cost risks. Thus the criteria of realism, stability, balance, flexibility, and managed risk should be used to guide the development and execution of an acquisition strategy and to evaluate its effectiveness. The acquisition strategy must reflect the interrelationships and schedule of acquisition phases and events based on a logical sequence of demonstrated accomplishments, not on fiscal or calendar expediency.

Dylan Thomas, A Refusal To Mourn Analysis

Dylan Thomas, A Refusal To Mourn Analysis Dylan Thomass A Refusal To Mourn The Death, By Fire, Of A Child In London, is a poem about mourning. More specifically, the poems focus is on the speakers predicament of whether or not to mourn Londons Daughter (L 19). A question arises from this predicament. Who is Londons Daughter? Is this a single person, or does she represent a group of people? This poem was published in 1945 at the end of World War Two. This is significant because Thomas was living in London during the Nazi Blitz attacks, which resulted in the deaths of over 20,000 people (Stansky 3). He most likely saw the destruction that resulted from the war firsthand. The poem, then, can be read as a refusal to mourn a singular death. The speaker uses Londons Daughter to represent the many people who died in London during the war. However, it is how the speaker mourns, or his subconscious mourning, that is interesting. By refusing to mourn and questioning his beliefs, the speaker contradicts himself, and demonstrates his in ability to fully register the death of another. At first glance, the reader may think that the speaker is primarily concerned with a childs death. But a closer reading reveals that the speaker is extremely self-centered. The speaker immediately focuses on himself in the poem, rather than describing the child or group of people he is mourning. He is more concerned with his own response to death, rather than the sadness that accompanies death, and the person or persons that have died. In line seven, the speaker says, And I must enter again the round/ Zion of the water bead/ And the synagogue of the ear of corn (LL 7-9). The speaker is resorting to his religious beliefs to find comfort. He refers to a synagogue as a water bead, which could represent a bubble of escape. The speaker finds comfort in this bubble because it gives him meaning regarding death, and it shields him from the unknown. He stuck in his own little world, unable to comprehend this death. But then, he says, Or sow my salt seed / In the least valley of sackcloth to m ourn / (LL 11-12). This is an interesting shift in tone because the first nine lines of the poem portray the speaker as somewhat religious and optimistic. Now the speaker seems angry. Line twelve, least valley of sackcloth to mourn seems to show his lack of confidence in his religion (L 12). He is saying that he will not sow his seed in the valley of remorse, meaning that he is not going to dwell on this singular death. He will not subject himself to mourn. Throughout the poem, we see the speaker questioning his beliefs and his actions. This is not an uncommon response when dealing with loss. People experience a full range of emotions when dealing with death; questioning ones beliefs does not seem out of the ordinary. The speaker, after considering hiding out in his religious bubble, proclaims that he, shall not murder / The mankind of her going with a grave truth (LL 14-15). He is stating that there is no grave truth, and he is not going to keep trying to convince himself that there is an absolute truth. He is saying that to try and impose meaning on her death would be wrong. It would take away from her memory. The speaker does not want to make this death symbolic, Nor blaspheme down the stations of the breath / With any further / Elegy of innocence and youth (LL 16-18). He feels that to glorify death, or overly celebrate it would be disgraceful. The speaker is in denial. At this point in the poem, he seems to lack the capacity to feel for this person. This choice not to mourn seems to be less like a choice as the poem continues. The speakers lacking ability to mourn is demonstrated further when he juxtaposes himself next to the Thames River. He says, Deep with the first dead lies Londons Daughter / à ¢Ã¢â€š ¬Ã‚ ¦ Secret by the unmourning water / Of the riding Thames (LL 18,22-23). His use of first dead implies that there have been many more, or there will be more deaths. He says that he is not going to spend his time dwelling on this singular casualty when there are so many more deaths to worry about. How could he possibly feel the same emotions for all of the coming deaths? How could he put so much energy and feeling into this one death? He claims that instead of mourning, he will flow like the Thames, ubiquitous and unknowing. He would much rather celebrate life and continuity. However, he contradicts himself yet again, with the final line, After the first death, there is no other (L 24). By stating this truth, he is consciously trying to make sense of death, which seems like an act of mourning. There is a pattern emerging in the poem. The speaker goes back and forth on what he believes to be the truth of the childs death. The speakers fickleness regarding his beliefs takes away from the childs death, and centers the poem on the speaker. From this small sample size, we can draw a conclusion that he does not possess an advanced capacity for mourning. Maybe he can only mourn once, and after that it is only repetition. Humans may not have the ability to fully register the magnitude someone elses pain, and in this case the speaker is only able to understand his own pain and experiences, and therefore is unable to mourn this child. The poem, then, is the speakers account of his desire to mourn, even though he says that he is not going to. The entire poem contradicts itself. The speaker cannot make sense of this death. So instead of trying to mourn, he refuses to, which becomes a subconscious act of mourning.

European Immigration Essay -- Globalization, UK Government, Ethnic Min

This paper is going to discuss the differences between well managed immigration and poorly managed immigration and how globalisation and the inclusion of the A8 countries into the European Union have changed the migration patterns to the United Kingdom. It will also examine how Eastern European migrants are perceived and treated by the majority and ethnic minority populations. Globalization has increased the mobility of capital and labour which has led to a greater labour demand for the production of goods and services worldwide. Consequently, labour requirements outside the services sector, are being met via the growing class of economic migrants who are either escaping unemployment in their home countries or seeking improved employment abroad (UNCTAD, 2009). Globalisation and the inclusion of the A8 countries into the European Union (EU); Poland, Czech Republic, Estonia, Latvia, Lithuania, Hungry, Slovakia, Slovenia, Cyprus and Malta, in 2004 and Bulgaria and Romania in 2007, has created the world’s largest free-trade bloc giving over 100 million people open access to live and work in the United Kingdom (UK). The influx of approximately 1.5 million EU workers, mainly Polish, to the UK has fundamentally changed the migration patterns to the UK (Kegley, 2008; Polish Migrants UK, 2010; Sumption & Somerville, 2009). The UK government acknowledge that in a globalised economy well-managed immigration can provide a powerful boost to the British economy whilst others in Europe stagnate (May, 2010). Therefore, these highly educated migrants can aid economic growth and reduce inflationary pressures by keeping wages low, fill existing skills shortages and make positive contributions to the tax system. They have a lower unemploym... ...ings of each other's backgrounds and ways of living† due to "The European Union expansion has had an impact on the number of jobs going to those in the ethnic minority communities – it's easy to bring in outsiders who will work for less but we run the risk of leaving people behind†. Therefore, "They're taking out their aggression on the newer immigrants for what they've had to suffer themselves in the community for years." (Smithard, 2008 NPN). Lastly, whilst immigration has been beneficial to the business sector of the UK, too many people have experienced the negative connotation of immigration via social tension, cultural racism and discrimination. However, Britain could cope with migration providing people feel that the immigration system is fair and does not undermine the employment status of the indigenous populations.

Genetics and the Future :: Science Biology Genes Essays Papers

Rows upon rows of â€Å"perfect† people walk in straight lines. All have the same hair, eye, and skin color. They all resemble each other. The environment around them is lifeless; the lack of trees and living animals is awkwardly noticeable. Overhead a flying automobile soars past and swerves around enormous skyscrapers. All this was accomplished through both science and technology. Is this a farfetched notion of the future? Can science and technology really create a society like this? How will it affect our lives here in the Valley and in the world around us? Science has always been with us. Science is the observation of the problems of the world around us, and the experimentation to find solutions to these problems. It was science that allowed primitive man to wonder about his origins, his creator and the world around him. If we look at the role of science in the human race we see that it has allowed for the unified progression of all. In the beginning primitive ma n relied heavily on personal beliefs of both good and bad spirits and that of a Supreme Being. Later beliefs became more complex and religion was a vital part of everyone’s life. The ability to think differently grew due to increase advancement in science and technology during the Renaissance period. The freedom of thought and proposal of ideas by philosophers provided for exchanging and creation of diverse ideas. It was in that type of environment that ideas such as that of Darwin’s Origins of Species were proposed. In modern times when people hear of genetics images of cars overturned by dinosaurs gone mad, from the famous motion picture Jurassic Park, and of the cloned sheep Dolly prancing around in the prairie come to mind. The genetic revolution in particular gives us all an optimistic future to the world in which we are living in today. The genetic revolution will give a different facet to medicine, agriculture, and society as a whole. The genetic revolution will help health professionals provide a different type of care for their patients. The genetic revolution offers enormous promises for those sufferings chronic diseases. Research laboratories around the world are busily sequencing, identifying, and switching genes among different species. Genetic engineering techniques promise cures for various diseases such as cystic fibrosis and kidney disease.

Crime :: essays research papers

Crime in the nineteeth century was rapid though out United States. But because of all of the poverty and sickness in the streets, crime was the only way to survive. Most of the crimes that took place in United States were crimes that involved stealing. Pickpocket gangs and street gamblers were a regular sight when walking down a major United States street. Prostitution was also a big money maker on the streets, done by both girls and boys. But crimes though out the middle class and rich were mostly property crimes and disputes, which made up 90% of all crimes committed by the upper-class. In the United tates today there a two categories which crimes fall under."Indictable" which is the same as our felony crimes that make up all of the major crimes. These crimes consist of: Murder, armed robbery, burglary, larceny, rape, and assaults on the police. The next called category is called " Summery " crimes which is equal to our misdemeanor crimes. Summery crimes were all minor crimes such as: Property crimes, Vagrancy, Drunkenness, Prostitution, Minor Larceny , and all other minor offenses. Probably the most famous criminal in the Victorian period was " Jack the Ripper ". Jack the Ripper was " the first modern sexual serial killer." Jack's trademark was the killing of female prostitutes. But not only did he kill them, he would surgically remove organs and intrails and place them near the dead body. "Jack the Ripper" wasn't his only nickname, he was also called "the Whitechaple murder " because the body's were found near the Whitechapel Road, and " The Leather Apron" because of a man that would come by and beat up the prostitutes for no reason. Jack the Ripper is credited for 9 killings, but police think that he might be responsible for more. All of the killing accrued with in one square mile. Jack is described as carrying a long knife in which he would cut open his victims, and a black Gladstone bag, the contents of which is unknown. Jack the Ripper's identity is unknown which is probably why this case is so famous. It is rumored that Jack the Ripper was a member of the royal family, and that people knew of his identity but wanted to keep it a secret. The London Metropolitan Police system was created in 1829, after the public need for security has been told to the government.

Racism and Ethnic Discrimination Essay

Particular sectors of the population that are considered inferior based on their ethnic identities have limited socio-economic mobility and limited access to political participation, and for this reason the organization of current society reflects a situation of structural racism, which in turn perpetuates inequality. The phenomenon of institutionalized racism is covert, and is falsely considered something of the past instead of as an ongoing process that is real, still in force, and continually reproduced in social relations. While the fight against racism advances, expressions of racism become more sophisticated,4 and it intensifies other discrimination based on gender, age, geographic origin, or socio-economic status. 5 The ideology of racism is institutionalized by the State, as power and access is granted to certain groups based on the recognition of a superior culture. Racism then persists in the attitudes held by those with a voice in shaping laws, public policies, and programs, and therefore becomes imposed on the institutions and interactions that shape everyday life. One aspect that makes the analysis of racism and discrimination more complex is the fact that Indigenous Peoples and Afro-descendent communities have internalized and accepted the racist structures, often reproducing those structures in their own relations. Stigmas held by certain groups against others create hierarchies that are inextricably linked to physical and cultural traits such as skin color, â€Å"grade† or â€Å"purity† of blood, clothing, and language and accents. At the international level there have been significant advances in the instruments and international mechanisms of protection and defense of the rights of Indigenous and Afro-descendent peoples. The Inter-American System of Human Rights is a notable advancement is the construction of jurisprudence on the collective rights, as well as the instruments and mechanisms established in the United Nations system. Nicaragua has ratified the Convention for the Elimination of All Forms of Racial Discrimination (CERD), however, it does not fulfill its commitments with respect to providing periodic information. After a complex history of external colonization that maintains Nicaragua divided in two socio-cultural realities, in the last few years a process of juridical and political recognition of multiculturalism has initiated. 6 These measures however have not contributed to transforming the State, or to guaranteeing equal opportunities of access in the construction of democracy. The central problem continues to be the form and behavior removal or diminishment of recognition, enjoyment, or exercise, under equal conditions, of human rights and fundamental liberties in political, economic, social, cultural spheres, or any other sphere of public life. 3 UN Special Rapporteur on Indigenous Peoples and CODISRA. JUN POP TIJONIK. 2006. 4 Francisco Cali. CERD Expert, Guatemala. 2006. 5 The Guatemala Human Development Report (2005), analyses the concept of social stratification, which gives evidence of the asymmetries with respect to access to development for Indigenous and Afro-descendent Peoples, having to do with difference that go beyond socioeconomic factors, and that moreover, reinforce ethnic subordination. UNDP, Guatemala. 2005. 6 This is a doctrine based on the explicit recognition of cultural diversity is established in conformance with equality of citizenship. It recognizes the existence of collectives that are historically and culturally different from the cultural group that has been in power, to which once recognized, the collective cultural rights will be guaranteed, incorporating them in laws and state institutions and creating public policies to manage the diversity. Multiculturalism facilitates the culture and the identity that are constituted in main axes of political rights and duties. 5 of 104 Racism and Ethnic Discrimination in Nicaragua November 2006 of the National State: mono-ethnic, exclusionary in its concept of citizenship and in the distribution of goods and services. The Mestizo project of the national State continues to identify the administrative structure and resources of the State with an ethnic group, its cultures, and values. Indigenous Peoples and Afro-descendent communities in the Autonomous Regions, Pacific, and Central-Northern region continue to be discriminated against. Racism and inter-ethnic conflict in Nicaragua continues to be a daily reality in the lives of Indigenous and Afro-descendent people. New threats linked to globalization and internal migration also exacerbate the conflicts. Despite advances in the Indigenous and ethnic movement, as well as increased recognition of rights, it is evident that to fight against these forces there must be greater commitment, as indicated by one of the subjects interviewed for the study: â€Å"We need to operate from a feeling of the value of others and the recognition of our Miskitu, Mayangna, and Kriole brothers and sisters as human beings—as individuals that have their own values, which are worth the same as mine†¦ I need to see [others] as human beings with whom I must live, and therefore, with whom I have to create an environment of empathy where we see each other as people fighting together to move forward †¦ and for this, we will need to change our ways of feeling, thinking, and acting †¦ we will need to have concrete goals†¦to move forward hand in hand as Costenos and as Costenas †¦ and this is possible. †7 This report seeks to describe racism in a way that documents a range of experiences of discrimination, in all spheres of life. Perhaps the outlook presented here will seem quite negative, as most of the subjects interviewed were skeptical that any governmental or nongovernmental organizations are taking steps to address the problems—nor were they confident that the situation would change in the near future. Since racist and colonial structures still exist in all corners of the world, unfortunately there are few examples of anything more than incremental changes in the past few years, decades, or even centuries. However, the intention of this report is not to showcase a list of complaints, nor to assign blame to any particular group or institution. Instead, this study operates under the possibility that the process of documenting experiences of racism and discrimination can facilitate communication across sectors, and can be the first step toward taking affirmative actions to combat the ideology and practice of racism. Thus, like other documents— reports, laws, declarations, treaties—this study can only be a starting point. The real work begins when, armed with consciousness and the will to change, people choose to undertake the task of struggling together for progress. 7 Interview with Benalicia Lucas, 2 October, 2006. 6 of 104 Racism and Ethnic Discrimination in Nicaragua November 2006 2. STRUCTURE AND METHODOLOGY OF THE STUDY This study was conducted with the support of Diakonia, a Swedish international cooperation agency whose mission is to promote the respect and exercise of all the human rights of all people and to contribute to the democratization of societies for the strengthening of a democratic culture. The study carried out the objective of analyzing and systematizing racism as an ideology and an everyday practice in Nicaragua. The specific objectives were the following: 1. To establish and explain briefly the connection between racism, external colonialism and internal colonialism. 2. To characterize racism against Indigenous Peoples, Garifunas, and Afrodescendents in Nicaragua, in the cultural, social, economic, legal, and political spheres. 3. To describe the current situation and trends of the phenomenon of racism. 4. To analyze and evaluate the types of demands of the affected groups to combat racism, the affirmative actions to be taken, and the role of organized civil society in this process. 5. To analyze and evaluate the actions from the State in relation to racism at the national, regional, and international levels, identifying political strategies, programs to raise awareness, and potential results. 2. 1 Scope and methodology. The study was carried out at the national level, covering the North and South Atlantic Autonomous Regions, Indigenous Communities of the Pacific and CentralNorthern region, and Managua. Qualitative and participatory methods were used to collect the data for the study, complemented by a literature review. The methodology seeks to identify the ways in which racism manifests itself on a daily basis in the lives of Indigenous Peoples, Krioles, and Garifunas in Nicaragua. Semi-structured interviews and focus groups were held with key individuals and organizations in Bilwi, Bluefields, Managua, Sutiaba, Leon, Nindiri, and Sebaco, as well as with Regional Autonomous Councils. A guide of questions was used for each interview and focus group, and is included at the end of this report (see: â€Å"Instruments Utilized. †) We recognize that knowledge of the historical construction of race in Nicaragua is indispensable to a complete understanding of the current situation; however, we consider that beyond the scope of this study. Moreover, it is important to note that policies of the State or of other institutions are by no means static. Portrayed in this study are the impressions of a variety of people based on trends and overall tendencies in the daily experience of racism, but we do not to pretend to represent all the facets of this theme, since we understand that there are other experiences and challenges that exist in Nicaragua. 7 of 104 Racism and Ethnic Discrimination in Nicaragua November 2006 Similarly, it is important to take into account the context of human development and well being in order to appreciate the full extent of the challenges faced by Indigenous Peoples and Afro-descendents in Nicaragua. However, this report does not present extensive data on social, political, economic, or cultural well-being, and only refers to those indicators when directly relevant to expressions of racial discrimination or to examples of institutionalized racism. It is important to highlight that one of the limitations is the absence of a system of national statistical information with disaggregation by ethnicity or culturally relevant indicators, which makes it difficult to make comparisons. Finally, no ethnic group should be perceived as monolithic, as there is as much diversity in each group as there are shared characteristics. To assign a rigid set of values or perspectives to any ethnic group comes perilously close to contributing to institutionalized racism, as one of the basic traits of all ethnic groups is that, because they are made up of people, they are full of inconsistencies, paradoxes, and contradictions. Indeed, ethnicity is but one of many identities that we use to define ourselves, along with nationality, geographic origin, age, religion, physical and mental ability, gender, and sexual orientation. It is the intersections of these identities that determine the experience that we live as specific persons and Peoples. The report has been organized in the following order: In the first two chapters there is an introduction, the objectives are defined, and the scope and methodological aspects of the study are presented. In the third chapter the themes of racism and discrimination are analyzed using an approach based in individual and collective human rights, and concludes with various notes related to ethnic identity. In the fourth chapter the historical process of racism and ethnic discrimination in Nicaragua is analyzed in light of processes of external and internal colonization. It concludes with a discussion of new forms of colonization that Indigenous and Afrodescendent Peoples confront. In the fifth chapter the diverse forms and manifestations of ethnic discrimination in cultural, social, economic, juridical-legal, and political spheres are presented. In the sixth chapter the principal demands of Indigenous Peoples and Afro-descendent communities are presented. In the following chapter there is an assessment of the responses that the State and various other actors have given to fight against racism and ethnic discrimination. In the last chapters conclusions and recommendations of the study are presented. 8 of 104 Racism and Ethnic Discrimination in Nicaragua November 2006 3. RACISM AND INDIVIDUAL AND COLLECTIVE HUMAN RIGHTS For the analysis of discrimination for ethnic and racial motivations we have considered it appropriate to use a human rights approach. The basic premise of this approach is that a society free from discrimination should permit people to live with dignity and achieve the highest levels of humanity guaranteed by the body of international human rights laws. This requires the recognition that Indigenous Peoples and Afrodescendent communities are subjects with individual and collective rights derived from their specific historical and cultural characteristics, and that a result of racism those Peoples have not had that recognition nor conditions to exercise their human rights. Indigenous Peoples define themselves as the descendents of the original inhabitants before the formation of States that, independently of their size or level of development, maintain cultural characteristics, cosmovisions, spirituality, and harmonious relationship with nature and are guided by their own forms of organization, customs, and traditions. 8 In the case of Nicaragua, this is understood by Indigenous people as â€Å"the human collective that maintains a historic continuity with societies before colonialism, whose social, cultural, and economic conditions distinguish them from other sectors of national society, and whom are governed totally or partially by their own customs and traditions. †9 In the case of ethnic communities, these are understood as the combination of families of Afro-Caribbean ancestry that share the same ethnic consciousness, through their culture, values, and traditions, linked to the cultural roots and forms of ownership of land and natural resources. 10 Article 5 of the Political Constitution of Nicaragua establishes ethnic pluralism as a principle of the nation, and that the State recognizes the existence of â€Å"Indigenous Peoples† and indicates among their special rights â€Å"maintaining and developing their identity and culture, having their own forms of social organization, administrating their local affairs, maintaining their communal forms of property of their lands, and the enjoyment and use of those lands. † These concepts do not necessarily imply that those characteristics are static, or that a certain sample could represent the extensive diversity and forms of organization, or the distinct demands of the Afro-descendent Peoples and communities in Nicaragua. As the process of reconstructing individual and collective identities and the international and national recognition of collective rights have advanced, the members of Indigenous communities have begun to recover and live in their everyday and public lives their specific collective identities: Rama, Sumu-Mayangna, Miskitu, Chorotega, and others. Each People has more specific cultural characteristics, others that have been adapted, and others shared. ILO Convention 169. Law 445 on Property and Communal Lands. The law defines the term Indigenous community as the combination of families from Amerindian ancestry established in a territorial space that share feelings of identification, linked to the past aborigines of their indigenous people and that maintain an identity and their own values of a traditional culture, as well as forms of ownership and communal use of lands, and of their own social organization. 10 Ibid. 8 9 9 of 104 Racism and Ethnic Discrimination in Nicaragua November 2006 The concept of a People is linked to the international right established in the International Convention on Civil and Political Rights (ICCPR) and the International Convention on Economic, Social, and Cultural Rights (ICESCR) and has been incorporated, without qualification, 11 in the UN Declaration on the Rights of Indigenous Peoples adopted by the UN Human Rights Council in June 2006. Convention 169 of the International Labour Organization is however the only binding instrument that refers specifically to Indigenous Peoples and tribes. In addition to the United Nations, the Organization of American States has initiated a discussion on the project of the Declaration on the Rights of Indigenous Peoples, and through a variety of considerations, observations, and recommendations, has advanced the international juridical rules referring to Indigenous Peoples. The commission and the Inter-American Court of Human Rights has also had a notable process of constructing jurisprudence on collective rights within the InterAmerican system. Indigenous Peoples possess collective rights based on their historical rights and collective cultural identity, which are indispensable to their existence, well-being, and development as peoples. 12 Collective rights are human rights of the third generation that are derived from their political, social, and cultural structures, spiritual traditions, histories, and philosophy. It is also important to highlight that among collective rights are the rights to self-determination and autonomy, which are expressed through the right to conserve and their own political, juridical, economic, social, and cultural institutions, while maintaining their right to participate fully, if they desire, in the political, economic, social, and cultural life of the State from the local to the national level. 13 These rights are linked to the territorial right based on historical and ancestral usufruct, and access to the enjoyment, use and benefit from natural resources. 14 The central element in the debate on collective rights of Indigenous Peoples has been the recognition of their collective rights as peoples, and the consequent rights that are derived from that recognition. Because of the close relationship between collective rights and identity as Peoples, individual and collective identity is a process of reconstruction that depends on the degree of oppression that is confronted, the degree of cohesion of the group, their level of coordination with the grassroots, and their relations with the rest of society. Afro-descendent communities, based on their distinct ethnicity15 and the conditions of colonization, racism, and social exclusion that have been imposed on them, are subjects of collective rights. For them it has been very complex to obtain recognition of The text of the Universal Declaration adopted on June 29, 2006 by the Human Rights Council goes beyond the concept of Indigenous Peoples included in the ILO Convention 169, since it is not limited to the domain of States, and in this sense it is equal to what is established in the first paragraph of the ICCPR and ICESCR. 12 The definition of the rights of peoples is in the framework of the ICCPR and the ICESCR. 13 Universal Declaration on the Rights of Indigenous Peoples, Human Rights Council, United Nations. 29 June 2006. A/HRC/I/L. 10 14 Ruling in the case of Awas Tingni, Inter-American Court of Human Rights. 15 An ethnic group is one that shares common cultural characteristics and whose members recognize themselves as part of a group for reasons of relationship, solidarity, or culture. They share a name that they identify with common ancestry, historical memory, common cultural elements (religion, language, customs), and a sense of solidarity. In the case of Afrodescendents in the region, only the Garifunas share the sense of connection to the land and territory. 11 10 of 104 Racism and Ethnic Discrimination in Nicaragua November 2006 their distinct identity, because it has been associated with derogatory prejudices and the lack of clear forms of communal and cultural organization of their communities. However, the discrimination that these communities suffer is high and generally hidden. 16 The black communities, descendents of African slaves and workers of Caribbean islands as a result of the policy of colonization by the English during the 17th and 18th centuries, maintain certain common characteristics, such as their roots in African ancestry, their history of being uprooted and of slavery, and their specific customs, values, and traditions. 17 They are basically concentrated in two groups: the Garifunas and the Krioles. 3. 1 A note on cultural and ethnic identity. Ethnic identity is dynamic and complex, and can evolve over one’s lifetime according to a variety of factors, which may be incorporated consciously or unconsciously into one’s identity. It is affirmed by various elements that an individual defines for herself or himself as the criteria for a sense of belonging to a certain group, such as a set of shared values, attitudes, lifestyles, and/or customs. Similarly, cultural identity is formed based on a common ancestry, a shared historical memory, a connection to a native land, and/or common practices such as religion, language, traditions, and customs, which result in a feeling of solidarity. Each cultural group is further defined by its differentiation from others, based on cultural markers (such as language or clothing), and other attitudes and practices that are associated with a particular social group. In Nicaragua there is a mixture of shared ethnicities and cultures. Therefore, race and ethnicity cannot be defined based on blood, skin color, or physical traits, but rather, are based on the way in which one self-identifies based on a variety of cultural, social, and political factors. 18 For example, the construction of identity in the Autonomous Regions has been defined through contacts with external and internal colonization, in different historical moments, from the first contact with the English in the mid-17th century, up to the current migration of poor rural people from the central region of Nicaragua that is advancing with the agricultural frontier to the coastal regions. In addition to the specific identities of each people and community, there is also a â€Å"costena† identity promoted by these communities as a strategy of survival. 19. Racial and ethnic discrimination is the daily manifestation of racism that is expressed through behaviors differentiated according to the origin of a person. It occurs in personal relations and at each moment, but it also occurs in the institutional domain, where it is expressed in ideological constructions with which one has grown up, lived with, and been educated. Because of the fact of being internalized, it is expressed through laws, public policies, and forms of organization that are adopted by institutions within the State, as well as cooperation agencies, civil society, families, and educational centers. Its effects are both individual and collective, and in the case of Indigenous Peoples and Afro-descendents it is expressed through the violation of their collective rights. 17 UNDP, Regional Human Development Report, 1999. 18 In the case of the Autonomous Regions, Law 28 recognizes ethnic self-identification as a right. 19 Similar processes have been documented in other similar contexts where there are negotiations and repositioning of actors that use symbols, and defend diverse cultural values in contexts of domination and resistance. Ong, (1999) 16.