Education around the World

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How to Negotiate Anything with Anyone Anywhere Around the World Third Edition PAGE i . 16747$ $$FM 02-12-08 14:29:16 PS Also by Frank Acuff Shake Hands with the Devil: How to Master Life’s Negotiations from Hell PAGE ii . 16747$ $$FM 02-12-08 14:29:17 PS American Management Association New York • Atlanta • Brussels • Chicago • Mexico City • San Francisco Shanghai • Tokyo • Toronto • Washington, D.C. Third Edition Frank L. Acuff How to Negotiate Anything with Anyone Anywhere Around the World PAGE iii . 16747$ $$FM 02-12-08 14:29:17 PS Special discounts on bulk quantities of AMACOM books are available to corporations, professional associations, and other organizations. For details, contact Special Sales Department, AMACOM, a division of American Management Association, 1601 Broadway, New York, NY 10019. Tel: 212-903-8316. Fax: 212-903-8083. E-mail: specialsls@amanet.org Web site: www.amacombooks.org/go/specialsales To view all AMACOM titles go to: www.amacombooks.org This publication is designed to provide accurate and authoritative information in regard to the subject matter covered. It is sold with the understanding that the publisher is not engaged in rendering legal, accounting, or other professional service. If legal advice or other expert assistance is required, the services of a competent professional person should be sought. Library of Congress Cataloging-in-Publication Data Acuff, Frank L. How to negotiate anything with anyone anywhere around the world / Frank L. Acuff.—3rd ed. p. cm. Includes bibliographical references and index. ISBN 978–0-8144–8066–3 (pbk.) 1. Negotiation in business. 2. International business enterprises—Management. I. Title. II. Title: Negotiate anything with anyone anywhere around the world. HD58.6.A27 2008 302.3—dc22 2007052599 ᭧ 2008 Frank L. Acuff All rights reserved. Printed in the United States of America. This publication may not be reproduced, stored in a retrieval system, or transmitted in whole or in part, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of AMACOM, a division of American Management Association, 1601 Broadway, New York, NY 10019. Printing number 10987654321 PAGE iv . 16747$ $$FM 02-12-08 14:29:17 PS To my children, Kristin and Ryan, both tough negotiators PAGE v . 16747$ $$FM 02-12-08 14:29:17 PS PAGE vi This page intentionally left blank Contents Preface ix Acknowledgments xi ONE: GLOBAL NEGOTIATING 1 1 Negotiating in Any Language: How Negotiations Work 5 TWO: HOW GLOBAL NEGOTIATIONS WORK 17 2 What Makes Global Negotiations Different? 21 3 Ten Powerful Strategies for Negotiating Around the World 39 4 The Four Most Difficult Challenges Faced by Global Negotiators (and How to Deal with Them) 61 THREE: NEGOTIATING AROUND THE WORLD 71 5 Negotiating in Western Europe 77 Negotiating Primers for Austria (80); Belgium (83); Denmark (85); Finland (88); France (91); Germany (94); Greece (97); Ireland (100); Italy (102); the Netherlands (105); Norway (108); Portugal (111); Spain (114); Sweden (117); Switzerland (120); and the United Kingdom (123) PAGE vii vii . 16747$ CNTS 02-12-08 14:29:26 PS viii Contents 6 Negotiating in Eastern Europe 127 Negotiating Primers for the Czech Republic (130); Hungary (132); Kazakhstan (135); Poland (138); Romania (140); Russia (143); Turkey (146); and Ukraine (149) 7 Negotiating in Latin America 153 Negotiating Primers for Argentina (157); Brazil Education around the World Education around the World Bởi: OpenStaxCollege These children are at a library in Singapore, where students are outperforming U.S students on worldwide tests (Photo courtesy of kodomut/flickr) Education is a social institution through which a society’s children are taught basic academic knowledge, learning skills, and cultural norms Every nation in the world is equipped with some form of education system, though those systems vary greatly The major factors affecting education systems are the resources and money that are utilized to support those systems in different nations As you might expect, a country’s wealth has much to with the amount of money spent on education Countries that not have such basic amenities as running water are unable to support robust education systems or, in many cases, any formal schooling at all The result of this worldwide educational inequality is a social concern for many countries, including the United States International differences in education systems are not solely a financial issue The value placed on education, the amount of time devoted to it, and the distribution of education within a country also play a role in those differences For example, students in South Korea spend 220 days a year in school, compared to the 180 days a year of their United States counterparts (Pellissier 2010) As of 2006, the United States ranked fifth among 27 countries for college participation, but ranked 16th in the number of students who receive college degrees (National Center for Public Policy and Higher Education 2006) These statistics may be related to how much time is spent on education in the United States 1/9 Education around the World Then there is the issue of educational distribution within a nation In December 2010, the results of a test called the Program for International Student Assessment (PISA), which is administered to 15-year-old students worldwide, were released Those results showed that students in the United States had fallen from 15th to 25th in the rankings for science and math (National Public Radio 2010) Students at the top of the rankings hailed from Shanghai, Finland, Hong Kong, and Singapore Analysts determined that the nations and city-states at the top of the rankings had several things in common For one, they had well-established standards for education with clear goals for all students They also recruited teachers from the top to 10 percent of university graduates each year, which is not the case for most countries (National Public Radio 2010) Finally, there is the issue of social factors One analyst from the Organization for Economic Cooperation and Development, the organization that created the test, attributed 20 percent of performance differences and the United States’ low rankings to differences in social background Researchers noted that educational resources, including money and quality teachers, are not distributed equitably in the United States In the top-ranking countries, limited access to resources did not necessarily predict low performance Analysts also noted what they described as “resilient students,” or those students who achieve at a higher level than one might expect given their social background In Shanghai and Singapore, the proportion of resilient students is about 70 percent In the United States, it is below 30 percent These insights suggest that the United States’ educational system may be on a descending path that could detrimentally affect the country’s economy and its social landscape (National Public Radio 2010) Education in Afghanistan Since the fall of the Taliban in Afghanistan, there has been a spike in demand for education This spike is so great, in fact, that it has exceeded the nation’s resources for meeting the demand More than 6.2 million students are enrolled in grades one through 12 in Afghanistan, and about 2.2 million of those students are female (World Bank 2011) Both of these figures are the largest in Afghan history—far exceeding the time before the Taliban was in power At the same time, there is currently a severe shortage of teachers in Afghanistan, and the educators in the system are often undertrained and frequently not get paid on time Currently, they are optimistic and enthusiastic about educational opportunities and approach teaching with a positive attitude, but there is fear that this optimism will not last With these challenges, there is a push to improve the quality of education in Afghanistan as quickly as possible Educational leaders are looking to other post-conflict countries for guidance, hoping to learn from other nations that have faced similar circumstances Their input suggests that the keys to rebuilding education are an early focus on quality 2/9 Education around the World and a commitment to educational access Currently, educational quality in Afghanistan is generally considered poor, as is educational access Literacy and math skills are low, as are skills in critical ... This page intentionally left blank English Around the World The global spread of English has had widespread linguistic, social, and cultural implications, affecting the lives of millions of people around the world. This textbook provides a lively and accessible introduction to world Englishes, describing varieties used in countries as broad- ranging as America, Jamaica, Australia, Africa, and Asia, and setting them within their historical and social contexts. Students are guided through the material with chapter previews and summaries, maps, timelines, lists of key terms, discussion questions and exercises, and a comprehensive glossary, helping them to understand, analyze, and compare different varieties of English, and apply descriptive terminology. The book is accompanied by a useful website, containing textual and audio examples of the varieties introduced in the text, and links to related sources of interest. Providing essential knowledge and skills for those embarking on the study of world Englishes, this is set to become the leading introduction to the subject. EDGAR W. SCHNEIDER is Full Professor and Chair of English Linguistics in the Department of English and American Studies, and Dean of the Faculty for Linguistics, Literature and Cultural Studies, at the University of Regensburg, Germany. Cambridge Introductions to the English Language Cambridge Introductions to the English Language is a series of accessible undergraduate textbooks on the key topics encountered in the study of the English language. Tailored to suit the needs of individual taught course modules, each book is written by an author with extensive experience of teaching the topic to undergraduates. The books assume no prior subject knowledge, and present the basic facts in a clear and straightforward manner, making them ideal for beginners. They are designed to be maximally reader-friendly, with chapter summaries, glossaries, and suggestions for further reading. Extensive exercises and discussion questions are included, encouraging students to consolidate and develop their learning, and providing essential homework material. A website accompanies each book, featuring solutions to the exercises and useful additional resources. Set to become the leading introductions to the field, books in this series provide the essential knowledge and skills for those embarking on English Language Studies. Books in the series The Sound Structure of English Chris McCully Old English Jeremy J. Smith English Around the World Edgar W. Schneider English Around the World An Introduction Edgar W. Schneider cambridge university press Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo, Delhi, Dubai, Tokyo, Mexico City Cambridge University Press The Edinburgh Building, Cambridge CB2 8RU, UK Published in the United States of America by Cambridge University Press, New York www.cambridge.org Information on this title: www.cambridge.org/9780521716581 © Edgar W. Schneider 2011 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2011 Printed in the United Kingdom at the University Press, Cambridge A catalogue record for this publication is available from the British Library ISBN 978-0-521-88846-2 hardback ISBN 978-0-521-71658-1 paperback Additional resources for this publication at www.cambridge.org/schneider [...]... savoured the direct logic of Danish, the succinctness of Malay, the sheer wackiness of Japanese, and realized that sometimes a dictionary can tell you more about a culture than a guidebook I looked at languages from all corners of the world, from the Fuegian of southernmost Chile to the Inuit of northernmost Alaska, and from the Maori of the remote Cook Islands to Siberian Yakut Some of them describe, of. .. manner 4 The Meaning of Tingo Hey you! O nce the first encounter is out of the way the correct form of address is important Most of us know the difference between the intimate French tu and the more impersonal (and polite) vous A similar distinction exists in Arabic between anta (‘you’ singular) and antum (‘you’ plural) – addressing an important person with anta (anti is the feminine version) rather than... the numbers 4, 9, 14, 19, or 42 for any of their rooms Forty-two (shi-ni) means to die, 420 (shi-ni-rei) means a dead spirit and 24 (ni-shi) is double death Nor do some hospitals use the number 43 (shi-zan), especially in the maternity ward, as it means stillbirth 9 Meeting and Greeting and the unutterable 10 The Meaning of Tingo Fare well M any expressions for goodbye offer the hope that the other. .. Another Albanian taboo-contraction is the word for fairy, shtozovalle, which means may ‘God increase their round-dances’ Similarly, in the Sami language of Northern Scandinavia and the Yakuts language of Russia, the original name for bear is replaced by a word meaning ‘our lord’ or ‘good father’ In Russian itself, for similar reasons, a bear is called a medved’ or ‘honey-eater’ In Masai the name of. .. first, then b) is the reply and then c) may be used If b) is said first, then c) is obligatory hashhashin (Arabic) one who smokes or chews hashish; came to mean assassin manu operare (Latin) to work by hand; then narrowed to the act of cultivating; then to the dressing that was added to the soil, manure prestige (French) conjuror’s trick; the sense of illusion gave way to that of glamour Download free eBooks of classic literature, books and novels at Planet eBook. Subscribe to our free eBooks blog and email newsletter. Around the World in 80 Days By Jules Verne A  W   D CHAPTER I IN WHICH PHILEAS FOGG AND PASSEPARTOUT ACCEPT EACH OTHER, THE ONE AS MASTER, THE OTHER AS MAN M r. Phileas Fogg lived, in 1872, at No. 7, Saville Row, Burlington Gardens, the house in which Sheridan died in 1814. He was one of the most noticeable members of the Reform Club, though he seemed always to avoid at- tracting attention; an enigmatical personage, about whom little was known, except that he was a polished man of the world. People said that he resembled Byron—at least that his head was Byronic; but he was a bearded, tranquil Byron, who might live on a thousand years without growing old. Certainly an Englishman, it was more doubtful wheth- er Phileas Fogg was a Londoner. He was never seen on ‘Change, nor at the Bank, nor in the counting-rooms of the F B  P B. ‘City”; no ships ever came into London docks of which he was the owner; he had no public employment; he had nev- er been entered at any of the Inns of Court, either at the Temple, or Lincoln’s Inn, or Gray’s Inn; nor had his voice ever resounded in the Court of Chancery, or in the Exche- quer, or the Queen’s Bench, or the Ecclesiastical Courts. He certainly was not a manufacturer; nor was he a merchant or a gentleman farmer. His name was strange to the scien- tic and learned societies, and he never was known to take part in the sage deliberations of the Royal Institution or the London Institution, the Artisan’s Association, or the Insti- tution of Arts and Sciences. He belonged, in fact, to none of the numerous societies which swarm in the English capital, from the Harmonic to that of the Entomologists, founded mainly for the purpose of abolishing pernicious insects. Phileas Fogg was a member of the Reform, and that was all. e way in which he got admission to this exclusive club was simple enough. He was recommended by the Barings, with whom he had an open credit. His cheques were regularly paid at sight from his account current, which was always ush. Was Phileas Fogg rich? Undoubtedly. But those who knew him best could not imagine how he had made his for- tune, and Mr. Fogg was the last person to whom to apply for the information. He was not lavish, nor, on the contrary, av- aricious; for, whenever he knew that money was needed for a noble, useful, or benevolent purpose, he supplied it quiet- ly and sometimes anonymously. He was, in short, the least A  W   D communicative of men. He talked very little, and seemed all the more mysterious for his taciturn manner. His daily habits were quite open to observation; but whatever he did was so exactly the same thing that he had always done be- fore, that the wits of the curious were fairly puzzled. Had he travelled? It was likely, for no one seemed to know the world more familiarly; there was no spot so secluded that he did not appear to have an intimate acquaintance with it. He oen corrected, with a few clear words, the thou- sand conjectures advanced by members of the club as to lost and unheard-of travellers, pointing out the true probabili- ties, and seeming as if gied with a sort of second sight, so oen did events justify his predictions. He must have trav- elled everywhere, at least in the spirit. It was at least certain that Phileas Fogg had not absent- ed himself from London for many years. ose who were honoured by a .. .Education around the World Then there is the issue of educational distribution within a nation In December 2010, the results of a test called the Program for International... precluded their right to be educated for free in a public school setting The board argued that the 6/9 Education around the World cost of educating these children would be too expensive and that the. .. participation There continues to be social debate surrounding how to implement the ideal of universal access to education Summary Educational systems around the world have many differences, though the