Clinical Manifestation of HIV Infection Essay

There are lots of diseases that are transmittable and dangerous to human lives but until today the HIV still leading the most dangerous human life taker. Human Immunodeficiency Virus (HIV) destroys the immune system’s helper T cells, the loss of which causes AIDS. The person infected called as HIV positive that shows by test for antibodies to HIV in the bloodstream to be infected with HIV. But how you will know a person if she/he is infected. What are the manifestations you can observe? How can this be applied scientifically based knowledge to nursing practice? What knowledge do you get in reading all these articles?  Ã‚   In the next paragraph the answers to the question are discuss step-by-step. Clinical Manifestation The incubation period of a few weeks after exposure to HIV, most infected individuals present with an acute flue-like illness. The clinical symptoms of HIV infection were first descried in 1985 as an illness resembling infectious mononucleosis. The most common symptoms are fever, maculopopular rash, oral ulcers, lymphaenopathy, arthralgia, pharyngitis, malaise, weight loss, aseptic meningitis and myalgia. In one study, fever (80%) and malaise (68%) had the highest sensitivity for clinical diagnosis of HIV infection, whereas loss of weight (86%) and oral ulcers (85%) had the highest specificity. In the study, the symptoms of fever and rash followed by oral ulcers and pharyngitis had the highest positive pr5edictivevalue for diagnosis of HIV infection. In another study, fever, rash myalgia, arthritis and night sweats were the best predictors for HIV infection.   The symptom phase of HIV infection lasts between 7-10 days, and rarely longer than 14 days. The nonspecific nature of the symptoms posses a great challenge to the clinician and underlines the importance of a detailed history of exposure. (Altfeld & Walker). Another manifestation is Erythema elevatum diutinum (EED) is a chronic and rare dermatosis that is considered to be a variant of leucotoclastic vaculitis. The clinical manifestations are papules, plaques or nodules, which vary in coloration from reddish to purple, light brown and sometimes yellowish. The lesion’s are persistent and symmetrically distributed on extensors surfaces, particularly in the joints of the extremities. Such patients may presents arthralgia. The itchiness and pains, with rare systemic involvement were also observed (Medical Journal 2005). Immune thrombocytopenic purpura may be the sole clinical manifestation of HIV infection. Results of the treatment of 6 patients spontaneous bleeding due to severe thrombocytopenia are presented.   In all patients immune thrombocytopenic purpura was the only clinical manifestation of HIV infection. Four of them were intravenous narcotic addicts, and the other two patients did not belong to high-risk groups (Elizovic, Jevtovic &Rolovic 1989). Peripheral Facial paralysis as a manifestation of HIV Infection, Two patients had typical Bell’s palsy while one had a facialdiplegia. CD4 cell counts were above 100 cells/mm3 in all cases. A review of literature confirmed that peripheral facial nerve palsy could occur at any stage of HIV infection and in various clinical contexts. It is suggested that adult patients presenting with peripheral facial paralysis should be counseled, and screened for HIV (Annals AF Med: 2002 1(1) 1:28-30).

Cost Accouting Essay

Many entrepreneurs make the mistake of bringing a product or service to the market without fully understanding the total costs involved and the prices they can charge. As a result, they discover they can’t sell enough of the product or service to make a profit. One of the most important tools you can use to make better business decisions is the break-even analysis; it enables you to determine with great accuracy whether or not your idea is a profitable one. Best of all, you can use this tool to evaluate every product or service you offer. The break- even point is the starting point for CVP analysis because before a company can earn profits; it must first cover all of its variable and fixed costs. What is CVP? Cost-volume-profit analysis is a tool that can be utilized by business managers to make better business decisions. Among the tools in a business manager’s decision-making arsenal, CVP analysis provides one of the more detailed and objective ways by which a manager can assess and even predict the course of business for the company and its employees. Another major benefit of CVP analysis is that it provides a detailed snapshot of company activity. This includes everything from the costs needed to produce a product to the amount of the product produced. This helps managers determine, very specifically, what the future will hold if variables are altered. For instance, transportation expenses and costs for materials can change. These variable costs can affect the bottom line. CVP analysis allows the manager to plug in variable costs to establish an idea of future performance, within a range of possibilities. This, however, can be a disadvantage to managers who are not detail-oriented and precise with the data they record. Projections based on cost estimates, rather than precise numbers, can result in inaccurate projections. Cost Volume Profit (CVP) Analysis Model says: (Sales – variable costs) – Fixed costs = Operating income TC = VX + F * If the sale minus all costs (variable and fixed), we can make a profit * The contribution margin (revenue – variable costs) helps to pay fixed costs * The contribution margin = fixed costs break

Review emerging standards of culturally competent care Research Paper

Review emerging standards of culturally competent care - Research Paper Example This is possible only if health professionals are sensitive enough to demonstrate respect toward the different values, beliefs, and practices of one’s counterparts (Cherry & Jacob, 2005, p.246). The writers also insist on the need of taking responsibility ‘to inquire, learn about, and integrate beliefs and values of others in professional encounters’ so that it would change one’s negative prejudicial behavior. This paper will evaluate the significance of developing cultural competence in nursing care especially in critical care settings like Intensive care units (ICU) where proficient care is highly crucial. What is Culturally Competent Care? Health care is a very sensitive area of service where people often confront with long standing disparities on the basis of culture, tradition, nationality, ethnicity, language, and socio-economic status. ‘Culturally Competent Care’ is the modern perception that has been developed to address health and huma n service issues in a multicultural social environment. In other words, the modern world requires collective responses of doctors, nurses, and other care givers to patient’s varying attitudes, values, verbal indications, and many more; which is possible only by initiating cultural sensitivity as a new dimension of clinical specialization like age and gender. In order to be culturally competent, nurse needs to obtain cultural information with intent to apply that knowledge into practice while they encounter various sorts of ethnic and cultural differences. The major objective of this knowledge acquisition is to avoid stereotyping patients on the basis of their race, culture, or any external appearance. The logic behind this approach is that high-quality outcome can be derived from culturally competent care. When doctors and nurses familiarize themselves with the cultural perceptions and practices of patient, normally it would make a positive impact on treatment results and pat ient satisfaction. Why cultural competence in nursing? As mentioned in the introduction, cultural diversity has become the major facet of almost every developed nation. Therefore, in order to meet the specific needs of people with different cultural background, the nursing care given should be culturally competent. Health care industry reform has been a hot button issue for several decades in the United Sates. Although several attempts have been made to equalize care delivery across the nation, as critics comment, all were defeated by unethical medical-political coalition. Culture influences people’s perception of illness and their causes, the way they seek health care, their approaches to medical treatments, and how they respond to health care providers. Therefore, health providers especially nurses need to obtain skills to act according to the health behaviors of the clients. Infant death and pregnancy loss is an ongoing problem in the United States of America. Studies show the noticeable racial and community based disparities in infant death rates. This situation points to the need of equal delivery of health care services to everyone regardless the race, culture, or community. According to the AAN Expert Panel Report (1992) culturally competent nursing care should follow mainly four principles; 1) care is designed for the specific client 2) based on the uniqueness of the

Genetically engineered trees Essay Example | Topics and Well Written Essays - 500 words

Genetically engineered trees - Essay Example Evaluating the risks against the potential gain from this science can aid us in reaching a reasonable conclusion about the safety of engineered trees and the caution needed to pursue this science. The possibility of genetically engineered paper has been possible since 1998 when a team of researchers at Michigan State University engineered an aspen tree to produce higher-grade paper pulp (Lubick). The economic pressure to initiate large-scale transgenic tree plantations is enormous and according to Lubick, "[...] trees are the next big crop plant". The paper and lumber industry stands to reap hundreds of millions of dollars in profits from the increased pulp and wood production that is available from these trees (Lubick). The pressure from business, and the ability of the trees to cross pollinate for hundreds of miles, places us dangerously close to spreading the new genetic species globally on a massive scale. Critics argue that once the new genetic strains are turned loose in the wild, there will be no turning back. Trees that create their own pesticides may kill off desirable insects and leave the forest unable to support wildlife ("Genetic Engineering"). Trees that are resistant to pests and disease may take over parks and national forests with a "kudzu-like threat" ("Genetic Engineering").

The Basis of Organizational Behavior Essay Example | Topics and Well Written Essays - 750 words

The Basis of Organizational Behavior - Essay Example Each of the concepts should be equally emphasized in order to have a complete understand the human resource. However, it should also be noted that one concept in nature of a person can summarize all of the concepts considered and this is motivated behavior. I believe that having managers and decision makers understand the concept of motivated behavior can already grasp the whole idea of organizational behavior. Motivated behavior emphasizes the need for employees to be valued, desire for involvement, perception, and their individual differences. If managers take into account that each employee needs to be motivated, they are also considering how to understand the whole individual in order to install an effective motivation technique. Dell, Inc. has been regarded as the largest manufacturer of personal computers in terms of revenue and unit sales. This business organization has been very successful in the information technology industry which it attributes to its ability to strategically align its human resource to its specific goals and objectives. Dell capitalized on its lean staff and low level of hierarchy which is can be characterized by the systems model of organizational behavior. Like a systems model of organization, facilitator roles are carried out by managers which stresses the importance of the employees. It should be noted that Dell practices employee empowerment in order to communicate its trust and confidence in the workforce. In contrast to the typical assembly line, Dell builds productive and cohesive work teams in the manufacture of its various products. The company also conducts regular training and workshops in order to further the strengths and competencies of its human resource. This effort shows the company’s concern in the growth and development of its employees as well as its way of ensuring that its workforce, which will help the organization further its thrust for profitability.

This is England as British Social Realism Film Research Paper

This is England as British Social Realism Film - Research Paper Example Social Realism in British Films First of all, let us find out what realism in general is. Realism has been defined by Armes: â€Å"In its broadest sense, realism is an attitude of mind, a desire to adhere strictly to the truth, recognition that man is a social animal, and a conviction that he is inseparable from his position in a society† (Armes 17). Artistically, Social Realism is a term that can be applied to the arts in general. Namely, as an artistic movement that found its expression in various arts, social realism focuses portraying issues related to social injustice or racial intolerance, with emphasis on protest against the depicted unjustness often conveyed with the help of satire. It is worth mentioning that social realism in visual and some other arts focuses on the issues related to the life and activity of the working class. In films, social realism is perceived as a style that evolved from the 20th century movement of Italian neorealism. Lay observes that one of the key features of this style is its providing an intricate link between the character and the place to enable exploring a certain aspect of modern life in a way that is very similar to naturalism (Lay 9). According to Williams, the pivotal characteristics of the films/texts representing British Social Realism are: 1) its secular character. In other words, social realist texts are devoid of mysticism and appeal wholly to logic and ability to reason. Consequently, such texts/films come to focus on depicting human truths rather than divine truths 2) the grounding of social issues, characters, and films’ settings in the context of contemporary reality. 3) the social extension aspect. To specify, â€Å"realist texts tend to expand the range of characters to include marginal or previously under-represented groups and issues in society† (Williams 61-74) 4) the intent of the artist that is often politically colored. To illustrate, the filmmaker’s intent in British Soc ial Realism may have reformist, socially purposive, as well as educative underpinnings (Lay 13). As for the contents of the films representing the discussed genre, the latter usually revolve around certain issues and themes. To distinguish between issues and themes within the film referred to as a social realist one, one needs to bear in mind the major difference between them: the issues are of explicit nature – they are easily recognized and visible fears and concerns currently troubling the society; while themes are usually implied and â€Å"hide† within a given text. As Lay rightfully observes, â€Å"Themes work on a much deeper level and represent less obvious threats to social cohesion and stability† (Lay 14). In addition, in terms of its contents, the social realist film will most likely deal with the issues of drugs, poverty, prostitution, sex, alcoholism, as well as crime. All in all, if one were to name the important features of a film representing Brit ish social realism, he/she would probably come up with the following list: realistic portrayal of the society the Britishmen live in Life’s struggles Realistic events, contexts, situations, and realistic settings Filming techniques that may be classified as believable Unknown actors Heroes representing

Thai Tao Restaurant Opening Speech Essay Example | Topics and Well Written Essays - 750 words

Thai Tao Restaurant Opening Speech - Essay Example The researcher would like to give a special mention to the Thai Consulate General for Guangzhou for the continued support and valuable advice he has given them throughout the process of opening this restaurant. Someone else that the researcher would like to thank is his special friend for his generous support in the opening of Thai Tao restaurant. Could you imagine life without great food? The researcher has never personally experienced life like this, but he knows that at Thai Tao restaurant, great food is their specialty. They prefer quality food rather than quantity. The researcher states that their customers are of great value to them and they will treat them as if they are royalty. Their restaurant will be famous for only serving the very best of food to the right people. Dave Thomas, a great American businessman, once said, â€Å"It all comes back to the basics. Serve customers the best-tasting food at a good value in a clean, comfortable restaurant, and they’ll keep co ming back.† This sums up the type of restaurant that the author really want to become. He wants their customers to enjoy their experience so much that they never want to go to any other restaurant again. It is important to keep their customers coming back to the author can retain a good customer-business relationship. Thailand and China have had a long history of great friendship. The author appreciates this alliance and wants to bring out the very best in Thai and Chinese culture. he believes that these two cultures can be mixed to provide their customers with a nice casual dining experience at Thai Tao restaurant. Their restaurant will provide Southeast Asian cuisine, and they want to bring their Chinese customers the very best that Southeast Asian food has to offer. The author also desires to provide a happy atmosphere in which their customers can enjoy their meal. He believes that there is potential growth for Southeast Asian cuisine in the Chinese market. Their goal is to develop a great bond with their Chinese friends to make them even stronger. The thing that will make them stronger is their unique service and authentic food that will be unmatched by their competitors. The researcher wants to present honesty to their customers, and as such, he will offer distinctive food that will set Thai Tao restaurant apart from the rest. Next, he would like to applaud all of his staff for their efforts to put this all together over the last couple of months. Together, they are a team. Together, they are one family. Together, they can be united and strong. Everyone one of them at Thai Tao has one thing that they strive for: they will serve their customers food of the highest quality and give them a food experience to savor. Finally, the author would like to say that for them, this is just the beginning. This is the first step of their greater plan, which is to expand even further into the Chinese market. In the next two months, they will open another branch in China. But they will not simply stop there; they will establish Thai Tao restaurants all over China. they are prepared to accept that they will make mistakes along the way; however, they are committed to having the best well-known Southeast Asian restaurant in Guangzhou. This might seem like a lofty goal, but it is not.  

Evaluations of Interactive Internet Technologies Essay

Evaluations of Interactive Internet Technologies - Essay Example In addition, when we wish to make a real API call, we will need to use the method name, the session key, a number of other additional parametric values in accordance with what presented in the Web-API Reference like the query parametric values of the Uniform Resource Locator (URL). Moreover, the Web-API is capable of informing and collecting a lot of EditGrid data, comprising workspaces, users, permissions, workbooks and share relations, as well as data inside a spreadsheet comprising sheet items (diagrams, remarks, etc.), and worksheet cells (Sung, 2008). One most popular example of Web API application is Google Maps framework. In this scenario whether we are looking for high quality hotels, best restaurant or discovering the nearby bank, millions of individuals all through the world get Google Maps to perform this difficult task for them. In this scenario the Google Maps API is one of those elegant bits of Google based complicated technology that facilitates us to get the influence of Google Maps and place it openly on our own website. In addition, it allows us to introduce allied data and information content that are quite supportive to our clients and visitors to view and search for map, with an ideal fit through their website. Furthermore, more than 150,000 websites are already making use of this technology (The Google Maps Team, 2011). Google initiated an assignment which engages incorporating all the accessible satellite images of our earth into one large map, and allowing the facility of access to the common people all through the world. Additionally, the Google Maps were released in the February of 2005 and from that time the initiative has evolved into a huge unit. After that Google management recognized that it would be an enormous plan to truly produce it into an Application-Programming-Interface (API). In addition, the management of Google uses the idea of making Google Maps into a more pliable daily usage service that could be utilized using websi tes by all people all through the world according to their requirements. Furthermore, this thought comprehended effectively and nowadays there exist thousands of websites which are extensively utilizing the application of the Google-Maps-API (Khan, 2011). In the same way Nestoria Real Estate business has identified and implemented the modified adaptation of Google Maps and made use of it for supporting its clients, who are now able to make use and know correct position of the business rental as well as for sale land. In this scenario, it has become very simple for the clients to select home or office places as they are able to perceive the environment while using their personal computer from anywhere. In addition, there is another example of Nike Run London that has an online website which is developed and designed to facilitate city resident’s map operating directions. In this scenario an internet user is able to see paths prepared by other people. Moreover, within the initi al ten months there were more than 40,000 dissimilar kinds of paths designed by inhabitants (Khan, 2011). Another example is of Chemical Brothers that has made use of Google Maps API for their online business website to inform supporters where they would hold their imminent performances. In this scenario, this web based system facilitates the users to post snapshots and clips of their performances and

Early Human Evolution Research Paper Example | Topics and Well Written Essays - 500 words

Early Human Evolution - Research Paper Example This particular species is the longest lived and most recognizable of all human ancestors, they lived between, approximately, 3.85 and 2.94 million years ago In fact, the species may have lived for nearly 900,000 years, which makes them a prominent species for 4 times longer than modern man has existed (Smithsonian National Museum of Natural History). Australopithecus afarensis was only a 1/3 the size in comparison to modern human’s today. It has characteristics of both human and ape ancestry. They possessed flat noses, thick, protruding lower jaws, a small brain, long curved fingers, and long legs that had adapted to upright walking. By studying their dentition we can learn about the kinds of foods they were adapted to eat and what foods they may have actually been eating. Researchers are confident that Australopithecus afarensis survived on a primarily plant-based diet, consisting mostly of leaves, seeds, roots, and nuts, however they might occasionally consume insects and small vertebrates like lizards. (Smithsonian National Museum of Natural History). Australopithecus afarensis represented a unique bridge between the times when human ancestors began to walk upright. They had the ability to both walk bipedally, but also the ability to efficient climb and maneuver in the trees (Choi 1). In 1974 the first nearly intact sk eleton of Australopithecus afarensis was discovered. The female fossils, found in the Hadar region of Ethiopia, were given the name Lucy and she became the quintessential example of human evolution, inspiring a book, â€Å"Lucy: The Origins of Mankind† that introduced the ideas of human evolution to the mass public. (Hirst). Other famous finds have included the â€Å"Dikika,† or child skeleton and the Laetoli find, which included fossils, but, also, the first bipedal footprints ever found. Like human beings today, our most ancient ancestors were highly adaptable to their environments, so

Thesis Statement Essay Example for Free

Thesis Statement Essay This essay is based on three films. One, â€Å" All that heaven allows†, which was directed by Douglas Sirk and made in 1955 in the USA. The Second is an animation film â€Å" Neighbours†, directed by Norman Mclauren and made in Canada in 1952 and the third is â€Å" Bicycle thieves†, directed by Victorio De Sica, and made in Italy in 1948. These films primarily deal with the human behaviour towards his own fellow humans. In different styles and settings, they unanimously point towards the animal instincts lying within each one of us. The human race, though pretending to be so civilized, learned and developed, is still no better than the animals of the jungle. Something is primarily wrong with the human race. The essay that follows will derive from the plots of each film, and try to justify that in each case, that each one of us, always wants to snatch away or attack on the freedom and facilities of our own fellow human beings. In this race, the might and the power wins. The polished world of today is still an uncivilized jungle, where the likes of Nigeria, Peru and Chilie are helpless cows and buffaloes, and USA and Britain are the Lions and Tigers. It will, derive from individual cases and argue that the same scenario exists in the international politics of today. Can USA live without poking its nose into the internal affairs of each and every other country of the so called third world? True independence of any nation or any individual simply does not exist, and that is what these films try to prove. On a broader scale, the discussion would also stretch to the loop holes of the two major faiths of this world, Christianity and Islam. When the religion itself promotes violence, how can ‘peaceful co-existence’ exist ? The cinematic brilliance of the three films will also be discussed.

Self Reflection on a Food Event

Self Reflection on a Food Event Alsop and Ryan (1996) Retrospective reflection is like, looking back at a photograph or a video coming back from a holiday. Reflection is something that is personal and it allows on a retrospective to analyze where we started, how we did it, was it done towards personal satisfaction and if opportunity comes again how different would we do it the next time. In the reflection below, I will be taking cues from Gibbs (1988) model of reflection; we will look at the event, consulting, team, time management, planning, progression, discussion, presentation and finally introspection. Event: Food is an important part of any celebration regardless of culture or religion. In these unit students, we examine a range of special occasions and prepare foods unique to specific celebrations. Food presentation and service is a focus of the unit and we learn how to present and garnish foods appropriate to a given setting. We submit a proposal for a large scale catering event and collaboratively host a celebration for a major school event. The cuisine that we selected is Arabian, which is Mediterranean. As a team we finalised the menu as follows. Jalik ( cucumber soup) Looz shorba ( Almond soup) Falafel Flavoured rice Immambaldi Lemon flavoured lamb Effective feedback: The aim of feedback is to communicate to students how well their knowledge, understanding and skills are developing in relation to the outcomes. Feedback enables students to recognise their strengths and areas for development, and to plan with their teacher the next steps in their learning. They are then given opportunities to improve and further develop their knowledge, understanding and skills. Teacher feedback about student work is essential for students and is integral to the teaching and learning process. Student self-reflection and peer evaluation will also provide valuable feedback to students. Students should be provided with regular opportunities to reflect on their learning. Feedback should: Focus on the activity and what was expected be constructive, providing meaningful information to students about their learning correct misunderstandings identify and reinforce students strengths and state clearly how students can improve. Forms of feedback include: oral discussion with class, groups or individual students written annotations general comments to the class about those aspects of the activity in which students excelled and those aspects that still need addressing examples of good responses peer evaluation and self-evaluation Team: Our Team consisted of 10 members from different race and gender which came together by choice rather than any coercion, with each one having their own strengths and weakness, As a students we were aware of what we need to do demonstrate evidence of learning. This information could be conveyed informally or formally by the teacher, as appropriate for the learning activity. We are informed of the criteria that are used to assess the learning. They are clear about the meaning of the language used, and the subject specific terminology. They are clear about any sources or stimulus material that is appropriate to the activity. It was helpful in giving us good responses and templates or procedures to help ourselves with demonstrating the extent of the knowledge, understandings and skills. Planning: The primary activity that the group carried out was to come with a realistic plan for the event, therefore two activities were done on corresponding times , defining the roles of each of the team member so as to clearly demarcate our roles and responsibilities within the event. The Proposal was the guideline that we strictly followed within the timelines that helped us to complete the event on time. Roles given to me were to identify the appropriate indent for the dishes that we would use for the event, which was unanimously decided to be indent table method. Work was divided so as that everyone felt comfortable within the team and no one felt overburdened or underutilized. As it is event we are serving delegates we are allowed to get familiar with cooking Arabic food and its service styles. Three weeks of practice has been carried out by us, each team member is assigned to do each dish in which I was assigned to cook two hot and cold soups ie jalik (cucumber soup) and looz shorba (a lmond soup).I also practiced how to cook flavoured rice as well. Practice session in our kitchen helped us a lot to make our food more palatable to our guests. Each team member had their passion to make event the successful one. My work: Arabic cuisine has sheer number of shorbas (soups), we as a team selected to prepare almond soup as non vegetarian soup and cucumber as vegetarian soup. We tried to make our event more cost effective and drawn some cap over the hall ambience. The hall is designed in such way like Arabian nights with lamps and the table setting in Mediterranean style. This event have given me a very good experience in food serving tactics and as a student I found Hygienic handling of food to ensure a safe and appealing product. Assessing and managing the risks of injury and OHS issues (occupational health and safety) associated with the handling o food. Appropriate methods os food processing, preparation and storage. The relationship between food consumption, the nutritional value of foods and health of individuals and communities. Food choices by analysing the factors that influence eating habits. Information from the variety of sources. Communicating ideas and information using a range of media appropriate terminology. Employing appropriate techniques and equipment for a variety of food specific purposes. Examining the relationship between food, technology and society. Evaluating the impact of activities related to food on the individual, society and the environment. Planning, preparing, presenting and evaluating food solutions for specific purposes. The importance of presentation and service for special occasions including garnishing and decorating techniques. Discussion and progression: We as a team had regular meeting about our event and observing demonstration given by the teacher Jane estham and Michael Mathews which helped us quite a lot things in conducting this event. The work flow plan was drawn and executed by our team. The details of the workflow plan activity provided us a clear cut experience in food service. As a team we Viewed videos of garnishing Planned garnishes suitable for the menu demonstrated by our teacher. Workflow plan Presenting food and making them more palatable. Evaluating the setting and visual appeal of the meal. Discussed religious for cultural considerations. Discussed resources required including ingredients required equipment, skills, money and time. Final presentation: Having several meetings and practices the final presentations are made n which the team is segregated into two, food service and food production in which my part falls in food production, we considered each one is manager and those circumstances made us feel like a manager in food service industry. Mise en place (pre preparation) was carried out well as a team; welcome drinks are served to the guests on time in which the welcome drink we served them is a Middle East famous drink called Rooh afza. They are served with rocks to the guests. The service style we preferred is table service and also it is pre plated service in where portioning is considered as a matter of fact. Soup is being served piping hot to the guests with garnishes on. Service is also gone through well and the guests are being cared by our service personnel. The food attains guests table on time and we are very much cautious in time management. Co ordination with our team members was so unique as we served our guests with pleasure. Stage 2 self awareness: Having describe earlier the team, planning and progression of the evet and looking back I feel the team did a commendable job of collecting the information, sharing and working along to get this far in the event and there are no regrets about the team and the effort that they had put in ,except the only regret being the project could have been done better if we had done two things with some guidance and help. We could have interacted more with our guests and would have got their valuable comments about the event, to do this we had no clear idea of the procedure to do the same As international students we had hard time collecting the information necessary, next time we will device a better way to reach to the guests. Stage 3 evaluation: The food event that we carried helped us to work as a team and plan our work accordingly so that no one felt overburdened, the team had a cohesive standing at all times ,therefore if this has to be done again we would do it with the same team, Also the work itself of collecting the information and gathering data was an eye opener ,which helped me to understand that only planning and replanning and contingency planning will help me to get the fruitful comment from our guests . I would have failed if I had not planned for the contingencies that may arise during our menu planning. Still the only detail that we failed to do was to speak to the guests whom we invited, I felt communication with our guest was less and it could have been done to made it better that had given us the work , having failed to do this resulted in the event giving us an alternative idea at the end of the presentation i.e we could have been placed a comment note on their tables to leave their comments to make us go wise more. As discussed earlier the presentation and data collection were the two things that went the best but failing to have communicated with the guests was the worst thing that happened in the event. Stage 4 Analysis: The analysis of the report and creating them into a format understandable was the important part of the task which I did well and I could do that keeping my tech skills and also helped me to furnish the part of my report at ease. Oral responses discussion and mind map activities demonstrates us understanding of the significance of the food in celebrations. Stage 5 reflection: Having to work under a team,had let me off some key responsibilities such as planning which we left to the tutor. I believe the entire event operationally moved on very smoothly without any hitches but there are areas that I would change if the event is to be done once again are Would Work on more detail in regards to the design of the menu. Would take more time to plan on how to go about getting the best recipes and more qualitative. Would keep in continuous touch with the guests to understand their specific need and work towards achieving the same. Would use menu analysis tools to make our menu much impressive. Would have more meetings. Stage 6 Action plan: When I am in the future given a part of the event or to lead a food service industry the following would be the action plan that I would use having done this event once and learning from the issues that I failed to do this time Would Understand needs and wants of the guests in detail ,by speaking to the guests and the team in-depth Would plan a time line and will stick to the time line Will assign the event work to the team understanding the strength and weakness of the team members involved. Will Use menu analysis tools. Will speak to the teacher/experienced at every stage of the project, will try to have at least on meeting in person. Would try to find the best way of service and getting their feedback to get the results back. I believe by doing the above said actions would lead to the most successful food event.

Morals :: Religion, Ethics

Who’s to Blame One night, a few years ago, I was watching television with two of my younger brothers. As I flipped through the stations I could not help but notice that on every channel was an interview of our President, Bill Clinton. The discussion was about President Clinton’s involvement with another women. They questioned him if he had â€Å"oral sex† or â€Å"committed adultery† with Monica Lewinsky, a White House intern. Neither of my brothers commented at the time on what they saw or heard but I just started to imagine what could be running through their heads. â€Å"Well if the President can, why can’t I cheat and lie?†   Ã‚  Ã‚  Ã‚  Ã‚  This, just one of many, is an example of how a child’s morals may be misguided. A young child may be looking at the wrong person or people as role models. If the situation rose in which a kid has the chance to cheat on a test will he? Would that child realize what he is doing wrong when people like the president are committing acts that may give that child the wrong impression on what is the right thing to do? These are just some questions that may be brought up on the topic that schools are teaching children bad morals.   Ã‚  Ã‚  Ã‚  Ã‚  Many people say that schools are not to blame for children holding bad morals. Some may ask, â€Å"Is it the schools responsibility to teach children good morals or is it the parents job?† Some parents are â€Å"too easy† on their children. In today’s world most parents defend their children rather than punish them. For example, a child is caught doing drugs or alcohol, and instead of the kid receiving a punishment from the police, his parents hire a lawyer and find loop holes in the system to â€Å"get the kid out† without a punishment. This proves to kids that although they did something wrong they can get out of it so it’s no big deal, bad morals.   Ã‚  Ã‚  Ã‚  Ã‚  Another problem that rises is that in today’s schools teachers can not use any type of a faith or religion as a guideline for morals. Today’s laws prohibit teachers from teaching religion in public schools. Teachers are also told not to involve personal feelings in their teaching. It is very difficult for teachers to teach about morals without involving what they feel is the â€Å"correct way to act.† Some parents ask, â€Å"who are they to say what is right way for my child?

SCO vs. IBM :: Businesses Microsoft Essays

SCO vs. IBM Abstract On March 6, 2003, The SCO Group filed a $1 billion lawsuit [1] against IBM. The lawsuit alleges, among other things, that IBM has violated contractual obligations it has with SCO by incorporating parts of AIX (IBM’s UNIX derived operating system) into Linux – the open source version of UNIX. The lawsuit has not gone to court and, when it finally does, may take upwards of a year to settle. Nevertheless, a preliminary look is worthwhile. Since the time of the initial filing, the rhetoric has escalated and it has become clear that the ramifications of the suit are much broader than just IBM vs. SCO. SCO’s claims, should they be proven, would not only have a major impact on Linux, but could also claim other casualties – chief among them the Open Source movement. After some introductory material, this paper examines the potential effects and provides an ethical evaluation. If one assumes that SCO’s claims are valid, Linux is in serious trouble, and a black-eye will be placed on the face of the Open Source community that will not quickly heal. But, even if SCO prevails, it’s far from clear that they’ve â€Å"done the right thing†Ã¢â‚¬ ¦ Introduction On March 6, 2003, The SCO Group filed a $1 billion lawsuit against IBM. Central to the lawsuit is the claim that IBM has violated contractual obligations it has with SCO by releasing into the public domain AIX source code as part of enhancements the company has made to the Linux operating system. Why does SCO care? Because SCO claims to hold the copyright to the UNIX operating system [2]. AIX is a derivative of UNIX – not only is UNIX source code used as the basis for AIX but IBM (and a host of other UNIX vendors) readily admits this and pays licensing feeds to SCO. Linux, on the other hand, is open source. Its source code is freely available for usage, viewing and modification. SCO’s claim is simple – IBM is illegally distributing its intellectual property by placing it into Linux and thereby diluting the value of UNIX. Over the last few months, there have been a number of key developments that are beyond SCO and IBM’s current spat. Of particular interest: SCO stopped releasing its Linux distribution – asserting that the Linux is derived from code that is copyrighted by SCO [3].

Biography of Wayne Shorter :: Musicians Music Jazz Saxophonists Essays

Biography of Wayne Shorter Wayne Shorter was born on August 25th, 1933 in Newark, New Jersey. His musical introduction came through the clarinet at the age of 16. Shorter attended Arts High School and later graduated from New York University with a major in music education in 1956. It was while in New York that Shorter started to play the saxophone and gained exposure to some of Jazz’s most influential artists. After a two year interruption in the military, Shorter kickstarted his professional career in 1958 with a band led by pianist Horace Silver. The band showcased Shorter’s talents and led to his invitation to join the Maynard Ferguson band and later Art Blakey’s Jazz Messengers. After 4 years with Blakey, the Vee-Jay label endorsed Shorter as one of their lead artists and he released his first three solo albums (Second Genesis, Blues A La Carte, and Wayning Moments). In the 1960s, he continued to win attention from audiences and recorded another 9 albums with Blue Notes label (ch eck album information links). In 1964, Miles Davis invited Wayne to play with his quintet composed of Herbie Hancock, Ron Carter and Tony Williams. The band was successful in shaping the direction of jazz music during a difficult social time. In 1970, Shorter started his own band, the Weather Report with Joe Zawinul and Miroslav Vitous. This band helped innovate jazz by integrating a rock, classical and jazz forms into a hybrid that would later be called fusion. During the Weather Report years, Shorter won the first of three career grammies. Shorter’s influence has continued through the present day. Last year, at the age of 69, he toured the Wayne Shorter Quartet and showcased his first acoustic album, Footprints Live. Wayne Shorter’s contributions to the Jazz world have spanned his entire 45-year career.

Which Of The Following Was The Most Important Reason For The Success Of Hitler’s Foreign Policy?

Britain and France were sympathetic to Germany because of the harshness of The Treaty of Versailles for example the Rhineland was to be demilitarised and land such as Posen and West Prussia were taken from Germany. For these reasons they thought that this could be relaxed as shown by the naval agreement of 1935 and their ignoring the German army's March into the Rhineland. It seemed reasonable that German speaking people should be united and Germany regain the land that they lost. Therefore the Treaty of Versailles was an important reason because it was the root cause of everything that happened. It led to the German people getting angry and voting for the extremist party's and Hitler coming to power. If the Treaty hadn't been made then Britain and France would not have had anything to appease Germany over because there wouldn't have been a need for them to regain the land they lost as it would have still been theirs. The League of Nations had failed by 1938 when Hitler went into Austria. The reaction of the more powerful countries to events in Ethiopia and Manchuria had shown that countries such as Britain and France acted in their own self-interest when dealing with invasions by powerful countries when they attacked smaller countries. Thus the idea of collective security was seen as unworkable as countries were willing to use their own armies to protect smaller countries. Britain and France did not want to be involved in war. This meant that the failure of the League of Nations was and important reason for the success of Hitler's foreign policy because Hitler knew hat he could get away with anything without the league on his back. He already knew that the league had let Japan get away with invading Manchuria so Hitler believed that he could get away with what ever he wanted to do so he played with this and invaded countries and broke the Treaty of Versailles. The failure of the league meant that Hitler could invade all of ‘his' countries and begin a war. Hitler knew that Britain and France feared Communist Russia more than they feared Nazi Germany. This is shown by the friendly relationships between Britain and France and Germany during the first half of the 1930's e.g. 1936 Olympics held in Britain. Therefore Britain and France were happy to see a strong Germany as a buffer against the USSR. This was an important reason for the success of Hitler's foreign policy because France and Britain were scared of Russia as they were communists and they didn't want them to invade them because Russia was too big and strong to defeat. Germany was strong and not communists and was in-between France, Britain and Russia and France and Britain didn't want to upset Germany. Appeasement showed Hitler that Britain and France were willing to allow him to do anything that he wanted to do. Hitler tried something out to see what would happen so he occupied the Rhineland and rearmed it. He sent troops into the Rhineland but Britain and France didn't do anything because they thought this was Germany's anyway so why not let them have it back. When Britain and France let him off of that, he thought why not try something else so he the invaded Austria. Then once again Britain and France appeased Germany. When Hitler saw that he was getting away with anything that he wanted to he took it another step forward until it led to war. For this reason appeasement was a the most important reason for the success of Hitler's foreign policy because it allowed Hitler to do what he wanted and get away with anything. If Britain and France would have not appeased Hitler then he probably wouldn't have done the things he did that made his foreign policy a success. If Britain and France would have done something then Hitler wouldn't have gone as far as he did. Hitler took it as far as he could, got back all of the land that Germany had lost and it all eventually led to war. Therefore Hitler knew that Britain and France were unlikely to act against him when he went into Austria, Sudetenland and Czechoslovakia. He was rearming all the time that appeasement was occurring and so becoming stronger and more willing to risk war over Poland. Therefore appeasement was an important reason for the success of Hitler's foreign policy.

Examining Government Regulations

The current government regulations I researched pertain to the clinical guidelines and the civil rights of persons living with HIV/AIDS in Portland, Oregon. Many people living with HIV/AIDS, at some point during their illness, find themselves in need of housing assistance and support services. Stable housing promotes improved health, sobriety or decreased use of alcohol and illegal drugs, and, for some, a return to paid employment and productive social activities. As the number of people living with HIV/AIDS continues to grow in both urban and rural areas throughout the United States, stakeholders must find new ways to address their needs to promote the health and well-being of these individuals and their families. Increasingly, maximizing the resources available to people who need them requires partnering across mainstream housing and human services systems to ensure continuity of care, program efficiency, and that there is â€Å"no wrong door† to assistance for clients at risk. The United States Department of Health and Human Services recommended public health law reform as part of its Healthy People 2010 initiative. Public health law in many states is ripe for reform. Oregon state legislature has suggested that existing state statutes are ineffective in responding to contemporary health threats for many reasons. These statutes pre-date modern scientific and constitutional developments and lack adequate standards of privacy, due process, and risk assessment. Forty percent of Oregonians with HIV need housing assistance, and a survey of Oregon service agency representatives cited the lack of affordable housing as the number-one barrier to stability for Oregonians living with HIV/AIDS. Critical issues were identified and recommendations developed to improve the ability of these systems to cooperatively meet the housing and services needs of people living with HIV/AIDS in Oregon. The obstacles that would prevent me from meeting the needs of people living with HIV/AIDS are 1. Limited Awareness of Resources Dedicated to People Living with HIV/AIDS Many potential housing and services partners lack awareness or accurate knowledge of existing resources dedicated to, or which can be used to serve, people living with HIV/AIDS, and that lack of awareness may limit partnerships. 2. Confidentiality Concerns The need to maintain client confidentiality restricts the ways that OHOP housing coordinators and other organizations and individuals can publicize their activities and resources. . Limited Staff Capacity and Knowledge HIV Care and Treatment staff may lack familiarity with aspects of partner systems, including affordable housing, and have limited resources and time to conduct marketing and outreach to potential partners and planning bodies. Discrimination adds to the daily struggles faced by the growing number of people living with HIV/AIDS in the United States – people who are predominantly poor and disproportionately African American or Latino. Every agency’s biggest problems facing their clients involve meeting basic needs – coping with poverty, hunger, illiteracy, inadequate medical care, lack of transportation, and homelessness. In addition to those basic needs issues, people with HIV face a series of critical civil rights problems. Individuals living with HIV/AIDS need to know their rights and need the resources to advocate for themselves when their rights are threatened. They also need national legal organizations like the ACLU AIDS Project to enforce their civil rights and civil liberties through litigation, public education and legislative advocacy. Recommendations: †¢ Develop simple, discreet material to publicize OHOP and related services and opportunities, and distribute it widely. †¢ Present to current and potential partners, including faith-based and community-based grass roots organizations with information tailored to their interests. †¢ Engage provider agency staff, clients, and other regional participants in publicizing the need, opportunity, and benefits of investing in housing and services for people living with HIV/AIDS. †¢ Focus attention on improving coordination with planning, data, and other elements of homeless systems. †¢ Promote Shelter Care and other bonus projects through agreements to streamline or share sponsor administrative costs. †¢ Conduct outreach and seek partnerships with landlords and property managers. Oregon Housing and Opportunities in Partnership (OHOP) Program Many people living with HIV/AIDS find themselves in need of housing assistance and support services at so me point during their illness. As many as 60 percent of all persons living with HIV/AIDS report a lifetime experience of homelessness or housing instability. Stable housing promotes improved health, sobriety or decreased use of alcohol and illegal drugs, and, for some people living with HIV/AIDS, a return to paid employment and productive social activities. The federal Housing Opportunities for Persons with AIDS (HOPWA) program provides funding, distributed by both formula and competition, dedicated to the housing needs of people living with HIV/AIDS and their families. This funding is not only necessary but critical to have the needs of people living with HIV/AIDS met adequately. Examining Government Regulations The current government regulations I researched pertain to the clinical guidelines and the civil rights of persons living with HIV/AIDS in Portland, Oregon. Many people living with HIV/AIDS, at some point during their illness, find themselves in need of housing assistance and support services. Stable housing promotes improved health, sobriety or decreased use of alcohol and illegal drugs, and, for some, a return to paid employment and productive social activities. As the number of people living with HIV/AIDS continues to grow in both urban and rural areas throughout the United States, stakeholders must find new ways to address their needs to promote the health and well-being of these individuals and their families. Increasingly, maximizing the resources available to people who need them requires partnering across mainstream housing and human services systems to ensure continuity of care, program efficiency, and that there is â€Å"no wrong door† to assistance for clients at risk. The United States Department of Health and Human Services recommended public health law reform as part of its Healthy People 2010 initiative. Public health law in many states is ripe for reform. Oregon state legislature has suggested that existing state statutes are ineffective in responding to contemporary health threats for many reasons. These statutes pre-date modern scientific and constitutional developments and lack adequate standards of privacy, due process, and risk assessment. Forty percent of Oregonians with HIV need housing assistance, and a survey of Oregon service agency representatives cited the lack of affordable housing as the number-one barrier to stability for Oregonians living with HIV/AIDS. Critical issues were identified and recommendations developed to improve the ability of these systems to cooperatively meet the housing and services needs of people living with HIV/AIDS in Oregon. The obstacles that would prevent me from meeting the needs of people living with HIV/AIDS are 1. Limited Awareness of Resources Dedicated to People Living with HIV/AIDS Many potential housing and services partners lack awareness or accurate knowledge of existing resources dedicated to, or which can be used to serve, people living with HIV/AIDS, and that lack of awareness may limit partnerships. 2. Confidentiality Concerns The need to maintain client confidentiality restricts the ways that OHOP housing coordinators and other organizations and individuals can publicize their activities and resources. . Limited Staff Capacity and Knowledge HIV Care and Treatment staff may lack familiarity with aspects of partner systems, including affordable housing, and have limited resources and time to conduct marketing and outreach to potential partners and planning bodies. Discrimination adds to the daily struggles faced by the growing number of people living with HIV/AIDS in the United States – people who are predominantly poor and disproportionately African American or Latino. Every agency’s biggest problems facing their clients involve meeting basic needs – coping with poverty, hunger, illiteracy, inadequate medical care, lack of transportation, and homelessness. In addition to those basic needs issues, people with HIV face a series of critical civil rights problems. Individuals living with HIV/AIDS need to know their rights and need the resources to advocate for themselves when their rights are threatened. They also need national legal organizations like the ACLU AIDS Project to enforce their civil rights and civil liberties through litigation, public education and legislative advocacy. Recommendations: †¢ Develop simple, discreet material to publicize OHOP and related services and opportunities, and distribute it widely. †¢ Present to current and potential partners, including faith-based and community-based grass roots organizations with information tailored to their interests. †¢ Engage provider agency staff, clients, and other regional participants in publicizing the need, opportunity, and benefits of investing in housing and services for people living with HIV/AIDS. †¢ Focus attention on improving coordination with planning, data, and other elements of homeless systems. †¢ Promote Shelter Care and other bonus projects through agreements to streamline or share sponsor administrative costs. †¢ Conduct outreach and seek partnerships with landlords and property managers. Oregon Housing and Opportunities in Partnership (OHOP) Program Many people living with HIV/AIDS find themselves in need of housing assistance and support services at so me point during their illness. As many as 60 percent of all persons living with HIV/AIDS report a lifetime experience of homelessness or housing instability. Stable housing promotes improved health, sobriety or decreased use of alcohol and illegal drugs, and, for some people living with HIV/AIDS, a return to paid employment and productive social activities. The federal Housing Opportunities for Persons with AIDS (HOPWA) program provides funding, distributed by both formula and competition, dedicated to the housing needs of people living with HIV/AIDS and their families. This funding is not only necessary but critical to have the needs of people living with HIV/AIDS met adequately.

Japanese Readings

Japanese I, 3rd Edition Notes on Japanese Culture and Communication The objective of Pimsleur's Japanese I, Third Edition is to introduce you to the language and culture of Japan primarily through your ears, and only secondarily through your eyes. This approach is based upon the fact that more than 95 percent of our lives is spent in listening and talking, and less than 5 percent in reading and writing. The most effective and productive way to begin acquiring these necessary communication skills is by actually working with the â€Å"language in use,† as demonstrated by native speakers of the language being learned.Efficiency is greatly increased when what you learn first are the most-frequently-used structures and daily life vocabulary, so that you practice with the practical tools you require every day. This carefully selected â€Å"core-language† allows the tutor to keep you focused entirely on essential language. This is self-motivating because you will begin to use it immediately and successfully. Language and culture are so closely intertwined that learning them separately can make you literally â€Å"culturally-deprived,† that is, unable to produce appropriate and meaningful language.For this reason you must carefully notice the different ways the Japanese â€Å"act† in the various situations you will experience as you proceed through the units of this course. Being sensitive to â€Å"who is doing what to whom, and why,† is what you have learned to do almost unconsciously in your native tongue – you will attain this same sense of â€Å"awareness† as you gain proficiency in your new language. This implicit instruction will come from the lessons, as you learn to identify the intonation and melody of the speakers.This Booklet will provide additional explicit instruction to further confirm what you have learned. The Notes have also been recorded on the last CD? cassette. Acquiring the culture, â€Å"the map of the territory,† is like acquiring the terminology of a subject: it enables you to operate as a fellow member in that society. Your success in working with native speakers of Japanese will depend to some extent upon how sensitive you become to the accumulated heritage that is Japanese. Unit 1 umimasen In this unit, you have learned sumimasen for â€Å"Excuse me. † You will find yourself using and hearing this expression quite often in your interactions with the Japanese. sumimasen is used for several purposes. It is often used to express the speaker's sincere and polite attitude toward others. However, Japanese people use this expression to convey not only â€Å"Excuse me,† but also â€Å"I'm sorry,† and even â€Å"Thank you. † You will hear them say sumimasen to attract someone's attention when initiating a conversation, as was demonstrated in the Unit.You might also hear this expression from someone who mistakenly steps on your foot in a crowded t rain and wishes to apologize. It is a very useful expression in a wide range of social contexts. Word Order You noticed in this unit that the Japanese word order is very different from what you are accustomed to in English. Such words as masu, masen, and masu ka – which determine whether the speaker is making a statement, negating or asking something – come at the end of a sentence. You need to, therefore, listen to the speaker all the way through to the end of the sentence to find out the speaker's intention.This may be confusing to you at first, but as you become skillful, you will be able to use this sentence structure to your advantage, as you can carefully sense the listener's feeling while you speak. You can then decide on the overall tone of your message by modifying the ending accordingly. Unit 2 Expressions of Modesty and Deference in Japanese Communication In this unit you heard a person expressing modesty when receiving a compliment from another person on hi s ability to speak Japanese.When someone compliments the Japanese on good work, nice clothes, a beautiful house, a wonderful dinner, etc. , it is customary for them to downplay their abilities, possessions, etc. While negating a compliment may be considered a sign of lack of confidence or even insincerity in some cultures, the Japanese frequently use it as an expression of modesty and deference in daily communication. As a case in point, consider this conversation: â€Å"That was a wonderful meal! You are a great cook, suzuki san. † â€Å"Oh, no. I only followed a recipe. Anybody can cook. † â€Å"I certainly can't.Could you teach me? † â€Å"Can I teach? Oh, no. You cook far better than I can. I'm the one who needs to take lessons from you. Suzuki may be seen as too modest by American standards, but this is socially acceptable behavior in Japan. This humility is only seen as avoiding appearing to be arrogant or conceited. ~ ne In this unit you also heard ne at the end of sentences, as in nihongo ga wakarimasu ne. It is roughly equivalent to the English â€Å"isn't it? † â€Å"aren't you? † â€Å"don't you? † etc. The use of ne shows that the speaker expects the listener to agree with him or her.You will hear this used frequently in Japanese; in fact, some people may end virtually every sentence with ne. Living in a more collectivistic society than the U. S. , the Japanese value being aligned with and maintaining harmonious relationships with others. The frequent use of ne illustrates their desire to avoid creating any potential for conflict or disagreement with one another. Unit 3 Omission of Subjects Japanese speakers often rely on the listener's ability to understand their real intention from what appears to be subtle and evasive verbal and nonverbal signals.Being able to leave some things unsaid so that the other can read between the lines is an important skill in Japanese communication. A person who explains thin gs in great detail is considered legalistic and is often frowned upon. The frequent omission of subjects is one example of this ambiguous and seemingly incomplete form of Japanese communication. This style of speech may frustrate foreign learners of Japanese at first. but after a while it will become natural. The Japanese language has several words for â€Å"you. † The one to use depends upon the speaker's relationship with the person being spoken to.Among these are the common anata, which was introduced in this unit, the informal anta, the formal kimi (often used by a superior to address his or her junior), and omae, used only by male speakers. However, you will often hear people address one another without using any of these, simply leaving â€Å"you† to be understood. Domo domo is used to emphasize your politeness, as in domo arigato gozaimasu. It is used for a variety of purposes: to indicate â€Å"indeed† and â€Å"very much† as in this unit, to show the speaker's suspicious feeling as in domo okashii, â€Å"I have a doubt about it,† or to mean â€Å"by any means. Japanese speakers are very fond of using domo in many contexts. Although in formal, â€Å"correct† speech, domo should be followed by a word that it modifies, Japanese speakers often use it alone. You will often hear them say domo, domo when they greet each other. Unit 4 Questions Phrased with a Negative When speaking to Japanese speakers and phrasing a question with a negative such as â€Å"Aren't you tired? † or â€Å"Isn't it hot today? † you will find that they will sometimes reverse â€Å"yes† and â€Å"no. † For example, when asked â€Å"Aren't you Japanese? they will answer â€Å"No,† meaning â€Å"I am Japanese. † Since being able to read another person's implications and behaving accordingly is an important social skill in Japan, when asked â€Å"Aren't you Japanese? † mane Japanese people will assume that you must be thinking he or she is not Japanese. In response to this assumption, they will deny, by saying â€Å"No. † meaning, â€Å"No, you are wrong, I am indeed Japanese. † That is why, in the conversation the person said iie, yoku hanasemasu (â€Å"No, you can speak well†) in response to demo, mada jozu ja arimasen (â€Å"But I can't speak well yet†).In this unit, you heard the names of two places in Tokyo: Ueno and Shinjuku. These are both very busy districts, since they are the hubs of major railroad and subway lines, serving millions of people every day who travel to, from, and around the Tokyo metropolitan area. There are numerous national and private railroad companies and some fifteen subway lines in Tokyo, and they are still being further developed. The complex subway lines make it quite challenging for international travelers, and sometimes the local residents as well, to figure out the best way to travel to their destinations.You may sometimes get an uncertain response or no response at all when you ask passers-by in downtown Tokyo for directions. The public transportation system in Japan is generally well developed, but in order to take full advantage of it, you need to first memorize the names of major- cities and towns that will help orient you to the right directions and the best method of transportation. Unit 5 Language of Social Levels, Age, Position, and Deference The complex rules governing status in Japan play an important role in the expressions used in various social situations.In this unit, you have learned how to ask a person whether he or she wants to eat or drink: tabemasu ka? and nomimasu ka? These expressions are used when there is no need for the speaker to show deference, that is, between friends, family members, and colleagues. If. however, a native Japanese speaker is in a lower position than the hearer, he or she must carefully choose the most appropriate level of politeness. O tabe ni nari masu ka? is more polite than tabemasu ka? and o meshiagari ni nari masu ka? is far more polite.A great variety of expressions are available. depending on the degree of courtesy needed. As a non-native speaker of Japanese, however, you are seldom, if ever, expected to be able to use these expressions, but you will hear them used, so it is good to be aware of them. nanika In this unit you heard nanika, a very commonly used word and a convenient expression. It is equivalent to â€Å"something† in English. You can use it for a variety of purposes: seeking a person's opinion, stating yours, and making your statement evasive.It can be followed by an adjective and an infinitive: for example, nanika tsumetai nomimono (something cold to drink). Or it can be used alone as in the expression you heard in this unit; hai nanika? (Yes, something you wish to ask'? ) You will hear many native Japanese speakers pronounce it nanka which is informal and casual, often used between friends an d people of an equal status. Unit 6 Particles When speaking English with non-native speakers, you can usually guess their fluency by their familiarity with idiomatic expressions.For example, when someone says, â€Å"John is engaged with Beth† instead of â€Å"engaged to† you can guess that the person is not a native speaker of English. The same is true of the Japanese language. There are many one-syllable words or particles that you need to be able to use properly in order to convey your ideas accurately to the listener. wa, ga, de, ni, mo, ka, no, and to are some examples of these particles. wa is often used to indicate that the preceding words are the main topic of a sentence: for example, watashi wa nihonjin desu. ga is often used the same way, as in, nihongo ga jozu desu. e indicates a place, as in anata no tokoro de. ni is equivalent to the English â€Å"at† when accompanied by a word indicating time, as in ni ji ni, â€Å"at two o'clock. † mo is â⠂¬Å"also,† as in anata mo – â€Å"you too. † ka is put at the end of a sentence to make it a question. no is possessive, as in anata no nihongo (your Japanese). to is approximately equivalent to â€Å"with† in English, as in anato to tabetai desu – â€Å"(1) want to eat with you. † Though they may he confusing at times, learning to use these particles properly will greatly contribute to your fluency in Japanese. Unit 7Cognates and â€Å"Borrowed English Loan Words† No language is free from words borrowed from other languages, and Japanese is no exception. Many English words have been adopted in Japanese, although the Japanese often pronounce them so differently that English speakers can hardly recognize that they were originally English. resutoran and biiru illustrate this point. You need to pronounce these and other words with English origins as the Japanese do, so that you can make yourself understood. Often, the Japanese have change d not only the pronunciation, but also the form and meanings of these originally English words.Japanese speakers often prefer to shorten or abbreviate loan words: for example, waapuro for â€Å"word processor,† pasokon for â€Å"personal computer,† and terebi for â€Å"television. † There are as well some English words used in Japanese whose meanings have changed to a greater or lesser extent. For example, there are many apartment complexes that are called â€Å"mansions† in Japan, usually referring to condominiums. You may find a pair of socks marked â€Å"free size,† which really means â€Å"one size fits all. † In a restaurant, you may be served mikkusu sando, or â€Å"mixed sandwiches. â€Å"Mixed† in this context means â€Å"assorted,† and you will find various kinds of sandwiches on one plate. Unit 8 Addressing People You may have noticed in the units that the Japanese people use family names to address each other. The u se of first names is usually limited to family members and close friends. The polite san is added to a family name and this can be used to address virtually anyone: male and female, young and old, strangers and acquaintances alike. Occasionally it may be attached to one's first name.Japanese rarely address one another without attaching some kind of title to the end of the person's name, and san is by far the most common. If they feel close to you, they may call you, for instance, â€Å"Mary san,† or â€Å"Dave san,† equivalent to â€Å"Miss Mary† or â€Å"Mr. Dave,† as a sign of friendly courtesy. When referring to yourself, however. you would never use san. This is a polite title, used only when referring to others. Counting Things You have learned ni for the number â€Å"two† in this unit. By the time you complete the course, you will have learned many more numbers.You will find counting in Japanese is easy, no matter how large the number may be. You will need to know large numbers, as 1,000, 20,000, 100,000 and maybe more. The value of one American dollar has fluctuated between 80 and 140 yen in the last ten years, and thus prices will usually appear as large numbers. For example, it costs 700 to 1,000 yen to buy lunch, 330 yen to buy a bottle of beer, 600 yen to take a cab for the first mile, and 2,000 to 3,000 yen to take a bus from the New Tokyo International Airport to downtown Tokyo.Another important thing to remember when counting things in Japanese is that there are a wide variety of words used as â€Å"counters† that must accompany the numbers. The â€Å"counter† you use will vary, depending largely on the shape of the material you are counting. In this unit, for example, you have learned ni hon for â€Å"two bottles. † hon is the â€Å"counter† for long things, such as bottles, trees, poles, pencils, hair, etc. â€Å"One bottle,† however, is not ichi hon, but ippon. â€Å"Three bottles† is san bon, and â€Å"six bottles† is roppon.Although the pronunciation of hon may appear to change without any logical consistency, it has simply been adjusted for easier pronunciation. Several other â€Å"counters† you may find useful are mai, used for flat material such as paper, cloth, and plates, and dai, used for many kinds of machinery including computers, cars, and heavy industrial equipment. ken is used to count houses and shops. People are counted as nin, though one person and two persons are exceptions and counted as hitori and futari, respectively. Starting with three people you can say san nin, yo nin, go nin, etc. Unit 9 Meals of a DayJapanese does not have unique names for each meal such as â€Å"breakfast,† â€Å"lunch,† and â€Å"dinner. † The word gohan is used for every meal preceded by asa or â€Å"morning† for breakfast, hiru or â€Å"day† for lunch, and yoru ? yuu or â€Å"evening† for dinne r. Gohan alone means rice, so it is used to refer to a meal or rice, depending upon the context. You will find that many Japanese people these days do not eat rice with every meal. They often have coffee and toast with butter, margarine, and various kinds of jelly for breakfast, while the traditional Japanese style breakfast consists of a bowl of rice, fish, eggs, sea weed, and miso (soy bean paste) soup.For lunch noodles made from buckwheat (soba), and flour (udon) or spaghetti are popular. Many American fast food chains are also popular, especially among young people. The Japanese dinner consists of rice, fish, meat, and vegetables. As is commonly known, the Japanese consume more fish than average Americans. Circumlocution In this unit, you heard a man and a woman trying to agree on the time to meet for a drink, and making alternative suggestions. This provides useful practice.In reality, however, you will find the Japanese people to be much more subtle when they must express a ne gative response. Concerned with saving face, the Japanese resort to a variety of verbal and nonverbal communication strategies, and avoid directly saying â€Å"no† whenever they can. One common way to turn down a proposal is to remain silent. When you do not receive an immediate response to an offer, then the chances are that the person does not want to accept it, but at the same time does not want to offend you or make you feel had. A long delay in responding may be another form of refusal.In Japan, unless you are speaking with someone you know very well and a mutual trust exists, you will rarely hear a straight answer given to a difficult question, especially when that answer involves some kind of refusal. How do you reach that level? It will take some time, but if you are sensitive to another culture quite different from yours, and have a positive attitude toward adapting to it, you will be able to acquire the communication skills necessary to establish, maintain, and deve lop trusting relationships with the local people. Unit 10Levels of Politeness The Japanese language has complex rules concerning the levels of politeness and deference necessary in different social situations. Throughout the course, you have learned how to speak on the â€Å"polite† level appropriate in virtually any situation you are likely to encounter in Japan. As you listen to conversations between Japanese friends, you may hear more informal expressions. For example, instead of asking nan ji desu ka? for â€Å"What time is it? † they might simply ask, nan ji? â€Å"What time? † Another example is wakatta for â€Å"understood† rather than wakarimashita.The Japanese language has many ways for the speakers to differentiate between formal and informal expressions in daily conversations. When you visit Japan and listen to a conversation between two friends, you may be discouraged at first as you find many unfamiliar expressions exchanged, but this happens when you learn any foreign language. The expressions that you have learned in this course will serve as a strong basis for understanding the Japanese people, and given that basis, you will be able to develop your listening comprehension as well as the ability to select the appropriate words for each different situation.The level of politeness used throughout the course is suitable in conversation with any Japanese speaker. Unit 11 chotto†¦ In this unit you heard Ms. Tanaka say ichi ji wa chotto†¦ and konban wa chotto†¦ in response to suggestions to have lunch at one o'clock and to have dinner tonight. chotto means â€Å"a little† and therefore these responses can only be translated as â€Å"One o'clock is a little,† and â€Å"Tonight is a little,† respectively. Even though the expressions may be regarded as unfinished in English, Japanese speakers often use chotto when they wish to indicate their hesitation, refusal, and confusion.Japanese in gen eral are tentative and indirect in their communication, and the word chotto is very convenient in helping them express their modesty. Even when a proposal submitted by a subordinate needs substantial improvement, for example, the superior may say â€Å"mo chotto† (a little more), indicating that the subordinate needs to work on it before the proposal can be accepted. When you hear this word, be aware that it can cover various degrees, and it may not literally mean just â€Å"a little. † masen ka? When inviting a person to do something, you have a range of forms in English to express various degrees of politeness.The Japanese show their deference toward the listener by changing how they end a sentence. In this unit you learned how you can invite a person to have lunch and dinner with you. You could directly ask the person whether he or she will have lunch with you by saying, watashi to hirugohan o tabemasu ka? For native Japanese speakers, however, this expression, lite rally translated as â€Å"Do you have lunch with me? † is far too direct and even offensive and would not be used in actual conversations. The â€Å"request† is more than likely to be turned down. Asking the same question in a negative form, watashi to hirugohan o tabemasen ka? onsiderably softens the tone, and it will probably make the listener feel more comfortable either accepting or declining the offer. This is equivalent to â€Å"Why don't you †¦? † and â€Å"Won't you †¦? † in English. Unit 12 Yen: Japanese Currency The yen is the unit of Japanese currency, and its value against the U. S. dollar has appreciated in the last few decades. Until the early 1970's the exchange rate was fixed at one US dollar to 360 yen, but it has been fluctuating and one US dollar is now worth about 120 to 140 yen. Although in writing it is symbolized as â€Å"yen,† its pronunciation is more like en.There are four notes: 10,000 yen, 5,000 yen, 2,000 yen, and 1,000 yen that are of different sizes and colors. The 2,000 yen notes were issued in commemoration of the year 2000 but they have not been circulated very widely. Also there are six kinds of coins: 500 yen, 100 yen, 50 yen, 10 yen, 5 yen, and l yen. While Americans in general carry little cash and use credit cards and checks instead, the Japanese tend to pay cash when they go shopping. You will find many kinds of vending machines that sell a wide range of things, from soft drinks to train tickets. Some of he machines accept 10,000 yen notes and give change in both paper money and coins. Using a Telephone in Japan Communicating on the phone in a foreign country is always a challenge. You now know that â€Å"hello† is moshi moshi in Japanese, literally meaning â€Å"I speak, I speak. † You can say moshi moshi both when you answer the phone and make a call to someone. It has been used ever since the telephone was introduced in Japan. It costs 10 yen to make a local c all. You will seldom see people in Japan using coins when they use public telephones. Instead they use pre-paid telephone cards that can be purchased from vending machines.The pre-paid cards cost either 500 yen or 1,000 yen, worth 50 and 100 local calls, respectively, and they can be used for any local, as well as long distance and overseas calls. A great majority of the Japanese people own cellular phones today, which has largely replaced the need for public phones altogether. Many Japanese use their mobile phones as a primary means of communication to send and receive e-mails, check the weather, make plane reservations, purchase tickets, etc. , since a great amount of information is made available through mobile phone network systems.You will notice many Japanese busy talking on their individual phones, checking e-mail on small display screens, and punching in information on hand-held Palm Pilots ®. Unit 13 Counting in Japanese Knowing how to count is important in order to funct ion properly in any language. You must be able to count so that you can understand the prices of goods you want to buy, services that you wish to use, make plane reservations, and so on. Now that you have learned to count from one to ten and started to work on numbers above ten, the rest will be quite easy.Just as long as you know the first ten numbers, you can make any number up to 99, simply by combining them. In this unit you have learned 14, 15, and 16. They were simply made up of ten and four, ten and five, ten and six, respectively. You can continue to count in the same way up to 19. Then 20 is a combination of two and ten, that is, ni ju. You may guess that the same rule is applied to every number after 20. 21 is ni ju ichi, or â€Å"two ten one. † Though you will only be introduced to a few new numbers in any unit, when you understand the rule you will be eady for large numbers, and you will indeed encounter them on your initial entry to Japan. Good-bye sayonara has b ecome widely known as â€Å"goodbye forever† through the movies, TV dramas, and other media. It may indeed imply in some contexts that the person using this expression has no intention of seeing the other person ever again. It can, however, be readily used to say â€Å"good-bye† when you will be seeing the person in the near future. jaa mata is an expression equivalent to â€Å"See you. † It is a fairly informal way of ending a conversation, and of expressing your intention to see the person again. aa, atode, literally meaning â€Å"then later,† implies to Japanese speakers that the speaker is expecting to see the other person again on the same day, whereas English speakers may not when they say, â€Å"See you later. † You may want to be careful of this difference. Unit 14 takusan, sukoshi There is no clear and explicit difference between singular and plural forms of nouns in Japanese. In English, most words need an â€Å"s† or â€Å"esâ₠¬  at the end to indicate plurals, but most Japanese words do not change. Whether the nouns are countable or uncountable, you can use takusan for â€Å"a lot of† and sukoshi for â€Å"a little† or â€Å"a few. For example, â€Å"one beer† is biiru ippon, â€Å"two beers† is biiru nihon, and `'many beers† is biiru takusan. â€Å"I have a lot of money† is watashi wa okane o takusan motte imasu, and â€Å"I have a little money† is watashi wa okane o sukoshi motte imasu. The word sukoshi has a variety of functions in daily conversations. It not only stands alone to mean a small quantity, but you can also say watashi wa nihongo o sukoshi hanashimasu, meaning â€Å"I speak a little Japanese,† sukoshi hoshii desu, â€Å"I want a little,† or even, sukoshi ososugimas, â€Å"It's a little too late. Drinks Japanese, just like Americans and Europeans, enjoy drinking when they dine. Many business meetings are followed by or even co nducted during dinners and drinking parties. In these social occasions, people establish personal relationships with one another as they discuss more casually their individual feelings. Beer is by far the most popular alcoholic drink, but most alcoholic drinks such as wine, whiskey, bourbon, brandy, gin, vodka, and rum are also available. Japanese sake, made from rice, is also popular, and it is served either cold or warm.Shochu, or distilled liquor made from a variety of grains such as wheat, rice, and sometimes potatoes, is also a popular drink among Japanese. If you do not care for an alcoholic drink, you can of course ask for any soft drink you are used to. In addition to most soft drinks available in America and Europe, cold oolong tea (Chinese tea) is served in most places. In general, hot Japanese green tea is served free of charge in most restaurants. Unit 15 itte kimasu The conversation in this unit began with a lady saying itte kimasu. It literally means, â€Å"I am going † or â€Å"I am leaving. When Japanese go somewhere, they usually say it to those they are leaving behind. In response, the person who is staying usually says itte rasshai, literally meaning, â€Å"Please go. † Of course they use this expression to wish the person a good trip. When people come home they say tadaima, or â€Å"I've just come home,† to which others respond by saying okaerinasai, meaning, â€Å"Welcome back. † These sets of greetings are exchanged when people go in and out of the house and are very common among the Japanese; you are sure to hear them when staying in a Japanese home.As a short-term visitor from a foreign country you are not expected to say these greetings, but if you do, your efforts will surely be appreciated. Unit 16 desu ga In this unit you learned that in order to make hoshii desu, â€Å"I want,† more polite, you can say hoshii n desu ga, â€Å"I would like. † The last particle, ga, means â€Å"but† an d when added at the end of a request, it helps the speaker express his or her reservation. The person who ends a request with ga indicates that â€Å"While I wish it could be done, I would understand even if it cannot be done. This is just another instance that demonstrates the Japanese value on modesty. It is also a sign of their desire to depend upon others' benevolence, which is known as amae. One's ability to depend on others as well as respond to others' call for dependence is an important social ability. You will also hear desu kedo, essentially the same as and even more polite than desu ga. Unit 17 kyo wa nani o shimasu ka? You learned earlier that wa is used for emphasis or comparison. In Unit 14 and the present unit you have practiced using several words that indicate time, such as today and this evening, followed by wa.Here, this means â€Å"as for. † You will also notice that in Japanese the words or phrases that indicate time are usually placed in the beginning o f a sentence, unlike in English where these words are normally at the end. You may notice when a Japanese person speaks to you in English, she or he may habitually begin a sentence with time, such as, â€Å"Yesterday, I went to see my friend. † â€Å"Today, what would you like to do? † When you speak Japanese, it is often desirable to begin a sentence with a word or phrase indicating time. Unit 18 shujin, goshujin ? anai, okusan When Japanese people introduce their spouses, they do not introduce them by their names. While English-speaking people will introduce their spouses, saying, â€Å"This is my wife, Mary† or â€Å"This is my husband, Bill,† when Mr. Sato introduces his wife to you, he will say simply kanai desu, or kore wa watashi no kanai (tsuma) desu, â€Å"This is my wife. † When Mrs. Sato wants to introduce her husband to you, she will probably say shujin desu, or kore wa watashi no shujin (otto) desu, â€Å"This is my husband. † Y ou may be surprised when you find the meanings of kanai and shujin. anai literally means â€Å"inside the house,† and shujin means â€Å"master. † Since kanai and shujin refer to one's spouse in a modest manner, you will never use them for another person's spouse. For â€Å"your husband† you simply add go for politeness to shujin, and say goshujin, or anata no goshujin. â€Å"Your wife† is anata no okusan, or simply, okusan. Here we have a different word, okusan, which means â€Å"a person deep inside (the house). † Coming from the North American culture where equality between the two sexes is a serious concern, you may be astonished to see that Japanese women are still treated as a minority or a weaker sex.Role differentiation with regard to sex is more distinct in Japan than in the United States. The society is changing, however, influenced by the global concern for racial, sexual, and religious equality and is importing and incorporating some ne w policies. You will find many men now referring to their wives as tsuma, and women to their husbands as otto, much more neutral terms than kanai and shujin. Interestingly, however, there is no word to replace okusan when referring to your conversational partner's wife.The original meanings of these terms however, are being lost, and they are only titles that people continue to use without any derogatory connotation. Unit 19 hajimemashite ? dozo yoroshiku When you meet someone for the first time, you greet that person by saying, â€Å"How do you do? † â€Å"Pleased to meet you,† or something similar. Many Japanese people say hajimemashite, or dozo yoroshiku. Literally, hajimemashite means â€Å"(I am meeting you) for the first time,† and it has come to be used as an initial greeting remark. dozo yoroshiku is a more implicit expression with a wide latitude of ossible interpretations, depending on the context, the nature of the relationship that is about to develo p, etc. It literally means â€Å"Please be good to me† and it symbolizes the value that many Japanese people place on mutual dependency known as amae. Just as with many other expressions used as social lubricants such as, â€Å"Let's get together sometime,† â€Å"Drop in when you are in the neighborhood,† the real function of dozo yoroshiku is to make the initial encounter between people go smoothly. Unit 20 hitori, futari, san nin When you count a number of people in Japanese, you use regular numbers except for â€Å"one† and â€Å"two. As you've learned, â€Å"one† is ichi, â€Å"two† is ni, and the word that shows you are counting people is nin. The Japanese perceive that it would be awkward to say ichi nin, and ni nin, so they use an old way of counting instead. â€Å"One person† is hitori, â€Å"two persons,† futari. The rest is easy and regular: san nin, yo nin, go nin, roku nin, shichi nin, and so on. Also notice that w hen you want to say â€Å"eleven persons† and â€Å"twelve persons,† you say ju ichi nin and ju ni nin instead of ju hitori and ju futari. otoko no ko, onna no ko You have learned otoko no ko and onna no ko for a boy and a girl.Notice that in Japanese there are no special words such as â€Å"boys† and â€Å"girls. † Rather, you say literally, â€Å"a male child,† and a â€Å"female child. † You can use these words for all ages from newborn babies to children in high school and sometimes even in college. An important cultural difference you may notice if you spend some time living in Japan is that Japanese children are generally more dependent on their parents than their U. S. counterparts are, and that they frequently appear to be less mature. Parental support for children is usually continued through, and often beyond, college.You would not find it awkward, therefore, to call a twenty-two-year-old male college graduate otoko no ko. You may often hear Japanese refer to their children as ookii otoko no ko, chiisai onnna no ko, etc. They literally mean â€Å"a big boy† and â€Å"a small girl,† respectively, and the Japanese may be actually talking about the size of their children, or they may be calling a grown-up boy ookii otoko no ko and a very young girl chiisai onna no ko. The context will determine the meaning. In this unit you heard â€Å"watashitachi wa otoko no ko ga hoshii n desu ga† for â€Å"We would like a boy. Japanese, like many other Asians, are more particular about the sex of their children than people in many Western countries. While it has become legally accepted for a married couple to use two separate last names, both the husband's and the wife's, it is still predominantly the husband's last name that is kept. Family business has been traditionally handed down to the oldest male child in the family. Many parents, therefore, would like to have at least one boy when they have chil dren. Unit 21 otearai, toire Just as you can find many words in English that indicate a lavatory, you will come across a variety of expressions in Japanese.In this unit you have learned two of them: otearai and toire. otearai literally means â€Å"a place to wash hands† and is equivalent to â€Å"washroom† or â€Å"bathroom† in English. toire is an imported version of â€Å"toilet,† and it is very commonly used. Japanese also use keshoushitu, roughly equivalent to â€Å"powder room. † The most direct and straight expression of benjo, equivalent to lavatory, is rarely used in daily conversations. An interesting discovery you may make in a Japanese home is that the toilet and the bath are in separate rooms, unlike in the U. S. where you most often find both in one room.In Japan, a toilet and a bath are regarded as facilities that perform very different functions. a, so desu ka? â€Å"Ah so† is an expression stereotypically associated with Japa nese in many old U. S. films, and it is commonly known to Americans as an utterance that Japanese make frequently. While the Japanese may not use it as often as it is depicted in the films, it is indeed an appropriate expression to show your surprise at an unexpected finding or to confirm the response to your inquiry. Remember to make it into a polite form by adding desu ka at the end when you say it to a person to whom you need to show respect. Ah, so† without desu ka is perfectly appropriate between friends. Unit 22 kodomo, kodomo san In the conversation the woman asked, nan nin kodomo san ga imasu ka? and the man said, futari kodomo ga imasu. When you talk about someone else's family members, you show your respect by adding san at the end. The san is equivalent to Mr. , Mrs. , and Miss. When you talk about your own family members, on the other hand, you never use san. This is an example of Japanese humanrelationship-centered communication, and it serves to maintain smooth a nd harmonious personal ties in Japanese society.The Japanese manner of expressing politeness is complicated by their notion of modesty. They show their deference to others by not only symbolically heightening the other's status, but also by lowering their own. You may often hear the Japanese speak ill of their own family members. A mother may say, for example, â€Å"My son is dumb, and he's doing so poorly in school. Your son seems really smart and you have nothing to worry about. I am embarrassed. † The other person will, of course, respond by saying something like, â€Å"Please stop joking.My son only spends a lot of time in his room, pretending to study so hard. But I have no idea what he is doing. Maybe he's listening to his stereo, or reading comic books. † The two mothers clearly do not mean what they say to each other. While such an interaction may appear to be overly condescending and insincere to people from the U. S. culture, it is an important aspect of soci al interaction in Japan. You, as a non-native speaker, are not expected to play the complex social game, but an awareness will contribute greatly to your comfort in and appreciation of the culture.Unit 23 Weights and Measures You have learned to ask for some gas for your car and also to talk about distance. Whenever you travel to a foreign country, you are likely to come across different perceptions of weights, distances, heights, volumes, etc. If you are visiting Japan for a short period of time as a tourist, these differences may not affect you very much, but if you are to stay there for an extensive period of time, engaging in business as well as social conversations, you will find some knowledge concerning the Japanese system quite useful.Even when the Japanese speak to you in English, they will still use the system to which they are accustomed. Here are some examples to show you how the U. S. weights translate to their Japanese counterparts. One foot is about 30 centimeters, an d an inch is about 2. 5 centimeters. If you are 6 feet tall, then you are 180 centimeters tall, and if you are 5 feet 6 inches, then you are about 165 centimeters. One pound is about 0. 45 kilograms, which means that if you weigh 100 pounds, that is about 45 kilograms, and 150 pounds translates into 67. 5 kilograms.When you visit a grocery store, you will find various things priced by 100 grams. A steak, for instance, may be 600 yen for 100 grams, which is roughly equivalent to $22 to $27 per pound, depending on the exchange rate. One gallon of gas, another expensive item in Japan, is roughly equal to 3. 8 liters. One liter ranges from 90 yen to 110 yen depending on the kind and place where you get it, and it translates into $2. 70 to $3. 35 per gallon. Finally, the road signs that tell you the distance to your destination and also the traffic signs indicating speed limits are all in kilometers.One mile is approximately 1. 6 kilometers, and thus 40 kilometers per hour, which is a co mmon city speed limit, is 25 miles per hour. Again, as a foreign visitor you may not need to know all of these, but if you can get used to them, it will facilitate your daily activities. Unit 24 Getting Around in Japan The high price of gas in Japan has been mentioned. If you drive while in Japan, it could be quite challenging for you, as well as it is for local residents. The Japanese must go to a special driving school to obtain a driver's license and the average fee is over $2,000.The number of skills that are necessary to get around in crowded cities accounts for the high fee. You should apply for an international driver's license prior to your departure for Japan. You must remember that the Japanese drive on the left side of the road, as the British do. Because of the limited space, parking is a problem in big cities and it is also quite expensive, so you may want to think twice before driving in Japan. Public transportation, on the other hand, is well developed and very conven ient for both local trips and long distance traveling.You may enjoy a Shinkansen bullet train ride across the country from Aomori, the northern tip of Honshu (the largest island) all the way through Tokyo, Nagoya, Kyoto, Osaka, to Fukuoka, the largest city on the island of Kyushu, the southernmost major island. Air traffic has been developed quite extensively, and as a result air fares have become reasonable in recent years. The major airports are located in Sapporo, Tokyo, Nagoya, Osaka, Fukuoka, and Okinawa. Unit 25 Oo kei As you have learned, the Japanese have borrowed many words from English: gasorin for â€Å"gasoline,† depaato for a â€Å"department store,† etc.O. K. has become a universally recognized expression, and it is no exception in Japan. You will hear many Japanese use oo kei to indicate that everything is all right, or to ask you whether something is all right with you. You will also notice that they may accompany the verbal utterance of oo kei with a n onverbal sign, index finger bent to touch the thumb to form a â€Å"zero. † That same sign is also used to indicate money in Japan. Store Hours In the conversation in this unit, the man said that the department store may be closed because it is late.While he may have said it so the lady would not go shopping, it is important to know when the Japanese department stores are open as they do not always keep the same store hours as those in the U. S. They usually open at 10:00 AM and close around 6:30 PM on regular business days, including weekends. Unlike some stores in the U. S. , many Japanese department stores and small shops are open on Sundays. In fact, the stores are most crowded on Sundays. Each department store, however, has designated one weekday as a day off, usually Tuesday, Wednesday, or Thursday.You will find the Japanese stores extremely crowded with people during two main giftgiving seasons every year: mid to late July and December. During these seasons, most store s stay open till 8:00 or 9:00 PM. Unit 26 ni, san In this unit you learned ni, san nichi for â€Å"a few days. † The ni, san, literally meaning â€Å"two (or) three,† can be used in combination with many other words: ni, san nin (â€Å"a few people†), biiru ni, san bon (â€Å"a few beers†), and ni, san shukan (â€Å"a few weeks†). We have repeatedly stressed ambiguity and indirectness as features of Japanese communication, and ni, san is just another example.Even when the speaker knows precisely how many people he or she is talking about, the expression ni, san nin may be used. Although the expression literally indicates only two or three as possibilities, four or even five are not completely excluded. To respond to the question, â€Å"How many beers did you have last night? † a Japanese person may say ni, san bon, while he might, in fact, have had five or six. The range of possibilities included in ni, san is wider than that of â€Å"a few . † Taxis in Japan You have learned another English word that is commonly used in Japanese: takushii.Taxis are readily available in most cities, and even in fairly small towns. You can flag one down on the street or phone for a pick-up. Most taxis, both company-owned and privately-operated, are connected by radio. They are clean, safe, and convenient. The fares vary, depending on the city you are in. They are slightly more expensive in large cities such as Tokyo, Yokohama, and Osaka than in smaller places such as Hiroshima, Fukuoka, and Sapporo. You do not need to tip the driver, but simply pay the fare displayed on the machine by the driver's seat.An interesting discovery you will make is that the rear passenger door opens and closes automatically. Just as long as you can clearly tell the driver where you wish to go, or show a map and point to your destination, you will get there safely and rapidly by taxi. Unit 27 hyaku Now that you have learned hyaku, one hundred, you can g o all the way up to 999 by simply combining the numbers you already know. One hundred is hyaku, so one hundred five is hyaku go. One hundred ten is hyaku ju. You can guess that two hundred is made up of ni for â€Å"two† and hyaku for a hundred: ni hyaku.The rest is easy except that the pronunciation of hyaku varies slightly depending on what number it follows. Three hundred is san byaku, six hundred is roppyaku, and eight hundred is happyaku. It is quite easy to count in Japanese, and it is also important that you know how to say large numbers, as they are frequently used in daily interchange. Unit 28 jaa In any spoken language you can find interjections which are used frequently, but which have no specific meanings. Some examples in English are â€Å"well, ah, uh, um. † jaa is a good Japanese example.It can be used in a variety of situations and gives the speaker a chance to think carefully about what he or she is about to say, to take a turn to speak, etc. In the pr esent unit, it was introduced as being equivalent to â€Å"well then. † You can use it when you wish to say â€Å"See you later† to a friend. You can also say jaa when you ask a series of questions. For example. â€Å"biiru o nomimasu ka? † â€Å"iie, nomimasen. † â€Å"jaa, osake o nomimasu ka? † How naturally you use these interjections may be a good indicator of your mastery of the language you are learning.Unit 29 masu, mashita, masen As stated before, Japanese word order is quite different from English. In English, the general meaning of a sentence is made clear early in the sentence. You can figure out whether something is happening now, will happen in the future, has already happened, or did not happen at all, by listening to the first part of a sentence. The Japanese language, on the other hand, places the important words toward the end of a sentence. The difference among masu, mashita, and masen is very small, and they come in the very end of a sentence.Such an attribute of the Japanese language may require your extra attention, and you need to be careful not to jump to conclusions until you hear the entire sentence. Unit 30 Continuing Success Throughout Japanese I, Third Edition you have learned many essential elements of the Japanese language. Practicing what you have learned in the thirty units will assure you successful initial encounters with the Japanese people. We hope you will keep up with your daily practice and further build upon your vocabulary.One additional aspect of competency that you will find useful and important is your sensitivity to cross-cultural differences in values, thought patterns, space and time orientations, mannerisms, etc. You can also continue to build on your communication skills by proceeding on to Japanese II. Introduction to Reading Japanese When you visit a foreign country such as Japan, where the language sounds very different, and the appearance of the written language does not e ven remotely resemble what you are used to, you may naturally find yourself somewhat intimidated.Just imagining the difficulty you may face in learning how to read and write can be discouraging. Mastering reading and writing Japanese is indeed an extremely long and complex process, and even many native speakers have not completed the learning process. In this course you are learning spoken Japanese. While a knowledge of the orthographic form of Japanese will be useful when visiting Japan, it is not necessary to acquire speech. In the following notes, however, some basic and important knowledge of written Japanese will be introduced.Once you understand the essentials that underlie written Japanese, you will find that reading in the language is much easier and less intimidating than you may have anticipated. Kanji, the Chinese Characters Kanji is the â€Å"pictorial† writing the Japanese borrowed from the Chinese. Each Kanji character represents an object or idea, and in writte n Japanese these objects and ideas combine in various ways to form new words and phrases. The pronunciation of each character varies depending on the context, and some Kanji have up to four or five different ways to be pronounced.One is required to be able to recognize and understand some 3,000 Kanji characters to achieve functional literacy in the Japanese language. It won't be necessary, however, to be able to pronounce the Kanji characters, and you will certainly not need 3,000, but it will be rather convenient to get the general meaning of a basic core of some 50 characters which you will see in such public places as airports, train stations. on street signs, and on restaurant menus. As an example of Kanji, we will introduce you here to a few that are typical of the pictorial Kanji characters.To get you started with reading Japanese, here is the character for â€Å"up† or â€Å"on. † Notice that it looks as if the whole character points upward: This character point ing down means â€Å"down† or ‘†under. † When put together, these two characters form a Japanese word, meaning up and down. The word is used to indicate not only the physical upward and downward directions, but also a social relationship with a status difference. Here is another character, which means a â€Å"tree. Can you see how the image of a tree was transformed into the Kanji character? And here is the character for a â€Å"mountain. † Many characters are made up of two or more parts: hen (or the left-hand radical) and tsukuri (or the right-hand radical). The Kanji for â€Å"tree† can serve as a hen, and it may be used to form such words? characters as â€Å"woods,† or a â€Å"forest. † woods forest Here is a more complex character combining three parts: mountain, up, and down. Put together as one word, â€Å"mountain,† â€Å"up,† and â€Å"down† mean a â€Å"mountain pass† or a â€Å"peak. †Å"When you can recognize some 50 basic Japanese Kanji characters, the rest will be fairly easy, as you will probably be able to guess what a new character may mean just by looking at it and identifying the component parts. The first step is to get rid of your anxiety about reading Japanese: take the time to become familiar with the fundamental patterns used to make up the Japanese Kanji characters. Katakana and Hiragana The Kanji system adopted from Chinese is the basic Japanese written system, but whereas the Chinese language uses only pictorial characters, Japanese uses two other types of writing systems in addition to Kanji.They are Katakana and Hiragana. These are two different sets of â€Å"letters† representing Japanese sounds. Each letter represents either a vowel sound or a consonant plus a vowel, for example, ka, ki, ku, ke, ko, etc. The Japanese Hiragana and Katakana are both lined up in the same way. The vowels go: a, i, u, e, o. The consonants k, s, t, n, h, m, y, r, w are placed before the vowels. You can memorize the order of Hiragana and Katakana in much the same way you memorized how the alphabet goes from A to Z. There are 46 Hiragana and Katakana symbols, as shown on the chart on the next page.Each block contains the transliterated phonetic representation of the character, followed by the Hiragana and then by the Katakana (in parentheses). Katakana is the writing system used for Japanese ? English cognates, i. e. , for words adopted from English into Japanese. You will find it particularly useful to learn Katakana, as you may need to read and write your name from time to time. Foreign and new words are spelled using Katakana, so you will see words such as â€Å"restaurant,† â€Å"hotel,† â€Å"golf,† â€Å"gasoline,† and many others in Katakana. Here is what they look like in combination: estaurant hotel golf gasoline Hiragana is the writing system comprised of letters used to represent grammatical endings a nd features that Chinese does not have. Unlike Kanji, in which a symbol represents a concept or an idea, in both the Hiragana and Katakana systems of Japanese, there is a connection between the symbol on the paper and the spoken word, and each letter is pronounced in only one way regardless of the context. Before Japanese children learn how to write the complex Kanji characters, they learn how to write Hiragana and they use it for every word.To illustrate, yama or â€Å"mountain† can be written in three different ways, in Kanji, Katakana, or Hiragana. However, since it is not a foreign word, it would rarely, if ever, be written in Katakana. mountain Kanji mountain Katakana mountain Hiragana While it is possible to use the phonetic Hiragana and Katakana scripts to represent almost any Japanese word, it is usually considered more appropriate to use the Kanji characters whenever possible, using the phonetic scripts only to represent foreign words (Katakana) or features unique to Japanese (Hiragana).Books and Signs Most westerners are accustomed to reading books starting from the front and reading each line left to right, starting from the top of the page. In books and traditional writing, however, Japanese is written in columns, top to bottom starting on the right side of a page. The books appear to open â€Å"backwards† to English speakers, as the â€Å"front† of a Japanese book is the â€Å"back† of an English text. However, in signs, menus, and books in which some English words are used, such as academic papers, Japanese is now often written from left to right. Visitors to Japan are fortunate in that