How to Say Happy New Year in Japanese

How to Say Happy New Year in Japanese In Japan,  greeting  people with appropriate Japanese words is very important. The  New Year, in particular, is the most important time of the year in Japan, equal to the Christmas or the yuletide season in the West. So, knowing how to say Happy New Year in Japanese is probably the most important phrase you can learn if you plan to visit this country, which is steeped in social custom and norms. Japanese New Year Background Before learning the myriad of ways to say Happy New Year in Japanese, its important to understand the significance the new year has in this Asian country. The Japanese new year is celebrated for the first three days- or up to the first two weeks- of  ichi-gatsu  (January). During this time, businesses and schools close, and people to return to their families. The Japanese decorate their houses, just after they do a complete house cleaning. Saying Happy New Year in Japanese can involve giving good wishes on Dec. 31  or Jan. 1, but they can also cover greetings for the coming year that you might express until mid-January, and they can even include phrases you would use when reconnecting with family or acquaintances after long absences. How to Say Happy New Year in Japanese Use the following phrases for saying Happy New Year on Jan. 1 through Jan. 3, and even up to the middle of January. The transliteration for the following phrases, which mean Happy New Year, is listed on the left, followed by an indication as to whether the greeting is formal or informal, followed by the greeting written in  Kanji, the most important Japanese alphabet. Click on the transliteration links to hear how to correctly pronounce the phrases. Akemashite  omedetou  gozaimasu.  (formal): 㠁‚㠁‘㠁 ¾Ã£ â€"㠁 ¦Ã£ Å Ã£â€š Ã£  §Ã£  ¨Ã£ â€ Ã£ â€Ã£ â€"㠁„㠁 ¾Ã£ â„¢Ã£â‚¬â€šAkemashite  omedetou.  (casual): 㠁‚㠁‘㠁 ¾Ã£ â€"㠁 ¦Ã£ Å Ã£â€š Ã£  §Ã£  ¨Ã£ â€ Ã£â‚¬â€š New Years Celebration At the end of the year, on Dec. 31 or even up to a few days before, use the following phrases to wish someone a Happy New Year in Japanese. The phrases literally translate as,  I wish you will have a good new year. Yoi otoshi o omukae kudasai. (formal):よ㠁„㠁Šå ¹ ´Ã£â€šâ€™Ã£ Å Ã¨ ¿Å½Ã£ Ë†Ã£  Ã£   Ã£ â€¢Ã£ â€žÃ£â‚¬â€šYoi otoshi o! (casual): よ㠁„㠁Šå ¹ ´Ã£â€šâ€™ Seeing Someone After a Long Absence As noted, the new year is a time when family and friends reunite, sometimes even after years or decades of separation. If you are seeing someone after a long period of separation, you should use a different Japanese New Years greeting when you see your friend, acquaintance, or family member. The first phrase literally all translates as, I havent seen you in a long time. Gobusata shite imasu. (very formal): 㠁”ç„ ¡Ã¦ ²â„¢Ã¦ ± °Ã£ â€"㠁 ¦Ã£ â€žÃ£  ¾Ã£ â„¢Ã£â‚¬â€š The following phrases, even in formal usage, translate as, Long time, no see. Ohisashiburi desu. (formal): 㠁Šä ¹â€¦Ã£ â€"㠁 ¶Ã£â€šÅ Ã£  §Ã£ â„¢Ã£â‚¬â€šHisashiburi! (casual): ä ¹â€¦Ã£ â€"㠁 ¶Ã£â€šÅ  To reply to Gobusata shite imasu  use the phrase  kochira koso (㠁“㠁 ¡Ã£â€šâ€° 㠁“㠁 ), which means same here. In casual conversations- such as if a friend is telling you Hisashiburi!- simply repeat Hisashiburi!  or Hisashiburi ne. The word  ne  (㠁 ­)  is a  particle, which translates roughly into  English as right? or dont you agree?

Cultural Awareness, Understanding, and Acceptance Research Paper

Cultural Awareness, Understanding, and Acceptance - Research Paper Example The purpose of this study entails studying two different cultures in the society that affect the learning behaviors in the classroom. This issue is connected to cultural diversity where the different cultures with their own set of beliefs will agree on certain aspects of cultural behaviors or conventions and disagree or misunderstand each other regarding the diverse cultural aspects they portent and so value. The teachers in classrooms, thus, ought to incorporate multicultural education into their teaching processes ensuring that they embrace and apply equality and diversity into the education curriculum. The paper will describe two different cultures, the Hispanic and Anglos, establishing why everyone in the school should accept, understand and be aware of cultural diversity to enable the learning process. Cultural awareness is undoubtedly the real foundation of noble and effective communication since it encompasses the act of stepping aside from oneself and realizing the cultural v alues, perceptions and beliefs that we portend. The aspect of awareness of cultures becomes consummately significant on interacting with different people from different cultural backgrounds. Conventionally, people see, understand and interpret things in different ways, whereby a characteristic behavior or perception in one culture can be interpreted as inappropriate in another. Thus, misunderstandings may erupt when one tries to apply their cultural views and understandings in making sense of a different person’s reality. ... B. Results section: Culture descriptions I. Hispanic Culture 1. Religion and spiritual beliefs Approximately 90% of the Hispanic people are Roman Catholics while the other denominations dominate the remnant percentage (Miguel, 2009). They believe that health comes as a gift from their creator and people should not assume it. It comes from God. In cases of illnesses, prevention is achieved through wearing of amulets, religious medals and relic keeping. They constantly, visit shrines, offer medals and light candles, with persistent prayers as a sign of worship to their God. Shrines and saint pictures in homes of Hispanics is a common religious practice. They celebrate the saints’ day with jest than individuals do in their birthdays (Miguel 2009). The church comprises a significant part in the family lives of the Hispanic spiritual life. Religious institutions are a source of comfort to families in times of adversity. The Bible and other religious teachings that teach the Hispani cs how to live well guide life within the context of the family (Literacynet, 2012). 2. Teaching and Learning implications Attention to gaining and maintenance of trust is consummately important since Hispanics value that virtue in learning processes. Educational efforts among the Hispanic youth are dependent upon the active involvement of the Hispanic elders in the evaluation, delivery and planning of the educational efforts (Rojas, 2008). Therefore, they value exemplary leadership. Notably, Hispanics greatly value close distance when conversing. Respect towards ;learners is a profound Hispanic attribute, making it imperative for teachers to act respectfully towards them, for instance, individually, presenting papers to them

Contemporary business Essay Example | Topics and Well Written Essays - 3000 words

Contemporary business - Essay Example In addition, the report will include examples on Coca Cola, Toyota and leadership style of Bill Gates to support all the discussions. Finally, a conclusion will be provided to summarise all research findings and mentioned business management issues / problems. Before critically analysing the functions and management issues in a global business to identify ways to reduce risk and improve organisational effectiveness, I first would like to throw light over what we mean by efficiency and effectiveness. Organisational efficiency refers to the capability of a business enterprise to produce maximum output with the help of same available sources. In other words, it could be defined as an ability to produce same level of output with fewer sources. The world has become a global village after the contemporary developments and advancements in information technology and communication networks. These recent advancements and improvements in media networks and advertising have greatly affected the attitudes, beliefs, behaviours, lifestyles and perceptions. At the same time, this has also created many business opportunities for enterprises. In fact, many businesses have gone global and have become transnational, multinational or supranational corporations with operations all across the world. Companies today are expanding their operations all across the globe to target a large group of potential customers who are heavily exposed to media, and who now have relatively similar lifestyles (inclination towards a white collar job, brands, facilities, luxuries etc). On the other hand, customers have also become very demanding, since they seek value and are inclined towards new and innovative products. In short, it could be said that busines ses have to deal with a large diverse group of customers who have both willingness and ability towards different innovative and existing products. Businesses usually have many different international market entry

Sleep Deprivation And Academic Performance Physical Education Essay

Sleep Deprivation And Academic Performance Physical Education Essay The purpose of this study was to investigate the relationship between sleep deprivation and academic performance. Specifically, this study examined the awareness of students on the importance of sleep, to determine the average amount of sleep a student get a night, to show the correlation between sleep deprivation and academic performance as well as to investigate the comparison on sleep deprivation between Arts and Sciences students. This study employed a quantitative research methodology involving the use of questionnaires. The result shows that majority who obtain higher CGPA were those who slept for less than 7 hours, but the students who obtained lower CGPA were also those who slept less. Hence, sleep deprivation is negatively correlated with academic performance among CFS IIUM in this study. Sleep is a crucial necessity in our life as it helps to restore energy, repair the body, lose weight and keeps us mentally and physically alert (Malana, 2011). It is also very important in improving memory and reducing stress. Judy Monroe Peterson (2010) defines sleep as a state which we become oblivious to the world around us. The need for sleep is just like how we need food and water. For most people, it is normal to spend one-third of their lives sleeping. In the Islamic perspective, sleep is the sign of the power and greatness of Allah SWT in creating a perfect system in humans life. Besides, Islam clearly emphasizes on the importance of sleep. There have been many times the Quran mentions about sleep and guidance on the good nature of sleep. In the Quran, Allah says, And it is He who has made the night for you as clothing and sleep [a means for] rest and has made the day a resurrection. (25:47) Sleep deprivation is defined as an overall deficiency in the necessary amount of sleeping hours that a person is supposed to have in a day. Average adults need seven to nine hours of sleep (Morganthaler, 2011). Sleeping for less than 6 hours a night has been shown to affect coordination, mental alertness and can even lead to irritability, mood disorders, weight gain, and hallucination (Ramiccio, 2011). Previous research have shown that people who are sleep deprived perform worse on thinking and memory task than who are not suffering from sleep deprivation. If we do not get enough sleep, the memory of what we have learnt that day will possibly not remain for long. Nowadays, people tend to neglect the importance of sleep in life. Sleep deprivation is said to have been affecting millions of people around the world, especially college students. College students are more likely to suffer from sleep deprivation due to their hectic lifestyle. They often have to stay up past midnight to complete their assignments, projects and work on time. Some students even pull all-nighters as a means of learning to achieve higher grades. Research shows that students who often pull all-nighters and sleep deprived have slightly poorer academic performance than students who do not (Perkins, 2011). According to Lowry, Dean, and Manders (2010), a students GPA does have a relationship with the amount of sleep a student receives per night. In their findings, the students who slept more a night tend to get higher grades than the students who did not. The results pertaining to sleep deprivation showed that sleep quantity, and not sleep quality correlates with academic performance. Previous studies outlined by W. Kelly, K. Kelly and Clanton (2001) concluded that short sleepers would report lower GPAs than long sleepers. The lack amount of sleep the short sleepers experienced affect their academic achievement as a result of a decreased ability to focus on education-related activity. Trockel, Barnes and Egget (2000) supported that sleep habit accounts for some of the variance in first year college students GPA. Ahmed et al. (2012) also suggested that poorer academic performance is shown to be associated with a late bedtime on weekdays and weekends. Their study showed that from 410 students surveyed, 28% had excellent performance and 72% had average performance. The excellent group had an earlier bedtime every day in contrast to the average group which had a higher percentage of students who felt sleepy during class. With these propositions, it can be concluded that certain sleep habits are significantly related with academic performance. Hamza et al. (2012) in their research concerning sleep disorder also discovered that among medical students the ESS score indicated that 36.6% of participants were considered having abnormal sleep habits. Normal ESS scores (p=0.019) and the academic grades >3.75 was related with sleeping between 6-10 hours per day. The results demonstrated that abnormal ESS scores were associated with lower academic performance (p=0.002). However, contrary to other studies, a research by Mehrunissa and Anam (2011) argued that sleep did not seem to have any effect on the academic achievement. Their study showed that students who slept for less than 7 hours obtained good grades (A, B) but the majority who failed were also those who slept less. Furthermore, 63.5% of the participants still thought that sleep did not affect their academic performance. Hence, it is concluded in their studies that sleep deprivation did not correlate with students academic performance. Hence, this present research is conducted to study the relationship between sleep deprivation and academic performance among CFS IIUM students. It is presumed that students who are sleep deprived have lower GPAs than students who sleep well. The research questions to be investigated in this study are as follows: Do students consider sleep as important? What is the average amount of sleep the students get a night? How does sleep deprivation correlate with the GPA of the students? Who are more sleep deprived, arts or sciences students? Methodology Introduction This section discusses the methodology of the research. The main purpose of this research is to study the relationship between sleep deprivation and academic performance among Centre for Foundation Studies IIUM students. Surveys were administered to college students of Centre for Foundation Studies IIUM with 6000 students population to assess their sleep patterns and behaviour which correlates with their academic achievement. Data for the research were collected through distribution of questionnaires and surveys online. Instruments The use of quantitative research methodology is employed in this study which is the questionnaire. The questionnaire consists of 6 questions divided into 2 sections which comprises of demographic information and questions concerning sleep assessment. All are close-ended questions. Question 1, 2 and 3 consist of multiple choice questions while Question 4 consists of Yes/No question. Question 5 and 6 are Likert scale type of question and students are required to answer all questions. Respondents The respondents of the study were the students from Arts and Sciences programmes at CFS IIUM. A total of 50 questionnaires were distributed manually and via online surveys. Of these numbers, 16 are Arts students while 34 are Sciences students. Procedure The questionnaires were distributed randomly to all CFS IIUM students at various places such as classrooms and hostels. The surveys were also conducted online. Data Analysis For data analysis, data were entered into the computer and tabulated. The tabulated data were then presented in the form of bar graph, column graph and pie chart by using the spreadsheet software which is Microsoft Office Excel. Data were analyzed from the graph to describe the data as it was easier and more readable. Findings and Discussion This section discusses the results of the research on the relationship between sleep deprivation and academic performance among CFS IIUM students. The findings will be divided into important topics found from a survey received from 50 students of CFS IIUM. The Awareness on The Importance of Sleep Figure 1: The Importance of Sleep Among Students Figure 1 shows how each student rated the importance of sleep. Referring to the graph, it is found that majority of CFS IIUM students were aware that sleep is very important which comprises 58% of them and almost 40% of students said that sleep is important while only 4% believe that sleep is not important. Majority of the students of CFS IIUM were aware with the importance of sleep regardless of what courses they are in. The results were anticipated as the respondents were all students and they probably had known many facts about sleep from various reading material such as magazines and books. Besides, there were handful of students with computers and internet that made it easier for them to search about this issue. To sum it up, the students awareness on the importance of sleep generally yields a satisfactory result. Number of Hours of Sleep Figure 2: Hours of Sleep per Night Figure 2 shows the average hours of sleep students get per night. Based on the figure, the results clearly show that most of the students sleep for 4 to 6 hours per night. Least students are to have been sleeping for only 1 to 3 hours and 10 to 12 hours per night. In addition, less of the students sleep for 7 to 9 hours per night. Contrary to the previous finding, even though most of the students were aware of the importance of sleep, many of them slept for only 4 to 6 hours per night. This was maybe due to more time spent on studying and students were more likely to stay up past midnight working on tutorials and assignments. Briefly said, most of the students are sleep deprived as average adults need seven to nine hours of sleep to be considered as having a good sleep habit (Morganthaler, 2011). Sleep Behaviour Figure 3: Having a hard time falling asleep at night Figure 3 demonstrates the percentage of students who have a hard time falling asleep at night on a scale of one to six, six being very true and one being not at all true. Majority said that having a hard time falling sleep at night is not true (30%) while only 8% said that it is very true. A possible explanation for this might be that most of the students were not suffering from sleep disorders. This was because having a hard time falling asleep at night indicates disturbance in sleep quality but not sleep quantity. Thus, it was probably the students, although sleep deprived, were still having good quality of sleep. Figure 4: Getting sleepy in class Figure 4 shows the percentage of students who get sleepy in class on a scale of one to six, six being very true and one being not at all true. From the figure, we can see that thirty-four percent of students said that they are neutral in getting sleepy in class and only eight percent said it is true. As what had been discussed previously, getting sleepy in class was also one of the effect of poor sleep quality. Majority said that they are neutral which means the chance to get sleepy is equal. This result shows that the act of getting sleepy is negatively correlated with less quantity of sleep. It might be due to that even most of the students slept for only 4 to 6 hours and considered as sleep deprived, their chance of dozing in class is lower indicating better sleep quality. Figure 5: Pulling all-nighters studying In general, Figure 5 reveals the percentage of students who pull all-nighters on a scale of one to six, six being very true and one being not at all true. Majority of the students chose to be neutral and none of them stated that it was very true to pull all-nighters studying. Pulling all-nighters brought the meaning of when you stay up  all  night through to the next morning with no sleep, for example, studying or working to meet a deadline. The students might be pulling all-nighters infrequently. The possible factors that might lead them to pull all-nighters were studying for upcoming quizzes and examinations and also working on assignments. Figure 6: Having a consistent sleep schedule Figure 6 demonstrates the percentage of students have a consistent sleep schedule on a scale of one to six, six being very true and one being not at all true. Majority of the students stated that it is not true to have a consistent sleep schedule. These findings suggest that the students were not having a consistent sleep schedule due to their busy daily routine. They spent most of their time studying, therefore they tend to have irregular sleep and wake times. The Correlation Between Sleep Deprivation on Academic Performance Figure 7: The Relationship Between Sleep Deprivation and Academic Performance Figure 7 shows the relationship between sleep deprivation and academic performance. Most of the students who obtain CGPA 3.0 to 3.9 and 4.0 slept for 4 to 6 hours per night. The number of hours of sleep for students who achieve CGPA 2.0 to 2.9 are also 4 to 6 hours. This part will present the correlation between sleep deprivation and academic performance among CFS IIUM students by assessing their CGPA. It is hypothesized at the beginning of this study that students who are sleep deprived has lower CGPA than students who sleep well. What is very significant here is, even though, the students were sleep deprived, they still managed to obtain good results and higher CGPA. But, the students who achieve lower CGPA were also those who suffer from sleep deprivation. In other words, sleep deprivation may and may not affect students academic performance. It is probably other factors that may give impact on students academic achievement other than sleep deprivation such as learning style and level of intelligence. This result of this study seemed to confirm the findings of a study by Mehrunissa and Anam (2011) which also suggested that sleep did not seem to have any effect on the academic achievement. This finding however contradicts another past research finding. Previous research suggested that sleep deprivation has a positive relationship with poorer academic performance. The results pertaining to sleep deprivation showed that sleep quantity, and not sleep quality correlates with academic performance (Lowry, Dean Manders, 2010). Sleep Deprivation Between Arts and Sciences Students Score Number of Students 1 6 10 7 8 7 9 15 30 16 > 3 Table 1: Score of Epworth Sleepiness Scale Table 1 shows that majority of the students obtain the score of 9 to 15 which comprises 30 of them. Scoring 9 to 15 indicates that the subjects are sleepy and should seek medical help. Only 3 obtain 16 or more which showed that they were dangerously sleepy. 10 students score 1 to 6 which means they get enough sleep and not sleep deprived. Furthermore, 7 students obtain 7 to 8 which is the average score indicating also adequate sleep. From Table 1, the students were classified according to their programmes, Arts or Sciences. Figure 11: Comparison of Sleep Deprivation Between Arts and Sciences Students Figure 11 demonstrates the comparison of sleep deprivation between Arts and Sciences students. Based on the Epworth Sleepiness Scale scoring on a scale of zero to three, three being high chance of dozing and zero being no chance of dozing, it is found that Arts students were more sleep deprived than Sciences students. 75% of Arts students suffered from sleep deprivation and only 62% of Sciences students were sleep deprived. This result may be explained by the analysis of Epworth Sleepiness Scale previously which is used to measure level of daytime sleepiness. The questionnaire asked the subject to rate his or her probability of falling asleep on a scale of increasing probability from 0 to 3 for eight different situations that most people engage in during their daily lives, though not necessarily every day. A score of 10 or more is considered sleepy. A score of 16 or more is very sleepy. If you score 10 or more on this test, you should consider whether you are obtaining adequate sleep, need to improve your sleep hygiene or need to see a sleep specialist. Conclusion This research investigated the relationship between sleep deprivation and academic performance. Primary data were collected by randomly distributing questionnaires to 50 students. The following conclusions can be drawn from the study. To begin with, this study has shown that majority of the students knew the importance of sleep in their life. Nevertheless, most of the students in CFS IIUM in this study sleep for only 4 to 6 hours and may be considered as sleep deprived. The occurring of sleep deprivation might be due to their hectic lifestyle. In addition, the students in this study seemed to have quite a good sleep habit and behaviour. The results pertaining sleep behaviour showed that most of the students have a good sleep quality even they were lacking sleep quantity. The main gist of this study is the correlation between sleep deprivation and academic performance. This study showed that majority who obtain higher CGPA were those who slept for less than 7 hours, but the students who obtained lower CGPA were also those who slept less. Thus, the results of this study support the idea that sleep deprivation are not significantly related to academic performance among CFS IIUM students in this study. Undeniably, there are limitations in this study. One of the limitations is that this research was conducted only to 50 respondents of CFS IIUM students. The sample size may also have been insufficient to assess the topic under study. Moreover, the questionnaires were also distributed randomly causing uneven number of Arts and Sciences students. The results may differ when compared to other institutions.

Beowulf Biblical Allusions Essay

Therefore, taking Christ and comparing him to the equally gallant and exciting ere Beowulf from the poem â€Å"Beowulf,† demonstrates the ways that the two figures share numerous similar qualities. In many ways, â€Å"Beowulf† has countless connections to the well-known Christian bible. The most obvious relation to the bible that â€Å"Beowulf† has is the link that the character Beowulf shows to Jesus Christ. Beowulf functions as the Jesus Christ figure in the poem, with explicit associations between the two heroes. Jesus Christ is known to be the savior to his people. He Is kind and assists those In need.Beowulf shares this characteristic with Christ. Beowulf comes to Warthogs to offer neighborly help with no selfish Intentions In defeating the monster that has brought chaos to the Danes. In many ways Beowulf has been considered a savior to the Danes, and was highly regarded. The connection with Christ and Beowulf Is apparent with this presentation of Christ and Beowulf character. Jesus Christ and Beowulf also share common fates. When all but one disciple abandoned Christ, he was left alone to die by the crucifix. There is a connection to this biblical event when Beowulf is an elder fighting the dragon.All of his comrades left him to die, with the exception of Wigwag. These events bond the two figured together, and further prove Beowulf characterization duteous Christ. Christ also is destined to be at a constant battle with Satan. Beowulf Is similar to this with the fact that he must also constantly battle satanic creatures such as Greened, Grenade's Mother, and the Dragon. The link between the two figures Is thus further proven and Is apparent In this epic poem. Beowulf and Christ together are two tremendously comparable figures In the poem â€Å"Beowulf,† and the Bible.Anglo-Saxon pagan ideals contrast heavily with the Biblical allusions that Beowulf brings to the poem, and yet bring Beowulf and Christ closer together as one analo gous character. Christ and Beowulf bring comfort to their people, and serve as saviors to them as they valiantly battle and sacrifice their lives to the evil Satanic powers. However, despite the alleged respect and honor that the characters' people have for them, they both lose their lives due to betrayal. Jesus is left to die by reason of his traitorous disciples, and similarly Beowulf is abandoned in Attlee by his cowardly fellow warriors.Both figures met the same fate, and lost their lives. These events not only connect Beowulf to Christ In the poem, but also show that the poem has many Biblical allusions within Its context. Furthermore, while many people can easily be Inspired by Jesus Christ, many have yet to understand the similar aspects that Beowulf shares with Christ. It Is clear that the widely known Bible has influence everywhere in the world- among people and literature. Jesus Christ is acknowledged in a multitude of other famous literary works.

Relationship Between Companies And Their Customers

Since the 1990s, the rapid development of the technologies and the internet has greatly increased the opportunities and the possibilities for marketing and has changed the way of the relationship between companies and their customers are managed (Bauer,2002). The competition in the market has become more intense, an increasing number of services provider have adopted the techniques of customer’s relationship management (CRM) in order to strengthen their competitive position (Roh et al., 2005). The businesses that entering to compete in a market that trying to weaken the existing and solid ones, due to the new ways of doing businesses. The causes that have led all these change, is the continuous changes and the development of the technology. The reason of this reality is the concept of CRM which developed is such a manner that nowadays it has imposed as a strategy for a preservation of a long term relationship with customers (Mendoza et al., 2007). 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Pre Algebra Number Problem Worksheets With Answers