...Things we can learn from the Japanese: 1. Honesty * The single most important thing we could learn from the Japanese people is honesty. Very little theft occurs in Japan and for the most part, most lost items are either always returned to their rightful owners or brought to police stations where said items could be claimed. Only 6.6 bikes are stolen for every 100,000 people in Japan. In wake of the tsunami and past catastrophic events you see that the people of Japan were not looting. Instead they were helping each other out in finding their belongings instead of taking advantage of other individuals, unlike what we’ve seen here in the United States after Hurricane Katrina. 2. Indebtedness * Japanese parents give so much to their children when they raise them. For giving life to the child and nurturing them, the child is indebted to their parents, and does whatever it takes to please them. A lot of Americans take what their parents have done for them for granted. I know I don’t, but many do. I wish more of my peers fully appreciate the many sacrifices that were made to fulfill their wants and needs. My siblings and I have been a financial burden on my parents and I see their struggle to this day, but I have high hopes of making it up to them once I attain my degree and provide for them so that they can retire. 3. Group Orientation * Americans are not the greatest when it comes to group-oriented work. The Japanese focus on the good of the whole...
Words: 1040 - Pages: 5
...2013 – 2014 1 MAKOTO DIY SUSHI JAPANESE RESTAURANT ICMB 493 DIRECTED RESEARCH 5180385 Phupisit Smittinet 5280077 Sarinpat Jiraphongchaijul 5280089 Napat Punvawuthikrai 5280801 Pichaya Unchuleepradit 5280883 Tanasak Visessintop TABLE OF CONTENTS Page 6-7 8 9 10 10-11 11-14 15 15 17 18-22 18 18-19 19-22 23-24 25-29 25 26-29 30 31 32 33-34 35 35-36 36 37 38 39 40 41 42 43 I. Executive Summary EXECUTIVE SUMMARY II. General Description 2.1 COMPANY OVERVIEW 2.2 STRATEGIC PLAINNING 2.3 TRIPPLE BOTTOM LINE 2.4 CUSTOMER BENEFITS 2.5 STRENGTHS AND CORE COMPETENCIES 2.6 BUSINESS MODEL III. Market Plans 3.1 MARKET AUDIT a. MARKET SIZE AND MARKET SHARE b. MARKET TRENDS AND OPPORTUNITIES c. MARKET ENVIRONMENTAL ANALYSIS 3.2 SWOT ANALYSIS 3.3 MARKETING STRATEGIES a. TARGET MARKETS b. MARKETING MIX (4PS) 3.4 MARKETING IMPLEMENTATION 3.5 EVALUATION AND CONTROL IV. Operational Plans 4.1 LOCATION 4.2 LEGAL ENVIRONMENT 4.3 PERSONNEL 4.4 INVENTORY 4.5 SUPPLIERS V. Management and Organization ORGANIZATIONAL CHART a. JOB DESCRIPTION b. RESPONSIBILITIES MAPPING VI. Startup Expenses STARTUP EXPENSES TABLE OF CONTENTS 44 45-46 47 48 49 50-52 VII. Financial Plans 6.1 TWELVE-MONTH...
Words: 9383 - Pages: 38
...epicenter, which was a very disappointing trip. Little Tokyo proved to be quite the opposite, as I was able to ascertain a much deeper understanding of the Japanese culture because of it, and at the same time was able to reflect on the differences and similarities of my Filipino heritage. From what I was able to gather, the Japanese and Filipino cultures have quite a few significant differences, but have more similarities than I originally anticipated. As the name would suggest, Little Tokyo is fairly little, with its borders spanning a radius of only a few blocks. Walking from one end of the town to the other took no more than five minutes. That afternoon, we started our trip right in the middle of all the activity, into the mouth of a little alley known as the Japanese Village Plaza. People were walking in and out of cosmetic stores, bakeries, bars, gift shops, a brightly lit Sanrio store, cafes, a market, and a number of restaurants serving sushi, shabu shabu, ramen, even Korean barbeque. Many of these shops were playing traditional Japanese music, and interestingly, almost all of the employees that worked in these shops were women. The same could be said about the restaurants, as many of the servers were also women. The chefs on the other hand were all men, which may be one aspect of gender roles in the neighborhood. The Japanese had great pride in serving the food they prepared, something my sister and I noticed while eating at one of the more traditional ramen houses. There...
Words: 1783 - Pages: 8
...foreign language well? Why is it important to learn a language? Now, as everyone knows, English is the most widely spoken language, so almost all of the people in the world want and intend to learn it, but just mastering a language is not enough to live in modern society. So many people also learn other rare foreign languages, such as Japanese. If people want to master the language of Japanese, they should know the characteristics of the Japanese language, the relation between language and culture, and learn some methods to learn Japanese well. Frist of all, we have to know the function of the language. There are five main characteristics about Japanese. First of all, Japanese is an SOV language subject, object and verb. The second one is ellipsis. It is possible that sentences can omit its subjects, transitive verbs, and third person pronouns in Japanese. Polite and honorific expressions are the third one. Its abundance in grammar’s and vocabulary’s means for make a distinction between diffident levels of politeness and civil in Japanese and are well known in the world. Forth is passiveness. Intransitive verbs can be used in passive sentences in Japanese. Verbs are just charged their forms of verbs and put in the end of sentences. Fifth is a unique one that they have their own women’s language. The difference between first person and second person is used by men and women, which is the most common words that distinguish men and women’s language. As a result, people can just thoughts...
Words: 756 - Pages: 4
...laid the foundation for a “new” Japan. Although Japan had many outside influences after World War II, Japanese culture shares few similarities to those in America today. Values are one's judgment of what is important in life to guide his or her behavior in society. Formality is the strict following of rules of behavior under customs and rules of convention in an area. It would be one of the differing values between the Japanese and Americans. The idea of formality in Japan is one that is held to a relatively high importance, while formality in America generally tends to be of lower importance. The Japanese base their actions and interactions based on certain formalities that must be upheld in order to treat others with respect. On the other hand, Americans don't have a certain set of formalities that their actions or interactions are based on. Examples include how a person acts at the dinner table or how a person interacts with others in their society. Different formalities cause people of different cultures to act in a certain way. As a result, if formalities of different cultures were to intermix, many people would be shocked or taken back by the behavior of the people in the other society. The Japanese have a strict set of rules instilled into the people since a young age that guides them through everyday actions. For example, during meals in Japan the Japanese follow certain speech and action patterns. To start off a meal, they say, “Itadakimasu” which translates ...
Words: 1781 - Pages: 8
...Culture Identification Paper Japanese Culture April Bane Culture is a way of life. It is invisible like the air, but as obvious as the ground below. It is dynamic and evolving. Culture is defined as an accumulated pattern of values, beliefs, and behaviors, shared by an identifiable group of people with a common history and verbal and nonverbal symbol systems (Neulip, 2012). One such identifiable group is the Japanese. They have selectively adapted to outside influences yet their evolving culture constantly remains sensitive to nature, time, space, honor, loyalty and sincerity. As a result of this adaptive style, the Japanese culture is distinctive and as a group they are survivors. Japan is a very homogenous culture with 98.5 percent of the population being ethnic Japanese (Martin, 2012). This factor alone identifies the Japanese as a macroculture, or group, which is not to be confused with a microculture. Microcultures are those identifiable groups of people who share a set of values, beliefs, behaviors and who possess a common history and a verbal and nonverbal symbol system that is similar to the dominant culture but varies in some way, perhaps subtly. Microcultures can be different from the larger culture in a variety of ways, most often because of race, ethnicity, language, or behavior. Generally, they are the result of immigration, annexation or colonization. Microcultures also inhabit the same geographical area as the macroculture. It is...
Words: 1323 - Pages: 6
...Geane Louise J. Mendoza BSBA-MM 4-5D JAPANESE LITERATURE I. History A. Ancient Literature (until 764)- “Nara Period” (AD 710 to 794) * Kan’ji- Logographic Chinese Characters which is first writing system used by Japanese that was introduce by Chinese. * Kana- are syllabic Japanese scripts, a part of the Japanese writing system contrasted with the logographic Chinese characters known in Japan as kanji. * 3 Kana Scripts: * Man’yogana- (old syllabic) * Katakana- (modern angular) * Hiragana – (modern cursive) * IMPORTANT LITERATURES * Kojiki- ("An Account of Ancient Matters") (711-712) a historical record that also chronicles ancient Japanese mythology and folk songs. * Ō no Yasumaro (Died on August 15, 723) was a Japanese nobleman, bureaucrat, and chronicler. * Empress Genmei (Genmei-tennō 660 – December 29, 721), also known as Empress Genmyō, was the 43rd monarch of Japan, according to the traditional order of succession * Urashima Tarō is a Japanese legend. * Nihon Shoki - sometimes translated as “The Chronicles of Japan”, is the second oldest book of classical Japanese history. * Fudoki-refer to the oldest records called Kofudoki written in the Nara period. * Rikkokushi-is a general term for Japan's six national histories. * Shoku Nihongi-is an imperially commissioned Japanese history text. B. Classical literature (794–1185) “Heian period” -Golden era of art and Literature. * Kogo Shūi is a historical record of the Inbe...
Words: 700 - Pages: 3
...Running head: THE HISTORY OF JAPANESE GETS REVIEW The History of Japanese Gets Review The History Of Japanese The Proto-Japanese (Yamato) became a centralized state describing and explaining governing laws such as the Taika Reform which is further known as the Asuka Period. In (552 A.D.) in Nihon Shoki Buddhism was introduced. A prince named Shotoku was known as spreading peace to Japan through the Proclamation of the Seventeen articles known as the Seventeen Article Constitution. (Japanesehistory.info, 2011, p.1). He devoted many efforts in Japan, not only Buddhism but the Chinese as well. Leading on to the Heian System, the court was over worried about the Effete Arts and started to ignore administrations and military affairs. During this period there were three types of land-holdings, which were called Rank-Land (family), Salary-Land (Imperial) and Merit-Land (Outstanding Effort). As the system was being held by the nobles it became more powerful. Warriors and Nobles were continued struggling. Around (1156 A.D.) the Hogen Rebellion was released which was complicated to the court so as a conclusion leading warriors as fighters. Laws of Japanese Congress (1791) states that Freedom of Religion is the First Amendment. “Congress shall make no law respecting establishments of religion, or prohibiting the free exercise thereof…” (Congress, 1791, p.1). In opposition, hundreds of years ago, the Japanese law required Buddhism. The United States...
Words: 499 - Pages: 2
...a score of 54, Japan is a mildly hierarchical society. Yes, Japanese are always conscious of their hierarchical position in any social setting and act accordingly. However, it is not as hierarchical as most of the other Asian cultures. Some foreigners experience Japan as extremely hierarchical because of their business experience of painstakingly slow decision making process: all the decisions must be confirmed by each hierarchical layer and finally by the top management in Tokyo. Paradoxically, the exact example of their slow decision making process shows that in Japanese society there is no one top guy who can take decision like in more hierarchical societies. Another example of not so high power distance is that Japan has always been a meritocratic society. There is a strong notion in the Japanese education system that everybody is born equal and anyone can get ahead and become anything if he (yes, it is still he) works hard enough. Individualism The fundamental issue addressed by this dimension is the degree of interdependence a society maintains among its members.It has to do with whether people´s self-image is defined in terms of “I” or “We”.In Individualist societies people are supposed to look after themselves and their direct family only. In Collectivist societies people belong to ‘in groups’ that take care of them in exchange for loyalty.Japan scores 46 on the Individualism dimension. Certainly Japanese society shows many of the characteristics of a collectivistic...
Words: 1300 - Pages: 6
...Japanese Study 101 In the year AD 391, a Japanese expedition arrived in Korea, at the time divided among several warring kingdoms, and gave considerable support to the king of Paikche in his struggle with the king of Koguryo. Not many years later the king of Paikche repaid the king of Japan, sending him sumptuous clothing, jewels, and also a collection of books, thanks to which the Land of the Rising Sun came in contact with “written language.” (We can point out in passing that Korea also later replaced Chinese characters with a syllabic system, called Hangul.) The first monks and scribes hired by the Japanese government came directly from China. The oldest Japanese inscription is one commemorating the construction of Uji Bridge by the monk Doto of the Gango-ji Temple in Nara in AD 646. During the eighth century, with the assertion of support of Buddhism in Japan, the members of the Japanese court undertook the copying of the sacred texts of the new religion. They did so out of devotion, but also to show off their culture and refinement. In their efforts they were instructed by monks that remained faithful to the Tang tradition. The best-known calligraphy of this genre was created by empress Komyo (AD 701 – AD 760), wife of Emperor Shomu. In the ninth century the three calligraphers Ono no Michikaze (AD 894-966), Fujiwara no Sari (AD 944-998), and Fujiwara no Kozei (AD 962-1027) – known as the Sanseki (“Three Brush Traces”) – broke with this tradition and in a certain...
Words: 2404 - Pages: 10
...JAPANESE TERMS FOR YELLOW BELT Anza - Cross legged sitting posture Ashi Sabaki - Foot movement, can also mean leg and foot movement Chudan - Middle (area from neck to belly button) Dojo - “The way hall”, the karate practice area Gedan - Lower (area from belly button to knees) Gi - The Karate uniform, also called “do gi” Hiza - Knee, “take a knee” used for children; actual command is ashi orishiku. Jisen Dachi - Full contact sparring stance Jisen Kumite - Full contact sparring, “actual combat sparring” Jodan Tsuki, Chudan Tsuki, Gedan Tsuki: High punch, middle punch, low punch Jodan Uke - Chudan Uke, Gedan Uke: High block, middle block, low block Jodan - Upper (area from top of head to neck) Kamaete - Assume the posture, a command Kata/Gata - “Mold”, as in forming from clay, term used for formal karate training forms Kiai - “Energy release”, the name of the karate sound made when striking Kihon - Basic Kiotsuke - Energy all together, a command for the class to stand at attention as a unit Kumite - “Touching hands”, sparring Mae Geri, Yoko Geri, Mawashi Geri, Ushiro Geri - Front kick, side kick, round kick, back kick. Naihanchi Dachi - The stance used in the ancient Nahanchi Kata Naihanchi - Ancient Okinawan Kata, obscure meaning, likely meaning is “gripping the ground as an animal” from an ancient Okinawa Hogen dialect. Obi - Belt Rei - Courtesy, bow Ryukyukan - “Dragon Ball House” , Ryukyu’s are the islands of Okinawa, kan is house Ramtown Karate ramtownkarate.com Yellow/Orange...
Words: 666 - Pages: 3
...The children of the camp attend schools that were using the same curriculum has the schools in the states they were located in. High school student had a vocational school where they learn about being a farmer or a machinists. Some of the Japanese americans enlisted in the United States Army where more than half of them were apart of Japanese combat teams.(“Japanese American”) Most of Japanese food was grown by the members of the camps on farms around the camps. They made use of land that was not able to support the growth of vegetation before and changed it with techniques they created. The camps farms did not only support the one camp, but the other ones as well. Japanese doctors still ran a practices inside the camps these doctors were paid...
Words: 367 - Pages: 2
...World War II: The Internment of Japanese-American Citizens American History 129 History 129 Professor 22 April 2005 On December 7, 1941, the United States of America suffered from an unanticipated attack on Pearl Harbor. President Franklin D. Roosevelt stated that this day would live in infamy. This attack brought forth an array of drastic changes for the lives of Japanese-American citizens that were currently living in the United States at the time. Officials in Washington became highly involved in deciphering a plan to prevent further espionage, and sabotage from happening. After the attack many Americans had strong anti-Japanese attitudes (NARA). This brought the Executive Order 9066 into full effect. Two months following the attack on Pearl Harbor, President Roosevelt decided to instate the Executive Order 9066 into full effect. Executive Order 9066 was the starting point for the internment of Japanese-American citizens living inside of the United States. Officials feared that Japan had plans of further invading the homeland. Officials believed that Japanese-American citizens would side with Japan, and aid them rather than the United States. Order 9066 would bring the fear of invasion to a since of security. This order had to power to have the ability to relocate all people of the Japanese decent on the western coast to the Midwestern states, and it did exactly that. This order affected 117,000 people of Japanese descent, and two-thirds of those...
Words: 1025 - Pages: 5
...From the years of 1910-1970, Japanese Americans became thriving members of society despite the discrimination and social issues caused by World War II. The Japanese were highly superior in agriculture, contributed to the American market and even volunteered in World War II. The Japanese even volunteered in World War II for a country that didn't even accept them. Japanese Americans have made significant contributions to the agriculture of the United States,especially in the west. Japanese immigrants introduced farming techniques that enabled the cultivation of fruits, vegetables, and flowers on previously marginal lands. While the Issei, 1st generation Japanese Americans, survived and thrived in the early 20th century, most lost their farms during the internment during World War II. Japanese American detainees irrigated and cultivated lands...
Words: 650 - Pages: 3
...Japanese Cultural Evaluation XBCOM 275 Mr. Abel March 05, 2014 Japan is a country full of cultural differences, some of which are long practiced traditions that affect the business aspects of the country’s economy. Taking the practiced traditions into consideration means that business presentations or arguments must be changed and conveyed accordingly. First we look at some of the culture differences within the country and then we will look at the different ways that presentations or arguments would need to be changed based on those differences. The people of Japan still practice traditions in such a way that may appear unfamiliar to most. Most of the country holds value dimensions, in this order, to be very important to their survival in the country. The first and foremost important aspect of the value of the Japanese is power distance. This is simply a well respected superior who looks out for his company and his employees (Onken, 2014). The second aspect of value in the Japanese culture is uncertainty avoidance. The Japanese people must know what is going to happen next, at all times. There are even specific laws and procedures in place to help keep a sense of nationalism. The country is very important to the people. Thirdly, there is collectivism. The people have a very strong sense of dependence and a very strong sense of belonging to “the organization” (Onken, 2014). According to a Japanese culture website, due to the social pressures and fear of humiliation, most...
Words: 662 - Pages: 3
