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Cambridge Who's Who Sales Technique Video

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It can sometimes be a challenge to continually meet and exceed expectations for success, whether imposed by oneself or by others. That’s where the Cambridge Who’s Who ^® Motivation Tips video comes into play, where you will hear inspiring stories from people who have overcome tremendous obstacles to realize their dreams and achieve their goals.

By Cambridge Who’s Who^® Member and Mark Kass, Ph.D.

Cambridge Who's Who Member and Contributing Author Mark Kass, Ph.D.

India and China are justifiably two of the world’s emerging superpowers whose prestige were most recently demonstrated both by President Obama’s state visit to India to look for opportunities to increase trade between India and the U.S. (Nov. 7, 2010 through Nov. 10, 2010), as well as the ongoing U.S. tête-à-tête with China regarding the country’s economic and military power.

Raghav Bahl, the Managing Director of Network 18, India’s largest television news network, brings great resources to bear in his analysis of why the race between China (the Hare) and India (the Tortoise) is important with particular reference to describing the attributes of both countries, as well as the implications for their rivalry over the next half-century (Bahl, 2010).

Who does Bahl believe is going to win this race, and what are the implications for the U.S. in particular and the rest of the world in general?

Bahl’s analysis is superb with respect to his sophisticated evaluation of the economic and political characteristics of both countries. He posits that in the short-term, China has the greatest advantages, owing both to its manufacturing base, as well as its ability, through the medium of large cash surpluses, to bargain persuasively and effectively with respect to mergers and acquisitions outside of China, as well as its capacity, through a planned economy, to create and implement effective five-year plans.

That being said, there is a downside to the Chinese miracle as well: The Chinese have exploited the global consumer-led economic demand surge by focusing on investments and exports. As Dahl notes, “This has made it vulnerable to the fortunes of non-Chinese consumers.” He observes that the Chinese expansion has come at the expense of civil liberties most recently exemplified by their reaction to the awarding of the Nobel Prize to the Chinese dissident and scholar Liu Xiaobo. Finally, the other compelling factor for preservation of the Chinese miracle is the advancing age of their population.

India, as Dahl argues, also brings great resources to bear in this race, but they are perceived to play second fiddle in their mutual competition to, at this point, the overwhelming prestige and power of China. India’s strengths relate to its vibrant democracy — the world’s largest — as well as the ability of its robust entrepreneurial classes to develop and implement innovative solutions to global business opportunities using English as their lingua franca. This is further complemented by the relative youth of the India population.

Where India is disadvantaged in at least the medium-term, is in their paucity of modern infrastructure, as was evidenced by the difficulties relating to the 2010 Commonwealth Games (Oct. 3, 2010 through Oct. 14, 2010), and their ongoing rivalry with Pakistan. Further constraints on India’s economic competitiveness include the prevalence of internal armed insurrections that continue to spring up within India proper.

Why is this book important, and what are the implications for the rest of the world regarding both the race between the Chinese Hare and the Indian Tortoise, and the ability of the U.S. to steer an advantageous course with respect to both of these competitors?

First, Mr. Bahl exhibits an exquisite sensibility and intimate sense regarding the attributes and flaws of both of these countries. Though he is an Indian patriot, he is, through the benefit of a fine analytical mind, able to analyze in some detail the policy implications of Chinese strengths and weaknesses.

He is quick to note that China, owing to the ability of leaders such as President Hu Jintao and Prime Minister Wen Jiabao to effectively use their authority through the auspices of a planned economy to make the hard decisions regarding infrastructure and energy, will create certain advantages in their competition with India over the short- and medium-term (for at least the next 20 years). Bahl argues that the Chinese face a potential pivot point in 20 years, owing to the rapid aging of the Chinese population, and the pressures brought about by domestic Chinese consumers and ethnic factions that may impact their global competitiveness.

Bahl believes India’s advantages relate primarily to the fact that it is a democracy, and that English is the official language of the Indian government and commerce. Bahl describes India as being a tortoise whose greatest strengths rely in its ability to persevere for the long haul.

However, there are a series of compounding and potentially escalating implications for India as well. Can they continue to feed their population, as well as bring more and more of their populace into the middle class while overcoming infrastructure difficulties? Will India be able to capitalize on its business process re-engineering capabilities to make it an effective global player for the remainder of this century and beyond?

Both of these countries have compelling advantages and disadvantages as they continue to emerge on the world stage. Raghav Bahl has provided us with the benefit of his wisdom to further the process of analysis on how best to engage with both of these countries while at the same time helping to protect U.S. interests in its ongoing competition with both of these emerging global super powers.

This is a must-read for policymakers and forecasters of global economic trends.

Reference:
Bahl, R. (2010). Super Power? The Amazing Race Between China’s Hare and India’s Tortoise. New York: Penguin, 2010. Portfolio Hardcover.

Dr. Mark Kass is Managing Director of Ph. Diversified Services Worldwide, Inc., a global educational consulting firm (www.mark-kass.com), and is the author of “Intercultural Cooperation between Israelis and Palestinians: A guide to conflict resolution facilitation.”

Biography

Cambridge Who's Who Member and Contributing Author Mark Kass, Ph.D.

Cambridge Who’s Who^® member Dr. Mark Kass currently works as the Managing Director for Ph. Diversified Services Worldwide, Inc., a firm that specializes in assisting corporations, government agencies and non-governmental organizations (NGOs) in global political risk assessment, conflict resolution, and change management. Dr. Kass uses his extensive experience in management and leadership training to assist clients in managing the changes they encounter during periods of growth and periods of decline. His emphasis on creating or sustaining cultures of corporate innovation during periods of change has helped his clients manage their businesses effectively through turbulent economic challenges, both nationally and internationally.

Dr. Kass has lectured and taught widely throughout the world. His lecture topics have included the management of political and business cultural conflicts during organizational transitions; the implementation of change control management strategies; and the design of global training and educational curricula for major universities and international organizations.

Dr. Kass received a doctorate in international relations from the University of Missouri. He also received a master’s degree in international relations from Creighton University, and a bachelor’s degree in political science from Grinnell College. His personal interests include music and martial arts. Dr. Kass also reviews books for the New York Journal of Books.

Dr. Kass’ most recent published work, “Intercultural cooperation between Israelis and Palestinians: A guide to conflict resolution facilitation” demonstrates how conflict and change management within the Israeli-Palestinian geo-political dispute has relevance and solutions for understanding effective cross-cultural communication in the workplace.

For more information, or to connect with Dr. Kass, please visit www.mark-kass.com.

Article(s) by Mark Kass

• A Clash of Titans: the emerging rivalry between India and China New!

By Cambridge Who’s Who^® Member and Contributing Author Kerri Duncan, Ed.D

Cambridge Who's Who Member Kerri Duncan, Ed.D.

Communication is a large part of the process of diagnosing a child with autism. A speech therapist is your best bet in assisting with a diagnosis in this area. You may also want to confer with your child’s doctor, parent educator, developmental specialist or neurologist. Remember, communication is a big part of the puzzle in diagnosing someone with autism, but it is still only a piece of the puzzle. The areas to look for include:

• Reduction, absence or loss of expressive (spoken) language.
• No attempt to replace language with another method of communication.
• Inability to converse with another person even if speech is present.
• Repetitive use of words, or echolalia (echoing words without meaning to the listener).
• Absence of imaginative play atypical to a specific age group.
• Inability to read nonverbal language presented by others.
• The child may have language, but doesn’t necessarily understand the “nuances” of language.

Sometimes children have language, but lose it around the age of 18-24 months. Other times, children never develop language at all. It is a very good sign of further language development if children babble, echo or appear to want to talk, and are socially interested in communication. At Rivendale, we use a total communication approach to teaching children language skills. We work closely with a language therapist and incorporate “verbal behavior” into our entire day.

For more information about autism, or how we can help you educate your child with autism, visit the Rivendale website at www.rivendaleinstitute.com or call Kerri Duncan, Ed.D.: (417) 864-7921 in Springfield.

Cambridge Who's Who Member Kerri Duncan, Ed.D.

Dyslexia is a language learning disorder that results in deficits in reading, spelling, and often, written language. Students who evidence dyslexia have adequate general cognitive ability, but manifest considerable difficulty in learning to read via conventional instruction. The primary difficulty students with developmental dyslexia face is word recognition, which is based on a deficit in their phonological coding — the process of translating subvocal units of prints into sound. Students with dyslexia have difficulty with phonics (the ability to sound out words), making reading less automatic and slower, thus interfering with their reading comprehension. Also, deficits in phonics make spelling considerably less accurate and automatic. The close relationship between reading and spelling exists because students use the same phonological code in different directions. When reading, one moves from letter to phonological representations; when spelling, one moves from phonological representations to letters.

Alphabetic Phonics is a derivation of the Orton-Gillingham multisensory approach to teaching reading, writing and spelling to children with dyslexia in small-group or one-to-one tutorial settings. As the name implies, Alphabetic Phonics stresses important characteristics of the English alphabet, especially phonology and letter sequence. Major emphasis is placed on teaching phonic skills for reading and spelling. Alphabetic Phonics is built upon Samuel Orton’s theory that dyslexia is caused by neurophysiologic-based disabilities that may be helped by multisensory teaching techniques that provide linkages between the visual, auditory and kinesthetic senses. 

Studies have proven that students who have been trained in the Alphabetic Phonics program made significant strides in their word recognition and reading comprehension when compared with control students in reading programs that did not use explicit instruction in the alphabetic code.

For more information about dyslexia, or how we can help you educate your child with dyslexia, visit the Rivendale website at www.rivendaleinstitute.com or call Kerri Duncan, Ed.D.: (417) 864-7921 in Springfield.