Government intervention in exchange rate

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Since 18, Australia has had a floating exchange rate. Under this system, exchange rates are determined by the free market forces of supply and demand.The Reserve Bank of Australia (RBA) may undertake foreign exchange market operations when the market threatens to become excessively volatile or when the exchange rate is clearly inconsistent with underlying economic fundamentals. Initially, the Reserve Bank of Australia was not intended to intervene in the market however since then it has been deemed necessary for intervention to take place, usually to prop up the price. These operations are invariably aimed at stabilising market conditions rather than meeting exchange rate targets.

there are a number of reasons why central banks choose to intervene in foreign exchange markets to affect the equilibrium value of their domestic currency.

First, it is to reduce unnecessary volatility in the exchange rate in order that the currency depreciation will fuel domestic inflation. Second, RBA increases the prices of imported goods. Third, the RBA intervenes regularly in foreign markets in australia for testing and smoothing purpose. that is, it enters the foreign market from time to time to test the market trends and to smooth out large transactions, eliminating unnecessary fluctuations in the foreign exchange value of the australian dollar.

in contrast, there are two primary arguements against the RBA intervening in the foreign exchange market. the first is the thenical issue of at what level to fix the value of the domestic currency. if the RBA attempts to fix the exchange rate at a level that is fundamentally different from the equilibrilum value that would arise in a flexible regime, then the RBA will either be running down its stock of foreign reserves- in the case where it has overvalued the domestic currency - or it will be continually building up its stock of foreign reserves - in the case where it has undervalue the domestic currency.

Cheap University Papers on Government intervention in exchange rate

the second, more important, arguement against fixing exchange rate is that fixed exchange rate remove the ability of RBA to operate independent domestic monetary policies.

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The the

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Colonists and Americans

From the end of the French and Indian War, there was a sense of unity brewing among the colonies. The colonies had to unite in order to overcome a common foe as expressed in the Albany Plan of Union that called a combined effort of defense throughout the colonies. However, even after the French and Indian War the colonies united once again to face an opponent that could not physically be shot down (A). The tremendous hole that was left in the pocketbooks of Britain's be treasury because of the French and Indian wars as well as previous wars caused a change in the economic policy for the colonies in the form of taxing and the enforcement of pre-existing laws. The collective taxing once again pitted the colonists against a common enemy. By the eve of the Revolution, the colonies knew what they were doing, and had defined their identity as no longer British or Englishmen but as Americans. Even by 1750, the colonists were already a distinct breed of people. Most were of mixed European background. Whether the colonists defined themselves as Americans at this point does not matter. They were a separate type of people who could be found in no other country (H). Yet, this alone would not be strong enough to define them as Americans just yet. The French and Indian War, though, was a major point in colonial unity. After the French and Indian War, colonists began to think of themselves as Americans rather than British or English. The heavy debt caused by the French and Indian War and other wars left the British only one option to tax the colonies. (STAMP & SUGAR ACTS) To defeat this, the colonies had to unite, for one colony or one town acting alone would have little or no effect and would result only in defeat and even harsher regulations. After the Stamp act was repealed, the colonies fully realized that their only chance of withstanding British attempts to tax them was to come together. Despite the collective boycotts of all colonies on British goods, the first real test of the colonial unity came when the Townshend Acts were declared. In addition to placing new taxes on tea, glass and paper, it also issued writs of assistance (general licenses to search property). More importantly, however, was the suspension of New York's assembly for colonial defiance of the Quartering acts. The colonies did not protest the taxes under the Townshend program because they were indirect taxes paid by merchants, but they did stand up for the closing of the colonial assembly of New York. The suspension of the colonial assembly of New York had no direct influence on the other colonies, but they showed their unity by still rising up against the Townshend program. Parliament itself was beginning to realize the differences between England and the colonies. Edmund Burke realized that America hardly resembled the towns of England, and that the nature of the colonies forbade them from being blended into the empire of England (B). England could not let the colonies go after they had fought so many wars to gain them, and they could not just not tax them, thus, making revolution inevitable, but not yet fully seen by both sides. The eve of the revolution marked a distinct integration of the colonies. All North America was now firmly united to "defend their liberties against every power on Earth that may attempt to take them away" (C). Those in the colonies were either for the colonies' actions, or against it. They were united together as patriots or loyalists (D). The patriots were willing to become self-sufficient. They were willing to donate large amounts of food and goods to other colonies (G). Before the fighting broke out at Lexington and Concord on May 1th, 1775, the colonies were indeed ready to become a self-sufficient body. They had defined themselves as Americans. While they may have been somewhat apprehensive (E) about the conflicts at first, they quickly began to thrust full steam at the British threat. Before the eve of revolution, the colonies had already begun to assert themselves as Americans and define their unity.

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The Portrayal Of Education in Jane Eyre

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The Portrayal of Education in 'Jane Eyre'

Jane Eyre provides a truthful view of education in nineteenth-century England. It is also largely autobiographical, as some of the events that happen in Jane's life also happen in Charlotte's for example, Janes time at Lowood is similar with Charlottes education at a school for daughters of the clergy, which she and her sisters Maria, Elizabeth and Emily left for in 184.

Jane Eyre is set in the early to mid eighteenth century and we see how life in the present compares to the time in which Jane lived. In the eighteenth century, school was not compulsory and that is why many people had little or no education at all. If you were wealthy, you would have a high-quality education, and you wouldn't have to work. If you were underprivileged however, your education, if any, would not be of a very good standard and you would have to work to earn enough money to survive.

In 'Jane Eyre' Charlotte Bronte used her experiences at the Evangelical school and as governess. Jane Eyre in terms of education is a severe criticism of the limited options open to educated but poor women, the idea that women ought to confine themselves to making puddings and knitting stockings, to playing on the piano and embroidering bags. It is also shows the separation of social classes.

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In "Jane Eyre" the clear division of classes and education is shown in the depiction of the higher classes in society being able to afford governesses for the education of a child where as the lower class children were sent to public schools.

Jane Eyre an orphan is living with her aunt Mrs. Reed and her three children; Eliza, John and Georgiana. J. Mrs. Reed believes she is from a poorer family and is only keeping her because she had promised her late husband, Jane's uncle that she would. Ten-year old Jane lives at the Reeds Gateshead Hall. It becomes obvious that Janes place in the household is not a comfortable one, and Mrs. Reed does not think highly of her.

After an accident in the 'red room' where Jane is knocked unconscious, she wakes up to find herself in her own bed. Mr. Lloyd, the apothecary, comes to see her, and the next day she is up and about, though she is still feeling a little dazed. Mr Lloyd starts to question her and asks her is she wanted to go to school, Jane answers yes.

A few months pass without the mention of school, until Jane is called down to meet with Mrs. Reed and Mr. Brocklehurst of Lowood School. There it is decided that Jane will go to Lowood Institution, which Jane later finds out is a charity school.

Lowood Institution was set up for girls that had lost one or both of their parents. These girls parents would have come from a professional background but most likely would have failed to produce the money to send their daughters to a fee-paying school. The hypocritical Mr Brocklehurst ensured that these girls were plain and humble, while his own wife and daughters dressed in fine, expensive clothes.

Lowood is described as a very underprivileged school. In chapter six, Jane wakes up to find out that the water in the basins had frozen overnight and as a result the girls would not be able to wash. When breakfast time came Jane gets her porridge it was "…not burnt; the quality eatable, the quantity small; how small my portion seemed!" The lessons mentioned include sewing and when Jane does well at school, is soon promoted to a higher class she starts French and drawing.

Like Jane, Charlotte Bronte also attended a girl's school, the Clergy Daughters School in Lancashire in 184 but returned home the next year because of the harsh conditions.

In chapter seven, it seems that the conditions in Lowood are no better than they were in chapter six. Jane's first quarter at Lowood passes and it is so cold that the girls feet swell from the walk in the cold to church. The girls do not have sufficient clothes for such weather, and they do not have enough food. Mr. Brocklehurst seems more concerned with his own wealth than that of the welfare of the pupils at Lowood, for example when Miss Temple tries to give the girls a lunch of bread and cheese, he tells her "Oh, madam, when you put bread and cheese, instead of burnt porridge, into these children's mouths, you may indeed feed their vile bodies, but you little think how you starve their immortal souls!" Miss Temple had to follow Mr. Brocklehursts rules because he was her boss.

Mr Brocklehurst sounds like the stereotypical 'demon headmaster' to which all must fear, and from the looks of things he isn't one to be meddled with. Jane tries to remain unnoticed by Mr Brocklehurst, however when she accidentally drops a slate, he brings her up and makes her stand on a stool in front of the class. He tells the class and the teachers that Jane is a castaway, and that they should avoid her example and exclude her, as he learned from her benefactress, Mrs. Reed that she is deceitful. Mr. Brocklehurst leaves the room, and Jane is to stand on the stool for half an hour. Jane is only able to stand it because she sees Helen Burns and her smile. Helen is Janes first friend at Lowood. She does not complain about the situation, but tries to be good, telling Jane that she should too. When the half-hour on the stool ends, and the other girls have gone to tea, and Jane gets off the stool and weeps. Helen brings her coffee and bread, and tells her that the others will not dislike because of what had happened and what Mr. Brocklehurst had said, as the girls don't like Mr. Brocklehurst.

When spring comes, the difficulties i.e. coldness, are lessened. However the school struck down with an infection as a result of "semi-starvation and neglected colds" and the institute is turned into a hospital therefore classes were broken up and the rules were relaxed. Sadly, some of the girls' die, among those was Helen Burns. Some of the girls who were privileged to have relatives were able leave the school.

When the public learns of how many had died from the infection at the school and how poor the conditions were, many wealthy individuals came forward and built a new building and made new regulations and improvements. While Mr. Brocklehurst is still the treasurer, a committee of more sympathetic men now aids him. It was likely that wealthy individuals funded most charity schools, in the mid eighteenth century. The bad health conditions follow the conditions of the school the Bronte's went to.

Jane is at Lowood for eight years, six as a student and two as a teacher. Miss Temple is there as superintendent the whole time, and while at first she is like a mother and governess to Jane, later they are close friends.

Miss Temple gets married and leaves Lowood, it is then that Jane realizes there is a world outside the confines of Lowood, so she puts an advertisement in the paper to be a governess, to which a Mrs. Fairfax in Millcote answers. There in Millcote, she becomes governess to a Miss Adela Varens. Having had a good education and teaching experience at Lowood, Jane was more qualified than most governesses. Janes lack of confidence in her abilities to fulfill the requirements of the job is unfounded. The education of Adela isn't really described in the novel. Jane is obviously kinder and more compassionate in her teaching than that of Lowood, Jane talks about what Adela can and can't do which suggests that she is teaching to Adeles personal abilities, following Pestalozzis theories.

Charlotte Bronte also tried her hand at being a governess In 181 she went to school at Roe Head, where she later worked as a teacher. However, she fell ill, suffered from sadness, and gave up this post. Charlottes attempts to earn her living as a governess were slowed down by her disabling shyness, her ignorance of normal children, and wanting to be with sisters.

Charlotte Bronte wrote Jane Eyre in 1847. At this time education followed the theories of the Swiss educationalist Pestalozzi, who was hated the restricting and hurtful disciplines that monitorial schools had. Montorial schools were schools that kept order by appointing monitors that gave advice and warnings to those who misbehaved. The monitorial system coincides with the systems created by Joseph Lancaster and Andrew Bell. Teaching in the monitorial system mostly involved memorization and spoken instructions. This is shown through Janes narration, At first, being little accustomed to learn by heart, the lessons appeared to me both long and difficult the frequent change from task to task, too, bewildered me. Both Burns and Jane excel only with great effort and by paying close attention. At the time Charlotte Bronte was writing Jane Eyre, Pestalozzis theory of learning was being practiced, which included kind, loving educators teaching the child through different sensory experiences. Lowoods system of a master teacher, under teachers, and monitors is similar to Bells complicated system. In addition, the brand of discipline given by Mr. Brocklehurst is similar to that of Lancaster.

Jane's horror at the harsh punishments at Lowood is meant to prompt a similar reaction from the reader. The disciplining of Jane (when she was to stand on a stool) was not necessary, it was the result of an accident. Most of the punishments at Lowood seem to be for minor and unavoidable infractions such as having dirty nails when the wash water was frozen.

Even though the health problems at Lowood were common among charity schools, the outbreak of typhus brought Lowood into the public eye, where the living conditions at Lowood were found unacceptable. When the school was moved and Mr. Brocklehursts power was lessened, the discipline was relaxed as well. More kind men were in power of the school and Miss Temple didn't have to follow Mr. Brocklehursts rules. While strict discipline was common in monitorial schools, it was not accepted by all, and lost favour as time went on. When Jane sums up the eight years between the passing of Helen Burns and her own leaving Lowood, she upholds the value of her education at Lowood, after Lowoods improvement While Bronte may have found the schools of the 1840s to be more efficient, she did learn much in her school days, as did Jane.

Janes jump from student to teacher at Lowood is quite rare. There is no mention in 'Jane Eyre' of Jane ever becoming a monitor, as many of the greatest girls were at Lowood, but it can be thought that she was before she became a teacher. Most under teachers in monitorial schools first went to a training school. Qualification requirements were often not needed in charity schools. It was also rare for a woman to be the master teacher at a monitorial school; it was usually men who had a university education to hold the position, although it was more common in charity schools. In putting Miss Temple in charge, Bronte parallels her own life at Miss Woolers school, as well as giving Jane a role model in Miss Temple.

St. Johns Morton School is an example of a class school. Again, Jane is never depicted teaching; only talking to her students after class. The school is accurate with the times, in which most of the public schools were now class schools. In these schools, a teacher is given a small class, allowing her to spend more time with each student, and every student would receive work suitable for his or her own age and ability. The passages which do show Jane at the school usually include praises of how well her students are doing and how the children of England are so much better than the children of the rest of the Europe. This belief also suggests that their education system is the best, including the newest form of schooling, the class school.

While at first Lowood was an awful experience, Jane ended up getting a very good education, and went on to offer even better education to other children. Jane Eyre illustrates the troubles that someone could face in the charity schools of the early nineteenth century and the development of that education system into a much better, more efficient system.

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Romeo and juliet

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Intimacy can be an excellent or terrible phase in life which may lead into serious matters such as death, family feud, tragedy, and suicide. This closely relates to Romeo and Juliet written by William Shakespeare. Despite the feuding families, the Montagues and Capulets, Romeo and Juliet try to be together. Many fights occur between the two families which leads to tragic deaths. In the end, Romeo and Juliet sacrifice their lives, and because of this the two families decide to resolve their differences. However, Romeo's death does not affect the way he feels about his true love. Due to Romeo's outlandish actions, it is evident that he will do anything for love.

Romeo highly anticipates finding true understanding for his passion and love for another. For instance, Romeo discovers Juliet at her balcony after the party and he says, "It is my love. O, it is my love! / I that she knew she were!" (..10-11). By implying that Romeo has fallen in love after seeing Juliet for the first time, it shows that there is meaning to the frequently said quote love at first sight. He has just met Juliet and immediately calls her his "true love." In addition to his search for true love, Romeo talks to Friar Lawrence the day after the party and says, "With Rosaline, my ghostly Father? No. / I have forgot that name and that name's woe." (.48-4). Romeo and Juliet are acquainted and he instantly forgets about Rosaline. Obviously, all Romeo cares about are his feelings for him and his loved one. Romeo has infatuation towards Juliet's beauty which he calls love.

Romeo tends to engage in physical trouble. At first, Romeo kills Tybalt which leads to Romeo's banishment. His anger and fury get out of hand to the point of no control. He does anything that he can do in his power to get his way. At the tomb where Juliet lays, Romeo kills Paris and himself. Juliet stumbles upon Romeo's body and eventually kills herself as well. Romeo's actions are incredibly insane. This shows that one little misunderstanding can lead to a major tragedy. The forces of nature are difficult to go against with the knowledge of destiny at stake.

Romeo's actions are liable to be absurd. For instance, Romeo finds out that Juliet is dead thus buying poison to commit suicide. Romeo's devotion towards Juliet is so powerful that he will do anything in his power to be with her. This results in bizarre actions that affect himself and others around him. Ultimately, Friar Lawrence talks to both families saying, "Tybalt here slain, whom Romeo's hand did slay. /Romeo has spoken him fair, bid him bethink / How nice the quarrel was, and urged withal." (.1.160-16). Tybalt's death is the beginning of this tragedy. After his death, Romeo is banished from Verona which is another factor that increases the violence. There were many other ways that Romeo could have attempted to prevent himself from being responsible for these deaths.

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Chiefs daughter

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There once lived a chiefs daughter who had many friends. All the young men in the village wanted to have her for their wife, and were all wanted to fill her bucket when she went to the stream for water. There was a young man in the village who wasa good hunter; but he was poor and from a mean family. He loved the chick and when she went for water, he threw histowel over her head while he whispered in her ear Be my wife. Idont have alot but I am young and strong. I will treat you good, I love you. For a long time the chick did not answer, but one day she whispered back. Yes, you may ask my father if you can marry me. But first you must do something honorable. I belong to a great family and have many friends. You must go on a mission and bring back the scalp of an enemy. The young man answered, I will try to do as you ask. I am only a hunter, not a warrior. Whether I shall be brave I dont know. But I will try to take a scalp for your sake.

So he made a war party of seven friends, himself and six other young men. They wandered through the enemys country, hoping to get a chance to strike. But no one came, for they found no one of the enemy. Our medicine is all gone, said their leader. We shall have to return home. Before they started they sat down to smoke and chill by a nice lake at the foot of a green hilll that rose from its shore. The hilll was covered with green grass and somehow as they looked at it they had a feeling that there was something about it that was weird. But there was a young guy in the party called the prankster, this guy was pretty crazy and full of fun. Looking at the hill he said Lets run and jump on its top. No, said the young loverguy, it looks creepy. Sitl and finish your toke. Oh, come on, whos afraid, said the prankster, laughing. Come on man, dont be a wuss! and jumping to his feet he ran up the side of thehill. Four of the young guys followed. Having reached the top of the hill all five started to jump, calling, Come on bro. come on, to the others. Suddenly they stopped the hill had begun to move toward the water. It was a gigantic turtle. The five friends yelled out in startlement and tried to run but it was too late! Their feet by some power were held to the monsters back. Help us, they cried; but the others couldnt do anything. In a few moments the waves had closed over them.

The other two men, the lover and his friend, went on, but with sad hearts. After some days, they came to a river. They were tired so the loverguy threw himself down on the ground saying Im gunna go to sleep for a while Im pretty damn tired. and the friend said And I will go down to the water and see if I can score some fish.And luckily enough, he found a fish which he cleaned, and then called to the lover guy. Come and eat the fish with me. I cleaned it up and made a fire and its cooking. No, you eat it; let me rest man, said the loverman. Oh, come on lazy bones. No, let me rest damn it. But you are my friend. I wont eat unless you share it with me bro. Fine, Ill eat the damn fish, but you must first make a promise. If I eat the fish, you have to promise, pledge yourself, to get me all the water that I can drink. I promise, said the other, and the two ate the fish from there pot they brought. When they were done eating, the pot was rinsed out and the lover man friend brought it back full of water. The lover man drank alot of water. Bring me more, he said. Again his friend filled the pot at the river and again the loverman drank it dry. More damnit more! he cried. Oh, I am tired. Cant you go to the river and get it yourself? asked his friend. Remember your promise. Ya, but Im tired, so get your own damn water. Uh oh, Iknew something was goin to happen, said the loverboy sadly. He walked to the river and jumped in, and lying down in the water he drank so much water his friend couldnt believe it.Time after to time he called to his friend. Come here, so called friendSee what happens when you brake your promise. The friend came and was flaberghasted to see that the loverboy was now a fish from his feet to his stomach. Again and again he came back to check on him. The loverman was now a fish all the way up to his neck.

The loverman knew it was to late for him so he asked his friend to tell the chiefs daughter that he loved her all the way to the end and he died for her. And to take this belt that she gave me and return it to her. The friend said ok and headed home, while the lover man now was a lover fishy that swam out to the middle of the river and stayed there only with his top fin exposed.

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Business managenment

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World is becoming closer because of globalization, and more and more business companies started to do the international business. As organizations become more global, the managers and staffs need to take on the cultures and customers of the areas in which they wish to operate. One of the major problems of globalization is how to manage cultural differences. Some may have relatively homogenous culture whereas others come from the less homogenous countries. When they are doing business, the managers will meet different countries businessmen who have diverse culture backgrounds. For example, some people have their evening meal at five o¡¯clock whereas others eat at nine or ten in the evening, which is just one example of cultural diversity. Obviously, cultural diversity plays an important role in the development of international business activities and in the problem of managing these activities.

¡°Culture is defined as an integrated system of learned behavior patterns that are characteristic of the members of any given society. It includes everything that a group thinks, says, does, and makes-its customs, language, material artifacts, and shared systems of attitudes and feelings.¡± (Czinkota, Ronkainen & Moffett, 00, p) Culture is considered a key factor in understanding how organizations to work, which can connect organizations together.

Homogenous culture means the similar culture, and people have similar values, beliefs, regions and language so on and so forth. People in this country are quite pure, such as Japan. ¡°Diversity, a word which originally meant simply variety, has come to be used as a specialized term to describe a workplace that includes people from various backgrounds and cultures.¡± (Speechley & Wheatley, 001, p4) ¡°It makes a distinction among ethnicity, race, color, gender, and wealth.¡± (Parhizgar, 00, ) It means that people have different values, beliefs and assumptions because of different race and background, and everyone uses his or her own ways to think and do businesses, such as Americans.

This is a kind of challenge for the homogenous-cultured company to do business with the culturally diverse culture countries. ¡°The challenge for managers is to handle the different values, attitudes, and behavior that govern human interaction.¡± (Czinkota, Ronkainen & Moffett, 00, p) On the international scale, the ability to manage different cultures has become an essential business skill for the managers.

Challenges

First of all, different languages are the challenge that managers need to face when they doing business. Communication facilitates international business transactions through language. Without languages, conducting business would be very difficult. English is widely considered to be the language of international business, but there are a number of versions of English, such as British English, United States English, and even Canadian English, and each with its own grammar, spelling and meaning of many words. Furthermore, there were multiple versions of Dutch, French, Italian and Portuguese. Assumed that how a Japanese and American to do business if they only can speak their own languages. When working with people that normally use another language, it is always wise for a manager to seek feedback to ensure that the words used have identical meanings to each party.

Then, ¡°religion has an impact on international business that is seen in a culture¡¯s values and attitudes toward entrepreneurship, consumption, and social organization. The impact will vary depending on the strength of the dominant religious tenets.¡± (Czinkota, Ronkainen & Moffett, 00, p) Religious beliefs can be one of the most influential parts of a culture and managers need to understand their influence, and learn how to avoid giving offense. ¡°Indeed the later years of the twentieth century saw a rise of fundamentalist Muslim religious groups gaining political power with very determined religious, social and political agendas ¨C something that is still growing. Even in the US, the politics of certain areas have been influenced by religious beliefs ¨C as can be seen in the so-called Bible Belt.¡± (Cartwright, 00, p5-6) International managers must be aware of the differences not only among the major religions but also within them.

Additionally, when the managers are doing business, it is important to understand a people¡¯s manners and customs, which can help managers to avoid making embarrassing mistakes. For example, ¡°Arab culture considers the left hand is the ¡®toilet hand¡¯, using it to pour tea or serve a meal is considered very bad manners.¡± (Wild, Wild &Han, 00, p4) If the managers don¡¯t know this, it will offend Arabic persons.

Furthermore, the legal issues are a danger factor in global operation. Governments are naturally and normally very particular that their laws apply on their territory. For instance, ¡°US managers operating in Europe need to be aware that European Union law is superior to the national law of member stares. Equally, managers from other countries who are doing businesses in the US may be unused to a system where State law is so strong, allowing, for example, the death penalty in some states but not in others.¡± (Cartwright, 00, p6-7)

Moreover, time is another factor that different cultural groups have different meanings. In most developed countries, time is commonly viewed as the clock whereas in less-developed countries, time is often viewed in a natural sense, such as in many parts of Latin America. For example, ¡°businesspeople often arrive after the scheduled meeting time and prefer to spend time building personal trust before discussing business. Obviously, it usually takes longer to conduct business in these parts of the world than in the United States.¡± (Wild, Wild &Han, 00, p46)

In addition, managing the problems created by cultural diversity increases the transaction costs when the managers are conducting international business activities. If cultural differences between trading partners are large, the economic and benefits of engaging in business activities are large enough to offset the extra costs of doing business with different cultures.

Additionally, people who have different cultures must have different social structures. For instance, it may be very difficult for a manger from the US or Europe to appreciate the different social structures operating in a diverse country such as India, which has the caste system and organizational hierarchies. ¡°In many parts of India, organizations operate on a purely western model, but it is still possible to find more remote areas where other social systems are prevalent.¡± (Cartwright, 00, p4)

Last but not least, differences in values and attitudes affect management functions, which is also a challenge for the managers. The cultural values have to be used in the management of business functions. For example, dealing in China, the international managers will have to realize that making deals has more to do with cooperation than competition. The Chinese think that building the good relationships is the most important thing, and then the transactions follow. At the same time, the attitudes towards business are quite different. ¡°In most Islamic social systems, business is part of an all-important personal relationship which exists to provide goods and services based on mutual trust and respect.¡± (Harrison, Dalkiran & Elsay, 000, p11)

Solutions

It is quite normal for the managers meet the diverse culture countries when they do the global businesses nowadays. Therefore, companies should try their best to face these challenges appropriately, overcome the cultural barriers and make doing business smoothly.

First of all, managers who operate in the global business need to understand the nature of diverse culture and how it influences behavior in the workplace, and recognize that different parts of the world may have ¡°different attitudes and value systems in respect of hierarchies, gender, the family, age, social structure, disability, religion, legal issues affecting employment¡±. (Cartwright, 00, p4)

Then, every manager should have considered the culture of his own her own organization, and the influences that might have on other organizations and individuals who may operate to different norms. Managers should have a very clear idea of how his or her own organization works and why it works in that way.

In addition, the managers should recognize which and how cultural factors influence the expression of business structures and systems. If they know these first, the managers can avoid the barriers and problems in businesses.

Moreover, the most effective method of ensuring successful globalization is for an organization to study the cultures in which it wishes to operate, and then to consider the reasons why certain things are done in these particular ways. The managers and their staffs should know other countries¡¯ cultures and habits, and the companies can offer some training about the cultures for staffs. For instance, companies that operate globally, ¡°such as British Airways, provide cultural orientation training for staff before they are sent on a foreign posting. A considerable part of that training is devoted to the avoidance of unintentionally giving offense.¡± (Cartwright, 00, p-) Both sides should give careful study and consideration to the ways that others work and think, such as the different cultural contexts, which is always the danger in misunderstandings, which will affect the building and maintaining of the harmonious and positive relationships.

Additionally, the managers should learn more languages to facilitate their business. Learning a second language may give them chances of succeeding in business. Learning any other language will help the managers understand the culture of those who speak it. As the managers learn the language, they learn how things are done where the language is spoken. Simultaneously, they learn the beliefs, values, and assumptions of that society as well.

Last but not least, the managers should know that they couldn¡¯t expect members of another cultures to fit into his or her own cultural norms. The managers should respect other countries¡¯ cultures, and learn about specific cultures and others¡¯ strengths to facilitate the businesses and communicating. They should know that different countries must have their own cultures. At the same time, the managers should be sensitive. Sensitive handling of diversity and a willingness to listen and take new ideas on board is a critical skill for all managers.

Conclusion

All in all, as the development of globalization, the managers need to do the international businesses with other countries that have diverse cultures. Cultural diversity is everywhere. People from different cultures share basic concepts but view them form different angles and perspectives. Therefore, there are so many challenges that the managers need to face when they are doing businesses, which means that different cultural backgrounds bring a lot of communication barriers to people, such as different languages, values, beliefs, manners and customs, working attitudes, religions and social structures, legal issues and transaction cost so on and so forth. Manages should respect and learn others¡¯ diverse cultures, and try their best to face them appropriately and learn how to facilitate their businesses.

References

Cartwright R. (00), Managing Diversity, Capstone Publishing, Great Britain

Czinkota M. R., Ronkainen I. A. & Moffett M. H. (00), International Business, Sixth Edition, Thomson Learning, Inc., USA

Harrison A. L., Dalkiran E. & Elsay E. (000), International Business Global Competition from a European Perspective, Oxford University Press, Great Britain

Parhizgar K. D. (00), Multicultural Behavior and Global Business Environments, International Business Press, USA

Speechley C. & Wheatley R. (001), Developing a Culture for Diversity in a week, Hodder & Stoughton Educational, Great Britain

Wild J. J., Wild K. L. & Han J. C.Y. (00), International Business, Second Edition, Prentice Hall, USA

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The Educated Officer

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The Educated Officer

Throughout a twenty-year career in the military, emphasis was continually placed on tenacity, battle drills, and rote memorization of tasks. Being able to react quickly without thought was a benefit during the early years of my career. This was important in order to move a squad or platoon in reaction to an enemy threat. The study of tactics and military science didn't occur until my fifteenth year of service during attendance at the Command and General Staff Officer Course (CGSC), and even there pursuing an advanced civilian degree was frowned upon. The common explanation was that the time required to do so would be detrimental to my career. Specifically, I would miss certain career opportunities and my peers would pass me by. Even my branch would discourage getting out of the mainstream to advance my education. It was commonly thought that advanced education of an officer would serve well if he was to teach, but a warrior needed to be tough and courageous.

During the year at the CGSC in Fort Leavenworth, Kansas, I became interested again in continuing my education. My hope was to obtain a master's degree through one of the programs available at the school. I was told that this was a waste of time, and I should focus on the required subjects taught by the school while enjoying the time with my family. During a conversation with my branch manager he said that my job performance was the crucial requirement that would pave the way for my career, but an advanced degree had limited to no impact. He even had promotion data to back up this claim.

Since my time at the CGSC I've had the opportunity to work with very intellectual civilians and officers from other services. They were able to think conceptually, where I only dealt with manuals and checklists. To plan an air assault operation was simple, but to theorize about the second and third order affects of our actions was beyond my grasp. As I progressed in rank my professional contacts were generally very well educated military contractors, DA civilians, and even politicians. Many times I felt as if I didn't have the tools required to adequately represent my service or myself. I fondly remember an occasion during Ranger School when I was verbally issuing an operations order and I used the word, synergy. My instructor promptly told me to "speak infantry like a soldier." I still think of this today as I struggle at times to articulate a point or issue.

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We are not all intellectuals capable of working in the nations top ranked think tanks or teaching graduate level studies, yet only great benefit can come from lifelong education that enhances our ability to think. An officer need not publish a book or be well known for a specific theory or concept, but he should have the ability to understand and grow intellectually. As mentioned in the article, military intelligence is thought of as a soldier taking a thought or concept and making it so confusing that no one can understand, or making a task so difficult no one can complete.

The army has progressed immeasurably over the past 0 years of my career. We have a much more educated army with a high degree of technical expertise. My hope is that time and encouragement be given to our officers to continue their education as they progress through their careers, and that they not be penalized as they pursue this goal. It is apparent that the army officer will work in a very educated environment where he must be able to hold his own. There are several great people within the army who have done this very well, and are worthy of emulation, Secretary of State (General) Colin Powell, Maxwell Thurman, Carl Vouno, and many others. These generals are well known as intellectuals, which may be due to their natural ability to learn, but they represent the finest in the military and are thought of in the highest regards within academic circles. We must ensure that our profession continues to progress and that we provide the best-educated officers possible to work in all facets of military and political operations.

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Dream Outline

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Dream Outline

Specific Goal I want my audience to understand the five diffrent types of dreams.

Introduction

I. Why does the eye see a thing more clearly in dreams than the mind while asleep? Leonardo Da Vinci

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II. Everyone Dreams. Whether it ghosts, rainbows, goblins, unicorns, sex, food, ax murders, kisses, Brintney Spears, Bradd Pitt, ex boyfriends or ex girlfriends, or even dream about your wedding reception. We all have dreamnt at some point in life sometimes out dreams take important events, thoughts, ideas, even premenisions to describe out past, present and possibly fortelling your future. We dream about our worries, hopes, fantasies, goals, wants, needs, and expextations.

Thesis Statement The five diffrent types of dreams are explanatory dreams, nightmares, reacurrent dreams, out of body dreams, and past life dreams.

Body

I. Explantaory dreams are dreams that explain your everyday problems.

A.) In this dream you recieve all the information you need in order to solve any problem you may be unable to accept.

B.) These types of dreams tend to be very symbolic and it may be very difficult to understand the problem you need resolved.

C.) If a person is unable to accept,and understand the dream, it may becaome more strange and complicated for them to understand the problem.

II. Nightmares are never pleasant dreams but tend to be specific fears or worriers the dreamer might have.

A.) A nightmare is never pleasantly vivid, there usually very violent dreams that tend to awake a dreamer from their sleep.

B.) Although most people do have nightmares throughout their lives, nightmares usually stem from unresolved issues from a persons life tend to happen during stressful periods in ones life.

C.) Having a nightmare does not indicate you have a sleep disorder or does not mean you have a psychological problem and they very seldomly do.

III. Do you ever feel like your watching a rereun? Thats usually how it feels when you are experiencing a reaccuring dream.

A.) Reaccurent dreams are usually like the replaying of dvds or movies.

B.) The reaccuring dreams can occur monthly, or once yearly or night after night.

C.) The subject of this issue hasnt been resolved and probably has bothered you for years, triggering your subconcious.

IV. Out of body dreams occur when your body has left your present body, and has left the rested state.

A.) Everyone who has had an out of body dream dream during sleep have left their body.

B.) Out of body dreams are generally very realistic and very vivdly colored.

C.) In a awake state the senasation is called deja vu, it might be beacuse you had pre dreamnt the present.

V. Symbols and events that deal with another time are called past life dreams.

A.) Dreams that are very bright,vivid, realistic, and has nothing to do with your present life belong to another time, either a earlier time or possibly a past life.

B.) Past life dreams happen when you may be attempting to discover or understand your present life.

C.) When you meet a person or go to a place you might have been before in a past life these factors may trigger this kind of dream.

Conclusion

I. Dreams are a way for us to cope with all our information and experiences that make up our lives. If you pay attention to your dreams you may learn to resolve problems in your life helping you better understand yourself.

II. Since youll be spending nearly a third of your life sleeping really try to undersatnd the meaing behind your dreams. You dreaming is the minds natural way of coping and maintaing sanity in life.

III. Anthing the mind can conceive and believe, it can achieve! Anonymous Author

Bibliography

Frank Garfield and Rhonda Stewart Unlock the Secrets. Sydney Australia Kathie Barker Smith 15

Trish and Rob MacGregor The Everything Dreams Hand Book Hollbrook, MA Adams Media Cooperation 18

The Dream Symbols http//www.dreams.org The Dream Foundation Matthew and Symond Neywork,NY 1

Keys to Dreams http//www.lovelifesymbols.com Dream Interpertations Linda Help Web Page Sydney, Australia 00

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Asxsa

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Summary of John Q

The film stars Denzel Washington as John Q. Archibald, a Chicago factory worker whose apparently healthy son collapses during a Little League game. John Q. and his wife Denise race the kid to an emergency room, where his signs are stabilized and then a cardiologist explains that young Mikes heart is three times normal size. There are two options a heart transplant or optimizing Mikes quality of life during the months ... weeks ... days left to him. Joining the doctor is appropriately named hospital administrator Rebecca Payne, who already knows the Archibald has no money, and argues for the quality of life choice. John Q. thinks hes covered by insurance, but it was not. His company switched to a new HMO that has a $0,000 ceiling, and since John has been downsized to 0 hours a week, hes lucky to have that much coverage. Payne demands a $75,000 down payment on the $50,000 operation, and explains the harsh realities of life for cash patients. John Q. considers taking the kid to County Hospital, but is urged by a friendly hospital employee to stay right there at the ominously named Crisis of Hope Memorial Hospital. John Q. exhausts all his options and eventually pulls a gun and takes hostages, demanding that his son he put at the top of the list of eligible recipients However, it wasn't easy. The hospital tries to make a deal with John Q. The deal was that if John Q liberates hostages and surrenders himself, they will accept his demands. However, it was a trick. John Q's wife tells him that the hospital and policemen are making the trick to catch him. The TV ads already inform people. Many people protests at front of the hospital. However, John Q felt that there is no hope. He asks a urged by a friendly hospital employee to stay right there at the ominously named Crisis of Hope Memorial Hospital. John Q. exhausts all his options and eventually pulls a gun and takes hostages, demanding that his son he put at the top of the list of eligible recipients However, it wasn't easy. The hospital tries to make a deal with John Q. The deal was that if John Q liberates hostages and surrenders himself, they will accept his demands. However, it was a trick. John Q's wife tells him that the hospital and policemen are making the trick to catch him. The TV ads already inform people. Many people protests at front of the hospital. However, John Q felt that there is no hope.

Please note that this sample paper on asxsa is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on asxsa, we are here to assist you. Your cheap custom college paper on asxsa will be written from scratch, so you do not have to worry about its originality.

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I can't find an essay on my computer.

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Authoring principles and practices Navigation in Educational Web Sites

Introduction

As more and more students go online and spend more time on the Internet (Pastore, 001) [summary], web site navigation has become more important in helping students find information for their studies. This paper details navigational design techniques that help web site designers make their navigation more user-friendly, especially for educational users, such as university students and researchers.

The Purposes of Navigation

Krug (000, p.5) [summary] outlines these as firstly, telling users how to find information, for example by offering menus and search functions, and secondly, helping users to understand their location in the site by using page titles, breadcrumbs, colour coding etc. Thirdly, navigation gives users an overview of the site's content, for example through site maps and the text of the menus. Finally, navigation shows users how to use the site if the site requires some kind of process, such as registration or login, for example as in WebCT.

Standard Navigational Components

These are usually available as links on the home page. The logo of the organisation identifies the site and is usually visible on most pages. The logo can help to assert the authoritativeness of this source of information, which is especially important to students as the Internet contains many pages that are not quality controlled by independent editors (Schroeder 001) [summary]. Outside the home page the logo is often a clickable link to home. Although many users are now familiar with this convention, it may help new users if the logo looks clickable, for example if it is on a button, or if an explanation pops up when the mouse is placed over it. Users expect the logo to be positioned in the top left corner of the page (Bernard, 001a) [summary].

Home pages should also give a site description or 'tag line', informing the user of what they can do on the site (Nielsen, 001a; Krug 000, pp. 101 - 10) [summary], which helps students estimate whether they will find information on the topic for which they are searching. The home page should also provide various links to enable the user to access this information. Krug (000, p.65) [paraphrase] categorises such home page links into 'sections' and 'utilities'. The sections include links to categories of content, for example teachers' presentations, and lists of useful links. The utilities may include an 'About Us' section, often including staff and organisation contact details, a 'What's New' page, a site map and a frequently-asked questions page.

Search

The ability to search within a site is especially important for educational users. For example, if a student or researcher knows that an online journal covers a topic of interest, he or she will need to search within that site for specific information.

Nielsen (001b) [summary] emphasises the importance of site search facilities as a both a tool for finding information, and an escape route if users get lost. He recommends that there be a Search facility on the home page, and also on every page. This is often in a menu bar or at the top of the page.

The results page giving the results of the search can follow the example of the Google search engine (Google, 001), and have the following components the search terms used, a link to advanced search in case the search was unsuccessful and links to other search resources. Each link on the results page at Google includes the relevance of the page, the page title, the URL, the contents of the meta tag 'description', extracts from the text of the page with the search terms highlighted, a cached version in case of the page no longer exists or the server is unavailable, and a 'More like this' link. It may also be possible to include a list of bookmarks on the page, so that users can go directly to relevant sections of a page.

Hoffman (17) [summary] makes a number of recommendations about optimising the information in the head markup of a page for search engines to use to provide users with an overview of the contents of the page. He highlights the use of the meta tag, especially for keywords, and the use of the title tag. Another method of providing more meta information is to use the Dublin Core system.

The combination of proper meta-tagging and informative search engines should help lead students quickly to relevant sources.

Menu bars

The second main way to navigate a web site is through menus (Krug, 000, p.55) [summary]. Sites have menu bars in various positions (Bernard 001a) [summary], with different components in different places. At the top of the page common components are the name of the site, breadcrumbs, search, and tabbed section pages (Krug 000, p.61) [summary]. On the left are often site sections, which on educational sites can serve as categorisation not only of the site, but also of the academic field. On the right are found further links related to content, although Bernard (001b) [summary] states that users prefer embedded links. Hoffman (17) [paraphrase], however, suggests the use of menus and criticises these embedded hyperlinks, presenting a number of arguments against them. These include that conscious choices add up to conscious overhead and distractedness; that embedding hyperlinks within prose paragraphs makes for rough reading and slow navigation; that excessive branching disintegrates structure and reduces the ability to build a mental model, and that there are already enough navigation choices to overload the readers attention.

Neilsen (16 & 000, p.84) [summary] criticises the use of frames, which often contain menus, for example stating that they make bookmarking a page impossible. Bookmarking is especially important in education, as learners record sites in their literature search, and then go back to them to cite in their academic writing.

Menus in frames can be replaced by server-side includes or javascript .js files, which can be dynamically positioned to remain in place on screen with JavaScript and Cascading Style Sheets. For an example see the left menu on the Centre for Independent Language site at http//elc.polyu.edu.hk/cill/ .

Indexes

Various types of index to the contents of a site are possible (Hoffman 17) [summary]. For example, a educational site on the topic of history might include alphabetical indexes of events and people, timelines, a site map and galleries of images of people and places. In Bernard's (1) [quotation] study of site maps, his subjects said that they preferred categorised to alphabetically-organised maps because they may have to guess the wording of the hyperlink name in order to search in the appropriate area. This may be more important on educational web sites, where learners may be unfamiliar with the terminology of the field, and especially important for non-native speaker students.

User-centredness

As well as being unfamiliar with the terminology of the field, learners may be unsure of the categorisation of contents of a field, for example, whether pronunciation is a sub-category of speaking, or a main category of equivalent level. Information & Design Pty Ltd [summary] suggest card sorting by representative users in order to reflect the learners' rather than the experts' categorisations.

Cookies and logging-in can help in the user-centredness of pages by personalisation. WebCT, for example, tracks usage by students, and shows users what information they have already seen. Commercial sites such as Amazon.com provide personalised services such as 'one-click-ordering' and book recommendations based on personalisation techniques. Navigation is made easier by the site presenting the user with information and links that its records show is relevant to them. For example, researchers can instruct Amazon.com to alert them if certain authors publish new books.

Links

Hyperlinks are one of the primary navigation methods on web sites. There are a number of guidelines on the usability of links (Krug, 000 & Nielsen, 000) [summary] . Firstly, they should look click-able before mouse-over (Krug 000, p.7) [summary] . Many designers turn off link underlining or image borders for aesthetic reasons, but Nielsen (000, p.15) recommends using underlining and standard link colours [summary] .

Nielsen (000, pp. 188 - 60) [summary] makes a number of recommendations for links. These include that they should be self-explanatory, or have an explanatory blurb in the text or in a title tag (Nielsen, 000, p,60), should lead to useful content, should have the same text as the page title or heading they are linked to, and that there shouldn't be too many on one page for aesthetic and cognitive overload reasons (Hoffman, 17) [summary] .

Lastly, links should be big enough to hit with a dirty, sticky mouse. In education, computers are often a shared resource in a computer lab and the mice sometimes get dirty. Fitt's Law states that the time to acquire a target is a function of the distance to and size of the target (Tognazzini, 1) [summary], and therefore bigger links are easier and faster to click.

Images

Images are used on the Internet not only to convey pictorial information, but also to overcome the limitations of HTML in controlling the appearance of text. Images containing text are often used in menus and image maps as part of the navigation controls of a site. As images these take longer to download than text, thus making the navigation slower to appear. In educational settings it is especially important to have small image file sizes so that images download faster. This is because a whole class might access the same page at the same time, and lesson time is wasted if the download is not fast. Selvidge's (1) [quotation] study of the download time issue concludes that The longer the wait for pages to load, the greater the frustration. Nielsen (000, p.4) [summary] recommends that page download time should be less than one second, but a realistic target is less than 10 seconds. To speed image downloads, Larsen and Phillips (001) [summary] recommend the use of small thumbnail images, reducing the number of colours in .gif format images, cropping image size, and using the right format, .gif, or .jpg.

However, there is evidence that download speed might not be as important as previously thought, Rhodes (001) quotes Jared Spool, Founding Principal of User Interface Engineering, a research company, as saying, it was almost a law of nature that the faster pages download, the more usable the site was. But when we actually compared the usability of sites to their download times, we didnt see any correlations. He explains this as follows,

To go farther, we found that when we asked users to rate the speed of a site, that didnt correlate to the actual download time either. Instead, the perceived speed of the site correlated strongly to whether they completed their tasks! This tells us that, when users are complaining about download time, they probably arent actually talking about the download time, but about their ability to complete tasks.

(Rhodes, 001). [long quotation]

There is further evidence from Selvidge (1) [quotation] that download times may not need to be as fast as Nielsen advocates, and says that Lostness and task difficulty were not affected by delay length and that Users were frustrated by the 0 and 60 second delays in page loading time, but would tolerate the 0 second delays. Whether this is true in educational settings is a topic for further research.

One way to decrease the time taken to download images is to reduce the number of images on a page (Nielsen, 000, p.14) [summary]. Some pages use image maps and images containing text. Unless server logs show that users' browsers are unable to handle them, Cascading Style Sheets (CSS) can be used to control the appearance of text, reducing the need to use images. CSS can also be used to control the appearance of buttons, for example, their widths and colours, reducing the need for graphics that look like buttons (University of Illinois at Urbana-Champaign, 000) [summary] .

To improve accessibility to educational resources for all learners, all images should have ALT tags describing the image, especially if the image is a hyperlink. The World-wide Web Consortium (WC, 001) gives this and more accessibility advice on its Quick Tips page. Image hyperlinks should link to a page, not just to another image, and have captions containing text links, as demonstrated by Castro (000, p.145) [summary].

Conclusion

In informal conversations with my students about researching information on the Internet, a common complaint is that while the Internet is very convenient for research, it can take a long time to find relevant materials. This highlights the need for good navigation, and especially good search results.

Present research into navigation tends to concentrate on general or e-commerce users. Therefore, more research into navigation in the educational context, and especially into navigation for non-native speakers, is needed. ff

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How American's View Arab's

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A stereotype is the creation of a unfair opinion or view; an individual will take the behavior of one person and state that all people belonging to that particular group behave in the same manner. Stereotyping encourages people to react and behave in a manner that is both judgmental and prejudiced. The perception of Arabs has created a system in which prejudices and stereotypes worked their way so thoroughly into literature, education, history, language and social structure that they seem to govern the conflict as much as they are created by it. While newspapers and television news play a major role in the way we perceive individuals, movies, books and sitcoms, that shape our stereotypes. As a favorite pastime, the average American watches anywhere from three to five hours of television per day. Television has the ability to enlighten and enrich the lives of all the people it touches, however, it also has the ability to bring about and create stereotypes.

Television programs and the mass media do not examine the fact that the Islamic religion preaches equality and peace. The distortion of Islam and misconceptions lead television viewers to believe that it's a mysterious religion prone to acts of terrorism, violence, and extremism. The negative stereotypes about Arabs which are presented by the media spill over into the textbooks used in American schools and are taught in the education system. Novels, on the other hand, have often romanticized Arabs as dressed in flowing robes, living against desert hardships, surrounded by submissive females. Others have offered a portrait of Arabs as shifty, evil and corrupt.

In the face of a post-September 11 wave of racially motivated attacks against people from the Middle East where occurring throughout the United States of America; shortly thereafter a resolution was passed by Congress condemning bigotry and violence against Arab-Americans. During the last 1 months by the Justice Department have targeted almost exclusively people from the Middle East and South Asia, and led to the incarceration, deportation and interrogation of numerous individuals who had nothing to do with September 11. Since September 11, many Arab and Muslim immigrants have faced dire prospects of detention, secret trial, deportation, and what is now beginning to look more and more like a new exclusion act aimed at threatening the immigration of people from the Middle East.

Although Arabs and other people from the Middle East are classified racially as white according to the US Census and most affirmative action forms, since the 160s, the US government has unofficially constituted them as a distinct racial group by associating Arabs with terrorism and threats to national security. Right now, in the Middle East there are a lot of deep injustices that ordinary Americans are not aware of. Most people dont realize that the air to ground rockets crashing into the bedrooms of Palestinian children, and the tank shells blowing off their heads are too often made and paid for by the United States. I dont think most Americans know that or want that. The association of Arabs with terrorism is nothing new in the US. It was during the 170s and through the 180s that Arabs came to be regularly portrayed as terrorists. Since 148 the major American media, news, TV, movies, radio, have all characterized people wrongly.

It is time that the American media lived up to its responsibility to treat racial and ethnic groups fairly in the media; the unfair images of Arab Americans, Muslim Americans, African Americans, Mexican Americans, Amerindians, etc. has always been twisted and inaccurate; it is time these incorrect stereotypes were corrected. Hurtful and harmful stereotypes can destroy a person inner spirit. Continuously repeated, they denigrate peoples, narrow our vision, and blur reality, The media is a large factor in the formation of stereotypes and ideologies. Therefore, it is their responsibility to allow their audience to form opinions that are free from the influence of bias and negative stereotypes.

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Romance and love

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Should the man or woman dominate the relationship? Is there a difference in the nature of how men and women act towards relationships?

In a relationship you make a decision. Who will be the provider? Who will be the "Stay at home partner". I think that the decisions between men and women should be up to those who hold the partnership. There are many types of relationships that men and women can have. This can affect the role of either man or woman.

First there is "Companion love." You can enjoy the presence of your partner without expecting any kind of commitment. With this you aren't always worrying about how each other acts around other people. There is no jealousy involved and little or no obligation. There is also what's called "unselfish love." This is what I consider to be a one sided and useless relationship. One partner gives constantly and expects nothing in return. While the other does nothing to contribute to the relationship. Then there's what people call "True love". Each partner gives equally to the other and knows that they can trust each other to the fullest. Love is not something that you know. It is something that you feel. In each of these partnerships there is a role to be played by each of the two partners. I think that there is no such thing as a completely equal relationship. I think that one partner will always be the dominant one. Whether it be the woman or the man.

Although it does not show on the outside, the man is always more susceptible to the wrath of the other it's significant other.

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That fact aside though, I do think that as a relationship goes on, more equality between partners develops. In my opinion this is because they both learn to trust each other more as time goes on. So I say that with months years and days equality and trust are following closely behind. To discuss the topic of True Love vs. Romance. Two people who experience true love will be completely devoted to one another, whereas a romantic relationship may only consist of two people who are together and might not even love each other.

Also there is what I like to call the pre-life relationships. The times before you are an adult when you have relationships, in my opinion, are not really meant to last. They are crash courses in love. They just prepare you for what is to come later in life.

Just remember one thing. To love is to live.

Please note that this sample paper on Romance and love is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Romance and love, we are here to assist you. Your cheap custom college paper on Romance and love will be written from scratch, so you do not have to worry about its originality.

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Age discrimination

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America in a series of high profile lawsuits since 16 for legal awards and settlements--not for race discrimination, not for sexual harassment cases but for age discrimination in the workplace. And, that amount does not include the formidable price tags for legal fees, managers¡¦ time and damage to the organization¡¦s public image Age discrimination is becoming more and more prevalent in the workplace whether we want to believe that or Age Discrimination

Two hundred million dollars and growing. That is the amount spent by corporate not. Many companies now have been known to lay off their older employees, only to later re-hire younger employees to fill the same positions. This not only saves money in salaries (the younger employees receive less in wages than the long-term employee does) but it saves the company from having to pay out retirement packages as well. Companies of course dispute that this is done, but the fact is we see it happening every day.

The Equal Employment Opportunity Commission (EEOC) protects against age discrimination under Title VII. Specifically, the Age Discrimination in Employment Act (ADEA), which was passed in 167 by congress, covers discrimination against employees who are 40 or more years old. This topic should be a big concern for employers. The number of elderly workers is increasing, as the baby boomers get older. It is estimated that as many as twenty percent of the claims filed with the EEOC are for age discrimination. Also, age discrimination settlements can be considerably higher than typical discrimination cases. One figure indicates between 188 and 155 the average award was $1,000. (www.ama.net) For this reason alone, employers should take care with how they handle their aging workers.

As mentioned above, the EEOC is responsible for enforcing the age discrimination regulations, including the ADEA of 167. This regulation is in effect supposed to ¡§promote employment of older persons based on their ability rather than age; to prohibit arbitrary age discrimination in employment; and to help employers and workers find ways of meeting problems arising from the impact of age on employment. (www.eeoc.gov).¡¨ The ADEA lays out the boundaries for age discrimination in all aspects of employment. It not only protects against discrimination for employees, but job applicants as well. Even job advertisements must not include age discrimination. For example, an employer cannot list in its job postings that it is looking for new college graduates because this would single out older, perhaps just as qualified, workers. Age discrimination is also unlawful in apprenticeship programs, pre-employment inquiries, and benefits. The ADEA applies to any company that employs more than 0 people, and age can only be a job requirement if it can be shown that it is a bona fide occupational qualification. This can be very difficult to prove.

Understanding the many qualifications of the older worker has taken some time, but many of today¡¦s companies are beginning to realize the value of such individuals. Many aging workers are reluctant to retire at the standard 6 years of age. Some may have financial reasons, but others just want to continue to work. One problem that may bring up age discrimination cases is the downsizing of companies. Because of downswings in the economy, companies feel the need to downsize; and the older workers tend to be the majority of those let go. It may be through early retirement packages, but oftentimes companies keep the younger workers with less seniority that they may not have to pay as much. Once let go, the older employee often has a much harder time finding a new job.

Some cases of age discrimination that I came across while researching this topic include Parrish v. Immanuel Medical Center (Bennett-Alexander, p.418.), and Arnett and EEOC v. California Public Employee Retirement System (www.eeoc.com). Surprisingly, many of the companies referenced in age discrimination cases were big-name companies. Some of these included Westinghouse Electric, Northrop Grumman, Continental Airlines, First Union Corp., and Detroit Edison. The case involving Parrish and Immanuel Medical Center was filed by 66 year old Mary Ruth Parrish. She alleged that she was discriminated against because of her age after she returned from work from a leave and was told she had to transfer positions instead of returning to her former job. Originally she was a registrar and scheduled patient appointments. She was consistently given good performance reviews and was very accurate despite not being as quick as some of the other workers. In this case she needed to prove that she was qualified for the job and was able to meet all the legitimate job requirements. It was up to the employer to prove that the opposite was true. In this case the court found that even though the company alleged that Parrish was slow and not able to keep up with the new technology, they did not have the proof they needed. The case involving Mr. Arnett and the State of California was over the disability benefits the State was giving to Arnett. The court eventually ruled in favor of Mr. Arnett because it found that the more years in service, the less one was entitled to receive in benefits. This ruling also provided other public safety officers settlements for the reduced benefits they received. The total settlement was approximately $50 million. (www.eeoc.com)

The key for businesses is to minimize their risk for age discrimination lawsuits. It can be much less costly to prevent the lawsuit than to have to pay for a long and costly trial. What can a business do in terms of prevention? The first step is to be able to recognize age discrimination as an important issue. Then a company needs to look within and assess the culture and find out how the employees feel about how they are treated and how older workers are treated. Communication is key in how a business is run. The company should also research the regulations and how other businesses are dealing with the issue. If necessary policies, training, recruiting, hiring practices, and job descriptions may need to be thoroughly evaluated and possible revised. The time spent on documenting possible offenses may be better spent in preventing them. Overall, the morale of employees is what prevents claims. High morale and productivity is built by showing older workers that they are valued by the company and have a place in the environment.

References

Bennett-Alexander, D., & Hartman, L. (001) Employment Law for Business. (Rev.

Custom rd. ed., University of Phoenix). Boston Irwin McGraw-Hill.

The US Equal Employment Opportunity Commission. Modified on June 7, 00. Retrieved

February 1, 00, from Http//www.eeoc.gov.

Age Discrimination

Age discrimination is one of the most common forms of workplace discrimination that exists. Age discrimination in the workplace occurs any time that one worker is treated differently from another due to age, or another workers beliefs about age-related inability¡¦s. This report provides a definition of age discrimination, an in-depth analysis of the implications of the law as it applies to employers and employees, and a recommendation to assure that the employer is incompliant with the laws regarding age discrimination.

The company I work for employs, trains, compensates and promotes its employees without regard to race, color, religion, national origin, sex, age, handicap, veteran status or citizenship. This equal employment opportunity policy applies to all company operations. Although we places a high premium on compliance, there have been issues regarding age discrimination.

Age Discrimination in Employment Act

The Age Discrimination in Employment Act of 167 (ADEA) protects individuals who are 40 years of age or older from employment discrimination based on age. The ADEAs protections apply to both employees and job applicants. Under the ADEA, it is unlawful to discriminate against a person because of his or her age with respect to any term, condition, or privilege of employment - including, but not limited to, hiring, firing, promotion, layoff, compensation, benefits, job assignments and training (Bennett-Alexander, D & Hartman, L 001).

It is unlawful to retaliate against an individual for opposing employment practices that discriminate based on age or for filing an age discrimination charge, testifying, or participating in any way in an investigation, proceeding, or litigation under the ADEA (retrieved March 1, 00).

The ADEA applies to employers with 0 or more employees, including state and local governments. It also applies to employment agencies and to labor organizations, as well as to the federal government (retrieved March 1, 00).

In April 16, in O¡¦Conner vs. Consolidated Coin Caterers Corp., a unanimous United States Supreme Court decision clarified the elements to establish a prima facie case (a case sufficiently strong that unless rebutted by the defendant in some fashion, it entitles the plaintiff to recover against the defendant) of age discrimination under the ADEA. The Supreme Court stated that the language ¡§does not ban discrimination against employees because they are aged 40 or older; it bans discrimination against employees because of their age, but limits the protected class to those who are 40 or older.¡¨ The Court also said that it is beneficial to plaintiffs claim of age discrimination if the plaintiff can demonstrate that he or she was replaced by someone significantly younger than he, as opposed to just being replaced by someone under the age of 40 was. An employee is able to sue an employer, if he/she has been discriminated because of age. The U.S. Supreme Court has ruled that a terminated employee can sue under the Age Discrimination in Employment Act even if their replacement is also 40 or older (Supervision, Vol.57, P.17).

Issues

With today¡¦s aging population there are compelling reasons for rethinking attitudes towards aging and how we approach age discrimination. With an increase in today¡¦s aging population, we will likely see more complaints of age discrimination in the workplace. Longer life expectancies mean people can work productively longer.

Older workers today will likely face stereotypical attitudes. These include assumptions that they are less ambitious, hardworking and dynamic and that they are more resistant to, or are unable to cope with, technological change. These attitudes will place older workers at an increased risk for discriminatory treatment.

Although some workers might fall victim to these stereotypical attitudes not all workers do. Employers need to follow laws regarding age discrimination but should not be punished when hiring a younger person who better meets the requirements of the company. With today¡¦s cutting edge technology and fast paced businesses, to stay competitive employers need to find not only qualified workers but workers who are adaptable to change.

Recommendations

In the progressive workplace of today, older employees with more traditional experience are often viewed as less adaptable than younger employees. When employers seek more recently trained employees, it¡¦s tempting to hire younger employees with lower salaries. It¡¦s also tempting to let go of older, more highly paid workers to decrease expenses further.

Employers and their Human Resource Department need to ensure that the company¡¦s policies, procedures and practices in regard to dealing with training, promoting, hiring and firing employees age 40 and over are in compliance with ADEA. These policies and procedures are guidelines that prohibit age discrimination.

Many employers do not have such policies and procedures in place to deal with age discrimination or any other discrimination. I would encourage employers to adopt policies designed to avoid age discrimination in employment.

My Recommendations to employers to avoid age discrimination are

„h Recruit on the basis of the skills and abilities needed to do the job.

„h Select on merit.

„h When interviewing never ask an applicant his/her age.

„h Job description should not be used as a tactic to attract younger workers.

„h Base promotion on the ability, or demonstrated potential, to do the job.

„h Encourage all employees to take advantage of relevant training opportunities.

„h Base redundancy decisions on objective, job-related criteria to ensure that the skills needed to help the business are retained.

„h Ensure that retirement schemes are fairly applied taking individual and business needs into account.

„h Consult with Human Resources before terminating older workers.

„h Be aware of terminating older workers during reorganization.

„h If you learn of an actual claim of age discrimination, recommend that your company seek legal counsel immediately.

„h Employers should understand the law of age discrimination to avoid potential claims.

¡§Although some forms of discrimination insurance are available to businesses, it¡¦s up to conscientious company professionals to prevent age discrimination from happening in the first place.¡¨ (Boston Business Journal, Vol. 18, P8)

In conclusion, the legal and economic ramifications of age discrimination are avoidable if companies are aware and conscientious of the law regarding age discrimination. Employers that have policies and procedures in place will be successful in the prevention of age discrimination.

Please note that this sample paper on age discrimination is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on age discrimination, we are here to assist you. Your cheap custom college paper on age discrimination will be written from scratch, so you do not have to worry about its originality.

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