Business and Professional Communication Essay Example | Topics and Well Written Essays - 750 words

Business and Professional Communication - Essay Example Unlike boys, girls master how to negotiate in a manner that balances their personal needs with those of their peers from childhood. The lessons that people learn during their childhood usually infiltrate into the workplace (Tannen 140). Women tend to use collective pronouns such us â€Å"we† in scenarios where men us â€Å"I†, which makes men most likely to get credit in the workplace for their work. As such, linguistic approach, including pronoun selection determines who gets acknowledged (Tannen 140). Men emerge very insightful of power dynamics when communicating, always attempting to be the ones who control the communication process. On the other hand, women are more accustomed to respond sturdily to relationship dynamic. They often focus on saving other people’s faces (141). One’s mode of speaking reflects who they are and who they aspire to be (Tannen 141). The verbal behavior of an individual determines his or her confidence level. Studies indicate that females are prone to downplaying their certainties whereas men have highest probability to diminish their doubt (Tannen 142). Gender interplays with cultural and individual characteristics in determining one’s propensity to ask questions. Men are less likely to ask questions compared to women because they always want to be one-up (Tannen 142). Societal culture makes conversation a ritual by dictating how individuals speak. The likelihood of a person to get hired depends on the level of his or her ritual o pposition (144). Besides actual authority, which comes from one’s organizational rank, actual authority relies on one’s ability to negotiate effectively. The negotiation skills and power determines the effectiveness of a manager (Tannen 145). Tannen emphasizes that â€Å"people in powerful positions are likely to reward linguistic styles similar to their own† (146). An effective manager needs to be familiar with all communication dynamics in order to

The Doctrinal Basis Of Liability Essay Example for Free

The Doctrinal Basis Of Liability Essay There are three areas of doctrine of importance to banks. The first concerns the general standard of care the law expects, once a duty of care has been established, whether that be in contract, tort, or fiduciary law. Then the potential liability of a bank is explored as a fiduciary, constructive trustee, or an accessory. Finally, there is brief mention of some emerging standards of liability which have primarily a statutory base. 1. 1. Reasonable Care and Skill A duty of reasonable care and skill for anyone providing a service (including giving advice) runs through contract, tort, and fiduciary law. After a mass of conflicting case law, notably the challenge to concurrent liability in contract and tort posed by the banking case, Tai Hing Cotton Mill Ltd v Liu Chong Hing Bank (1986), it is now settled that a claimant may seek compensation for economic loss caused through the failure to exercise reasonable care and skill in both contract and tort. As for fiduciary law, it has long been the position that a fiduciary (including a trustee) must act or advise with reasonable care and skill. There is long-established authority, in the context of bills of exchange that a bank can be in breach of its duty of reasonable care and skill in failing to make inquiries. Factors such as the standing of the customer, the bank’s knowledge of the signatory, the amount involved, the need for prompt transfer, the presence of unusual features, and the scope and means for making reasonable inquiries may be relevant. . 2. Fiduciary Law (i) Fiduciary Duties and Their Negation Apart from the duty of care key prescriptions are that fiduciaries (1)Should not permit their private interests to conflict with their duty to a beneficiary of the duty; (2)Should not permit their duties to one beneficiary to conflict with their duties to another; (3)Should not make a secret profit, i. e. a profit from their position which is undisclosed to their beneficiaries; and (4)Have a duty of confidentiality. While contracts may modify the scope of fiduciary duties, however, it cannot be that contract can be invoked to negate them regardless of the circumstance. Thus, since many private customers will not necessarily expect their bank to be conducting conflicting corporate-finance business, it will be difficult to imply a contract term negating the undivided loyalty the bank may owe if it is a fiduciary. (ii) Trustees and Agents Fiduciary duties are clearly imposed on trustees and agents. The position with trustees is relatively straightforward. In acting as a trustee of an estate or investment fund a bank must not invest with itself. But a bank will not be in breach of its fiduciary duties if the trust instrument empowers it to open accounts or make deposits or investment with itself, despite its being the trustee. The fiduciary duties attaching to an agent vary, with the nature of the agency. Thus, the bank instructed simply a buy or sell securities has fewer fiduciary duties than if it is the manager of a discretionary fund. (iii) Banks as Financial Advisers and Facilitators need: To furnish all relevant information, relevant in making investment decisions. To give best advice it can. †¢To obtain the best terms for the customers. Woods v. Martins Bank Ltd is an old authority, where the bank advised A to invest in B, which was heavily indebted to it. It is still good law although, since it predated Hedley Byrne, it was necessary to find a fiduciary relationship if liability was to be imposed for negligent advice. 1. 3. Knowing Receipt, Inconsistent Dealing and Assistance (i) Knowing Receipt For this form of liability it must be shown, first that the funds have been disposed of in breach of trust, fiduciary duty, or as a result of some other unconscionable dealing. Moneys held on trust and misapplied are obviously caught. So, too, are misapplied corporate moneys since historically directors have been treated as if they were trustees of the property of the company under their control, so that any wrongful disposition is a breach of trust. The second prerequisite to an action in knowing receipt is that the bank must have received the claimant’s funds for its own benefit. Tracing has a role here: the bank must have beneficially received funds which are traceable as representing those of the claimant. Thirdly, liability for knowing receipt demands knowledge on the part of the bank that there has been a payment in breach of trust, fiduciary duty etc. (ii) Inconsistent Dealing A bank receiving funds in circumstances which do not constitute knowing receipt can still be liable if those funds are subsequently applied for its own benefit (‘inconsistent dealing’). At that point the bank must know that the funds involved are subject to a trust or fiduciary duty and that what it is doing with them is in breach of that. (iii) Assistance Even if a bank is not liable for knowing receipt, it may be liable as an accessory for dishonest assistance. Assistance is a form of accessory liability, which sits alongside other forms of accessory liability in equity, such as the receipt of information in breach of confidence, and including breach of trust or fiduciary duty. What are the prerequisites for accessory liability? First, there has to be a breach of trust or fiduciary duty. Second element in assistance is fault. One gloss in this context is the suggestion in the oft-cited case of Barnes v. Addy (1874) that for assistance there has to be ‘a dishonest and fraudulent design on the part of the trustee’. This may be defended as a way of narrowing the potential liability of accessories such as banks. However, it is now clear that there is no need to establish fraud on the part of the trustee or fiduciary, and an innocent breach of duty is sufficient. Emerging Standard: Due Diligence, Suitability, Good Faith Due diligence as a standard emerged from securities law: in the United States a bank involved in a public offer of securities must make its own investigations (in relation to statements for which it takes responsibility), in other words it is obliged to undertake ‘due diligence’ in relation to the issuer and the issue. This seems to be part of a growing trend to make banks statutorily liable for unlawful activities which they facilitate by their operations, unless they an demonstrate due diligence. Suitability too is a concept most developed in the area of securities regulation. It imposes a liability on those marketing securities which are incompatible with the needs of customer. Closely associate good faith with notions such as fairness, honestly, and reasonableness. In other words, it means simply that in the performance of a contract both parties are assumed to agree not to do anything to impede its performanc e, or to injure the right of the other to receive its benefits. The good-faith doctrine has been invoked in the context of banking, requiring a bank to disclose material information to a commercial counterparty. 2. Duty to advise and the liability for the advice given Some situations clearly involve a bank in giving advice. Advice on reorganization, mergers and acquisitions financing, and so on is the staple diet of investment (merchant) banking. In other situations a bank may assume the role of financial adviser. However, many banking services are not associated with giving advice. The legal issue is whether there is any obligation on a bank to proffer advice in this situation. The second matter addressed is a bank’s liability if it actually does give advice, the advice is faulty, and the customer incurs a loss. 2. 1. Duty to advise (i) The General Rule Generally speaking, one party will be under no obligation to advise another about the nature of the transaction, its prudence, or other features. So, too, in banking, English courts have held that the bank providing an account for a customer need not advise on the risks, or on the tax implications, of certain payments in relation to it. Nor need it advise customers of a more advantageous type of account it is now providing. However, there is a rather clear difference between these and some of the other services and transactions of the modern multifunctional bank. Take the bank selling its own products-be they derivatives to commercial customers, or insurance policies, or interests in a collective investment scheme to private customers. (ii) Situations imposing a duty to advise The first situation where the law imposes a duty to advise is a misrepresentation –a failure to speak or act can constitute conduct which misleads. Thus a half-truth may constitute a misrepresentation, as where a bank canvasses the advantages, but not the risks, of a transaction with a customer. The bank must tell the whole story. A bank’s advertising may be relevant in this respect. Secondly, there can be liability for a failure to disclose in precontractual negotiations if there has been a voluntary assumption of responsibility to do so and reliance by the customer because the court held that the bank was liable when its manage failed to explain clearly to the wife, the effect of a charge over a joint property to secure the husband’s borrowing from the bank. Thirdly, in Cornish v. Midland Bank, Glidewell LJ said that once a bank enters upon the task of advising a customer, it is obliged to explain fully and properly about the nature of the borrowing. Fourthly, if a relationship is fiduciary in character, then disclosure is necessary if a person is to avoid liability for putting interest above duty, or duty to one above duty to another. Fifthly, at common law a bank which takes a guarantee is bound to disclose unusual features in the transaction which has been guarantee. Finally, the duty to advise can be imposed as a result of regulation. (iii) The Advice Required (If Any) Advice may translate into the legal concept of notice, as where the bank must give notice in relation to a conflict of interest. Complete disclosure of all relevant facts known to the fiduciary is required. Advice must, of course, be honestly given-otherwise it is fraudulent. Generally speaking it must also be accurate. Some advice involves highlighting the terms of the contract being entered (or at least some of them). Another approach is to require advice about the alternative on offer-in terms, say, of repayment methods, interest rates, charges, and commissions. Perhaps the most effective advice in relation to some banking transactions is advise, about the attendant risk. The standard demanded here may be objective, although it could also be associated with an obligation on the bank to take steps to ensure that this particular customer understands the risks. 2. 2. Liability for advice given Bank’s promotional material, may lead to the conclusion that it has taken on the responsibility of the borrower’s financial adviser. There is greater chance of liability when the bank advises unsophisticated customers; in several cases the English courts have held that a bank was liable when its bank manager failed to explain clearly to a wife the effect of a charge taken over joint property to secure a husband’s borrowings. Negligent advice can obviously occur in the range of matters in which banks become involved. Examples includes credit references; failure to pass on information on when a bank enters upon the task of advising a potential borrower about the attendant risks of a particular facility; statements by bank that it will make available to a customer adequate funds to enter a contract with a third party; advice about investments; and assurances that workout plans are heading in the right direction, and that the bank is optimistic about an agreement being reached. In Hedley Byrne the bank avoided liability because of a disclaimer in the reference. In would seem right as a matter of policy for a bank to be able to avoid the consequences of giving negligent advice by suitable notice to those receiving it. As a matter of policy, whether this is regarded conceptually as aborting liability or a exempting from liability already begotten is beside the point. The central issue in practice should be whether the disclaimer of , or exemption from, liability has been made clear to those being advised so they are in no doubt that the bank is washing its hands of the consequences if the advice proves inappropriate or wrong. A small print clause in a document given to those being advised is unlikely to satisfy this test. In English law the matter is handled by applying the unfair contract terms legislation. The seminal case recognizing the tort of negligent advice, Hedley Byrne Co. Ltd. V. Heller Partners Ltd, involved advice given about a customer’s creditworthiness in a bank reference. As subsequently interpreted, Hedley Byrne liability depends importantly on an assumption of responsibility by a bank, a sufficiently proximate relationship between the bank and the customer or third party, and on there being reliance on the statement. Assumption of responsibility an proximity are, in large part, legal fictions, and in practice a court will have regard to factors such as the purpose for which the statement was made and communicated, the bank’s knowledge that the advice was needed for a particular purpose, the relationship between the bank and the person relying on the advice, and the size of any class to which the latter belongs. As regards disclosure (and this includes electronic disclosure), it is worth repeating here what was said in Woods v. Martins Bank Ltd [1959] 1 Q. B. 5 at 60, where Salmon J. said It cannot be too clearly understood that solicitors owe a duty to the court, as officers of the court to make sure, as far as possible, that no relevant documents have been omitted from their clients list. Barclays Bank v OBrien [1994] 1 AC 180. A husband and wife agreed to a second mortgage secured on their home to help out the husbands ailing company. The necessary documents were sent to a branch with instructions to ensure that the couple were aware of what they doing and to take legal advice on the matter. This did not occur. The wife signed the documents, relying on her husbands explanation of the situation (that it involved ? 60,000 for 3 weeks). When the debt reached ? 154,000, the bank ordered the house to be repossessed. At appeal, the court held that misrepresentation to the wife had occurred, the bank was fixed with constructive notice and the wifes equitable right was enforceable against the bank. The case of Royal Bank of Scotland v Etridge was decided by the Lords in a Judgment handed down on 11th October 2001. The case set standards for lending institutions where guarantees are given by a third party. It also sets standards for Solicitors who take on the task of advising those third parties. The most important point for lending institutions, thinking of enforcing their security is that cases of this nature need to be tested on their facts. It will make the lower Courts think very carefully whether cases which are perceived as hopeless should be struck out at an early stage. The decision in this series of appeals mitigates against early strike out. It could mean that lending institutions no longer have a quick route by which to realize the security and in many cases they will be locked into trials which could prove lengthy and expensive.

International Students And Global Education Sociology Essay

International Students And Global Education Sociology Essay There is a widespread recognition and belief that our increasingly interconnected and interdependent global society mandates that students be educated to develop habits of the mind that embrace tolerance, a commitment to cooperation, an appreciation of our common humanity, and a sense of responsibility. The international students are the future leader of tomorrow. Understanding global issues is critical to the students across the global as they endeavor to promote democratic principles and social justice, improve our economic competitiveness, and provide leadership in the future. However, not enough is being done in public schools and classrooms to expose students to global issues. Research shows that most American students lag behind their peers in other countries in their knowledge of world geography, foreign languages, and cultures ( National Geographic-Roper, 2002). Our curriculum must undergo a paradigm shift recognizing that in order to be truly globally competitive; our teache rs must be globally competent. Educating young people to become global citizens will allow them to learn about the interdependence of the worlds systems, believe that solutions to global challenges are attainable, and feel morally compelled to confront global injustices and take responsible action to promote a just, peaceful and sustainable world. If we truly aspire to have a world-class education that connects and recognizes that what we do affects other humans in the world, we must engage with the world. The challenges that face the world today-from global poverty and climate change to financial systems and conflict-require globally-minded solutions (OMeara, 1997). Knowledge of these skills is necessary so that young people can invent a future that appropriately addresses global challenges. These young international students must gain global competence in addressing international issues as well as gaining the ability to work with people of diverse cultural backgrounds. Teaching for global connectedness should be grounded in the personal experiences of the student and her/his community. Teachers must be able to help students to connect global issues with daily life experiences. According to Ryan and Durning (1997) students ought to consider the impact of their daily consumption (and garbage) on the lives of other people and places in the world; the consumption of coffee, newspapers, t-shirts, shoes, car, computer, hamburger, french-fries and cola are traced from their origins through the inequities of the production process to the consequences of waste products. Teachers must approach global education from different perspectives, says Merry Merryfield, associate professor of social studies and global education at The Ohio State University. For example: à ¢Ã¢â€š ¬Ã‚ ¦some teachers have the rationale that, in order to compete in a global economy, students need a global perspectivebut others want to make the world a better place in terms of the environment and social justice. Still others want to promote cross-cultural understanding. Each of these is a valid approach, says Merryfield, as long as teachers emphasize multiple perspectives and global interdependence (Rasmussen, 1998, p.2). Teachers also need to have the competences they are trying to teach students. Our college preps do not prepare teachers to be globally competent. Understanding global issues makes teachers more apt to guiding students in the global challenges that face their countries of origin. Given the fragile state of the world and the level of continued destruction, more emphasis should be given to preparing students to become stewards of the earth and participants in democracy for global social justice. Authentic learning occurs when students from diverse cultures meet and work together, especially when they have equal status and collaborative goals that have meaning in their lives (Johnson Johnson, 1992). Global educators find ways to increase their students experiences with people different from themselves through work with international students from local universities, immigrant organizations in the community, service learning projects, exchanges through e-mail or videos, and taking studen ts overseas (Wilson, 1993). In a 10th grade world history, a unit on the Middle East, some teachers may motivate students by presenting exotic images-such as the harem, polygamy, belly dancing, Arab sheiks, and camel races-and may fail to challenge students comments that stereotype all Arabs as supporters of terrorism or all Arab women as having few rights. But Global educators, however, purposefully address stereotypes and challenge the exotic images and misperceptions that students bring with them into the classroom. They develop lessons to replace misinformation with knowledge of the complexity of cultures, cultural conflicts, and global issues. To begin a unit on the Middle East, for example, a global educator asks students to brainstorm what they know about Muslims, Arabs, and the Middle East and then immediately addresses common misperceptions. When students confuse the terms Arab and Muslim, the teacher helps students map where Arabs live and introduces primary sources for st udents to differentiate diverse Arab cultures and the Muslim world (Said, 1997). Said (1993) ideas on how Europeans constructed the Orient can help students recognize the exotic images of the Middle East in popular media, entertainment, and textbooks, and distinguish them from the materials that people of other countries have posted on the Internet and what local Egyptian, Lebanese, and Iranian students say about their lives back home. In developing an appreciation of the complexities within other cultures, students learn to challenge sweeping generalizations, misinformation, and stereotypes. Global Challenges Sustainable development and climate change People all over the world are struggling with problems of a magnitude no other generation has faced. Even in the most affluent nations, millions of people suffer from hunger, homelessness, and unattended health problems. Sach (1995) opines that wars, civil conflicts and invasions take the lives of millions more. Global changes in the climate are creating severe local weather conditions, destroying lives and property. Well intended projects continue to despoil the land, water and air ( Sach, 1995 p.7). Millions of tons of hazardous waste generated by industrialized countries are exported to non-industrialized areas of the world without regard to the health and environment consequences. Jacobson (1991) says that over three billion pounds of pesticides a year are used globally causing human poisonings, harm to fish and wildlife, livestock losses, groundwater contamination, destruction of natural vegetation, and more pests resistant to pesticides (Jacobson et al, 1991, p. 45). Deforestat ion, soil erosion, destruction of habitat, extinction of species, and depletion of aquifers are but a few of the many attacks on our planet. While natural resources are stripped from the earth, new species are genetically engineered by corporations for profitability and monopolized through complex international patent laws with few constraints for releasing them into the environment. According to Shiva (1997) ancient knowledge of plants and animals, and even human genetic material, are stolen from indigenous peoples and used to generate wealth for a few while the cultures which generated the knowledge are decimated. As these examples demonstrate, human rights and environmental issues are clearly intertwined. A country like Kenya is a prime example of not providing an economic infrastructure to meet the subsistence needs of the communities in the northern part of the country and creating man made famine. Countries with hungry people export grains or feed them to livestock for export. Millions of jobs are eliminated by technology or runaway factories as CEO salaries skyrocket. While the United Nations ratified a Convention on the Rights of the Child in 1989, more than 250 million children are forced into labor (Sanders, 1997). Enormous resources are wasted on the production of guns and weapons of mass destruction as social programs and education funds are drastically reduced. Projects to solve one problem have created other problems. McMichaels (1993) observes that dams, viewed for decades as creating clean energy and providing irrigation, are responsible for destroying the means of subsistence for millions of people who are forced to relocate their homes (McMichaels, 1993 page 36). Alteri ng the natural flow of rivers, these dams flood millions of hectares of arable land, create conditions for water born diseases and prevent fish from spawning. Aquaculture, heralded as the answer to declining fish and shrimp populations, is despoiling the habitat of other species. The primacy of profit maximization over all other values is the core of both social and environmental problems. Nations and nature are being restructured to meet this primary goal, not to meet the needs of ordinary people or to ensure a sustainable environment. The problems created are global, with consequences for many different countries and communities. For example, when U. S. companies move plants and jobs to other countries to take advantage of cheaper labor, they leave economic devastation in local U.S. communities and undermine the existing economies in the new locations. At the same time, they take advantage of less stringent environmental policies in other countries that allow them to pollute more freely or to use chemicals banned in the United States. Sometimes, these chemicals return to consumers in the U.S. in the imported products. Global problems necessitate going beyond national borders to embracing the concept of global citizenship. By learning how global issues affec t individual and community lives, how and why decisions are made which affect the planet and life on it and, most importantly, means by which the future can be influenced, global education can prepare students to become socially responsible international citizens. The empowerment of women Empowerment of women has been one of the strongest drivers of social evolution over the past century, and many argue that it is the most efficient strategy for addressing the global challenges in this chapter. Only two countries allowed women to vote at the beginning of the twentieth century; today there is virtually universal suffrage, the average ratio of women legislators worldwide has reached 19.2%, and over 20 countries have women heads of state or government. Patriarchal structures are increasingly challenged, and the movement toward gender equality is irreversible. With an estimated control of over 70% of global consumer spending, women are strongly influencing market preferences. Analysis shows a direct interdependence between countries Gender Gap Index and their Competitiveness Index scores and that Fortune 500 companies with more gender-balanced boards could outperform the others by as much as 50%. Yet the Gender Equity Index 2010 shows that significant differences still remain in economic participation and political empowerment. Gender stereotyping continues to have negative impacts on women around the world, and although progress is being made on closing the gender gap in terms of establishing global and national policies, real improvement will only be achieved when conflicts between written laws and customary and religious laws and practices are eliminated. Environmental disasters, food and financial crises, armed conflicts, and forced displacement further increase vulnerabilities and generate new forms of disadvantages for women and children. Women account for over 40% of the worlds workforce, earn less than 25% of the wages, and represent about 70% of people living in poverty. An OECD survey found that women spend more time on unpaid work than men do worldwide, with the gap ranging from 1 hour per day in Denmark to 5 hours per day in India. FAO estimates that giving women the same access as men to agricultural resources could reduce the number of hungry people in the world by 12-17%, or 100-150 million people. Child malnutrition levels are estimated to be 60% above average where women lack the right to land ownership and 85% above average where they have no access to credit. Microcredit institutions reported that by 2010, nearly 82% (about 105 million) of their poorest clients were women. However, many of their businesses are too small to transform their economic status, points out FEMNET. Empowerment of women is highly accelerated by the closing gender gap in education. Most countries are reaching gender parity in primary education, and 50% of university students worldwide are women. Yet regional disparities are high, and UNESCO estimates that women represent about 66% of the 796 million adults who lack basic literacy skills. Although the health gender gap is closing, family planning and maternal health remain critical. Determining the size of the family should be recognized as a basic human right, and more attention should be given to womens health and social support for affordable child care worldwide, including industrial countries, which are facing demographic crises due to low fertility rates. Of the more than 500,000 maternal deaths per year, 99% happen in developing countries, with the highest prevalence in Africa and Asia due to high fertility rates and weak health care systems. Unless providing effective family planning to the 215 million women who lack it is seen as a key component of development, the UN goal to reduce maternal mortality to 120 deaths per 100,000 live births by 2015 will not be achieved. Regulations should be enacted and enforced to stop female genital mutilation, which traumatizes about 3 million girls in Africa each year, in addition to the 100-142 million women worldwide affected by it today. While the prevalence of this in Egypt, Guinea, and some parts of Uganda is at over 90%, communities in India, Indonesia, Malaysia, and even in the EU are also affected. Violence against women is the largest war today, as measured by death and casualties per year. While the proportion of women exposed to physical violence in their lifetime ranges from 12% to 59%, a function of region and culture, sexual assaults remain one of the most underreported crimes worldwide, continuing to be perpetrated with impunity. According to UNODC, 66% of the victims of the $32 billion global industry of human trafficking are women and children. The Protocol to Prevent, Suppress and Punish Trafficking in Persons, especially Women and Children, has 142 parties and 117 signatories thus far, but it has yet to be adopted and enforced by some key countries. Female vulnerability increases during conflict, when sexual violence is often used as a weapon. Recovery from conflict and disaster should be used as opportunities to rectify inequalities. Nevertheless, women make up only 8% of peace negotiators, and only 25 countries have developed National Action Plans supporting UN Security Council Resolution 1325 on womens protection in conflict and participation in peace processes. Reduce the gap between rich and poor? The world needs a long-term strategic plan for a global partnership between rich and poor. Such a plan should use the strength of free markets and rules based on global ethics to combat poverty. Conventional approaches to poverty reduction (technical assistance and credit) that work in low- and middle-income stable countries do not work in fragile countries, which need stability first. Ethical market economies and systems require improved fair trade, increased economic freedom, a level playing field guaranteed by an honest judicial system with adherence to the rule of law and by governments that provide political stability, a chance to participate in local development decisions, reduced corruption, insured property rights, business incentives to comply with social and environmental goals, a healthy investment climate, and access to land, capital, and information. Direction from central government with relatively free markets is competing with the decentralized, individualized private enterprise for lifting people out of poverty (Hersh and . Paterson, 1994 pages 93-94) An alternative to trying to beat the brain drain is to connect people overseas to the development process back home by a variety of Internet systems. According to UNDP, if the WTO eliminated agricultural export subsidies, developing countries would gain $72 billion per year, according to UNDP. Structural imbalances in world trade have to be corrected to assure fair competition, respect of human rights, and labor and environmental standards, as well as efficient management of the global commons and prevention of monopolies. Chinas monetary policy adjustments could help other countries economic development and access to world markets. International students must be exposed to these issues and offer possible solutions in a project oriented instruction. Also as a resource, the native students from these countries provide a rich understanding of how the issues affect their lives. Australia has set up a recruiting structure that gives international students scholarships with a pledge that these students will work in Australia for five years after graduation before returning to the mother country. Relationships are being developed to foster cooperation and understanding. The case study of such programs would enhance students understanding of international connectedness as international students. They can learn that the human experience is an increasingly globalized phenomenon in which people are constantly being influenced by transnational, cross-cultural, multi-cultural, multi-ethnic interactions. It is therefore important international students begin developing a deeper understanding of the worlds economic, social, a nd political issues.

How does Priestly keep the attention of the audience in Act 1? :: English Literature

How does Priestly keep the attention of the audience in Act 1? Inspector calls was set in 1912, it was written in 1945, and was performed in 1946. Priestly wanted to show his views, so he created a performance called ‘Inspector Calls’ to show that he cares for others, so Priestly maintains interest by using various different devices, and that’s what my essay will be about, the various devices that Priestly used the keep the attention of the audience. Firstly, the play has got a pace, which is fast, the evidence of this is that the Inspector doesn’t keep talking to the same person for five minutes, he asks one person one question and then he goes onto the next person. The point of this is Priestly doesn’t bore the audience he keeps everyone’s attention by going thought the scenes. In Inspector calls the characters were each revealed step by step, and eventually they all revealed properly at the end of the play. At the end of act 1 the only characters that have been revealed is Mr Birling, because they found out that he had sacked Daisy Retton just for asking if she could have abit more money, Gerald was also revealed but not much, because Shelia knew that Gerald new something when the Inspector said the name Daisy Retton because his face gave the impression. The point of this is that they have only revealed two characters in act 1 so that the audience will want to keep watching, because they would like to know where the other characters come in the mystery. Secondly, the play refers to the political climate of time, the evidence of this is that once he has asked someone a question, they answer it, then the person he had asked a question to before he asks them i.e. ‘did you know anything about that’. The point of this is, if any one out of the audience has misunderstood a little bit of a sentence then he goes back over it but in a different way of saying it later on, so then that person has understood the whole storyline so far. Also the storyline is slowly unravelling of the plot, but by the end of act 1 the audience is completely drawn in. The evidence of this is, the stage directions in the book, the font is different and it says ‘ she looks at him in triumph. He looks crushed. The door slowly opens and the inspector appears, looking steadily and searchingly at them,’ so if you were watching the play, then the Inspector will open

Exhibit Advertisement Essay

Please join the Rhode Island School of Design in exploring a blast from the past! Our annual art exhibit will be celebrated January 22, 2012 in RISD’s auditorium. This year will showcase art work from the Early Chinese and Early Japanese Civilizations. During this free exhibit your entire family will be able to explore the very fascinating masterpieces from ancient Chinese and Japanese artist. Throughout the exhibit you will see different forms of art with each piece reflecting on their culture, history, and religious beliefs. Please take some time to read about some of the artwork that will be displayed, and its roots. Understanding these amazing art forms can be comprehended by first taking a look on how all forms of art was greatly influenced by Early Chinese Civilization. There are many connections between culture, religion, and spiritual beliefs. Buddhism, Taoism, and Confucianism were religions that greatly affected Chinese artist. These religions and philosophies represented social responsibility, responsibility towards nature, practical and mystical relations, along with healthy life balance. In addition to religion the admiration of nature played a very special part in art whether it is sculptures, calligraphy scrolls, or architecture. The wide array of art forms can be traced back to the Chinese culture. In the first preview you will notice a bronze horse; this artwork was created during the Han Dynasty. A horse for many was means of transportation however the Chinese valued the horse, especially due to their location. The breed of horses that were available to the Chinese were considered â€Å"flying horses† due to their speed. Many emperors along with citizens valued animals and nature because of their spiritual beliefs. Chinese men also valued the horse understanding that in time or war horses were an essential part to defeating enemies. Another art form that can be viewed at our annual exhibit is the representation of Yin and Yang. Yin and Yang represent the equal balance of life. This is most commonly represented by black and white, although the Chinese understood that life would not always be black and white. The Chinese understood that no part of life could be relevant without the other and appreciated the good with the bad and believed in things being equal. Japanese art form absorbed many of the influences from the Chinese Civilization. Japanese art in its own way is a concentrated form of Chinese work and cultural beliefs. There were Taoist and Confucius influences however the Shinto and Buddhist society were also heavily acknowledged. The love and respect for spiritual peace in addition to nature can be easily identified in Japanese art. Much like the Chinese, the Japanese also valued family, life balance, and elder wisdom. In the above image one can sense the importance of religion and spiritual finding. The Shaka Triad displays in the center Buddha. This art work was a direct influence of Buddhism, which later became to influence the court life of the Japanese. (Benton & DiYanni, 2008) This piece of art was directly influenced by the Chinese sculpture traditions especially those of pre-Tang period.

Dantes Divine Comedy Essays - Literature, Divine Comedy, Fiction

Dante's Divine Comedy Essays - Literature, Divine Comedy, Fiction Dante's Divine Comedy In Dante's Divine Comedy, Dante incorporates Virgil's portrayal of Hades from The Aeneid into his poem, and similarities between the Inferno and Hades can be drawn, however Dante wasn't attempting to duplicate Virgil's works. Although the Hell depicted in Dante's Inferno is essentially based on the literary construction of the underworld found in Virgil's Aeneid, in their particulars the two kingdoms are quite different. Virgil's underworld is largely undifferentiated, and Aeneas walks through it without taking any particular notice of the landscape or the quality of suffering that takes place among the dead. Aeneas' first concern is with the fate of his friends, then with meeting his father once more: the philosophical and religious significance of sin and death is nothing to him, and there is no moral judgement implied in the fate of the departed. In Dante's Inferno, on the other hand, there is a systematic differentiation of the landscape, and each progressively lower circle of he ll implies a deadlier sin. The quality of punishment given out to the sinners is thus increased as Dante's descend, and Dante's compassion for the dead lessens as he moves downward to the bottom of hell. Virgil's underworld is really an extension of the natural world, being entered through a cave mouth at the end of a beach at the Euboian settlement of Cumae, renowned as the dwelling of Sibyl, it is she who permits his passage to the realm below: The cavern was profound, wide-mouthed and huge, Rough underfoot, defended by dark pool And gloomy forest. Overhead, flying things Could never take their way, such deathly Exhalations rose from the black gorge Into the dome of heaven.(Fitzgerald, p168) Virgil's first descriptions of the underworld are dramatic and turbulent, and there is even a series of symbolic fates that are medieval in their abstraction: And pale Diseases and sad Age are there. And Dread, and Hunger that sways men to crime. And sordid want in shapes to affright the eves And Death and Toil and Death's own brother, Sleep(Fitzgerald, p.169) But once Aeneas gets past these figures, and the on rushing horde of the dead and dying at the boatman's shore, the underworld turns out to be relatively calm and stable setting. There are some further similarities between Virgil's and Dante's hells, no doubt due to Dante's close reading of the Latin and his wish to make Virgil his guide and mentor. For example, there are periodic challenges to the living as they walk through hell, and the boatman warns Virgil, It breaks eternal law for the Stygian craft to carry living bodies. Virgil also conceived the idea of separating the dead infants wail in one area, the falsely accused and condemned in another, the suicides in yet another. But all Virgil's dead are condemned to the same hopeless fate, and it is only the memory of life which torments them. Conscious of this, Aeneas apologizes to Dido for deserting her at the behest of the gods; unfortunately, Dido repudiates him and joins Sychaeus, her former mate. A central concern of many of Aeneas encounters is whether or not the burial rituals have been carried out; the unburied are not even allowed to cross the River Styx, and those whose rituals have not been properly performed seem to suffer some kind of anguish on that account. The main purpose of Aeneas' visit to the underworld is to see his father, and the encounter with Anchises is one of the high points of the Aeneid. The basic distinction of Virgil's hell is that the elect are sent to the Blessed Groves, where, as one of them tells Virgil, We walk in shady groves, and bed on riverbanks and occupy green meadows fresh with streams. (Fitzgerald, p183) Here Aeneas meets Anchises, and his father gladly tells him about the great secrets of eternal life, and how those Souls for whom a second body is in store drink from the waters of forgetfulness. In Virgil's scheme, the virtuous dead are reborn through the device of cleansing their memories, thr ough a vague process of purification at Elysium. Most important of all, however, is the knowledge that the living Aeneas will go on to found Rome