The legal rights of women Essay Example

The legal rights of women Essay The legal rights of women has been one of the   historical issues that the federal government and state government in US have had to address. It started as small voiceless group in the 19th   century but got   momentum in the 1960s during the   greatest American civil rights revolution.   Women had been discriminated as weak and inferior   to men for   a very long time. But with the education of female gender and access to job opportunities it can be noted   that women are capable of performing   tasks equivalent to men. Women movements have done considerable work to have legal rights of women entrenched in the constitution. Although th e laws have given women more chance and opportunity than before, there is still much to be done.WOMEN LEGAL RIGHTS MOVEMENTSWomen have long been a neglect lot in the history of human development. Ideology from the historical perspectives have viewed women as inferior to male   gender in many aspects such as intellectual   and lea dership capabilities. Women have suffered a brunt of mens ego for along time. The women rights gained public attention in the USA as early as 1848 where their grievances came to public domain. It   set the agenda for women rights and several   conventions were held later that culminated to the emergence of women rights movement in USA   (Imbornoni, 2008).Previously women issues have had less legal and career openings over men. It relegated women to roles of wive and mother.   The right to vote for women   in the 20th century was a foundation for increasing the chances of women in   educational and career undertakings. The notion of most people in the early times was that women were   inferior and   source of   evils and temptation and referred as children. Teachings in the early Christian theology reinforced the idea that women were evil and wicked. In other countries the attitude was different and more positive towards women affairs such as in India women were fre e to own property and marry. However with the evolution of Hinduism, women were required to obey their husbands and could not own wealth (DaMetz, 1994).It has been proven that when women are given opportunities in education and leadership to exercise their might. They are found to perform exceptionally well like men. For instance the women religious leaders in the past enjoyed   great influence of power and prestige as well as in leadership such as the Queens of England in the 16th century (Elizabeth) and 19th century (Victoria). Women were relegated to house   work and less muscular task while heavy work like hunting and ploughing was for men. But women are known   to be highly tolerant to pain, diseases and have higher life expectancy than men   (DaMetz, 1994).In the twentieth century   women movements emerged more vigorously to   champion for the rights of   women in issues like contraceptives   abortion, education, gender discrimination, employment opportunities and more gender based discrimination. For instance in   early 20th century women attending school was 19 percent. They were taught how to read and write. Girls were prepared for motherhood and marriage while men for   professional work.   This scenario improved steadily for instance  Ã‚   in 1980s statistics showed that 49 percent of women attended school, 49 % had masters degree, 33% had doctoral degrees and   25 percent of all college students were 29 years or older. In the colonial America, women were not included in most of the   formal job opportunities even studying was restricted to summer times when men were   working and out of school. This led to the onset of women movements (Stetson, 2004).In 1869 women activists formed the National   Woman Suffrage Association (NWSA) which aimed at ensuring there is amendment in the constitution at national level that addresses the plight of women. In the same year,   American Woman Suffrage Association (AWSA)was formed to advocate for the rights of women at States level. This made several   States to adopt legislations that   provided legal redress to women and between 1893 to 1918 most States had adopted the legislation.In the following years major amendments were done to improve the welfare and conditions of women such as the National Association of Colored Women (1896) voiced the conditions of colored women, National Women Trade Union (1903) that sought to improve working conditions,   formation of Congressional Union of women in 1913, passage of federal woman suffrage   in 1919, formation of Womens Bureau in 1920 for collecting data on working women, formation of American Birth Control League in 1921, formation of National Council for Negro women that championed for discrimination, sexism and racism   against black women in 1935 and later the emergence of Daughters of Bilitis, a lesbian group (Imbornoni, 2008; Robnett, 1997).From the 1960 to the present radical changes have been mad e to change the status   of women. For instance in 1960 the Food and Drug Administration allowed   women to have birth control. In 1962 President John Kennedy set up Presidents commission that sought to report   information concerning   working women in case of discrimination and unfair hiring practices.   In   1963 the Feminine Mystique book by Betty Friedman was released. It became popular   and   was bedrock for contemporary women movements (Imbornoni, 2008).The enactment of two Acts in   the subsequent years boosted the women movements. This included the Equal Pay Act (1963) and   Civil Rights Act (1964). These required the federal government and contractors to pay equal salary to all genders and avoid discrimination of women based on their gender. Similarly, the Employment Equal Opportunity Commission (EEOC) was set up to   investigate and penalize violators of the law. In 1965 the supreme court ruled out the a case   which barred   married people to u se contraceptives. A feminist group called   National organization for Women (1966) that   sought for abolition of discrimination in jobs by championing for legislation and lobbying as well as   litigations and demonstrations in the public was formed (Imbornoni, 2008).President Lyndon Johnson in 1967 devised   an Executive policy that   ensured all women are indiscriminately allowed to attend educational   institutions of their choice. The EEOC in 1968 ruled out sex segregated   advertisement in the media and thus set cause for women to be employed in high paying jobs. California later became the first state to   adopt the divorce law that connoted   no fault and which granted women equal share of property in   case of marriage getting sour. This followed another ruling made in 1970 where the supreme upheld the rule that jobs should be equal and not identical such that the employer cannot pay female worker less than male worker in the same job category (Imbornoni , 2008).Then in 1972   the Equal Rights Amendment went through the Congress and taken to States for ratification.   It did not get the required minimum number of states and was subsequently rejected in 1982. In the same year calls for privacy was upheld for unmarried persons who were allowed to use contraceptives   through the supreme court ruling. Then the Education Act Amendment (Title X) allowed participation of school going girls in athletics and   professional programs. This increased their numbers significantly (Imbornoni, 2008).The equal opportunities Act of 1974   further reduced restriction of labor market. And in 1976 marital rape become an offence starting with Nebraska. The pregnancy Act was passed in 1978   where employers were required to allow women to work even when they are pregnant as well as grant them the same opportunity in employment. In 1984 the EMILY network was started which advocated for female candidates eying for political office to be support ed. This helped to increase the number of women membership in the national level. The supreme court in 1986 made ruling depicting that sexual harassment as discrimination in the workplace (Imbornoni, 2008).More over, the supreme court went ahead and quashed a case in which the state of Pennsylvania wanted reinstitution   of clauses in Abortion Act   that were referred as unconstitutional in1992. Two years later the federal government tightened federal laws governing violence against women such as   rape and domestic violence. In 1996 the court ruled in favor of admitting women to the Virginia military school or lose public funding.   The court also gave   more weight to penalty against sex discrimination to third party complainant.   In 2006 the supreme court banned specific type of abortion procedures   according to   the Partial Birth Abortion Ban Act of 2003.   The above application of legal   rights to women have had impact in the conditions of women in Ameri ca since 1960s (Imbornoni, 2008).However the adoption and implementation of the Acts since the 1960s were sparingly applied. For instance   the Equal Pay Act and Civil Rights Act did not   change the   welfare of   women working in retail stores and access to   credit   cards. There was considerable difficulty in application of the law to female offenders since most women were unfairly   treated as compared to men. Unmarried women were constantly harassed and their privacy undermined and female prostitutes were imprisoned as male customers were not (Stetson, 2004; Robnett,1997).It was also evident that women in America were not allowed to own property but were virtually the possession of their men similar to children and material wealth. This discrimination prevailed for a long time even in education and job opportunities.   For example   women doctors accounted for 5% in 1890, women lawyers were   2% in 1930 and no women   engineer in 1930. But with enactment of the Acts since 1960s the percentage of women enrollment increased by more than 15% such as women lawyers in 1980s was 22% while medical doctors accounted for   17%.   Comparatively, teaching profession had large number of women teachers equivalent to twice the number of men teachers (Stetson, 2004).Although currently the women make large proportion of employees, they still do supportive work such as secretaries, waiters, attendants and waiters. In 1989 there was   45% of women in the US work force but had little   significance in decision making. The number in senior positions later increased dramatically but could not surpass the proportion of men. Women were still paid less than men like in 1963, 43% were paid less and dropped to   32% in 1988. Women become concerned with jobs and delayed family for long while working elders numbers increased (DaMetz, 2004).The number of working mothers increased steadily from   12 percent in 1960s to 57% in   1980s. Black women c onstituted the largest number and had   other roles to perform apart from formal work which included domestic work and   caring of children.   In the 1970s working wives spent more than   one hour per week in domestic chores than   full time housewives.   More so maternity leave in most States   was not given to breast feeding women even with the   changes made in the federal law (DaMetz, 2004).Women in the political positions were not   successful despite the   right to vote that was passed   long time before the 1960s rights revolution. It is only in 1984 where a woman was   nominated to run for vice presidency.   Apart from this most high ranking public office held by women have been in mayoral and governors positions.CONCLUSIONWomen rights   movement in the USA started as early as   mid 19th century. It began with the need to address legal ineffectiveness in tackling women issues. Two formidable associations were formed the NWSA and AWSA which later    merged to form NAWSA. This articulated women issues at Federal and States levels. Several Acts and Amendments were enacted and slowly transformed a woman from her main historical role of domestic and motherhood into the professional modern woman. Laws discriminating against gender, race and sex were enacted. The most visible ones include the Equal Pay Act (1963) and The Civil Rights Act (1964) among others. Though these laws were supposed to give level ground to all women. There is still difficulty in   implementing them.

How Medication Effects the Kidney and Liver Essay Example

How Medication Effects the Kidney and Liver Essay Example How Medication Effects the Kidney and Liver Essay How Medication Effects the Kidney and Liver Essay The kidney and the liver are two of the four major routes a drug takes when trying to leave the body. If someone has kidney or liver disease, how a person’s body handles that drug is greatly affected. Drinks, food and or lifestyle habits that put added stress and cause damage to your kidneys or liver, foe example alcohol abuse or chronic exposure to toxins such as paint fumes, can affect how well you process drugs. Kidney and or liver stress/damage usually raises drug levels a lot higher than normal by slowing down the excretion process.The aminoglycoside antibiotics such as Streptomycin, Kanamycin, Gentamicin and Garamicin can cause kidney damage in 15 percent of patients treated with them, but thousands of drugs cause less than obvious stress on your kidneys. When your drug information says Renal (kidney) problems, you should always be aware that drug is most likely going to be hard on your kidneys. Check with your pharmacist before mixing any drugs, prescription and or over-the-counter drugs.Drug Labels that warn of things like hepatic (liver) toxicity, injury, and dysfunction which is medical use for liver poison, should flash a red light in your head. (http:/www. liverdisease. com/medication_hepatitis. html) Your liver is the busiest organs in the body working non-stop to process food to transport through the bloodstream and to metabolize waste matter for excretion through urine and or feces. (http:/www. liverdisease. com/medication_hepatitis. html) The list of prescription drugs that can stress or damage the liver is most likely longer than the list that dont.If you drink alcohol all the time and take a liver stressing drug you can be doing lots of damage to your liver. Some signs of liver damage are swelling and redness in the palms of the hands, yellowish skin and whites of eyes, itching, small benign fatty tumors and reddish spots on the skin or lumps under the skin of damaged blood vessels. ( aakp. org/aakp-library/medication-effects/)One mostly used drugs that damages the liver is acetaminophen (Tylenol) which is loudly talked about in advertising for pain relief.What the ad doesn’t tell you is that acetaminophen is hard on the liver. Recent studies show acetaminophen can inflict most if not all of its damage on the liver by blocking the making of antioxidant glutathione. Without the glutathione the livers ability to break down toxins for disposal is weakened. According to a study published in the journal, Free Radical Biology amp; Medicine, one hour after an injection of acetaminophen, glutathione levels decrease as much as 83 percent! If some stress is placed on the liver (alcohol) at the same time the acetaminophen hits it the damage could be fatal.If you take acetaminophen, take a liver protecting herb milk thistle’ before and add 500 mg of the amino acid cysteine to your daily vitamins. Cysteine is the precursor to glutathione. Also be sure to do not drink alcohol when youre taking acetaminophen. ( hepcnet. net/drugsandliverdamage. html) Kidneys plays a big part in body function by filtering the blood, getting rid of the waste products, but also by balancing the levels of electrolyte levels in the body controlling blood pressure, and stimulating the production of red blood cells.

The 31 Critical ACT Math Formulas You MUST Know

The 31 Critical ACT Math Formulas You MUST Know SAT / ACT Prep Online Guides and Tips The two biggest challenges of ACT Math are the time crunch- the math test has 60 questions in 60 minutes!- and the fact that the test doesn’t provide you with any formulas. All the formulas and math knowledge for the ACT comes from what you’ve learned and memorized. In this complete list of critical formulas you'll need on the ACT, I'll lay out every formula you must have memorized before test day, as well as explanations for how to use them and what they mean. I'll also show you which formulas you should prioritize memorizing (the ones that are needed for multiple questions) and which ones you should memorize only when you've got everything else nailed down tight. Already Feeling Overwhelmed? Does the prospect of memorizing a bunch of formulas make you want to run for the hills? We've all been there, but don't throw in the towel just yet! The good news about the ACT is that it is designed to give all test-takers a chance to succeed. Many of you will already be familiar with most of these formulas from your math classes. The formulas that show up on the test the most will also be most familiar to you. Formulas that are only needed for one or two questions on the test will be least familiar to you. For example, the equation of a circle and logarithm formulas only ever show up as one question on most ACT math tests. If you’re going for every point, go ahead and memorize them. But if you feel overwhelmed with formula lists, don’t worry about it- it’s only one question. So let’s look at all the formulas you absolutely must know before test day (as well as one or two that you can figure out yourself instead of memorizing yet another formula). Algebra Linear Equations Functions There will be at least five to six questions on linear equations and functions on every ACT test, so this is a very important section to know. Slope Slope is the measure of how a line changes. It’s expressed as: the change along the y-axis/the change along the x-axis, or $\rise/\run$. Given two points, $A(x_1,y_1)$, $B(x_2,y_2)$, find the slope of the line that connects them: $$(y_2 - y_1)/(x_2 - x_1)$$ Slope-Intercept Form A linear equation is written as $y=mx+b$ m is the slope and b is the y-intercept (the point of the line that crosses the y-axis) A line that passes through the origin (y-axis at 0), is written as $y=mx$ If you get an equation that is NOT written this way (i.e. $mx−y=b$), re-write it into $y=mx+b$ Midpoint Formula Given two points, $A(x_1,y_1)$, $B(x_2,y_2)$, find the midpoint of the line that connects them: $$((x_1 + x_2)/2, (y_1 + y_2)/2)$$ Good to Know Distance Formula Find the distance between the two points $$√{(x_2 - x_1)^2 + (y_2 - y_1)^2}$$ You don’t actually need this formula, as you can simply graph your points and then create a right triangle from them. The distance will be the hypotenuse, which you can find via the pythagorean theorem Logarithms There will usually only be one question on the test involving logarithms. If you’re worried about having to memorize too many formulas, don’t worry about logs unless you’re trying for a perfect score. $log_bx$ asks â€Å"to what power does b have to be raised to result in x?† Most of the time on the ACT, you’ll just need to know how to re-write logs $$log_bx=y = b^y=x$$ $$log_bxy=log_bx+log_by$$ $$log_b{x/y} = log_bx - log_by$$ Statistics and Probability Averages The average is the same thing as the mean Find the average/mean of a set of terms (numbers) $$\Mean = {\sum\of\the\terms}/{\the\number(\amount)\of\different\terms}$$ Find the average speed $$\Speed = {\total\distance}/{\total\time}$$ May the odds be ever in your favor. Probabilities Probability is a representation of the odds of something happening. A probability of 1 is guaranteed to happen. A probability of 0 will never happen. $${\Probabilityâ€Å'\ofâ€Å'\anâ€Å'\outcomeâ€Å'\happening}={\numberâ€Å'\ofâ€Å'\desiredâ€Å'\outcomes}/{\total\number\of\possible\outcomes}$$ Probability of two independent outcomes both happening is $$\Probabilityâ€Å'\ofâ€Å'\eventâ€Å'\A*\probabilityâ€Å'\ofâ€Å'\event\B$$ e.g., Event A has a probability of $1/4$ and event B has a probability of $1/8$. The probability of both events happening is: $1/4 * 1/8 = 1/32$. There is a 1 in 32 chance of both events A and event B happening. Combinations The possible amount of different combinations of a number of different elements A â€Å"combination† means the order of the elements doesn’t matter (i.e. a fish entree and a diet soda is the same thing as a diet soda and a fish entree) Possible combinations = number of element A * number of element B * number of element C†¦. e.g. In a cafeteria, there are 3 different dessert options, 2 different entree options, and 4 drink options. How many different lunch combinations are possible, using one drink, one, dessert, and one entree? The total combinations possible = 3 * 2 * 4 = 24 Percentages Find x percent of a given number n $$n(x/100)$$ Find out what percent a number n is of another number m $$(100n)/m$$ Find out what number n is x percent of $$(100n)/x$$ The ACT is a marathon. Remember to take a break sometimes and enjoy the good things in life. Puppies make everything better. Geometry Rectangles Area $$\Area=lw$$ l is the length of the rectangle w is the width of the rectangle Perimeter $$\Perimeter=2l+2w$$ Rectangular Solid Volume $$\Volume = lwh$$ h is the height of the figure Parallelogram An easy way to get the area of a parallelogram is to drop down two right angles for heights and transform it into a rectangle. Then solve for h using the pythagorean theorem Area $$\Area=lh$$ (This is the same as a rectangle’s lw. In this case the height is the equivalent of the width) Triangles Area $$\Area = {1/2}bh$$ b is the length of the base of triangle (the edge of one side) h is the height of the triangle The height is the same as a side of the 90 degree angle in a right triangle. For non-right triangles, the height will drop down through the interior of the triangle, as shown in the diagram. Pythagorean Theorem $$a^2 + b^2 = c^2$$ In a right triangle, the two smaller sides (a and b) are each squared. Their sum is the equal to the square of the hypotenuse (c, longest side of the triangle) Properties of Special Right Triangle: Isosceles Triangle An isosceles triangle has two sides that are equal in length and two equal angles opposite those sides. An isosceles right triangle always has a 90 degree angle and two 45 degree angles. The side lengths are determined by the formula: x, x, x√2, with the hypotenuse (side opposite 90 degrees) having a length of one of the smaller sides * √2. E.g., An isosceles right triangle may have side lengths of 12, 12, and 12√2. Properties of Special Right Triangle: 30, 60, 90 Degree Triangle A 30, 60, 90 triangle describes the degree measures of its three angles. The side lengths are determined by the formula: x, x√3, and 2x. The side opposite 30 degrees is the smallest, with a measurement of x. The side opposite 60 degrees is the middle length, with a measurement of x√3. The side opposite 90 degree is the hypotenuse, with a length of 2x. For example, a 30-60-90 triangle may have side lengths of 5, 5√3, and 10. Trapezoids Area Take the average of the length of the parallel sides and multiply that by the height. $$\Area = [(\parallel\side\a + \parallel\side\b)/2]h$$ Often, you are given enough information to drop down two 90 angles to make a rectangle and two right triangles. You’ll need this for the height anyway, so you can simply find the areas of each triangle and add it to the area of the rectangle, if you would rather not memorize the trapezoid formula. Trapezoids and the need for a trapezoid formula will be at most one question on the test. Keep this as a minimum priority if you're feeling overwhelmed. Circles Area $$\Area=Ï€r^2$$ Ï€ is a constant that can, for the purposes of the ACT, be written as 3.14 (or 3.14159) Especially useful to know if you don’t have a calculator that has a $Ï€$ feature or if you're not using a calculator on the test. r is the radius of the circle (any line drawn from the center point straight to the edge of the circle). Area of a Sector Given a radius and a degree measure of an arc from the center, find the area of that sector of the circle. Use the formula for the area multiplied by the angle of the arc divided by the total angle measure of the circle. $$Area\of\an\arc = (Ï€r^2)(\degree\measure\of\center\of\arc/360)$$ Circumference $$\Circumference=2Ï€r$$ or $$\Circumference=Ï€d$$ d is the diameter of the circle. It is a line that bisects the circle through the midpoint and touches two ends of the circle on opposite sides. It is twice the radius. Length of an Arc Given a radius and a degree measure of an arc from the center, find the length of the arc. Use the formula for the circumference multiplied by the angle of the arc divided by the total angle measure of the circle (360). $$\Circumference\of\an\arc = (2Ï€r)(\degree\measure\center\of\arc/360)$$ Example: A 60 degree arc has $1/6$ of the total circle's circumference because $60/360 = 1/6$ An alternative to memorizing the â€Å"formulas† for arcs is to just stop and think about arc circumferences and arc areas logically. If you know the formulas for the area/circumference of a circle and you know how many degrees are in a circle, put the two together. If the arc spans 90 degrees of the circle, it must be $1/4$th the total area/circumference of the circle, because $360/90 = 4$. If the arc is at a 45 degree angle, then it is $1/8$th the circle, because $360/45 = 8$. The concept is exactly the same as the formula, but it may help you to think of it this way instead of as a â€Å"formula† to memorize. Equation of a Circle Useful to get a quick point on the ACT, but don’t worry about memorizing it if you feel overwhelmed; it will only ever be worth one point. Given a radius and a center point of a circle $(h, k)$ $$(x - h)^2 + (y - k)^2 = r^2$$ Cylinder $$\Volume=Ï€r^2h$$ Trigonometry Almost all the trigonometry on the ACT can be boiled down to a few basic concepts SOH, CAH, TOA Sine, cosine, and tangent are graph functions The sine, cosine, or tangent of an angle (theta, written as ÃŽËœ) is found using the sides of a triangle according to the mnemonic device SOH, CAH, TOA. Sine - SOH $$\Sineâ€Å' ÃŽËœ = \opposite/\hypotenuse$$ Opposite = the side of the triangle directly opposite the angle ÃŽËœ Hypotenuse = the longest side of the triangle Sometimes the ACT will make you manipulate this equation by giving you the sine and the hypotenuse, but not the measure of the opposite side. Manipulate it as you would any algebraic equation: $Sine ÃŽËœ = \opposite/\hypotenuse$ = $\hypotenuse * \sine ÃŽËœ = \opposite$ Cosine - CAH $$\Cosine ÃŽËœ = \adjacent/\hypotenuse$$ Adjacent = the side of the triangle nearest the angle ÃŽËœ (that creates the angle) that is not the hypotenuse Hypotenuse = the longest side of the triangle Tangent - TOA $$\Tangentâ€Å' ÃŽËœ = \opposite/\adjacent$$ Opposite = the side of the triangle directly opposite the angle ÃŽËœ Adjacent = the side of the triangle nearest the angle ÃŽËœ (that creates the angle) that is not the hypotenuse Cosecant, Secant, Cotangent Cosecant is the reciprocal of sine $\Cosecantâ€Å' ÃŽËœ = \hypotenuse/\opposite$ Secant is the reciprocal of cosine $\Secantâ€Å' ÃŽËœ = \hypotenuse/\adjacent$ Cotangent is the reciprocal of tangent $\Cotangentâ€Å' ÃŽËœ = \adjacent/\opposite$ Useful Formulas to Know$$\Sin^2ÃŽËœ + \Cos^2ÃŽËœ = 1$$ $${\Sin ÃŽËœ}/{\Cos ÃŽËœ} = \Tan ÃŽËœ$$ Hurray! You've memorized your formulas. Now treat yo' self. But Keep in Mind Though these are all the formulas you should memorize to do well on the ACT math section, this list by no means covers all aspects of the mathematical knowledge you’ll need on the exam. For example, you’ll also need to know your exponent rules, how to FOIL, and how to solve for absolute values. To learn more about the general mathematical topics covered by the test, see our article on what's actually tested on the ACT math section. What's Next? Now that you know the critical formulas for the ACT, it might be time to check out our article on How to an Perfect Score on the ACT Math by a 36 ACT-Scorer. Don't know where to start?Look no further than our article onwhat is considered a good, bad, or excellent ACT score. Want to improve your score by 4+ points? Our completely online and customized prep program adapts to your strengths, weaknesses, and needs. And we guarantee your money back if you don't improve your score by 4points or more. Sign up for your free trial today. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Maritime Economics of Australia Essay Example | Topics and Well Written Essays - 2500 words

Maritime Economics of Australia - Essay Example 88) The current data suggests that Australian ship owners are also foremost in the meadow on new buildings and issuing increased quality and additional services to sea trade. Several of these recently commissioned ships were located under the State flag. During January and February of 2007, 300 new-fangled buildings casing all types of vessels, were added to the Australia's owned navy as 59 modern vessels were added to the 910 ships previously beneath the Australian flag. (Wang J, 2007, p. 91) The Australian owned convoy according to current figures accounts for additional 2,600 ships and its transporting competence being at 218,000,000 DWT, casing 16.5% of the world transportation needs. These figures correspond to about 40 billion US $. (Pallis A, 2007, 84) Australian vessel owners uphold 8.5% of the universal fleet and 16.5% of the planet tonnage. They own 24.1% of the tanker navy, 20.4% of the dry shipment convoy and 9.6% of the complex tanker vessels. (Evans J, 1990, p. 85) The administration of Hellenic owned shipping is performed within the organizational framework of overseas countries such as the Great Britain, City of London thus contributing to the expansion of important commerce centers. Thus Australian shipping acquaintances its foremost development and role worldwide to the intercontinental stock market, the charters' worldwide market and other pertinent economic activities. (Stopford M, 1997, p. 93) COMPARATIVE ADVANTAGES Hellenic shipping comprises of ships that are mostly specialized in massive transportation of parched and liquid freight as well as in shipping of traditional general cargoes. These ships account for 95% of Hellenic owned navy while the residual 5% includes cruisers, coastal ships and commercial. (McConville J, 1999, p. 68) Since it is a universal leading power in nautical transportation, Australian owned shipping operates on a globe scale casing the transportation requirements of countries well beyond the Greek state. This flotilla serves the trade requirements of many countries all through the world. Moreover, shipbuilding, repairs, ship scrapping, marine cover and rental take place abroad. (Evans J, 1990, p. 90) Hellenic mercantile shipping has gained all through the years by providing excellent services particularly in the fields of security of steering and at sea, the defense of the maritime environment and in the current form of safety and tradition. (McConville J, 1995, p. 72) Australia having natural gas reserves and the availability of iron ore offer a natural setting for DR foliage which eventually eliminates the need for reliance on imported fragment to the whole Asia Pacific region. (Stopford M, 1997, p. 94) Australian living principles, circumstances of service and wages, and duty rates are considerably higher than those applying to squad employed on most overseas shipping. Australian delivery can never anticipate to compete against these ships. This is because no Australian would recognize wages and circumstances that counterpart those of the lowest levels of emerging nations. (Wang. J, 2007, p.99) COMPARATIVE DISADVANTAGES World delivery is subjugated by flag of conveniences vessels registered in tax havens like Panama and Liberia where they are not necessary to meet

Small and Medium Enterprises Coursework Example | Topics and Well Written Essays - 10000 words

Small and Medium Enterprises - Coursework Example It has been found that over the past several years throughout the industrialized countries the extra growth that has been achieved is due to the large growth in SMEs (Barakat, 2001). SMEs constitute the dominant form of business organization, accounting for over 95% and up to 99% of enterprises depending on the country. They are responsible for between 60-70% net job creation in OECD countries. Small businesses are particularly important for bringing innovative products or techniques to the market (OECD, 2006). SMEs in any country can grow by partnerships between the private and the public sector by provision of high quality business support that includes training for the development and improvement of the managerial skills for potential and currently operating SMEs. Furthermore, government can assess SMEs in selling their products and services domestically as well as on international front. But most important factor is the financial support. Availability of capital and credit is considered as a major stimulant for the development of the SMEs in many industrialized nations and specially the developing world. Besides government larger and bigger businesses and corporations operating in an economy can help SMEs become more viable business partners by providing training in basic skills such as management, bookkeeping, business planning, marketing, distribution, and quality control. They can assist through technology transfers, direct investment in infrastructure, and the sharing of knowledge. This will make SMEs more competitive and facilitates access to credit. SMEs as their start up financing and also operations and working capital needs require greater access to financial services and investment capital. Unlike SMEs big businesses have little difficulty in securing sizeable bank loans and private investments. At the same time, microfinance, consisting of very small loans, tends to benefit individual entrepreneurs. SMEs fall in between and often struggle to obtain credit and loans. Some 90% of entrepreneurs in Latin America are obliged to source much of their financing from personal savings according to Inter-American Development Bank (IDB) estimates, a picture true throughout much of the developing world (World Business Council for sustainable development). Many financial institutions in the developed and the developing world are reluctant to fund SMEs because of perceived risk and high transaction costs.16 SMEs in the developing world are considered high-risk, as their managers are perceived as lacking managerial expertise, credit history, and/or tangible assets to secure loans. Thus loans to SMEs, when they are able to obtain them, tend to carry higher interest rates and shorter pay-back times. Definition of an SME There is not a single characteristic that is used to define an SME; and thus there is no single definition of SME that can be used as a standard for businesses to qualify as and SME or a large business. Some economists, governments and analysts define SMEs in terms of their revenue generation capabilities, others see how many people have been employed, more criteria consider the land that is occupied for business operations. European Union's indication for a small business is one with a headcount of less than 50 and a microenterprise as one with a maximum of 10 employees; whereas

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Tyler Brown Mrs. Hunt English 11 11 March 2014 Biomedical Engineering A career and tech. high school is a type of schooling that when a student graduates gives that pupil a trade degree in that scholars certain area of study along with that learners high school diploma. This is different from a normal high school because a student graduates with a degree that enables a scholar to go straight into that pupil’s field of study. For example if a learner is studying biotech the student will learn how to use the tools used in everyday labs like micro and serological pipets. One fields of study that the biotech program trains the students to do is biomedical engineering. In order to become a biomedical engineer undergraduate’s need years of schooling, and understanding of the growth in industry, once the technician has the job that engineer must adapt to the job or the job will sweep the operator under the rug. Looking at the history of this industry it has only grown sense it was first introduced. This is because societies are always sick and everyone wants to get better, which is where Biomedical Engineering comes in. The scientists work constantly to construct new medical devices; some of these devices include critical time instruments like a defibrillators or a disorder that is permanent like a pace maker. In both cases without them many people would not make it out of a hospital. There is one issues with the biomedical industry, as time goes on engineers are constantly pressured to come up with the next great device but they are limited by what has already been made. What this means is Engineers can only be as good as the equipment that is presented to them. A pro to this is that in return the engineers are paid fairly well and get ... ...uire engineers to have a higher degree of education, like if they want to work as the head technician the requirement goes from a bachelor’s to a master’s degree. Every year that the engineers work they are required to do certain tests to make sure that they are proficient with the equipment that they use in there labs. Work Cited â€Å"Biomedical engineer.† Career information center. Ed. Mary bonk. 9th ed. Vol. 6, Detroit: Macmillan Reference USA. Student Resources in Context. Web. 3 Feb. 2014. Bureau of labor statistic, U. S. department of labor, â€Å"occupational outlook handbook†, 2014 -2015 Ed, Biomedical Engineers. Web. 24 Feb. 2014. "Biomedical engineering." The Gale Encyclopedia of Science. Ed. K. Lee Lerner and Brenda Wilmoth Lerner. 4th ed. Detroit: Gale, 2008. Student Resources in Context. Web. 12 Mar. 2014.

The Main Arguments of Evolution Theory

International Management Prof. dr. Niels Noorderhaven Lecture 1 Agenda †¢ †¢ †¢ 1. 2. 3. Introduction and organizational matters Does â€Å"international† still matter? Conceptual foundations of international business strategy (1) †¢ †¢ Case: Honda in the USA Literature: Textbook chapter 1 (pp 13-33 + 59-62) Team Lectures Niels Noorderhaven Cases Fons Naus Ana Aranda Gutierrez Zhengyu Li Teaching strategy Complementarity of lectures – readings †¢ Individual case participation †¢ Each lecture, one or several cases from the book will be expanded to put the theory into practice †¢ Importance of research articles Grading †¢ 70% MC exam – See Study manual for correction formula †¢ Exam dates December 13, 2012 and April 12, 2013 †¢ 30% 2 Interactive lectures – individual participation †¢ Interactive lectures grades of 2010 and 2011 can be transferred Book †¢ http://www. cambridge. rg/features/manag ement/verbeke/ Does â€Å"international† still matter? 7 Transportation & communication costs fall 17 September 2012 8 Tariffs fall, anti-dumping measures rise anti- 17 September 2012 9 Globalization Theory: †¢ Linguistic, trade and cultural barriers become less important †¢ ‘Stateless’ MNCs †¢ Within MNCs worldwide diffusion of technologies, knowledge and information Convergence of world economies 17 September 2012 10 Why is nationality important to people? Individual identity and social identity †¢ Three processes of social identity formation: †¢ social categorization †¢ social comparison †¢ social identification †¢ (Self-)categorization: what is the salient category? 17 September 2012 11 Why is nationality important to people? †¢ Positive stereotyping of â€Å"in-group†, negative stereotyping of â€Å"out-group† †¢ Nationality differences are particularly salient when people have no common history †¢ Nationality then becomes a source for one’s own identity and for the ascribed identity of the other 7 September 2012 12 Does â€Å"international† still matter? Yes, because †¦. †¢ Cultural , institutional and language differences persist †¢ Leading to differences in (business) decision making †¢ Nationality forms an important basis for social categorization processes †¢ Leading to shortcuts like cultural attribution and stereotyping With the effect that doing business across borders is different than domestic business 13 Conceptual foundations of international business strategy 4 Definition of international business strategy International business strategy means effectively and efficiently matching a multinational enterprise’s (MNE’s) internal strengths (relative to competitors) with the opportunities and challenges found in geographically dispersed environments that cross international borders. Such matching is a precond ition to creating value and satisfying stakeholder goals, both domestically and internationally. 15 TABLE OF CONTENTS (1) Introduction and overview of the book’s framework †¢ Part one: Core concepts (1) Conceptual foundations of international business strategy (2) The critical role of firm-specific advantages (3) The nature of home country location advantages (4) The problem with host country location advantages (5) Combining firm-specific advantages and location advantages in an MNE network 16 TABLE OF CONTENTS (2) †¢ Part two: Functional issues (6) (7) (8) (9) (10) International innovation International sourcing and production International finance International marketing Managing managers in the multinational enterprise 7 TABLE OF CONTENTS (3) †¢ Part three: Dynamics of global strategy (11) Entry mode dynamics 1: foreign distributors (12) Entry mode dynamics 2: strategic alliance partners (13) Entry mode dynamics 3: mergers and acquisitions (14) The role of emerging economies (15a) International strategies of corporate social responsibility (15b) International strategies of environmental sustainability 18 The seven concepts of the unifying framework †¢ †¢ †¢ †¢ †¢ †¢ Internationally transferable (or non-location bound) firmspecific advantages (FSAs) Non-transferable (or location-bound) FSAs Location advantages Investment in – and value creation through – recombination Complementary resources of external actors Bounded rationality Bounded reliability The MNE’s unique resource base †¢ Physical resources (natural resources, buildings, plant equipment). †¢ Financial resources (equity and loan capital) †¢ Human resources (individuals and teams, entrepreneurial and operational skills). Upstream knowledge (sourcing knowledge, product and process-related technological knowledge). †¢ Downstream knowledge (marketing, sales, distribution and after sales service). †¢ Admin istrative knowledge (organizational structure, culture and systems). †¢ Reputational resources (brand names, reputation for honest business dealings). International transferability of FSAs? †¢ Paradox: If the FSA consists of easily codifiable knowledge (i. e. , if it can be articulated explicitly, as in a handbook or blueprint), then it can be cheaply transferred abroad, but it can also be easily imitated by other firms.Though expensive and time-consuming to transfer tacit knowledge across borders, the benefit to the MNE is that this knowledge is also difficult to imitate. It is often a key source of competitive advantage when doing business abroad. Some FSAs are not transferable abroad: location-bound locationFSAs (1) Four main types: †¢ Stand-alone resources linked to location advantages (privileged retail locations). †¢ Local marketing knowledge and reputational resources, such as brand names (may not be applicable to a host country context, or valued to the s ame extent). Local best practices (i. e. routines), such as incentive systems or buyer-supplier relations (may not work abroad). †¢ Domestic recombination capability (may not work in foreign markets – e. g. , because co-location of resources is needed). Some FSAs are not transferable abroad: location-bound locationFSAs (2) †¢ Even if transferability of the relevant resources were technically possible, this does not mean potential for profitable deployment, i. e. the resource bundles that may be transferable from a technical perspective (e. g. , the way n which a product is marketed at home), do not constitute an FSA abroad. Location advantages †¢ Entire set of strengths of a location, and accessible by firms in that location. †¢ Should always be assessed relative to the strengths of other locations. †¢ Instrumental to FSAs Motivations for foreign expansion †¢ Natural resource seeking – Verbeke: physical, financial or human resources †¢ Market seeking †¢ Strategic resource seeking – e. g. , knowledge, finance †¢ Efficiency seeking – E. g. , low labor cost Case: Honda in the USA Background Prior to 1970s exports of motorcycles and cars †¢ Drivers of foreign production: – Rising value of the yen against US$ – Fear of import restrictions – The Clean Air Act in the US – First oil crisis †¢ Motivation for expansion (natural resource, market, strategic resource, efficiency seeking? ) Honda’s approach †¢ After four-year decision process Honda of America Manufacturing established in Marysville, Ohio, in 1978 †¢ Top priority: attain Japanese-level quality and efficiency – – – – – Selection of employees Training program Fly in managers and workers from Japan Develop lean supplier network Upgrade supplier quality level 1980: start production of cars †¢ Present: 9 production plants in USA Honda’s FSAs †¢ Non-location bound FSAs: – – – – – – – Know-how four-strike engines with optimal power-to-weight ratio Management principles Quality systems Employee selection processes Training and knowledge transfer routines Manufacturing expertise Supplier management approach †¢ †¢ Location-bound FSAs in the host country: – High demand for specific products Resource recombination: – – – Use four-strike engines in many products (motorcycles, small cars, generators, †¦) Design and manufacturing skills + knowledge of consumer preferences in USA Melding existing and new resources through management exchange program Exploit new capabilities worldwide Complementary resources of external actors †¢ Opportunity to study American way of production at Ford †¢ Extensive use of American experts and consultants (especially for selecting location) †¢ Critical role of suppliers Bounded rationality issues lack of knowledge local conditions †¢ Suppliers’ lack of familiarity with Honda †¢ New employees lack of familiarity with â€Å"The Honda Way† Bounded reliability issues †¢ Moral hazard/adverse selection employees †¢ American managers have local priorities Deliberate strategy? Agenda for next lecture 1. 2. 3. 4. Four types of MNEs Recombination Bounded rationality & reliability Firm-specific advantages (FSAs) †¢ Cases: 3M & IKEA †¢ Literature: Textbook chapter 1 (pp 33-76) + chapter 2 NB: Class will be in SZ 31