creating a thesis and an outline on The Idea of Reason and Democracy. Prepare this assignment according to the guidelines found in the APA Style Guide.

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I need help creating a thesis and an outline on The Idea of Reason and Democracy. Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is required. Here, people are free to choose their leaders that they deem to be able to bring their country to a better place (Democracy – Definition and More from the Free Merriam-Webster Dictionary. Dictionary and Thesaurus – Merriam-Webster Online. N.p., n.d.). Reason, on the other hand, is an idea that is always associated with the effective implementation of democracy. It holds that every free act should be guided by moral laws where one’s freedom stops where another’s freedom begins. Reason also supports that every act should be for the greater good and not only satisfy individual benefits and interests. My own take to the principle of having Democracy influenced by the principle of reason at all times to be appropriate and the only key to possibly enjoy the fruits of democracy. This is because of the fact that though people are innately good, we are also battling the tendency to be selfish and to put our own interest first over the general good. Thus, if democracy were to function on its own, the presence of different interests of people which will lead to a wide array of actions that will fulfill their own purposes would cause unavoidable clash of interests that will step on other people’s freedom to act on their desires. This will be the cause of chaos in society that would defeat the purpose of democracy. As John Milton has given as an example to the tendency of evil when freedom is given without considering moral laws would be Adam and Eve. We all know that both of them have intellect and freewill and were given freedom to enjoy whatever was there in the Garden of Eden. However, even when they were given specific instructions by God to eat of the fruits of all tress except for the Tree of Good and Evil, they still struggled with obedience and ate the apple the snake lured them into (Milton’s Areopagitica. St. Lawrence Institute. N.p., n.d.). Indeed, no matter how we are meant to be instruments of good by being blessed with a freedom that naturally directs us to do good, we will constantly fall into temptation and sin which is why there is a need for managing of our wisdom and freewill which in our case would be the government that would balance democracy or freedom with reason or moral law. Another point Milton makes is that with freedom comes the desire to learn and have more. With this, there will be arguing of many opinions waiting to be heard. Though the end is good, the means are threatened to take the darker path which brings us to the principle that “the means does not justify the end” (Milton’s Areopagitica. St. Lawrence Institute. N.p., n.d.). The worse fear of democracy without moral law is when men start to take the law into their own hands and rationalize everything to fit into their plan even when it means succumbing to evil. Another strong point made regarding this thesis would be that of Cicero’s excerpts. On the influence of law in the practice of democracy, he said: “True law is right reason in agreement with nature. it is of universal application… The welfare of the people is the ultimate law. The precepts of the law are these: to live honestly, to injure no one, and to give everyone else his due. According to the law of nature it is only fair that no one should become richer through damages and injuries suffered by another. The strictest law often causes the most serious wrong. The more laws, the less justice.

 

Compose a 1250 words assignment on cross-cultural communication at walmart.

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Compose a 1250 words assignment on cross-cultural communication at walmart. Needs to be plagiarism free! When individuals are faced with the prospect of communicating with other people who have originated from a different cultural context, there may be a challenge to their “delusion that all communication patterns are basically the same and that differences do not matter.” (Hall, 1989:63). As a result, miscommunication occurs because of the differences in rules that govern individual cultures. In order to overcome such barriers in communication, lectures about cultural differences may accomplish little by way of really promoting understanding among cultures, rather individuals are likely to derive the maximum benefits from interacting with people of other cultures on a daily basis. (Hall, 1989).

Effective communication can occur only when individuals are able to learn the rules of another culture, which takes a great deal of time to successfully master. Cultural patterns are embedded in behavior and this also creates subtle social behavioral expectations from others which are difficult for a person of one culture to successfully articulate to another. Inherent cultural elements of deep-seated biases, as well as built-in blinders, get in the way of effective communication among people of different cultures. (Hall, 1989).

In today’s rapidly globalizing environment, where firms need to tap into foreign markets, they generally utilize multicultural teams, consisting of people from different national cultures. Such teams promise flexibility, responsiveness, and improved resource utilization to meets the challenges of a complex global environment (Snow et al, 1996). However, such teams are also faced with the challenges of effective cross-cultural communication to achieve organizational goals.

According to Hofstede, who explains that a systems approach needs to be utilized in the case of cross-cultural studies, national culture may include all relevant elements such as “individuals, groups, organizations, or society as a whole” all of which may be relevant in examining the concept of what constitutes national culture. (Hofstede, 1980:32).

Write a 5 pages paper on chinese students in the united states of america.

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Write a 5 pages paper on chinese students in the united states of america. These students have used available opportunities and vacancies to do further studies and get quality education in the United States of America. Other than sending students to study in the United States of America, China sends its students to study in other western countries like France, England, Australia and Canada. The numbers have greatly increased over the recent years. Accreditation of United States education programs almost everywhere in the world is the biggest reason as to why students from all nations of the world go for studies in the United States of America (Lin, 2). Chinese students are not an exemption and they view their universities not as good as those in the United States. Apart from a few universities in China like the Tsinghua University, Perking University and Fudan University whose programs can be recognized the world over. others are inferior to those in the United States of America and those in the western countries. This makes Chinese students flock the United States of America in search of universities that will offer them the opportunity to study in better universities (Bartlett and Fischer, 1). The economic growth of China has seen a rise in the numbers of parents who can afford the expensive studies in the United States of America. Those parents who value education and belong to the wealthy class send their children to study abroad. The United States of America’s education system is seen as prestigious and hence some more parents send their children not only to study in the US, but also as a way of showing prestige. According to Chen Yafeng an Ambow Education operation director in a Chinese consultancy firm involved in preparation of students willing to study abroad, while Chinese student doing studies abroad relied on scholarship in the past, there was a rise in the number of students paying their full tuition to about 60 percent (Spak, 1). As mentioned earlier, lack of many good universities in China is a major contributor of students from the country to going to the United States in search of good universities that could offer them courses that they want. Universities in China cannot accommodate all the high school graduates and hence a bigger number of those locked out of the universities are forced to look for alternatives. While most of them go to study in colleges to achieve diplomas, others feel that Chinese diplomas will lock them out while looking for jobs. They also feel that a diploma is not a good qualification as a degree and hence opt to going to foreign countries to study. This group of students forms a large potion in many universities in the United States of America (Lin, 2). Other Students from China have also gone to study in the United States in search of a more flexible and accommodative programs that allows innovation and creativity. Chinese students like Ariel Lai who studies at the University of Southern California observed that studies abroad allowed someone to learn many practical things, which included topics relating to life after school, something she believed that Chinese universities could not offer. One Chinese female student (Zhen Ye) doing studies in the United States of America observed that though there are various Majors for Chinese students in China to choose from, the universities offered low flexibility more so after one started school.

write an article on revenge is a wild kind of justice Paper must be at least 1500 words.

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Hi, I am looking for someone to write an article on revenge is a wild kind of justice Paper must be at least 1500 words. Please, no plagiarized work! After a profound analysis a reader can easily find that there are some strong reasons behind the revengeful actions of the protagonist. Barabas’ revenge and his criminal activities aimed at his excessive happiness by gathering too much golder than personal losses or tragedies which happened in his past life. The book entitled, Complete works gives significant comments about the use of the theme revenge in Marlow’s play the Jew of Malta. It remarks. “In Barabas, the Jewish outsider who is the villain –hero of The Jew of Malta, Marlow adapted the popular figure of the Machiavelli, the Italian villain loosely deriving from the political writings of Niccolo Machiavelli.” (Shakespeare, et.al 2002.p.1212). The hero in Marlow’s Jew of Malta finds extreme happiness in assuming the sufferings of the other characters. As a ruler Barabas’s revenge lies not in political power or status but in wealth. It is very clear for a reader when the hero defeated Ferneze, he could not get satisfaction, and he got back his enjoyment only after counting the money. Barabas’ revenge in Marlow’s Jew of Malta reveals the revenge not obsessed by an autonomous will but as a result of an insensible wishful thinking for self desire. The gradual deviation in Barabas’ revengeful nature is visible in the play Jew of Malta. Revenge and justice constitutes contradictory meanings and explanations. Revenge is a harmful action or thought against a person or group of persons but justice means actions assumed and sustained by an authorized system of judiciary based on social and ethical principles. It is very clear that a reader can face much difficulty in finding considerable justifications for the revengeful actions of the hero Barabas in Marlow’s play Jew of Malta. In the case of Marlow’s play Jew of Malta one can see that the protagonist maximum utilize his revenge for satisfying his own soul and self. Bacon reveals the concept that revenge is justifiable and ideal and the author miscalculates bribery and evil of human spirit.