Should Hong Kong Dollar Depeg with USD Essay Example for Free

Should Hong Kong Dollar Depeg with USD Essay Since Joseph Yam had mentioned by June 2012that it should be time to call for a review of the link to dollar. This reminded us to focus back on this 29-year-old currency linking system of HKD to USD. It was a very good / effective system to help Hong Kong to remain stable under the economic turmoil when first applied in 1983. This formed a very firm ‘firewall’ to protect the stability of the Hong Kong Dollar. We also had the testimony for the effectiveness of this system while the economic crisis that happened in 1997 and 2007. Although the Hong Kong Government had shown their loyalty of pegging the Hong Kong Dollar to U. S. currency and had announced that there are no plans to adjust such link. But I really agree with Joseph Yam that it should be time to call for a review. Since we all know that Hong Kong is having a higher and higher inflation rate that makes the whole city suffer. As well as most of the inflation we experiencing are imported inflation. We may find that U. S. is seeming to have a down slope economic trend and their currency is a lot weaker than before, especially against RMB. If Hong Kong still insists to peg HKD with U. S. currency that means we will, to some extend, having the same trend and future with the state i. e. declining. Moreover, Hong Kong is a place that mainly depends on import and almost all our daily necessities are imported from other countries and of which, mainly from Mainland China. RMB is now having a very strong appreciating trend from which HKD had depreciated 40% to 50% against RMB in the past decade. And we found that the price of food and products that imported from China is becoming more and more expensive. That really makes the whole city suffer. I am quite agreed with what William Ackman, founder of hedge fund Pershing Square Capital Management LP, said in September that he had placed a wager that would profit if Hong Kong allows its currency to appreciate against the dollar to curb inflation. Also to switch the linking of HKD from USD to RMB in the coming three to six years. This is one of the effective ways to release the painful situation we are currently experiencing. Lets not afraid of changing from the 29-year-old policy to a new and aggressive format.

The Basics of Economics :: Economics

Economics is the study and understanding of the economy or the system of government and people that deals with money and financial things. Because the government officials did not understand my report about the economic reforms that are supposed to help stimulate the economy, I have decided to teach them about few concepts about the economy and how it works and how they can benefit from me and use these concepts to make wise and good decisions to stimulate the economy. The first thing I decided to teach the government officials about is economic freedom. People highly care about their economic freedom, thus, the government needs to give the consumers or people some freedom. People want to make their economic choices; their job or occupation, what they are going to do with their money, what to produce and how to produce it. Another important concept concerning the people is economic equity; people greatly value equality. Treating people fairly without discriminating between them is an important rule. Thus, discriminating on the basis of age, sex, race, religion, or disability is illegal. An example for economic equity would be minimal wage; the lowest legal wage that can be paid to a worker. People who are not very rich get affected dramatically by inflation; therefore, people prefer to have price stability. Price stability is important because inflation can damage a lot of business and people, discouraging them to get in business and this lead the people to poverty and hating the government and doing riots and strikes. Inflation can also at the end result in increasing the percent of unemployment. Full employments is when most of the society or nearly all of it are employed or have jobs, people wish for this but it will never properly be implemented. Competition is the result of having freedom in an economic system. Competition is the opposite of the monopoly; competition is when the sellers struggle to attract the buyers or consumers. Competition exists because the individual entrepreneurs have the freedom to choose their products. Competition benefits both the seller and the buyer. Many people recognize scarcity and they want to know how to deal with it. People know that if the resources are wasted then the number of products will decrease and thus efficiency in economic decisions is a definite thing. The government must be efficient in solving the people's problems. People hope for the economic growth to increase because everyone wants to have a luxurious and enjoyable life.

Gender Bias in the Classroom

Leobardo Alfaro Mr. Lewis English 1301-005 16 July 2012 Gender Bias in the Classrooms In the essay â€Å"Hidden Lessons,† this appears in the textbook From Inquiry to Academic Writing, Mayra and David Sadker stands content that gender bias in classrooms damages female students. They lose their self-esteem, attitude towards teachers can change and their education is compromised. When teachers were being observed in their classroom settings it showed that they tend to gravitate more toward male students than the female students.The male students seem to be getting the better hand in the classroom they would get more of the teacher’s attention, energy, and time. Female students are the majority of our nation’s school children, but are given less teacher interaction. Until this is changed more than half of the children’s education will be shorted and society will be lost on their gifts. â€Å"Dateline chose to show a segregated math group: boys sitting on the teacher’s right side and girls on her left. After giving the math book to a girl to hold open at page of examples, the teacher turned her back to the girls and focused on the boys, teaching them active and directly.Occasionally she turned to girl’s side, but only to read examples in the book†¦ had unwittingly transformed the girls into passive spectators, an audience for the boys. † (Sadker 54) Girls in this classroom are of the examples of how their teacher favors the boys and the girls get the short end of the stick. When these girls get denied their time in the classroom what is their left to do? Maybe in this certain classroom there aren’t as many girls as boys so; the teacher focuses more on the boys. Maybe the teacher feels that the boys in the class need more attention because they are more behind in their education.Either way girls shouldn’t have to have their teacher’s favoritism towards the boys. When the girl’s educati on is compromised that means their future is in jeopardy, when they don’t get the attention and support from their full potential. When they are not pushed and recognized they fall back and lose their self-esteem. When self-esteem is lost in young impressionable girls it is really hard to build it back up. Especially if the let down is coming from someone who is such a big influence in the girl’s life, and where she is suppose to be learning from not to be ignored or let down.As this becomes more and more of a problem to girls they become more and more invisible to their teachers in the classroom. As their self-esteem is lowered they do less and less to become known and noticed in the classroom environment. â€Å"Two second graders are kneeling beside a large box†¦ so absorbed are these two small children examining and sorting the materials, they are visibly startled by the teacher’s impatient voice as she hovers over them. ‘Ann! Julia! Get your cott onpickin’ hands out of the math box. Move over so the boys can get in there and do their work. † (Sedker 53) The girls in this excerpt of the essay seem to have not been doing anything wrong or out of the ordinary yet, the teacher seemed to have overreacted for no apparent reason. To the most obvious it seemed that she pointed out the girls because they were girls and they boys needed things more than them. When girls are over looked like that they tend to have different attitudes toward their teachers. Girls have a very strong mind-set at any age so, when they have their mind set on a certain attitude it’s extremely hard to change it back. Award winning author Susan Faludi discovered that backlash ‘is most powerful when it goes private, when it lodges a woman’s mind and turns her vision inward†¦ Psychological backlash internalized by adult women is a frightening concept, but what is even more terrifying is a curriculum of sexist school lessons becoming secret mind games played against female children, our daughters, and tomorrow’s women. † (Sedker 53) In these circumstances it is easy to see why the girls have grown to have harsh attitudes toward their teachers. Sedker and Sedker make a claim of value when they suggest that a ‘majority of our nations schoolchildren’ have become ‘second-class educational citizens’ and point that the consequences of treating girls differently from boys in school has resulted in a ‘loss of self-esteem, decline in achievement, and elimination of career options’ for girls†¦Ã¢â‚¬  (Sedker 56) Their research and statements seem to have reached the conclusion that girls are for some reason treated differently than boys in the classroom.They are lowered than the boys but by the instinct from the teacher. Maybe because of favoritism or because the teacher has less sympathy for girls. Work Citied Sadker, Myra and David. â€Å"Hidden Lessons. † From Inquiry to Academic Writing. Ed. Stuart Greene and April Lidinsky. 2nd edition. Bedford: Boston, 2012. 52-55. Print.

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Knowledge Objectives Define organizational diversity and distinguish between affirmative action and diversity management. Distinguish multicultural, plural, and monolithic organizations. Describe the demographic characteristics of the U.S. population and explain their implications for the composition of the workplace. Discuss general changes in the United States that are increasing the importance of managing diversity effectively. Understand why successfully managing diversity is extremely important for high-involvement work organizations. Discuss the various roadblocks to effectively managing a diverse workforce. Describe how organizations can successfully manage diversity. ï ¿ ¼2-0 ï ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Diversity Defined ï ¿ ¼A characteristic†¦show more content†¦2-0 ï ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Common Stereotypes ï ¿ ¼Ã¯ ¿ ¼Women People with Disabilities White Men ï ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Black People Japanese Men Jewish People ï ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Athletes Accountants Arab People ï ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Adapted from Exhibit 2-4: Common Stereotypes 2-0 ï ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Stereotyping – Difficult to Stop †¢ Tough to dispel †¢ Guide what information we look for, process and remember †¢ Seems to be an enduring human quality – everyone has some stereotypes ï ¿ ¼Ã¯ ¿ ¼2-0 ï ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Women, Work and Stereotypes †¢ While things have improved, are there still gender issues in the workplace? †¢ Are the issues faced by the women in the text unique and unusual? †¢ What are your thoughts about the survey conducted by Elle and MSNBC.com? ï ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Experiencing Strategic OB 2-0 ï ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¢â‚¬ ¢ †¢ †¢ †¢ Social Identity A person’s knowledge that he or she belongs to certain social groups, where belonging to those groups has emotional significance. Key Points: Person’s social identity becomes more salient and noticeable when in the minority on an important dimension Having a social identity different than the majority may make people feel they have to behave in ways that are unnatural for them in certain contexts Minority group members often fear losing their social identity People often evaluate others based on their membership in social groups 2-0 ï ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Sample Self-Identity Structures ï ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Ã¯ ¿ ¼Adapted from Exhibit 2-5: Sample Self-Identity Structures