The McLawsuit Essay Example for Free

The McLawsuit Essay FAST FOOD INDUSTRY OVERVIEW McDonald has spread across the globe, and emerging markets are one of the fastest growing areas in the industry. But the fast food industry is facing its challenges, especially in the United States. From rising food costs, economic recession and changing perceptions about health, many fast food franchises have been under great pressure. Despite of the challenge, the rise in disposable income of middle class consumers and the demand for quick bites in emerging economies are expected to drive the demand for fast food. In addition, increasing number of workingwomen and their changing lifestyles is another factor contributing to the growth of this market. The fast food industry has been adopting new practices and offering new products. There is plenty of demand for a quick bite at all times of the day in modern society. However, fast food contains high amounts of trans-fats and saturated fats, which consequently hamper human health as they lack nutritional value. This factor is expected to have an adverse effect on the growth of the market. Thus, an amplifying demand for healthy fast food such as salads is expected to open the new opportunities for the fast food market. Fast food is expected to rapidly gain market in Asia Pacific and Europe due to its affordability, easy accessibility and huge investment in promotional activities by leading players of the industry. Currently, burgers constitute the largest fast food segment and are expected to maintain their escalation in the upcoming years. Some of the key participants in fast food industry include McDonald, KFC, Bugger King, Pizza Hut and Dominos among others. In addition, a large number of local fast food vendors are present worldwide. CHALLENGES There are challenges for the fast food industry in recent years that have been pressuring profit margins. The industry as a whole has proven robust enough to withstand these challenges, though some players have done better than others. Over the last decade there has been increased focus on the quality of food served in fast food restaurants. Typically highly processed and industrial in preparation, much of the food is high in fat and has been shown to increase body mass index (BMI) and cause weight gain. Popular books such as Fast Food Nation and documentaries like Super Size Me have increased public awareness of the negative health consequences of fast food. Fast food  companies have responded by adopting healthier choices and have had some measure of success, but the shadow of bad press still hangs over the industry. Rising commodity prices have also significantly crunched many fast food franchises. With food and beverage inputs making up approximately 33% of costs, higher prices for livestock, corn, wheat and more have seriously shrunk margins over the past decade. In such a fiercely competitive space it is impossible to force a price increase on customers, so profit margins are often south of 10%. The recent economic recession did lower commodity prices, but the recession brought on its own complications, and now prices for commodity inputs are on the rise again. Fast food had been thought to be largely recession proof, and indeed the industry did not suffer nearly as much as other discretionary spending sectors. In fact, there was some increase in consumer visits as people choose cheaper fast food options over fast casual or traditional restaurant choices. But overall, the recession hurt spending, and consumers overall purchased less with each trip. Fast food franchises fared reasonably well but still felt some pain. Market saturation is also a relevant issue in the fast food industry today, at least in the U.S. There is a McDonald franchise is in almost every town, and it usually sits in a row with several competitors. With so many competitors who offer similar products there are fewer customers per location. Increasingly fast food restaurants are also losing market share to fast casual, a relative newcomer in the restaurant space. OPPORTUNITIES Busy citizens still need quick meal options, and fast food restaurants are fighting these challenges with gusto. Now offering healthy choices to battle the stigma of unhealthy food, some quick service restaurants now focus on fresh or organic products. From franchises focused solely on salads or healthy wraps to the lower calorie options offered at traditional burger franchises, consumers are able to make better choices. Fast food franchises are also focusing on expanding into new product lines, such as the coffee initiative in the McCafe. Intended to offer competition to Startbucks, McDonalds is luring customers back into their stores, hoping they will purchase food as well. Many franchises have been exploring other meal times such as breakfast and the mid-afternoon snack for growth opportunities and to increase real estate utilization. The industry is most effectively  battling saturation within the United States by creating a much more diverse range of offerings so that there ar e many more types of quick service restaurants than ever before. The fast food industry is still a large and diverse industry with plenty of opportunity. Challenge is being answered with innovation, and fast food franchises are responding with new offerings, pricing and strategies to lure consumers back in. Non-traditional fast food franchises are springing up and gaining traction, and more creativity will always be welcome! Consumers are now on the look-out for new ways to eat fast and healthy. And as the industry continues to evolve and the economy strengthens, fast food franchise profitability will continue to grow. Regulatory environment A study recently suggests government regulation of fast food could slow or reverse the damaging effects of the obesity epidemic, if government steps in to regulate global marketing of fast foods such as burgers, chips and sugar drinks like soda, in a report to be released Monday according to Al-Jazeera America. Unless governments take steps to regulate their economies, the invisible hand of the market will continue to promote obesity worldwide with disastrous consequences for future public health and economic productivity. ­ There have been pressures that call for governments to do more to prevent obesity from occurring initially, rather than risking the high human and economic costs of treating the health effects of obesity such as diabetes, heart diseases and cancer. The public also urges governments should regulate fast food to prevent and hinder obesity by developing policies that include economic incentives to growers to sell healthy fresh foods, and disincentives to industrie s that develop and sell highly processed foods and soda. Furthermore, the public suggests governments should reduce subsidies to farmers, growers and companies who use excessive amounts of fertilizers, pesticides, chemical and antibiotics. Also, fast-food advertising geared to children and youth markets should be regulated. GOVERNMENT ESPONSE In the United States, there are employment and labor laws that govern all businesses when it comes to the treatment of employees. The U.S. Department of Labor prescribes regulations to protect workers’ rights, specifically those who are young or those may become victims of discrimination. There are  several laws that regulate employers in the U.S. The law that are most important to businesses in the restaurant industry are the Fair Labor Standards Act (FLSA), the Occupational Safety and Health Act (OSHA) and the Equal Employment Opportunity Commission. The lack of public awareness illustrates the challenge workers face in building wider support. Workers participating in the strikes represent a tiny fraction of the industry. And fast-food jobs are known for their high turnover rates and relatively young workers. The steps of interventions by government might be regulating unhealthy food marketing; limiting the density of fast food outlets; pricing reforms to decrease fruit/ve getable prices and increase unhealthy food prices; and improved food labelling. The most commonly supported pre-selected interventions were related to food marketing and service. Primary production and retail sector interventions were least supported. The dominant themes were the need for whole-of-government and collaborative approaches; the influence of the food industry; conflicting policies/agenda; regulatory challenges; the need for evidence of effectiveness; and economic disincentives. .

Journalism Errors: Double Check The Spelling of Names and Other Facts

When Emilie Davis, a newspaper journalism professor at the S.I. Newhouse School of Public Communications at Syracuse University, picks up her nametag at an event, she often stares down at the more common spelling of her name, â€Å"Emily.† She is used to people misspelling her name, so she usually leaves it the way it’s written to not make it a big deal. As Steve Davis, Emilie Davis’s husband, explained his wife’s silent frustration when people misspell her name, he said, â€Å"it never hurts to just double check.† Steve Davis, also a newspaper journalism professor, as well as chair of the newspaper department at the Newhouse School, is very familiar with spelling mistakes and factual errors when it comes to news writing. Before coming to Newhouse, Davis had been the executive editor for the Public Opinion, the Chambersburg, Pa., community newspaper, and both national editor and Washington editor at USA Today. â€Å"It’s a miracle how few mistakes there are when you consider the hundreds and thousands of articles published every day,† Davis said. But even though he knows about all the hard work put toward error-free articles, he has still come to understand how unforgiving people can be when a journalist does make a mistake. When a person’s name is spelled wrong an article, â€Å"the reaction can be deadly,† Davis said. In a business where one must present his work to people who will examine it, and after one mistake deem it â€Å"crap,† Davis said, â€Å"it takes bravery to do that every day.† This harsh reality of the news writing industry provoked the thought process behind the Newhouse School’s spelling/grammatical/factual error grading policy in news writing and editing classes. In the first half of the introductory news ... ...licy that reveals itself during the second half of the semester. Students no longer receive an F for one error, but rather one letter-grade less than they would have received for an article with no mistakes. Students who have gotten two or three F’s on articles have still ended up getting an A in the course, Davis said, since the second half of the semester counts more than the first. â€Å"It’s all about learning,† Davis said. â€Å"If they show improvement, often the F’s from the beginning will get thrown out.† Sometimes the professors come together and say, â€Å"Should we change the policy?† Davis said. But in the end, they always agree it’s for the best. Since they won’t be changing the policy any time soon, Davis gives out a warning to students using someone’s name in an article. â€Å"Don’t take nametags for granted,† Davis said. â€Å"Remember, it never hurts to just double check.†

Education in Pakistan Essay

The existing education delivery system is not meeting the needs and aspirations of the society as such particularly, it is a challenge to the provinces and districts for the 21st century. Moreover, prior to devolution, the policy and planning have been undertaken by the central and provincial governments without taking into account the ground realities and without the participation of community. The main objectives of the devolution plan is to empower the community at the grassroots level in planning, management, resource mobilization and utilization, implementation, monitoring and evaluation of the education  system to improve the service delivery at that level. The main inherent issues of education systems are: †¢teachers absenteeism, †¢high drop out rates particularly at primary level, †¢high repetition rates, †¢low completion rates, †¢inequalities by gender, †¢location and social groups, †¢low literacy rate and †¢unsatisfactory performance of schools, these issues have been addressed under DOP through empowerment of local communities. The present government has initiated political and administrative devolution under its reforms agenda under Local Government Plan 2000. The Local Government Ordinance was promulgated on 14th August 2001. Under devolution, political power, decision-making authority, and administrative responsibilities have been moved as closes as possible to the village, union council, tehsil and district levels, with only the major policy-making, coordination, and special service functions being retained with the central and provincial governments. The main purpose of the devolution is to improve the service delivery at the grass root level in various sectors. It is believed that highly centralized system of education is greatly hampering the efficiency and effectiveness of delivery service at the grass-root level. Successive governments  addressed this problem in their policies and plans since 1947. The present government has envisioned with a clear commitment to reform a number of aspects of education system framed within the 1998-2010 National Education Policy and ten year perspective development plan 2001-2011 to increase educational opportunities for all children, to enhance the efficiency and effectiveness of delivery service at grass root level. ESR is an Action Plan for 2001-2005, has been fully integrated into the Interim Poverty Reduction Strategy Paper and about 80% of the ESR packages covers adult literacy, Education for All and technical education. Devolution plan is the mainframe for implementation of ESR. The education sector reforms (ESRs) have been design to address the following areas of education system: 1. Comprehensive literacy and poverty reduction program. 2. Expansion of primary elementary education. 3. Introduction of technical stream at the secondary level. 4. Improving the quality of education through teacher training. 5. Higher education sector reforms. 6. Public-private partnership. 7. Innovative programs. POLICIES AND GOALS OF EDUCATION SYSTEM IN PAKISTAN: Since independence, attempts have been made to relate the education system to the needs  and inspirations of the country. All Education Conference was held in 1947 as per directives of the founder of Pakistan Quaid-e-Azam Muhammad Ali Jinnah. He provided the basic guidelines for the future development of education by emphasizing interalia, that the education system should suit the genius of our people, consonant with our history, culture and instill the highest sense of honor, integrity, responsibility, and selfless service to the nation. It should also provide scientific and technical knowledge to build up our economic life. This was followed by the appointment of various commissions, which submitted their  reports periodically. The 1959 Report of the Commission on National Education enjoys a peculiar position in the history of educational reforms. There were several other commissions and policy statements up to 1973. In 1973 the civilian democratic government came up with a 1973 constitution which provided that the state shall: (a) promote unity and observance of the Islamic moral standards; (b) promote with special care the educational and economic interests of backward areas; (c) remove illiteracy and provide free and compulsory secondary education within minimum possible period; (d) make technical and professional education generally available and higher education equally accessible to all on the basis of merit; (e) enable the people of different areas, through education , training, agriculture and industrial development , and other methods to participate fully in all form of national activities including employment in the services of Pakistan; (f) ensure full participation of women in all the spheres of national life. The above-mentioned goals were pursued by various policy documents announced by subsequent governments who came into power from time to time. Each policy stressed on: (a) Islamic ideology and character building; (b) the universalization of primary education and promotion of literacy; (c) science education; (d) quality of education; and (e) reduction in inequalities of educational facilities. Formal System of Education in Pakistan. In formal education system, there are a number of stages, which are illustrated in the diagram in Annexure-I as described briefly below: Pre Primary Schooling: Pre-primary education is functional and managed in schools through out country. Public schools provide pre-primary education as part of socialization process. The students attending pre-primary class are called Kachi. National Education EFA Action Plan Policy, 1998-2010 provided recognition to Kachi class as proxy for early childhood education. According to National Education Policy, 1998-2010, the Kachi class will be introduced as formal class in the primary schools. The age group for pre-primary is 5. Primary Schooling: This stage consists of five classes I-V and enrolls children of age 5-9 years. Since independence, the policy makers pronounced to make primary education free and compulsory. According to Pakistan Integrated Household Survey (PIHS) 1998-99, the gross  participation rate was 71 percent in 1999, for male it was 80 percent and for female it was 61 percent. For urban female it was 92 and for rural it was 50 percent. The lowest participation rate observed for rural female in Sindh Province that was 33 percent. The net enrolment rate was 42 percent, for urban male it was 47 percent and 37 percent for rural female. Middle Schooling: The middle schooling is of three years duration and comprised of class VI, VII and VIII. The age group is 10-12 years. The participation rate at middle school was about 34 percent during 2000-2001. Males were 36 percent and females were 33 percent. High Schooling: The high school children stay for two years in classes IX and X. The Board of Intermediate and Secondary Education conducts the examination. A certificate of secondary school is awarded to the successful candidates. The participation rate at high school was about 22 percent in 2000-2001 of which, 24 percent were males and 20 percent were females. Vocational Education is normally offered in high schooling. There are varieties of trades offered to the students and after completion of the course they get jobs as carpenters, masons, mechanics, welders, electrician, refrigeration and similar other trades. There are 498 vocational institutions with an enrolment of about 88 thousand in 2001-2002. Higher Secondary Education: The higher secondary stage is also called the â€Å"intermediate stage† and is considered a part of college education. Higher Secondary Education consists of classes XI to XII. During two years stay in this cycle of education, a student at the age of 16 years in this stage can opt for general education, professional education or technical education. The Board of Intermediate and Secondary Education (BISE) conducts the examination and awards a Certificate of Higher Secondary School Education (HSSC). According to 1979 Education Policy, all schools were to be upgraded to higher Secondary Schools. Middle sections of high schools were to be linked with primary schools (designating elementary education). This system has limited success and some problems were experienced. Keeping in view the problems this system is being introduced gradually. Higher Education: To obtain a degree, 4 years of higher education after 10 years of primary and secondary schooling is required. Students who pass their first-degree stage are awarded a Bachelor’s degree in arts or science, typically at the age of 19 years. In order to complete an honors course at Bachelor’s degree level an additional one year’s study is required. Further, a two years course is required for Master’s degrees who have completed two years Bachelors’ degree. A doctoral degree requires normally 3 years of study after the completion of a master’s degree course. Professional and Technical Education: The duration of post secondary education varies in technical and professional fields. The polytechnic diploma is a three-year course. A bachelor’s degree in medicine (MBBS) requires 5 years of study after intermediate stage (12 years of schooling). Similarly, a bachelor’s degree course both in engineering and veterinary medicine is of 4 years’ duration after the intermediate examination. Madrassah Education: Side by side with modern education system there is also religious education system, which provides Islamic education. These institutions have their own management system without interference from either the provincial or federal governments. However, grants-in-aid are provided to these institutions by the government. During 2000 there were 6761 religious institutions with an enrollment of 934,000, of which 132,000 were female students in 448  institutions (Khan, 2002). Efforts have been made by the present government to bring the Madrassah in the mainstream under Education Sector Reforms. The main purpose of mainstreaming Madrassah is to enlarge employment opportunities for their graduates. Pakistan Madrassah Education Boards are established to regulate the Madaris activities. Non-formal Education: There are millions of people in Pakistan who have no access to formal education system. It is not possible for the formal system to meet educational needs of the rapidly growing population. Non-formal Basic Education School scheme has been introduced for those who  have no access to formal education. This scheme is very cost-effective. Under this scheme primary education course is taught in forty months. Non-formal schools are opened in those areas where formal schools are not available. Government provides teacher’s salary and teaching material whereas community provides school building/room. There are 6371 NFBE schools functioning in the country. Examinations: Examinations are usually held annually, which are the main criterion to promote the students to higher classes or to retain them in the same class. However, recently a system  of automatic promotion up-to grade-III has been introduced in some schools. In the primary classes, examinations are conducted by the respective schools. However, at the end of the fifth year of the primary stage a public examination is held by the education department for promotion to the next grade. Another examination is held for the outstanding students to compete for the award of merit scholarships. Similarly, the examination in Middle Schools are held by the individual schools but there is a public examination at the end of grade VIII conducted by the Education Department for awarding of scholarships. The Board of Intermediate and Secondary Education (BISE) conducts the examinations of Secondary and Higher Secondary. The degree level examinations are conducted by the respective universities. Teachers’ Training: In Pakistan, there are 90 Colleges of Elementary Education which offer teachers’ training programs for Primary Teaching Certificate (PTC) and Certificate in Teaching (CT) to primary school teachers. For secondary school teachers, there are 16 Colleges of Education, offering graduate degrees in education and there are departments of education in 9 universities which train teachers at the master’s level. There are only 4 institutions which offer in-service teachers’ training. Besides these, the Allama Iqbal Open University, Islamabad, offers a very comprehensive teachers’ training program based on distance learning; its total enrolment is about 10,000 per annum of which 7,000 complete various courses every year Private Education Sector: Private sector involvement in education is encouraging. The Federal Bureau of Statistics survey (1999-2000) indicates that there are 36,096 private educational institutions in Pakistan. About 61 percent of the institutions are in urban areas and 39 percent in rural  areas. The percentage share of private sector in enrollment is 18 percent at primary school level, 16 percent at middle school level and 14 percent at high school level. It has been observed that most of the private schools select their own curricula and textbooks, which are not in conformity with public schools. Majority of the schools are â€Å"English Medium† which attracts the parents for sending their children to these schools. Most of the schools are overcrowded and do not have adequate physical facilities. These schools are usually charging high fees from the students. Most of the schools are  unregistered; therefore, in most cases the certificates issued by these institutions are not recognized by public schools. Majority of these institutions are functioning in the rented buildings. The National Education Policy 1998-2010 proposed that there shall be regulatory bodies at the national and provincial levels to regulate activities and smooth functioning of privately managed schools and institutions of higher education through proper rules and regulations. A reasonable tax rebate shall be granted on the expenditure incurred on the setting up of educational facilities by the private sector. Grants-in-Aid for specific purposes shall be provided to private institutions. Setting up of private technical institutions shall be encouraged. Matching grants shall be provided for establishing educational institutions by the private sector in the rural areas or poor urban areas through Education Foundation. In rural areas, schools shall be established through public-private partnership schemes. The government shall not only provide free land to build the school but also bear a reasonable proportion of the cost of construction and management. Liberal loan facilities shall be  extended to private educational institutions by financial institutions. Despite all shortcomings of private education mentioned above, PIHS survey indicates that enrolment rates in public schools have declined since 1995-96 particularly a large decline has been observed in rural areas. It is generally perceived by parents that quality of education in private schools are better than the public schools, therefore, those parents who can afford prefer to send their children to private schools. These trends indicate that the public education system is unable to meet public demand for providing quality education in  the country. Administrative and Supervisory Structure and Operation According to the Constitution of Pakistan (1973), the Federal Government is entrusted the responsibility for policy, planning, and promotion of educational facilities in the federating units. This responsibility is in addition to the overall policymaking, coordinating and advisory authority; otherwise, education is the provincial subject. The Federal Ministry of Education administers the educational institutions located in the federal capital territory. Universities located in various provinces are administered by the provincial governments, but are exclusively funded by the federal government through the Higher Education Commission. The Federal Ministry of Education is headed by the Minister of Education. The most senior civil servant in the Ministry is the Education Secretary assisted by Joint Secretary and Joint Educational Advisors of each wing. There are 6 wings in the Federal Ministry of Education and each wing is headed by Joint Educational Advisor The provincial Education Departments are headed by their respective Provincial Education Ministers. The civil servant in charge of the department is the Provincial Education Secretary. The provinces are further divided into districts for the purpose of administration. The head of the Education Department in a district is Executive District Officer (EDO). Literacy Department functions separately in case of Punjab and Sindh only it is headed by Executive District Officer (EDO) literacy. In the Provinces of NWFP and Balochistan, literacy is the part of Education Department. The hierarchy then runs down to the District Education Officer, Sub-district Education Officer, Supervisors or Assistant Sub-district Education Officers . At the grass root level (the union council level), Learning Coordinators (LCs) provide academic guidance as well as supervise the schools. The administrative structure has been decentralized under the Devolution Plan. Village Education Committees (VECs)/ School Management Committees (SMCs) have been set up in the provinces at grass root level. Present Scenario of Education in Pakistan The government of Pakistan recognized that education is the basic right of every citizen; therefore, access to education for every citizen is crucial for economic development and for poverty alleviation. The present government has given much importance to education sector it has not only emphasized raising the present literacy rate but also emphasized improving the quality of education. The overall estimated literacy rate was 50. 5 percent, for male 63 percent and for female 38 percent during 2001-2002. Urban literacy rate was 70 percent and rural literacy rate is 30 percent during the same period. Pakistan net primary enrolment rate was 66 percent (male 82 percent, female 50 percent) and gross enrolment rate was 78 percent (male 91 percent, female 64 percent) during 2000-01. About 45 percent children who enrolled in grade-1 drop out before completing primary education cycle (male drop out 45 percent, female drop out 54 percent). There are about 4 million children of 5-9 age group who are left out of school. The left out includes those children who never enrolled and those who drop out. Enrolment at primary level was 16. 63 million during 2000-01. The gross enrolment at middle level was 34 percent, male 36 percent and female 33 percent in 2000-01. The gross enrolment at secondary level was 22 percent, 20 percent for female and 24 percent for male. The total number of Arts and Science colleges were 916 (male 536 and female 380) with the enrolment of 763,000 during 2000-01. There are 68 universities in Pakistan with the enrolment of 1. 1 million. Out of the total universities, 40 universities are managed by public sector. There are 203,439 educational institutions in Pakistan of which 36,096 institutions are run private sector and the share of the private sector is about 18 percent. The major issues and challenges of the education system include †¢low literacy rate, †¢high dropout rate, †¢wide spread teacher absenteeism, †¢weak management and supervision structure,  Ã¢â‚¬ ¢shortage of trained and qualified teachers specially female, †¢lack of teachers dedication, †¢motivation and interest in their profession and †¢lack of physical facilities. †¢Moreover the curriculum is mostly outdated, irrelevant and does not fulfill the requirements of present day. Education For All (EFA): Education For All refers to the global commitment to ensure that by 2015 all children would complete primary education of good quality (Universal Primary Completion), and that gender disparity would be eliminated in primary and secondary education preferably by 2005 and no later than 2015. This commitment was made at the World Education Forum in Dakar, Senegal in April 2000 and reaffirmed in the Millennium declaration in New York in September 2000. The Government of Pakistan is attaching top priority to EFA. The country has ten year Perspective Development Plan (2001-11) to visualize the long term macro-economic and sectoral growth strategies, Poverty Reduction and Human Development is the priority area of the Plan. Sector-wide development approach covering all the sectors of education has been adopted under the Perspective Plan. In order to address the EFA implications linkage  plan focusing on development of other sectors of Education has also been prepared. Nearly 80% of the ESR covers different goals of Education for All by 2015, reducing illiteracy by 50 percent with a focus on reducing the gender gap by 2015, life skills and learning opportunities for youth and adults; and early childhood education. The targeted groups for EFA goals belong to disadvantaged communities with minimal opportunities. These groups are highly vulnerable, without access to learning facilities, or public sector facilities, which are functioning at sub-optimal levels.

Gender Differences. Generalizations At Work To Be Aware

Gender Differences Generalizations at Work to be Aware of: 1) Women talk about other people, while men talk about tangible things like business, sports, food, and drinks. 2) Women ask questions to gain an understanding, and men talk to give information rather than asking questions. 3) Women are more likely to talk to other women when a problem or conflict arises, while men are often known for dealing with problems or issues internally, and 4) women focus on feelings, senses and meaning. They rely on their intuition to find answers, in which men focus on facts, reason, and logic. They find answers by analyzing and figuring things out. A disagreement between women affects many aspects of their relationship and may take a long time to†¦show more content†¦For a woman to rise in the company she must be comfortable enough to step out of her comfort zone and experiment with unfamiliar behaviours to find new forms of exercising leadership. Without confirmation of one’s behaviours, it is quite common to see diminishing self-confidenc e and a discouraged notion toward seeking developmental opportunities or experimenting for further growth. A better way to define yourself in the company is to â€Å"have the key client relationship.†. This is one way to get noticed as a good force within the company. Another way is to pursue goals that align with your personal values and advance the collective good. If you can inspire commitment, boost resolve, and help colleagues find deeper meaning in their work then you are well on your way to becoming an effective leader and establishing your worth to the company. It is said that â€Å"integrating leadership into one’s core identity is particularly challenging for women,† since â€Å"behaviours considered more common in men suggest that women are simply not cut out to be leaders.† All of this makes it more difficult for women as people tend to gravitate to individuals exhibiting these behaviours, causing men to support other men, and making climbing the corporate ladder a more difficult task for women. Here are the three actions suggested to facilitate women’s access to leadership positions: 1) Educate women and men about secondShow MoreRelatedEssay on Cultural and Racial Stereotyping1439 Words   |  6 Pageshave to do with sensitive subjects like gender or race. â€Å"Stereotyping is a generalization about a group or category of people that can have a powerful influence on how we perceive others and their communication behaviors† (Floyd, 61). 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