If you order your research paper from our custom writing service you will receive a perfectly written assignment on Changing the Ways of the World. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Changing the Ways of the World paper right on time.

Our staff of freelance writers includes over 120 experts proficient in Changing the Ways of the World, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Changing the Ways of the World paper at affordable prices ! Violence is a problem that we as humans deal with everyday. Today, it seems that we deal with it in just about every aspect of our lives. From children's cartoons to the nightly news, we are witnesses to its power and harm. Violence is not new by any means though. It is something that can be traced back to the beginning of time. It is for this reason that I believe that we must all take on a nonviolent, "Satyagraha" type of life, as did a man named Mahatma Gandhi. In turning to nonviolence, we would essentially refrain from inflicting damage or injury and use alternative means to obtain a desired end (which in this case is peace). According to Gandhi, "Satyagraha" was the soul-force power of truth and love and these are two things that our society is in dire need of. Violence needs to be replaced with a method of truth and love because if violence continues to rule our lives, people will know nothing but violence and our world will continue to live in chaos.

Truth needs to replace violence because truth is the basis of everything. Truth unfolds on a daily basis through intuition, experience, observation, conversation, informed judgment, being questioned while questioning, reflection, and quiet listening. Truth is love; truth is friendship; truth is compassion; truth is family; truth is fear. Truth means "Satya" which is derived from "Sat," which is existence. Everything that exists is contained in Truth. Truth is a matter of experience as well. It is what the voice within tells us. Speaking Truth alone is not sufficient, though. One should be truthful in word, thought and deed. Truth is the basis of morality. If people are not truthful to themselves and to each other, there would be no trust among our society and even worse, more and more violence would result from our actions. Another term that was used widely by Gandhi was Ahimsa. Ahimsa or non-injury, of course, implies non-killing. But, non-injury is not merely non-killing. In its comprehensive meaning, Ahimsa or non-injury means entire abstinence from causing any pain or harm whatsoever to any living creature, either by thought, word, or deed. Non-injury requires a harmless mind, mouth, and hand.

Love should also replace violence because without love there would be no compassion, no friendships, and no families. According to Webster's Dictionary, the term loves means any strong liking or affection. This means that we must all learn to like one another and live in peace with one another so that we can continue on as a society. If we let violence rule our lives, eventually there will be so much hate in the world that it will be impossible to live. It is vital that people love one another or else we could not exist. There would be so much hate and violence in the world that we could end up eventually killing each other off. Loving everyone and everything is possible. When you were young, I'm sure that everything was pure to you and you had a liking for (almost) everything. Even if you were one of those children who were very self-centered and spoiled, you had some sort of remorse for when you did something wrong; your conscience seemed to always get a hold of you. As soon as you grew up though, and were able to make decisions on your own, that mentality disappeared. You started rebelling and getting out of control and forgot what your heart was like when you were little. Children are able to love with an open mind, so why is that we as adults can't? Why is it that we teach our children not to hate, and to love one another, but we don't honor those values as adults? What we need to do is go back to when we were young and take those morals and values and apply them to our lives as adults. Right now, it is very hard to "go back" and try to be like what we were when we were young, but if we had been educated on Passive Resistance before our formal education, I think it would be much easier. Gandhi says in his essay that "Passive Resistance is the noblest and the best education. It should come, not after the ordinary education in letters of children, but it should precede it. It should not be denied that a child, before it begins to write it alphabet and to gain worldly knowledge, should know what the soul is, what truth is, what love is, what powers are latent in the soul. It should be an essential of real education that a child should learn that, in the struggle of life, it can easily conquer hate by love, untruth by truth, violence by self-suffering" (447). The term Satyagraha works for love as well because part of Satyagraha is self-suffering. People do not just suffer because they want to, it takes passion and love. To take someone else's problems as your own, and suffer for them, takes more courage and love than any kind of violence ever could. The aspect of suffering for someone else is best said by Gandhi in this quote, "A coward is incapable of exhibiting love; it is the prerogative of the brave."

Some people believe though that to try and replace a method (violence) that we have known for centuries would do more damage than the outcome (nonviolence) itself. In an essay written by Michael Nagler, he states that people are not going to accept a new way of doing something and that "to moderns, nonviolence (and especially the older spelling, non-violence) does not sound like a phenomenon existing in its own right. We have had our backs to the sun of nonviolence for so long that we cast everything about it into the shadow of our own negative thinking" (515). With this, Nagler is telling us that for as long as we can remember, violence is what "sells." Violence is all over the media, in images in magazines, even on the news. People see violence everywhere they look. Because violence is everywhere, it is not surprising that people like violence and they accept violence, so to accept anything else (as an entire society) would be wrong. He also associated nonviolence with negativism, which shows how our society has been raised and taught to think. People who stand up for themselves and use violence are seen as patriotic, which in America is a positive thing. Our mindset is that if someone harms us, we have the right to take revenge, and possibly harm them back. Our society is so focused on "getting back" at each other that we forget to see what harm comes out of our decisions. If someone decided that they wanted to use a method of nonviolence however, they would be looked down upon, and seen as having a negative behavior. Not many people want to be looked at as an outcast or traitor, so they are going to go with the "norm," in this case violence, to stray from those labels. However, this mindset needs to go. People need to start realizing that nonviolence is not a sign of weakness, it is a sign of courage. To be violent takes no intelligence, but to be nonviolent takes more intelligence and self-suffering than anything.

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Although the process of nonviolence will probably be destructive because it will not be accepted right away (and people will probably do things to act against nonviolence, in turn causing more violence), the outcome will still be greater, and this is what today's society neglects to see. They are too consumed with the aspect of trying to change instead of looking at what the future of nonviolence could bring. Too many people are afraid to step outside of the box and do something that might question authority or cause some tension. But this is what we need. We need people to stand up for what they believe in so that our world can live in peace. Gandhi once said, Of course, critics reasonably argue that non-violence pictured by me is not for the masses of mankind, it is possible only for a few highly developed persons. I have combated that view and suggested that, given proper training and proper leadership, non-violence can be practiced by the masses of mankind (Ed. Gandhi by Thomas). Here, Gandhi is talking about how nonviolence on his level is not going to work with "the masses," but there are ways to have everyone practice nonviolence on a smaller level. Nonviolence can amount to people not flipping someone off because they were cut off, or cussing someone out at the grocery store. If our society started practicing nonviolence with these simple acts, eventually we would be able to work up to nonviolence as an answer for everything. Everyone has to power to make themselves heard, you just have to work at it. As seen in the past by Mahatma Gandhi, Martin Luther King jr. and many others, it is possible to make a change. It might take some time, but everything takes time. Living in a world where people's actions and thoughts are based on truth and love is worth risking a few things instead of living in a world full of hate and fear.

Please note that this sample paper on Changing the Ways of the World is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Changing the Ways of the World, we are here to assist you. Your persuasive essay on Changing the Ways of the World will be written from scratch, so you do not have to worry about its originality.

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If you order your essay from our custom writing service you will receive a perfectly written assignment on Comparison of Shakespeare's Sonnet 73 and Sonnet 116. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Comparison of Shakespeare's Sonnet 73 and Sonnet 116 paper right on time.

Our staff of freelance writers includes over 120 experts proficient in Comparison of Shakespeare's Sonnet 73 and Sonnet 116, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Comparison of Shakespeare's Sonnet 73 and Sonnet 116 paper at affordable prices with custom writing service! William Shakespeare, in his Sonnet 7 and Sonnet 116, sets forth his

vision of the unchanging, persistent and immovable nature of true love.

According to Shakespeare, love is truly till death do us part, and possibly

beyond. Physical infirmity, the ravages of age, or even ones partners

Order College Papers on Comparison of Shakespeare's Sonnet 73 and Sonnet 116

inconstancy have no effect upon the affections of one who sincerely loves. His

notion of love is not a romantic one in which an idealized vision of a lover is

embraced. Instead he recognizes the weaknesses to which we, as humans, are

subject, but still asserts that love conquers all.

Shakespeare uses an array of figurative language to convey his message,

including metaphor and personification. Thus, in sonnet 7, he compares himself

to a grove of trees in early winter, When yellow leaves, or none, or few, do

hang Upon those boughs which shake against the cold,... These lines seem to

refer to an aged, balding man, bundled unsuccessfully against the weather.

Perhaps, in a larger sense, they refer to that time in our lives when our

faculties are diminished and we can no longer easily withstand the normal blows

of life. He regards his body as a temple- a Bare ruined choir[s]- where sweet

birds used to sing, but it is a body now going to ruin.

In Sonnet 116, love is seen as the North Star, the fixed point of

guidance to ships lost upon the endless sea of the world. It is the point of

reference and repose in this stormy, troubled world, an ever-fixed mark That

looks on tempests and is never shaken;...

He personifies the coming of the end of his life as night, which is

described as Deaths second self in sonnet 7. However, in Sonnet 116 death

appears in the guise of the grim reaper, Father Time, who mows down all of our

youth, but still cannot conquer love- Loves not Times fool, though rosy lips

and cheeks within his bending sickles compass come;...

While both poems make use of figurative language, sonnet 7 uses far

more imagery than sonnet 116. Sonnet 7 uses the image of the close of mans

life as a wintry grove with the few remaining leaves shivering in the cold. A

persons later years are the twilight of life, to which the night of death

inevitably follows. Further, the end of life is compared to the embers of a

dying fire, In me thou seest the glowing of such fire That on the ashes of his

youth doth lie,.... All of these images express the fading light of a life in

decline. The short, dark days of winter, the last rays at sunset and the

glowing remnants beneath the ashes all evoke the beauty of a once vibrant life

which is coming to a close.

In contrast, sonnet 116 presents two images. The first is that of the

exploring seafarer, out on stormy, uncertain seas with the North star of love as

his only guide through them. Even though the seafarer attempts to

scientifically measure the worth of this love to him, it is immeasurable- It is

the star to every wandering bark, Whose worths unknown, although his height be

taken.

The second image in sonnet 116 is that of Time mowing down our rosy-

cheeked youth. Even so, however, love is not ended by our brief time on this

earth, but lasts until Judgment Day- Love alters not with his [Times] brief

hours and weeks, But bears it out even to the edge of doom.

Finally, the tone of the two poems offers the greatest contrast between

them. Sonnet 7 has a narrator who is somewhat detached and accepting of his

infirmities. The entire main body of the sonnet, lines one through twelve, is a

physical description of the narrators decline, which is related in a soft and

melancholy voice. It is only the concluding couplet which brings home the

message that the strength of true love is shown when it exists in the face of

the narrators inevitable decline.

On the other hand, sonnet 116 has a passionate, didactic narrator. He

orders and exhorts the reader. He does not address the object of his affections,

as does the narrator of sonnet 7, but directly addresses his audience.- Let no

man to the marriage of true minds Admit impediments. This narrator uses his

concluding couplet almost as an ironic aside. You can almost see him speaking

to his audience from behind the back of his hand- If this be error and upon me

proved, I never writ , nor no man ever loved. There seems little likelihood

that Shakespeare thought that he had to worry about losing that bet.

In conclusion, while the two sonnets differ greatly in tone, differ

somewhat in imagery, and have some similarity and some difference in their use

of figurative language, both express the universal desire for unconditional,

never ending love. Sonnet 7 seems to say that even such a love ends at the

grave, though.- To love that well which thou must leave ere long. Sonnet 116

bears it out even to the end of the world. Either poem offers a vision of love

to which we can aspire.

Please note that this sample paper on Comparison of Shakespeare's Sonnet 73 and Sonnet 116 is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Comparison of Shakespeare's Sonnet 73 and Sonnet 116, we are here to assist you. Your persuasive essay on Comparison of Shakespeare's Sonnet 73 and Sonnet 116 will be written from scratch, so you do not have to worry about its originality.

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If you order your cheap term papers from our custom writing service you will receive a perfectly written assignment on Chicago Field Museum Report. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Chicago Field Museum Report paper right on time.

Our staff of freelance writers includes over 120 experts proficient in Chicago Field Museum Report, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Chicago Field Museum Report paper at affordable prices with custom essay service! On Tuesday morning, March 5, 00, the Paleontology class set off for Chicago's Field Museum. James Holstein a Preparator of Fossil Vertebrates in the Department of Geology of the Field Museum, led our tour. He showed us what happens behind the scenes to create all the exhibits. For example, there were several archeologists working on bags of collected sediment. This particular job was very time-consuming and as he noted this, a scientist showed us a single set of teeth�the results of two hours of delicate searching. Others worked on larger fossils, such as fish, as we watched. Using different tools, they chipped, brushed, and air blasted at the surrounding rocks to carefully uncover the hidden, fossilized remains. Jim explained that there are four methods curators use to prepare fossils pin vising, air scribing, air abrasion, and acid rinsing.

On May 17, 000 The Field Museum unveiled Sue, the largest, most complete, and best preserved Tyrannosaurus rex fossil yet discovered.

We also visited a work room in the geology department. This room held a large table, with tools and air ducts scattered all around. There were many tools and shelves and such to keep everything handy to the workers. This is where large items are molded, casted, and dried. At the time of our visit, a mold from Wisconsin was being duplicated. The third cast of this giant sea turtle was drying on the table. It was great to see the "safety" the scientists used in storing acid in large tupperware trash bins and such. A smaller room adjoining it housed the hoods to vent dolomite dust which gets blown off of fossils at high pressures in a technique called "air abrasion'.

The time I spent in the museum was mostly in the Life Over Time exhibit and Elizabeth Morse Dinosaur Hall. I loved the trilobites and muscospirifer of that I learned about in Paleontology. It was most enjoyable to see the larger specimens like Captorhiun aguti, Cacops aspidephorus, and Varanops brairostro. These three were on display together as a -D cladogram. They were used to show the different specimens that are thought to have come out of each. For instance, Captorhiun (70 million, Permian) carried many of the traits of older dinosaurs. These skeletons were interesting to me since they were not so BIG and DIFFERENT than moder day, large reptiles.

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The time at the Field museum was useful and beneficial to my learning experience of the Paleontological world. The wide range of fossils that were presented really opened my eyes to the diversity of the fossil record. I had never been behind the doors of a museum, and find the work of the scientist there to be fascinating. This was a great experience, and I am very glad Dr. Max Reams made the effort to extend this opportunity to his students.

Please note that this sample paper on Chicago Field Museum Report is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Chicago Field Museum Report, we are here to assist you. Your cheap custom college papers on Chicago Field Museum Report will be written from scratch, so you do not have to worry about its originality.

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If you order your essay from our custom writing service you will receive a perfectly written assignment on Comparison of Shakespeare's Sonnet 73 and Sonnet 116. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Comparison of Shakespeare's Sonnet 73 and Sonnet 116 paper right on time.

Our staff of freelance writers includes over 120 experts proficient in Comparison of Shakespeare's Sonnet 73 and Sonnet 116, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Comparison of Shakespeare's Sonnet 73 and Sonnet 116 paper at affordable prices with custom writing service! William Shakespeare, in his Sonnet 7 and Sonnet 116, sets forth his

vision of the unchanging, persistent and immovable nature of true love.

According to Shakespeare, love is truly till death do us part, and possibly

beyond. Physical infirmity, the ravages of age, or even ones partners

Order College Papers on Comparison of Shakespeare's Sonnet 73 and Sonnet 116

inconstancy have no effect upon the affections of one who sincerely loves. His

notion of love is not a romantic one in which an idealized vision of a lover is

embraced. Instead he recognizes the weaknesses to which we, as humans, are

subject, but still asserts that love conquers all.

Shakespeare uses an array of figurative language to convey his message,

including metaphor and personification. Thus, in sonnet 7, he compares himself

to a grove of trees in early winter, When yellow leaves, or none, or few, do

hang Upon those boughs which shake against the cold,... These lines seem to

refer to an aged, balding man, bundled unsuccessfully against the weather.

Perhaps, in a larger sense, they refer to that time in our lives when our

faculties are diminished and we can no longer easily withstand the normal blows

of life. He regards his body as a temple- a Bare ruined choir[s]- where sweet

birds used to sing, but it is a body now going to ruin.

In Sonnet 116, love is seen as the North Star, the fixed point of

guidance to ships lost upon the endless sea of the world. It is the point of

reference and repose in this stormy, troubled world, an ever-fixed mark That

looks on tempests and is never shaken;...

He personifies the coming of the end of his life as night, which is

described as Deaths second self in sonnet 7. However, in Sonnet 116 death

appears in the guise of the grim reaper, Father Time, who mows down all of our

youth, but still cannot conquer love- Loves not Times fool, though rosy lips

and cheeks within his bending sickles compass come;...

While both poems make use of figurative language, sonnet 7 uses far

more imagery than sonnet 116. Sonnet 7 uses the image of the close of mans

life as a wintry grove with the few remaining leaves shivering in the cold. A

persons later years are the twilight of life, to which the night of death

inevitably follows. Further, the end of life is compared to the embers of a

dying fire, In me thou seest the glowing of such fire That on the ashes of his

youth doth lie,.... All of these images express the fading light of a life in

decline. The short, dark days of winter, the last rays at sunset and the

glowing remnants beneath the ashes all evoke the beauty of a once vibrant life

which is coming to a close.

In contrast, sonnet 116 presents two images. The first is that of the

exploring seafarer, out on stormy, uncertain seas with the North star of love as

his only guide through them. Even though the seafarer attempts to

scientifically measure the worth of this love to him, it is immeasurable- It is

the star to every wandering bark, Whose worths unknown, although his height be

taken.

The second image in sonnet 116 is that of Time mowing down our rosy-

cheeked youth. Even so, however, love is not ended by our brief time on this

earth, but lasts until Judgment Day- Love alters not with his [Times] brief

hours and weeks, But bears it out even to the edge of doom.

Finally, the tone of the two poems offers the greatest contrast between

them. Sonnet 7 has a narrator who is somewhat detached and accepting of his

infirmities. The entire main body of the sonnet, lines one through twelve, is a

physical description of the narrators decline, which is related in a soft and

melancholy voice. It is only the concluding couplet which brings home the

message that the strength of true love is shown when it exists in the face of

the narrators inevitable decline.

On the other hand, sonnet 116 has a passionate, didactic narrator. He

orders and exhorts the reader. He does not address the object of his affections,

as does the narrator of sonnet 7, but directly addresses his audience.- Let no

man to the marriage of true minds Admit impediments. This narrator uses his

concluding couplet almost as an ironic aside. You can almost see him speaking

to his audience from behind the back of his hand- If this be error and upon me

proved, I never writ , nor no man ever loved. There seems little likelihood

that Shakespeare thought that he had to worry about losing that bet.

In conclusion, while the two sonnets differ greatly in tone, differ

somewhat in imagery, and have some similarity and some difference in their use

of figurative language, both express the universal desire for unconditional,

never ending love. Sonnet 7 seems to say that even such a love ends at the

grave, though.- To love that well which thou must leave ere long. Sonnet 116

bears it out even to the end of the world. Either poem offers a vision of love

to which we can aspire.

Please note that this sample paper on Comparison of Shakespeare's Sonnet 73 and Sonnet 116 is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Comparison of Shakespeare's Sonnet 73 and Sonnet 116, we are here to assist you. Your persuasive essay on Comparison of Shakespeare's Sonnet 73 and Sonnet 116 will be written from scratch, so you do not have to worry about its originality.

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If you order your research paper from our custom writing service you will receive a perfectly written assignment on Dust Bowl. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Dust Bowl paper right on time.

Our staff of freelance writers includes over 120 experts proficient in Dust Bowl, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Dust Bowl paper at affordable prices ! The Dust Bowl occurred in the Plain States from 11 to 1. This was a time of history when many living things were either injured or died due to the infinite dust that blew day in and day out. This dust was a result of a long period of dry weather. The southern plains received no rain. As a result of this event in history many people changed their attitudes about the environment of the southern plains.

Back in 11 southern plains was known as a great place to be if you were a farmer. Those who farmed there had a very hopeful attitude towards the future of their crops. But little did they know after three years of planting they would have nothing to show for it. This is because days past with out any form of precipitation. Therefore, topsoil started to disappear. All the crops were soon to die off and farmers would be left with nothing but beaten blown out fields. The dry weather continued for a while as it started to get windy out witch caused dirt to blow everywhere. People started to have trouble breathing and wore dust masks.

By the end of 15 dust bowlers already began moving west, leaving their homes and farms behind them. They also left the optimism they had for their farm behind. Now they felt nothing but disappointment. A lot of animals were found dead with inches of dirt coating their stomachs.

In conclusion you can see that before the dust bowl began, the southern plains were known as a great place to live, farm, and prosper. But then during the Dust Bowl and after it occurred, people became disappointed because everything they had been hopeful about never happened. At first they were very optimistic and then they ended up moving west. This is how their attitudes changed about the environment.

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Please note that this sample paper on Dust Bowl is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Dust Bowl, we are here to assist you. Your persuasive essay on Dust Bowl will be written from scratch, so you do not have to worry about its originality.

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If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on Title VII of the Civil Rights Act of 1964. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Title VII of the Civil Rights Act of 1964 paper right on time.

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Title VII of the Civil Rights Act of 164

Employment Law MGT. 44

Dan Cone

Help with essay on Title VII of the Civil Rights Act of 1964

Pamela Jones Facilitator

September , 00

Introduction

The first paragraph of the 14th Amendment to the United States Constitution reads, "All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the state wherein they reside. No state shall make or enforce any law, which shall abridge the privileges or immunities of citizens of the United States; nor shall any state deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws" (1). Conceived in 1868 to address the discrimination of black people, the 14th Amendment provided the foundation to build a country where all people were truly created and treated equally.

For most of the next hundred years, discrimination overshadowed the 14th amendment's ideology. There were laws regulating the separation of blacks and whites in every facet of life, from birth to death. In 164, Congress passed the Civil Rights Act, which created a legal basis for nondiscrimination in housing, education, public accommodations, federally assisted programs, and employment. This paper specifically addressed Title VII, the employment section of this act, which looks at the evolution of Title VII, who is covered and not covered under Title VII, the impact of Title VII on the workplace, and the policies companies should have in place to avoid potentially costly Title VII violations.

Title VII Evolution

With the passage of Title VII, the door was opened to legally prohibiting job discrimination and creating expectations of fairness in employment (Anderson & Hartman, 001, p. 65). In a free market system, where having a good job will have a significant impact on any person's pursuit of life, liberty, and justice, Title VII quickly became the arbiter under the new Civil Rights Legislation.. As John Kennedy said when he introduced the legislation to Congress in 16, "There is little value in a Negro's obtaining the right to be admitted to hotels and restaurants if he has no cash in his pockets or a job" (Anderson, p. 65). With the implications that jobs would have on the overall effectiveness of the Civil Rights objective, the wording in Title VII was designed to address all parties subjected to employment discrimination. Though President Kennedy singled out Negro's in his speech for job discrimination, the fact was that many people, including whites, were subjected to a variety of employment discriminations. Since Title VII prohibits discrimination in hiring, firing, training, promotion, discipline, or other workplace decision on the basis of race, color, gender, national origin, or religion, the statute permitted all United States citizens the legal right to due process concerning employment.

Who is Protected Under Title VII?

Title VII and the ADA cover all private employers, state and local governments, and education institutions that employ 15 or more individuals. These laws also cover private and public employment agencies, labor organizations, and joint labor management committees controlling apprenticeship and training.

The ADEA covers all private employers with 0 or more employees, state and local governments (including school districts), employment agencies and labor organizations.

The EPA covers all employers who are covered by the Federal Wage and Hour Law (the Fair Labor Standards Act). Virtually all employers are subject to the provisions of this Act.

Title VII, the ADEA, and the EPA also cover the federal government. In addition, the federal government is covered by Sections 501 and 505 of the Rehabilitation Act of 17, as amended, which incorporate the requirements of the ADA. However, different procedures are used for processing complaints of federal discrimination. For more information on how to file a complaint of federal discrimination, contact the EEO office of the federal agency where the alleged discrimination occurred ().

Exemptions to Title VII are limited. Exemptions include businesses operated in or around Native American Indians reservations, someone who is a member of the Communist party or other organization required to register as a Communist-action or Communist �front organization. The laws permit religious institutiions and asociations to discriminate when performing their activites (Alexander, p.6).

Impact of Title VII in the Workplace

To ensure compliance with the prohibitions in federal regulation, Title VII

established the Equal Employment Opportunity Commission (EEOC) and charged it with the administration of the act. The EEOC began operating on July , 165. The EEOC enforces the following federal statutes

· Title VII of the Civil Rights Act of 164, as amended, prohibiting employment discrimination on the basis of race, color, religion, sex, or national origin;

· the Age Discrimination in Employment Act (ADEA) of 167, as amended, prohibiting employment discrimination against individuals 40 years of age and older,

· the Equal Pay Act (EPA) of 16 prohibiting discrimination on the basis of gender in compensation for substantially similar work under similar conditions;,

· Title I and Title V of the Americans with Disabilities Act (ADA) of 10, prohibiting employment discrimination on the basis of disability in the private sector and state and local governments;

· Section 501 and 505 of the Rehabilitation Act of 17, as amended, prohibiting employment discrimination against federal employees with disabilities; and,

· the Civil Rights Act of 11 providing monetary damages in cases of intentional discrimination and clarifying provisions regarding disparate impact actions ().

As can be seen above, with the inclusion of several amendments to Title VII's 164 wording, the additional legal strength of the Act has placed more limitations on how an employer conducts the recruitment, hiring, and policies to control the work environment. Collectively, the legal complexity of Title VII has made it difficult for any employer to completely understand all the federal implications of employing personal. In addition, many states have added additional employmment laws which further add to the legal complexities. On the surface what may appear to an employer as a simple nondiscriminatory action may in fact lead to a serious federal and or state discrimination infraction causing large legal bills as well as compensatory and punitive damages. Managers in the position to change policy or control people must be aware of the potential legal ramification of any decision reached which may cause undue and illegal hardship on its staff.

Policies to Avoid Title VII Violations

The goal of any company's work atmosphere should be to create an environment to maximize the potential of every worker to improve the productivity and growth possibilities for everyone. Because employment law will continue to evolve as time progresses, managers need to develop strong policies, consistently and appropriately enforced, and provide an on-going training program as new issues emerge or laws change that effect current policy. Above all, look at policy through the eyes of those it will affect. If you deem it unfair in there eyes it perhaps is.

Conclusion

The Civil Rights Act of 164 was legislation intended to level the playing field in the pursuit of equality for all people. Individuals and groups have more freedom to pursue their dreams than ever before. Title VII has played a key role in the ideology that all people are equal and deserve to have the same opportunities as their peers. The process of equality for all is far from over. Discrimination is a complex issue, often conceived and ingrained into our subconscious through generations past. Title VII will undoubtedly play a key role in future improvements to Civil Rights through a process most Americans cherish, a free market system. A system that is not only free for enterprise but employees as well.

References

Alexander, D. D. & Hartman, L. P. (001) Employment Law for Business.

New York McGraw Hill.

(1) United States Constitution Retrieve on the World Wide Web

May 1st 00 http//www.law.cornell.edu/constitution/constitution.amendmentxiv

() The U. S. Equal Employment Opportunity Commission Retrieved on the

World Wide Web May 1st 00 http//www.eeoc.gov/statauth.html

() The U. S. Equal Employment Opportunity Commission Retrieved on the

World Wide Web May 1st 00 http//www.eeoc.gov/facts/qanda.html

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