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As to my practices, I get up early in the morning and go out for breathing fresh air. In the afternoon. I always spend an hour or so to lay tennis with my friends in the university. I'm confident that I am indeed in good health condition. ample 4

. . . Almost everyone of us hopes to be healthy all the time, specially when we are ill. If we have good health, we can study efficiently and work happily. Moreover, a good health can make our fe filled with sunlight. So, having a good health is everyone's desire.

How to keep good health? First, we must eat all kinds of food. Perhaps some kinds are not those kinds we like. We must oblige ourselves to eat it. Secondly, we will do exercise everyday. If we are so busy to have time doing exercise, we must do exercise at least three times a week. We all know it is important for us to do exercise, keep fit. So please don't forget life depends on exercise.

As for me, I have the habit of running every other day. In the morning I get up early and then go to the playground to run for about fifteen minutes. I've come to realize that good health is very important.

The age of information enables those who do not have chance to be admitted into college campus for higher education to receive good education through "distance teaching", or in popular terms, "internet education" .

" Internet education" offers a good opportunity for those who cannot study full time at university but hope to at their convenient time. Many universities have offered programs for their " internet education" students, and these students can be granted graduation after having completed all the required courses with satisfactory results. This kind of education, open to everybody interested in the programs, can make full use of the teaching staff and their scholarship, and thus costs less than the traditional way of higher education.

However, the courses of distance learning do not take into account sufficiently the students' individual needs. Neither computers nor television can replace the role of a good teacher who can evaluate a student's level and ability of learning. In comparison, classroom education is much more rewarding when students can study together through discussions and competition. In addition, there are many students who can only concentrate on study when they sit in the classroom or the library among other students. In such conditions, going to school regularly with the help of teachers and classmates is far better than sitting alone in front of computers or television at home.

In the final analysis, education does not simply means the imparting of knowledge; each student's personality, background and particular need should be identified before mat person can be truly educated. Only face-to-face education, I mean, the traditional way of education can do this task.

While internet education is a useful tool to help people acquire more advanced knowledge, it is unlikely to replace classroom education which is more ready to prepare students for a successful life and career.

Professor Smith recently persuaded 35 people, 23 of them women, to keep a diary of all their absent-minded actions for a fortnight. When he came to analyse their embarrassing Lapses (H fg) in a scientific report, he was surprised to find that nearly all of them fell into a few groupings. Nor did the lapses appear to be entirely random.

One of the women, for instance, on leaving her house for work one morning threw her dog her earrings and tried to fix a dog biscuit on her ear. "The explanation for this is that the brain is like a computer," explains the professor. "People programme themselves to do certain activities regularly. It was the woman's custom every morning to throw her dog two biscuits and then put on her earrings. But somehow the action got reversed in the programme. " About one in twenty of the incidents the volunteers reported were these "programme assembly failures. "

Altogether the volunteers logged unintentional actions that they found themselves doing—an average of twelve each. There appear to be peak periods in the day when we are at our zaniest. These are two hours some time between eight a. m. and noon, between four and six p. m. with a smaller peak between eight and ten p. m. "Among men the peak seems to be when a changeover in brain 'programmes' occurs, as for instance between going to and from work. " Women on average reported slightly more lapses—12. 5 compared with 10. 9 for men probably because they were more reliable reporters.

A startling finding of the research is that the absent-minded activity is a hazard of doing things in which we are skilled. Normally, you would expect that skill reduces the number of errors we make, but trying to avoid silly slips by concentrating more could make things a lot worse—even dangerous.

These two years and three months were the most active ones which I ever spent, though I was occasionally unwell, and so lost some time.1 After going backwards and forwards several times between Shrewsbury, Cambridge, and London, I settled in lodgings at Cambridge on December 13th, where all my collections were under the care of Henslow. I stayed here three months, and got my minerals and rocks examined by the aid of Professor Miller. I began preparing my Journal of Travels, which was not hard work, as my MS. Journal had been written with care, and my chief labor was making an abstract of my more interesting scientific results.21 sent also, at the request of Lyell, a short account of my observations on the elevation of the coast of Chile to the Geological Society. On March 7th, 1837, I took lodgings in Great Marlborough Street in London, and remained there for nearly two years, until I was married. During these two years I finished my Journal, read several papers before the Geological Society, and began preparing the MS. for my Geological Observations. In July I opened my first notebook for facts in relation to the Origin of Species, about which I had long reflected, and never ceased working for the next twenty years.

During these two years I also went a little into society, and acted as one of the honorary secretaries of the Geological Society. I saw a great deal of Lyell. One of his chief characteristics was his sympathy with the work of others, and / was as much astonished as delighted at the interest which he showed when, on my return to England, I explained to him my views on coral reefs.3 This encouraged me greatly, and his advice and example had much influence on me.

As I was not able to work all day at science, I read a good deal during these two years on various subjects, including some metaphysical books; but I was not well fitted for such studies. About this time I took much delight in Wordsworth's and Coleridge's poetry. Formerly Milton's Paradise Lost had been my chief favourite, and in my excursions during the voyage of the

Beagle, when I could take only a single volume, I always chose Milton.

If we look at the sky on a perfectly fine summer's day we shall find that the blue colour is the most pure and intense overhead, and when looking high up in a direction opposite to the sun. Near the horizon it is always less bright, while in the region immediately around the sun it is more or less yellow. The reason of this is that near the horizon we look through a very great thickness of the lower atmosphere, which is full of the larger dust particles reflecting white light, and this dilutes the pure blue of the higher atmosphere seen beyond. And in the vicinity of the sun a good deal of the blue light is reflected back into space by the finer dust, thus giving a yellowish tinge to that which reaches us reflected chiefly from the coarse dust of the lower atmosphere. At sunset and sunrise, however, this last effect is greatly intensified, owing to the great thickness of the strata of air through which the light reaches us. The enormous amount of this dust is well shown by the fact that then only we can look full at the sun, even when the whole sky is free from clouds and there is no apparent mist. But the sun's rays then reach us after having passed, first, through an enormous thickness of the higher strata of the air, the minute dust of which reflects most of the blue rays away from us, leaving the complementary yellow light to pass on. Then, the somewhat coarser dust reflects the green rays, leaving a more orange-coloured light to pass on; and finally some of the yellow is reflected, leaving almost pure red. But owing to the constant presence of air currents, arranging both the dust and vapour in strata of varying extent and density, and of high or low clouds which both absorb and reflect the light in varying degrees, we see produced all those wondrous combinations of tints and those gorgeous ever-changing colours which are a constant source of admiration and delight to all who have the advantage of an uninterrupted view to the west and who

are accustomed to watch for those not infrequent exhibitions of nature's kaleidoscopic colour painting. With every change in the altitude of the sun the display changes its character; and most of all when it has sunk below the horizon, and owing to the more favourable angles a larger quantity of the coloured light is reflected toward us. Especially when there is a certain amount of cloud is this the case. These, so long as the sun was above the horizon, intercepted much of the light and colour; but when the great luminary has passed away from our direct vision, his light shines more directly on the under sides of all the clouds and air strata of different densities; a new and more brilliant light flushes the western sky, and a display of gorgeous ever-changing tints occurs which are at once the delight of the beholder and the despair of the artist. And all this unsurpassable glory we owe to—dust!

Through about three billion years, scientists say. the developments of plants and animals on our earth have been going on. At first both were very small, much less than a pin point in size. We might say that the first plants or animals were bodies living in one-roomed houses, too small for man's eyes to see. All the housekeeping went on in one room. Such cells take food in and let waste out through very small openings in their walls. They do not give birth to new cells, but, strange to say, divide to become two daughter cells.

Life began, men think, in the salty sea. Near the land, there the waters were not deep, very small one-celled organisms came into being.

The cells in our bodies all have water in them, though they are of different sorts. This water has in it about the same amount of salt, common table salt, as there was in the water of the sea in which the earliest organisms swam. That water was a little less salty than sea water is today. In billions of years, the rivers have washed down more and more salt from the land into the sea. The sea has become more salty. The water in our bodies does not become more salty. Even if we eat a great amount of salt in our food the body automatically controls how much it will keep in the blood stream. And the same is true if we let much salt out through the skin when we get overheated. Then we have to eat something that will give us new supplies of salt.

'The first living things, though they were too small to be seen, were eating, growing organisms which divided to become others like them.

Under a microscope, a cell looks like a bit of clear jelly with a thin wall round it. In every cell there is a part like a little ball. This is the nucleus, which organizes the work of the cell. Though cells were discovered two and a half centuries ago, it is only in the last hundred years that knowledge of the work of the nucleus has developed. It is this nucleus which keeps the cell working at what has to be done. It is to the cell what Beijing is to China, London to Britain, and New Delhi to India. It is the seat2 of government.

In short, all living things are developments from these one-celled organisms. They have developed step by step through change upon change from these first, simple, living things. Our bodies and the bodies of the plants and animals we see about us are highly complex in their structure. They have in them millions of millions of cells, some doing one sort of work, some another. Every different cell has its own sort of work to do.

The "technique of active listening" may be useful, because it can lead to better understanding of other people before you say things and take actions. And it is wise for the Rifco human resources department to have noticed its human relationship problem and to want to improve it by learning from the Rifco success story. The question is: Has the human resources department got the truth of the story and made the right decision about what to do?

To begin with, in the Terland Company, it was the "recently hired" employees who "volunteered" to participate in the active-listening workshop. This must be an important reason why the technique has benefited the company; since it was the new employees who realized their own problem and intended to tackle it, they needed to learn the technique, and would use it sincerely. In the Rifco Company, however, it is the human resources department that has got the intention to "require" "all" its employees to attend the workshops. These much different intentions in the two companies would naturally produce a great difference in result. For example, the old Rifco employees may say, "Oh, knowing already everything about that technique, I don't want to waste one more minute learning that nonsense. " And it is not unlikely that some guys will call the learning task worse names. For this reason, I'm not sure at all that the Rifco Company is to benefit from these workshops when what its human resources department suggests is put into effect.

Secondly, the two companies seem to have got different problems. In the Rifco Company, the conflicts are in the "workplace. " That would mean that the trouble is mostly among the employees themselves, or between the workers and the foremen, at most. In the Terland Company, the trouble was likely to be between the employees and the company itself, for the company was so proud when fewer "employees had filed formal complaints with the human resources department" at the end of the five years. Since they are different problems, it is unwise for Rifco's human resources department to suggest doing the same as the Terland Company.

Further, I don't think it a merit to "express feelings without assigning blame," the purpose these workshops are to achieve. But I find it a true virtue to express one's feelings frankly and to assign blame to the person who is to blame, whether he is the foreman, or is in the human resources department. Sadly, the Terland Company may have caused its employees to get that merit, as evidenced by the fact that "Five years later, only five percent of these employees had filed formal complaints with the human resources department. " If that is true, I will never call it a success story, because we so much more prefer "formal" complaints to "informal" ones. In fact, when the employees file their formal complains, assigning blame to anyone that is to blame, the company knows what the trouble is, who is to blame, and what is the right thing to do. When employees complain "informally," calling bad names whenever and wherever they get into a temper, for example, the company would at least have its face lost, usually without knowing it, not to mention knowing what to do. This gives me reason to doubt whether the Rifco Company has really benefited from the technique, and whether it is worthwhile for us to follow its footsteps.

To sum up, I don't think the memo has provided a precise description of the Terland success story, and I don't find the memo has included recommendation that can be followed by the company.

There are two kinds of international law: public international law and private international law. Public international law, sometimes called the law of nations, deals with the relationships between countries. It involves treaties, wars, the sea, diplomats, and expropriations. Since those aspects can affect businesses, public international law and the way it is communicated and interpreted are important to businesses. Cases in public international law may be taken by a country, not an individual, to the International Court of Justice in Den Haag, Holland.

A major issue in public international law is the question of enforcing judgments. The International Court of Justice can render a verdict but has no real power to enforce the verdict. The majority of the decisions rendered by the International Court of Justice are followed; however, since there is no international sheriff, the enforcement of decisions is always a question. This was illustrated in 1978 when civilians from the United States embassy in Tehran, Iran, were taken hostage by an Iranian group. The International Court of Justice rendered a verdict, in record time, that the taking of hostages was a violation of international law. However, the Court had no power to enforce its decision. The hostage crisis continued for many months.

War criminals in the Balkans like Milosevic are tried under public international law. They are charged with crimes against humanity and war crimes. This case is particularly interesting since a number of nations have agreed to the trial. This is not always the case because a person may be considered a terrorist or criminal by one country but a freedom fighter by another country. For example, the case against Osama bin Laden, accused of masterminding the bombing of two U.S. embassies in Africa and the World Trade Center in New York, has been brought by the United States. If he were captured, he most likely would be tried by the United States under United States law. Theoretically, he could be tried under international law, but that might be more difficult if several countries opposed such a trial. Some countries, including the United States, are reluctant to submit to an international court, arguing that such a move would violate their national sovereignty.

Private international law deals with issues between persons and businesses. It involves the settlement of conflicts and the enforcement of contracts. One of the most important questions in private international law is which court has jurisdiction. For example, in a contract dispute between a Venezuelan firm and a Nigerian firm, the partners have to decide which court will settle the dispute and which law will apply (see the Dispute Settlement section in this chapter).

Most international business is concerned more with comparative and private international law than with public international law. How are contracts handled in various ju-

Legal and Governmental Considerations in Intercultural Business Communication risdictions? What are employment laws? What are import export regulations? An inter-national businessperson will be involved regularly in interpreting the laws and regulations of other countries in the context of doing business. Laws and regulations are specific forms of communication- and international businesspeople are interpreters. Alfredo Luzero, for example, must be able to explain the legal concerns of headquarters in Amsterdam to his managers in the subsidiary in Lima. At the same time he must interpret employment issues and legal concerns of Peru, the host country, for upper management in Amsterdam.

Dear Betty,

We were very pleased to receive your letter of 15th October and enclose our illustrated catalogue and price-list giving the details you ask for. Also by separate post we are sending you a full range of samples and hope they will facilitate your sales promotion. When you have a chance to examine them, we feel confident you will agree that the goods are both excellent in quality and very reasonable in price.

Because of their warmth and softness, cotton bed sheets and quilt cases are rapidly becoming popular, and after studying our prices, you will not be surprised to learn that we are finding it difficult to meet the demands. But if you place your order not later than the end of this month, we would guarantee delivery within ten days of receipt.

We look forward to receiving your first order.

Yours faithfully, Richard Yong

In 1768 three Scottish printers cooperated to produce a compendium of knowledge that would bring into one set of books alt the basic information on all the topics they could think of. The result of that massive undertaking was the Encyclopaedia Britannica, In the subsequent 200 years, all over the English-speaking world the Encyclopaedia Britannica became the most trusted source of information for schools and libraries. After being revised 14 times, it was still considered the most comprehensive of all its imitators worldwide. In the early 20th century its ownership passed to businessmen in the United States, and in 1990 global sales were U.S. $ 650 million. But then at the end of the 20th century sales collapsed by over 80 percent.

Why? Information is no less valuable today — in fact, in what has been called the Information Age we consult sources of information even more avidly than ever before. The answer of course is Information Technology, IT, The CD-ROM appeared in the early 1990s, and in five years it dealt the venerable global hard-copy brand a crippling blow. In early 2000, the company announced it would no longer publish its multivolume set.

Britannica's last 20th-century edition sold for between U.S. $ 1,500 and U.S. $ 2,200 per set. In contrast, CD-ROM encyclopedias such as the Microsoft-licensed Encarta usually are free with the purchase of a personal computer. People — usually parents — who bought an encyclopedia set in past decades were primarily doing something to help their children excel in their homework assignments. The encyclopedia gave readers a single-source access to high-quality information. Today parents buy their children a computer for the same reason. (Computers cost less than a set of the Encyclopaedia Britannica and usually include an encyclopedia on a CD-ROM.)

The Britannica story shows how evolving knowledge, changing technology, and innovation turned the print-encyclopedia world upside down. It is a story about how a company that sold knowledge was slow to learn from its own store of expertise and knowledge about the encyclopedia market. The Web opened up at about the same time Britannica began losing sales.

But Britannica did not die. Under new ownership and management the company made important adjustments to the new reality. Britannica produced a fairly successful CD-ROM in 1994, and more importantly, in that year the entire Encyclopaedia Britannica became accessible on the Internet for a fee at www.britannica.com. Furthermore, the company decided to reverse its decision about print volumes and produced a completely revised 32-volume set that currently sells for about U,S. $ 1,400. CD and DVD versions are also available and cost much less.