Laertes and Hamlet Essay Example

Laertes and Hamlet Paper Hamlet does not have the character to be a revenger, he can say he words, make promises to himself and others but when faced with the situation he cannot do it. Laertes has similarities with Fortinbras in the way he conducts his revenge he too is a man of action, and unlike Hamlet ready to fight anyone who he thinks may have had something to do with his fathers death. His readiness to believe that Hamlet is responsible for all the tragic events in the court during his absence and his willingness to go farther than the King to ensure that Hamlet will be killed in the fencing are witness to this. He is a very powerful character and behaves in a way Hamlet wishes he himself could act. Laertes is extremely angry, he thinks that Polonius should have been given a better burial and this spurs on his desire for revenge. In Act IV scene V it is announced that Laertes has burst into the court with a band if men threatening the lie of the king, whom he takes to be his fathers killer. Claudius knows that he must have Laertes on his side in order to keep the Danes on his side and to hold his position as king. He is scared Laertes will lead the Danes against him. We will write a custom essay sample on Laertes and Hamlet specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Laertes and Hamlet specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Laertes and Hamlet specifically for you FOR ONLY $16.38 $13.9/page Hire Writer So, almost immediately he devises a plan to keep Laertes on his side and protect himself from Hamlet at the same time. In other words, he uses Laertes to scheme against Hamlet, to save his own life. When Laertes returns from France Claudius jumps on the opportunity provided by Laertes fury at his fathers death. The King skilfully quietens Laertes and leads him to the plot by which Laertes will be the instrument of Hamlets death, as the king desires. Claudius spends a lot of time convincing Laertes of his innocence and Hamlets guilt, and hegoes on persuading Laertes until his mind is made up for him: he is determined to kill Hamlet. This is exactly what Claudius wanted and Laertes is now so angry at Hamlet he is prepared to do anything. Claudius is very sneaky in how he goes about talking to Laertes. And where thoffence is let the great axe fall. (Act IV scene v Line 213). Here is shown to already be fuelling Laertes desire for revenge and he is leading him straight to Hamlet. The King finishes his work of convincing Laertes that Hamlet, not he himself, is guilty of Poloniuss death and Ophelias madness. At first Laertes mistrusts him: why is Hamlet still free? The king makes a good case: he will not kill him for fear of alienating his queens affection, and, the people of Denmark love their prince. Instead he whips Laertes into a passionate desire for vengeance on Hamlet. In Act IV scene vii when the messenger brings the letters from Hamlet, Claudius is shocked Hamlet is still alive but does not allow it to weaken his control over Laertes. Laertes is desperate at this point having learned of his fathers death and seen Ophelia in a terrible state right before his eyes, and he unlike Hamlet, helped by encouragement from Claudius is ready to take revenge. Im lost in it, my lord. But let him come; It warms the very sickness in my heart, That I shall live and tell him to his teeth, Thus diddest thou. (Act IV, Scene VII Lines 53-56). Laertes is very active in his thoughts of revenge, he doesnt hold back; this is very different to Hamlets behaviour. Although Laertes does let Claudius take control of his revenge, not because he isnt capable of doing it himself but because Claudius provides such a good case that he should do it and Laertes should just focus on actually killing Hamlet. Throughout this scene Claudius builds up Laertes desire for revenge to such a point that Laertes is even prepared to take Hamlets life in a church. Claudius needs Hamlet out the way as soon as possible but is very devious and in his speech to Laertes drops no hints that any of the revenge he is planning on Hamlet is for his own purpose. That we would do, We should do when we would; for this would changes (Act IV, Scene VII Lines 118-119). Claudius tells Laertes that they should do at once what they want to do kill Hamlet or otherwise they will be influenced not to like Hamlet. This is ironic because Hamlets actions are continually put off by thought. Claudius is deadly, he has everything planned out the fencing the poisoning and he has Laertes to do the deed for him who has the motive to leave Claudius free of any blame. Laertes, like Fortinbras, has revengeful characteristics. It is not hard for him to think about murder and he agrees to Claudius plans straightaway he doesnt delay his actions, unlike Hamlet. This shows the audience the great difference in personalities between the revenge characters. When Laertes learns of Ophelias death it adds to his rage and his desire to kill Hamlet. Laertes is distraught at his sisters death, especially the way in which her funeral service was carried out, this adds to his hatred of Hamlet and leads to their fight in Ophelias grave when both characters seem prepared to kill each other. Fortinbras is not one of the main characters in the play, but he is always somewhere in the background. He is a definite man of action willing to fight whoever whenever. He is also very clever, in his first appearance in Act IV Scene IV, when he and his army are on an expedition to Poland to fight over a piece of disputed territory. The audience may realise that Fortinbras perhaps has an alterior motive to pass through Denmark on the way to Poland linked to his desire for revenge. He is perhaps passing through to see whats going on, to see whether an invasion would be a good idea at that particular point in time. Unlike Laertes and Hamlet, Fortinbras revenge is laid out to him on a plate; he barely has to lift a finger before he finds himself in the perfect position to take over Denmark. The most we see of Fortinbras is in the last scene after nearly all of the main characters have been killed. This quarry cries on havoc. O proud death, What feast is toward in thine eternal cell, That thou so many princes at a shot So bloodily hast struck? (Act V Scene II Lines 346-349). Here Fortinbras is basically saying that the heap of bodies cry out for merciless slaughter in revenge (havoc). To cry havoc was to give army the signal to break ranks and plunder what they had conquered. Fortinbras realises the opportunities now open for him, now that the royalty of Denmark are dead and he seizes these opportunities. I have some rights of memory in this kingdom, Which now to claim my vantage doth invite me (Act V Scene II Lines 371-372). Fortinbras knows he has the rights to the crown of Denmark, as well as to Norway, and now the opportunity invites him to claim his rights. Horatio tells Fortinbras that Hamlets dying wish was that Fortinbras would take the throne. Hamlet realised what would be best for Denmark and its future. Fortinbras is a replacement approved by Hamlet himself. This is how Shakespeare ends the play. The final scene is the climax of the revenge theme in the play. The three characters are each involved and each gets their revenge in one way or another. Laertes kills Hamlet with his poisoned foil. Hamlet kills Claudius though even at this point in the play Hamlet is avenging his mothers death not only his fathers and it is perhaps this a murder committed right before his eyes- which actually forces him to kill Claudius and when he does it is particularly striking that at this moment Hamlet utters not one word concerning the assassination of his father. Fortinbras arrives at the court to find the King Queen and heir to the throne dead and the position as king of Denmark wide open to him, none of which is through his own doing. Fortinbras symbolises the outside world breaking into the play the court destroying the vicious circle of love, hate and revenge. It is therefore very important. He provides a contrast to the rotten, poisoned state of Denmark. In Conclusion, revenge is one of the most important themes within hamlet. The differences in the ways Hamlet, Laertes and Fortinbras conduct their revenge lead to many of the events throughout the play and raise their interest value to the audience. The revengers are wholly responsible for the dramatic climax at the end of the play and the many deaths within it. Even though Claudius helps Laertes, and Hamlet should have taken his revenge much earlier on in the play. The final event of Fortinbras gaining the title King of Denmark is the climax of the revenge theme. The play begins with showing the strict security at Denmark because they fear invasion from Norway, but it ends with the Court of Elsinore and the position of ruler held within it left wide open for Fortinbras to take. This shows the total collapse of Denmark caused by the corruption and the revenge led by the characters throughout the play. Claudius efforts to kill hamlet paid off, but he got killed in the process, as well as his wife, therefore losing his position as King. Hamlet got revenge on Claudius but it was perhaps not justified. Laertes got his revenge on Hamlet but in the end made peace with him by asking Hamlet for an exchange of forgiveness, he wants them to die as friends. Many people have questioned why hamlet delayed his revenge, but there really is nothing surprising about it. It is one of the ways in which Shakespeare links hamlet to everyday life, to show him as human. It is the nature of all human beings to put off a searching task or an impelling duty involving something disagreeable or worse. (A man who has to write a difficult letter will tidy his desk e.g. before he begins). So with Hamlet; the delay is simple and can be matched with a similar inclination in us all. Shakespeare humanized Hamlet; the evidence talked about in this essay suggests that Hamlet is really delaying action because it is human to do so, and not part of his character. The events of the last scene are not what the audience would have expected to happen. One way to explain this is that Shakespeare wanted to disrupt the conventions of classical tragedy, which he may have seen as too heavily laden with stereotypes. His Macbeth, Othello, Brutus, even his King Lear, are, from the first act, so imprisoned in conventional attitudes that they become perfectly predictable. But, not in Hamlet; Shakespeare surprises us at each turn, it is the unpredictable, which dominates, and the final scene has only tenuous connections with the first act. Maybe Shakespeare chose in the final analysis only to present the themes, which for him had any fundamental importance: doubt and uncertainty therefore perhaps anticipating the theatre of the absurd and making it so popular.

Canadas Aid to Third World Co essays

Canada's Aid to Third World Co essays Canada's Aid to Third World Countries In the following Eassy I will state my position on, What are some of the major problems faced by "Third World" Countries today, Who should be held responsible for these problems, Why, What has Canada done to help "Third World Countries", And should Canada increase foreign1 aid to "Third World Countries". There has always been a dominant country in the world that sets the economic standard throughout powerful countries. Canada has always been a top rated economic country, usually behind the United States and other large Commonwealth countries. Starting back in the early to mid 60's, Prime Minister of Canada, Pierre Trudeau decided to use Canadian revenue as foreign aid. These included "Third World". Some of the major problems faced by "Third World" countries today include poor towns which have had a lack of food sources due to the serious poverty, lack of clean drinking water, lack of good sanitation systems, lack of good living conditions, lack of jobs and there is no industry, therefore no import or export revenue. The governments of the "Third World" countries have done horrible jobs of creating good living conditions for their people and in all have not tried to bring their country out of their economic slump. As Canada entered it second century, Prime Minister Trudeau called for a complete review of Canada's foreign policy. Starting in 1968 interested Canadians including politicians, journalists, professors, business leaders, financial experts, as well as church and labour leaders were invited to offer opinions and advice in what was called the Trudeau Review. The ending of this meeting brought about six foreign policy booklets which outlined Some of these benefits the benefits of Canadian foreign aid. included to help the Canadian economy grow stronger, to keep Canada independent, to work for peace and security, to promote fairne...

Substandard Prenatal Care Essay Example | Topics and Well Written Essays - 750 words

Substandard Prenatal Care - Essay Example Both Latin America and Mexico are developing nations that have a modern economy that is encompassed in a rural peasant population. Mexico and Latin America are influenced by the forces of economics, politics, and cultural traditions that contribute to a rate of pregnancy problems and infant mortality that significantly exceeds their neighbors in North America. The issue of prenatal care is an issue that has several relevant aspects. It is a woman's issue, and as such has suffered from gender bias that has pervaded the hemisphere due to the impact of religion and its view of women. As with other women's issues, such as breast cancer, funding for prenatal care is often diminished by the male dominated power structure. However, prenatal care is not merely a women's issue as it impacts males and female alike and is an integral part of a healthy family. In the 21st century, prenatal care has become an issue of basic human rights. It addresses the most fundamental units of society (the children) that are incapable of deciding or acting for themselves. Adequate prenatal care is a broad based program that not only delivers a healthy child at birth, but also addresses the needs of the pregnant woman, her nutrition, mental health, and delivery safety. It should include "Safe and clean delivery, early detection and management of sexually transmitted diseases, infections and complications during pregnancy and delivery and taking into account the physiological needs of the newborn baby" (World Health Organization 25). When these interventions are accessible, affordable, and offered to pregnant women, they can have a substantial effect on improving the health of the newborn child and mother. There has been some increased international focus on this issue as it has been recognized that "the vast majority of infant and maternal deaths and disabilities are preventable through high quality care, detection and efficient referral for complications, and access to the essential elements of obstetric care when needed" (Glei, Goldman, and Rodrigue z 3). While these initiatives are helpful, they are impeded by competing social, cultural, and economic factors. The forces that influence the delivery of adequate prenatal care have particularly impacted Latin America and Mexico, our neighbors to the South. Economics, culture, and politics have all taken a toll on this region in regards to health care. While the external influences of diet and the environment contribute to infant mortality, "maternal mortality is almost wholly attributable to a lack of-or poor quality- prenatal, delivery, and puerperal care" (Casas, Dachs, and Bambas 27). These services are difficult for many women to attain due to cultural traditions that have subjugated women and an economic system that has placed prenatal care out of the reach of the masses in this region. Inequalities based on wealth are one of the biggest obstacles that women in the lower economic classes face. In Mexico, less than 10 percent of all the babies born to the lower economic classes are born in a hospital, but this number rises to 90 percent for the upper economic municipalities (Casas, Dachs, and Bambas 31). Countries in Latin America have mediated this figure by mandating a goal of 80 percent of all deliveries be attended by a skilled professional,

Three things you can do with a pack of chewing gum Essay

Three things you can do with a pack of chewing gum - Essay Example Firstly, chewed gum can be used as an assistant tool for drawing contour lines. In most cases, contour lines are irregular, and they cannot be drawn by common tools. Designers usually leave the traces of mistakes visible to use as references for drawing the correct lines. However, being slightly confused by these reference marks is a common phenomenon during the process of professional drawing. Instead of using tentative care, chewed gum can be competently used as references in this context. The main ingredient of chewing gum is gum base. When the chewing gum is in people’s mouths, it gains elasticity with the help of saliva and bodily temperature (Saverson). This feature of elasticity means that the chewed gum can stretch to a long and narrow line. One interesting example of using the stretched chewed gum, is drawing contour lines on topographical maps. To do this, the individual must arrange the stretched chewed gum on the paper to show valleys hills, and the steepness of sl opes. After the process of adjustment, they must then trace along the stretched chewed gum with pen. Finally, if they remove the line of chewed gum a neat curved line will remain. The flexibility of the chewed gum makes the adjustment much easier while the stickiness of it helps to adhere to the paper. Another interesting and potentially useful characteristic of chewed gum is its stickiness. Some people use this characteristic for a special hobby – collecting insects. During the process of making insect specimens, an insect needle is a vital piece of equipment. However, sometimes the insects are physically too small to pitch the needle through. To keep the integrity of insect bodies, the stickiness of chewed gum can help to reach this goal. When making the specimen, the collector must first place the chewed gum into the prepared container. They must then use a lighter to burn the chewed gum for two to three seconds until the gum starts to melt.

Asca Model Handouts Essay Example for Free

Asca Model Handouts Essay The Flow— The black and white graphics were carefully chosen to communicate the flow of information and date through the four elements of the school program. The Foundation feeds into the Management system and Delivery System. In turn, both Management and Delivery System feed into Accountability process as data collected from program management duties and from the delivery of the CSCP flow together for evaluation, program improvement and dissemination. Finally, you will notice that the white arrow into the Accountability Block create a black arrow pointing the Foundation block, as the results of the reports and the evaluation process are used to further refine the mission statement and assess progress toward the students attainment of the ASCA National ASCA National Model School Success— standards outline goals for school counseling program, establish school counseling as essential and integral to the educational mission of all schools, promote access by all students, and describe the key competencies all students should be able to demonstrate by the end of their K-12 experience by encouraging genuine collaboration as the building of the interdependent system to achieve a common goal that cannot be achieved by each entity working alone. Systematic Change—Taken together, leadership, advocacy and collaboration culminate systematic change. It occurs when policies and procedures are examined and changed in light of new data. The Elements outline the structures that the school counselors must have in place to do work. (Further discussed to the first handout) Foundations ï‚ · 1. 2. 3. 4. 5. 6. Philosophy— 6 topics (ASCA, 2003) A set of beliefs motivating program innovations A set of values visible to all A set of principles guiding professional contributions Statement of professional conduct Statement committing counselors to continuous professional growth Source of collective power The model The ASCA National model reflects the Themes, Elements and the Flow The Themes— constitute the environment in which school counselor conduct their work Leadership— School counselors serves a leader who are engaged in a system wide change to ensure student success. According to Bolman Deal (1997) Four Frames of leadership ï‚ · ï‚ · ï‚ · ï‚ · Definition by ASCA National Model Professional School Counselor— is a certified/ Licensed educator who addresses the needs of students comprehensively through the implementation of a developmental school counseling program Counseling— a confidential relationship in which the counselor meets with the students, to help them resolve or cope constructively with their problems and developmental concerns Consultation—collaborative partnership in which the counselor works with parents, teachers and administrators, school psychologist, social workers etc in order to plan and implement strategies to help students be successful. Structural leadership Human resource leadership Poli tical leadership Symbolic leadership Minimum, the Philosophy statement should: (ASCA, 2003) 1. 2. 3. 4. 5. 6. 7. 8. 9. Indicate a shared belief system about the ability of all students to achieve Address the every student Address student development needs and focus on primary prevention Address the school counselor’s role as an advocate for every student Identify persons to be involved in the delivery of program activities Specify who will plan and manage the program Use data to drive program decisions Define how the program will be evaluated and by whom Include ethical guidelines or standards Five step template of leadership: ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · Challenge the process Inspire a shared vision Enable other to act Model the way Encourage the heart Advocacy— School counselors advocate for students’ educational needs and work to ensure these needs are addressed at every level of the school experience. They also works as advocates to remove systemic barriers that impede the academic success of any student. Collaboration—School counselor build effective teams Management System Delivery System Accountability Reported by: Diane Avelino Sherryl Lapore Clarisse Raquinel Karen Kris Espaà ±ola

hannibal :: essays research papers

When Hannibal was nine he went with his father on the to conquer Spain. Before starting, the kid swore to hate Rome. In two years he conquered all Spain between the Tagus and Iberus rivers. The Romans branded this attack a violation of the existing treaty between Rome and Carthage and demanded that Carthage surrender Hannibal to them. On the refusal of the Carthaginians to do so, the Romans declared war on Carthage, so because of that they precipitated in the Second Punic War. The march on Rome began Hannibal left Spain with an army of about 40,000, including cavalry and a lot of elephants carrying baggage and later used in battle. He traversed the Alps in 15 days, beset by snowstorms, landslides, and the attacks of hostile mountain tribes. After recruiting additional men and invaded the Roman provinces. Then Rome sent to oppose Hannibal. Avoiding any decisive encounter with the Carthaginian troops, they nevertheless succeeded in keeping Hannibal at bay, and giving the Romans the op portunity to recover from their military reverses. Hannibal wintered at Gerontium, and then he took up a position at Cannae on the Aufidus River. There he almost completely annihilated a Roman army of more than 50,000 men. Carthaginian losses were about 6700 men. After the Battle of Cannae, the character of the war underwent a change. Hannibal needed reinforcements, which the Carthaginian government refused to give, and he also lacked weapons. He marched on Naples, but failed to take the city. The gates of Capua, one of the Italian cities that had fallen to Hannibal in consequence of his victory at Cannae, were opened to him. then Hannibal attempted to take Rome, but the Romans successfully maintained their fixed positions. The Romans then retook Capua. After four years of inconclusive fighting, Hannibal turned for aid to his brother Hasdrubal, who forthwith marched from Spain. Hasdrubal, however, was surprised, defeated, and slain by the Roman consul Gaius Claudius Nero in the Batt le of the Metauro River. After 15 years, and with Hannibal’s army getting smaller and smaller he was recalled to Africa to direct the defense of his country against a Roman invasion When he got there his raw troops fled, many deserting to the Romans, and his veterans were cut down.

Business Across Borders Essay

In the business world today, borders are blending and multi-national mergers are causing many company nationalities to become indistinct. As the globalization of markets rapidly increases, many companies are finding international expansion a necessity of competition. North America is greatly affected by this movement towards a global market, and many companies are finding it extremely important to adapt to other cultures. Favorable trade agreements and explosive growth of the middle class in countries once considered underdeveloped have both been important factors in the rush towards globalization. However, the most important factor in increased globalization has been technological advancements, including new transportation and information technologies. Presentation of information is more frequently processed by members of a virtual team – a work group not necessarily in the same geographical location. With the proliferation of e-mail, videoconferencing, fax machine, and the telephone, virtual teaming is becoming increasingly efficient. The most considerable obstructions to successful international marketing involve misinterpretations and contrary views resulting from cultural differences. Being both aware of some of these issues and prepared to make the necessary accommodations can save companies time, effort, and a considerable amount of money. Exploring Context Context is described as the most important dimension of culture and yet is the most difficult to define. Context refers to the stimuli, environment, or ambiance surrounding an event. Communication styles and business practices as a whole are often identified with the context of a country. North American, Scandinavian, and German communicators are generally considered to be low-context cultures. They expect a high level of detail in their visua,l verbal and written communication. Low-context cultures tend to  be analytical, logical and find words and contracts very important. Individualism, freedom and personal achievement are highly valued by these cultures. High-context cultures, such as Japan, China, Arabia, tend to assume the receiver does not need much background. Information and words are not as important as what is surrounding the situation. They are more aware of a communicator’s status, interpersonal relationships, the setting, and ambiance when conducting business relations. In general, tradition and social customs are more important in high-context cultures. These cultures emphasize membership in organizations and groups. Because they avoid confrontation, they frown upon individual decision making and prefer consensus. Relationships In many countries personal relationships are the key to success. It is important to not expect to get down to business right away, but rather get to know a person first. In Mexico, for example, business deals are only made with friends, so one must develop a friendship with any business partner. It is considered polite to ask personal questions about family, and also to answer any questions about your family. Discussions are warm and friendly. In Japan it is unlikely to get very far without connections. Carefully chosen intermediaries are a necessity. Not only will the Japanese feel obliged to be loyal to them, but rank of one’s associates will determine their status as well. A Japanese businessman will always consult within his group before making a decision. Because of their intense loyalty, one’s identity is subsumed into the group. It is important to never single out a Japanese counterpart, even for praise or encouragement. Contrarily, the Spaniards have a hierarchy style of management and it is best to deal with â€Å"el jefe† or â€Å"el pardon†-the one who will be making the decision. Spaniards also will expect whomever they are dealing with to have decisions-making authority. Saving Face When dealing with Spain or most Asian cultures, it is also critical to understand the concept of â€Å"saving face†. Any loss of control of emotions or embarrassment is considered disastrous in business negotiations in these cultures. Honor and personal pride mean everything and they must not be insulted. Because of this attitude it is very important to carefully prepare presentations so that they are easy for the audience to understand. Paying close attention to determine if anything is misunderstood during the presentation is also a must. Because of this concept of â€Å"saving face† the presenter will not know if they are having difficulties. Close attention must be paid to conversations in order to discern the sincerity of what is being said. In Japan, a deal is never refused directly, and any dealings with Japanese business culture should remain indirect. Business Cards In nearly all countries, it is important that business cards be printed one side in English, and the other in their language. When presenting the card, it should be presented with their language facing the recipient. In Japan, the exchange of business cards is not to be taken lightly. When you receive the card of a Japanese businessman, be sure to make a show of examining it carefully and then making a remark about the card. Ask any questions about anything on the card which is difficult to pronounce or understand. The card should then be placed in a case or on a near by table. A card shouldn’t be shoved into a pocket or be written on. Concepts of Time Time orientation is an important cultural difference that Americans must pay close attention to. In America, time is viewed as a precious commodity. Time is related with productivity, efficiency, and money. Many other countries have a much more relaxed perception of time. They take their time, and enjoy it. In Mexico you can ask if a scheduled appointment is â€Å"en punto† (the precise time), or â€Å"mas o menos†. â€Å"Mas o menos† appointments are often scheduled a half an hour to an hour before the actual time. With both  Mexican and Japanese cultures it is also important not to expect instant results. Plenty of time should be allowed for contemplation and decision making. In Mexico it is important to adjust any expectations regarding deadlines and efficiency. Conclusion Doing business over borders and through time zones has become commonplace in the twenty-first century. Technological advancements in communication and travel make it possible to do business across the globe almost instantaneously. Doing business with multiple cultures can be a challenging venture. International communication skills of an organization can determine success or failure. In order to interact with different cultures, it is necessary to understand the basic characteristics of the culture. This type of understanding helps to make adjustments and accommodations. We must rid our minds of pre-conceived notions, stereotypes, and prejudices. It is imperative that one be knowledgeable about such topics as: context, traditions, social rules, etc. It is equally important to possess competent listening skills and to be aware of one’s own nonverbal messages. The ability to adapt to an intercultural perspective is probably one of the most crucial aspects of doing business in today’s â€Å"global village†. Bibliography Sellin, Robert H. J and Elaine Winters. Cultural Issues in Business Communication. Berkeley: Program Facilitating and Consulting, 2000. Guffey, Mary Ellen. Business Communication: Process and Product, 4th ed. Mason, Ohio: South-Western, 2003 â€Å"Etiquette and Local Customs†. The Traveler’s Yellow Pages Online. http://www.infoservices.com/stpete/342.htm. InfoServices International, Inc., 2002 â€Å"What to Know Before Negotiting† Execitive Planet.com. http://www.executiveplanet.com/business-culture.html.