The article by Majaj (1999) adds another aspect to the research which is regarding the identity crisis faced by the Arabic speakers in the US. There are a number of aspects of the Arab immigration to the US evaluated by the author and all the evaluation leads towards a conclusion.

According to the author, the US does not have a specific culture of its own therefore over a period of time the US has developed a liberal environment which does not have a specified ethnicity. However, the Arabic speakers belong to a strong culture which is shaped by their religion. After immigration to the US, the Arabic speakers face a challenge because they are unable to practice their religious practices with such freedom as they were in their own countries. This scenario leads to an identity crisis and in order to survive in this new environment, the Arabic speakers are compelled to let go of certain religious practices as well. In order to integrate in the American system, the Arabic speakers make a number of sacrifices which include setting aside their culture From the perspective of the research question under consideration, it can be inferred that Arabic speakers should be given enough resources so that they may be able to practice their culture and religious practices freely. If they are of the view that their beliefs and culture are respected, they will be more committed and motivated to work with the US military.

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As Moreno (2005) noted, only one budget line item in the government’s 2004 proposed appropriation for education and vocational training targeted secondary education development with the commitment of funds to “upgrading of Science and Laboratory equipment for High schools” (p. 382). This, despite the fact that “secondary education has a direct impact on both primary and tertiary education” (p.382) since it is a necessary step in preparation for a college or university program, there is a need also to provide an “incentive” for primary students to work hard and continue to achieve in their schooling.

The secondary school enrollment numbers reflect this imbalance. In 2002, “when 4.3 million students were enrolled in grades 1-12 in Afghanistan, 91% of these children were in the primary grades” (Moreno, 2005, p. 384). The rates of secondary school attendance were between 5% and 11% for boys, while for girls they ranged only between 1% and 2%. In order for Afghanistan’s schools of higher education to continue to be operational, it is clear that greater attention and resources eventually will have to be committed to the development of secondary school programming and enabling students to matriculate from the primary grades to the completion until grade 12.

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Some critics contended that Afghanistan was abandoned by those most responsible for its turmoil namely the U.S. and the Soviet Union. Ayub and Kuovo (2008) stated that the war and its aftermath “have most sharply defined Afghanistan as it is today” (p. 643) and charged that the “international community failed Afghanistan in not staying involved” (p. 646). They argued that if the international community considered the fraught situation that the nation was left in following the withdrawal of the Soviet Union and the subsequent “dismissal of Afghanistan from [the] agendas” of those nations that supported the various Mujahedeen factions, efforts might have been taken to strengthen the postwar government so that it could exert control over the increasingly unruly and destructive warlords who emerged out of the Mujahedeen (Ayub & Kuovo, 2008; Weinstein & Vaishnav, 2006).

In the wake of many of Afghanistan’s political, intellectual, social and cultural elites either fleeing the country or killed during the warfare, the power vacuum upon the Soviet’s withdrawal and the disinterest of the international community was seized upon by the Mujahedeen. Without the common enemy of the PDPA and the Soviets to unite them, the differences that characterized the loosely-knit and disparate interests of the Mujahedeen, erupted. Armed with state-of-the art weaponry provided by their former “U.S., Pakistani and Saudi patrons” (Ayub & Kuovo, 2008, p. 643), they “turned their arms upon each other in a second wave of murder and pillage that produced tens of thousands more dead and fractured the country along geographical and ethnic lines” (p. 643). The resulting factions and battles rendered Afghanistan a country essentially ruled by warlords who brought further destruction to an already traumatized populace.

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The effects of the country’s brutal Civil War, the impact of the warring Mujahedeen and, the Taliban regime, were explored in this chapter in terms of the devastation wrought on the nation’s society and infrastructure (Emadi, 2005; Hoodfar, 2007; Roshan, 2004; Wardak, 2004) particularly on the nation’s educational system (Banzet & de Geoffroy, 2006; Islam, 2007; Moreno, 2005; Shirazi, 2007).

These aftermath had considerable relevance in shaping translator’s personal experience. Significantly, the chapter highlighted relevant development of Afghan education under the current government (DeStefano, et al., 2007; Mansory, 2007); Karlsson & Mansory, 2004) to illustrate its relevance in preparing a populace to assume full control of the nation’s affairs once the U.S. and NATO finally withdraw from the country.

While an improved educational system “is not automatically a panacea,” (Islam, 2007, p. 5), researchers have argued that educational systems must be implemented wisely if they are not to engender insoluble controversy and create further imbalance in already fragile societies and developing states (Islam; Paulson & Rappleye, 2007; Policy for the Rehabilitation, 2002; Rose & Greeley, 2006).

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Even with recent, significant improvements to the national education system following the establishment of the Interim Authority, the figures on lagging student enrollment, high rates of attrition, and adult illiteracy demonstrate that the country’s education system has long been sacrificed to other national and security concerns.

The average number of years an Afghan child will spend in school is eight, with boys having a greater “school life expectancy” (at 11 years) than Afghan girls (4 years) (CIA Factbook, 2009). The fall of the Taliban ushered in greater educational opportunity, however the access to education for Afghan children was initially quite limited with only 1.6 million out of a possible 4.4 million children gaining access at the start of this century (Roshan, 2004, p. 280). However, the educational system experienced dramatic growth in the ensuing years and recent estimates put the figure at closer to five million students enrolled — reflecting too, the increase in student numbers as refugees began to return to the country (Banzet & de Geoffory, 2006). The increase also reflects the greater presence of girls, who were effectively restricted from attending school under the Taliban (Amiri et al., 2004). However, girls still face greater restrictions to educational opportunity than do their male peers. Roshan (2004) stated that older girls face a particularly difficult time obtaining education as they are vulnerable to harassment or sexual assault in their efforts to attend school. Further, gender segregation of the schools often results in inferior resources, facilities, curriculum and greater exposure to unqualified teachers for girls than for boys.

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The global economy and the depth of technological innovation have transcended national boundaries more swiftly and effectively (Reuter, 2006). But in order for meaningful exchanges across societies to occur, it is incumbent on those who wish to work in other cultures (or with members of other cultures) to develop competence in managing those interactions.

This cultural competence according to Chang (2007) is an “essential requirement for many workers in multicultural settings” (p. 225). Over the last three decades, social science and educational researchers improved cultural competency through training and practice (Colvin-Burke, Zugazaga, & Davis-Maye, 2007; Egan & Bendick, 2008; Ford & Whiting, 2008; Rao, 2006).

It is useful to distinguish “cultural competency” from similar terms (Chang, 2007), particularly in a case study where the consideration of cultural competency becomes a practical matter. Flaskerud (2007) suggested that similarly phrased constructs such as cultural relevance, cultural sensitivity and cultural responsiveness do not adequately capture what has come to be the “accepted” standard in social and education research in the last two decades. Flaskerud noted the “most widely used definition” of cultural competence.

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McGee (2008) cautioned that working in Muslim countries like Afghanistan, U.S. personnel must maintain an understanding that the U.S. does not seek to “transform” cultures or to make their belief systems compatible with America’s belief system. He noted that while the goal of the U.S. is to “spread democratic ideals” it is not, nor should it be, an effort to transplant American culture and values or to impose our religion(s) on the Muslim world (p. 21). He stated that if America and its NATO allies are to succeed in their nation-building efforts in Afghanistan and throughout the region, “we cannot simply dismiss those elements of culture and civilization with which we disagree” (p. 22). Rather, he argued for the potential to build bridges of meaning across the cultures to identify shared objectives in the realms of education and economic improvement.

Values

Understanding and remaining responsive to the culture in which one operates — in other words, demonstrating cultural competency — can yield significant dividends for U.S. personnel involved in interventions in other countries. This is true for the traditions and values that have shaped Afghan society over the centuries. Andersen and Kooij (2007) reported on an adult literacy program implemented in Kabul through a coordinated effort between a local Afghan women’s rights’ organization and a U.S. nonprofit organization known as Kabultec. The literacy program was aimed at married couples and the strategy for reaching one of the target populations (Afghani women) was to work within the Afghan socio-cultural construct by acknowledging the important influence of patriarchal beliefs.

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In a review of the effectiveness of Provincial Reconstruction Teams (PRTs) — teams of U.S. soldiers working with U.S. civilian and Afghan advisors — in helping to reconstruct Afghanistan, McNerney (2005-2006) noted with some incredulity that anecdotal evidence of Afghans’ improved attitudes toward U.S. military and civilian personnel was offered as the primary proof of Afghan satisfaction with U.S. presence.

McNerney (2005-2006) also noted that “the most common measure of success cited to the author by PRT representatives was (no kidding) ‘the number of smiling Afghan children’,” (p. 39). While McNerney found evidence on positive relationship-building between local Afghans and U.S. military and civilian workers, short tours of duty (generally six months for the PRTs but sometimes as brief as three months) hampered the development of meaningful exchange built through a genuine understanding of each culture. The implication is that understanding the Muslim socio-cultural forces that have shaped Afghan civilization is one part of the equation for demonstrating cultural competence, but there is also the need to build long term relationships that support that understanding.

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Our brain is extremely multifarious organ, and due to this reason, it has become a major challenge for those working in pharmaceutical companies for the drug development practice. (Dragunow, 2008) Up till today, none of the above mentioned treatments have proved to be completely neuro-protective for humans, besides tissue plasminogen activator, that works as a thrombolytic agent and does not affect neurons straightaway.

Hospitals and inpatient care has long been a central feature of the U.S. health care services industry. (Lau, 2007) With the development of antibiotics and improved surgical techniques and anesthesia in the mid-20th century, the hospital became the hub for the practice of medicine, earning its designation as “the physician’s workshop.” (Huse, 2009) Hospital care accounted for $412.1 billion, or 32% of NHE, in 2000, representing the largest category of health care spending. (Ellis, 2007)

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The changes in the contemporary global economy are in the background of many of the emerging challenges in human resource management within Tesco. For example vast macro societal changes are binding the countries into interdependent communities of nations within which the goods, the capital, and the people move freely with regulatory framework and cultural barriers.

So it needs a careful attention to the paradox created in the design of corporate structure, the management of human resource and the maintenance of multifaceted culture and the flexibility of people in the organisation as the key variable for success. The influence of human resource and employee relations can be realised in competitive advantage reform and restructuring programme and in management of change for success and growth of the organisation. Besides, in the Global Firms the role of HRM and ER is important for management of value of cultural diversity and its costs, the leadership style of executives to maintain a balance between corporate objectives, the affiliate countries and global business and development of multi-cultural top management group etc. which ultimately will bring down a strategic alliance of Human Resource and Employee Relationship.

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