Law of Corporations Case Study Example | Topics and Well Written Essays - 1500 words

Law of Corporations - Case Study Example In the changing conditions for forming a new company and listing the company in stock exchange for trading its share it has become statutory to show the track record of the trading. To fulfill such conditions promoters are required enter into contracts on behalf of the company. "A promoter stands in a fiduciary relationship towards his company. A contract made between him and the company is voidable at the company's option unless he has disclosed all material facts relating to the contract to an independent board, and the company has freely agreed to the terms." [L.S.Sealy, Cases and Materials in Company Law, 2001 (p.35)] Promoters hold fiduciary relationship towards the company that they form. This fiduciary relationship is the development equity law. Equity law imposes on persons holding in fiduciary relationship a duty of care to protect the interest of such company, and its stakeholders such as shareholders. The law imposes a duty on them to disclose all the material facts of contracts they make to an independent board, and the company accords free acknowledgment of the terms of contract, else such contract is voidable at the option of the company. In such condition promoters are liable for breach of such contract but not the company. Duties of promoters is elaborately described by the court in Erlanger V New Sombreno Phosphate Co2 case. Erlanger V New Sombreno Phosphate Co2: In this case a syndicate led by Erlanger, a banker formed a company. The syndicate acquired an island for producing phosphate for a lease of 55,000 for the company, which they intended to form, prior to incorporation the new company. The promoters nominated three directors of the newly formed company among them one director was independent of the syndicate and remaining two directors are mere puppets of Erlanger. The promoters have sold the lease of the island for 110,000 at double the price they have acquired. The board of directors ratified the transaction without making any enquiry into the transaction and this transaction was undisclosed. Public have subscribed for shares. Later the phosphate shipment failed. The shareholders have removed the directors nominated by the promoters and new directors were appointed. The new board of directors has brought the proceeding before the court. The Court has laid down what position the promoters to be placed and what duties they owe to with reference to the company, which they proposed to form. The court said (a) The promoters stand in a fiduciary position, (b) the creation and moulding of the company is in their hands, (c) they are vested with powers of defining (i) how the company starts its existence (ii) when it starts (iii) in what shape it starts (iv) under what supervision it shall start and act as trading corporation. (d) Promoters shall take care while forming the company that they provide board of directors who (i) are aware of the fact that the property, which the company is asked to purchase is of the

Summative Assessment for Master of Midwifery Leadership and Essay

Summative Assessment for Master of Midwifery Leadership and Development (topic to be decided) - Essay Example These classical theories do not take into account individual characteristics of each member and each member’s capacity for potential leadership. Newer theories by Taylor and Weber offer more scientific principles and explanations for management and leadership. Through these theories, we can deduce various techniques in leadership. We can also deduce various elements of an effective team. The various elements of an effective team are: a meaningful and clearly defined task; clear team objectives and individual targets; regular meetings; regular feedbacks on individual and team success in achieving objectives; the right balance of people; reflexivity-the ability to reflect on team performance and adapt and change; a good balance of concern for the team task and concern for the team welfare; the experience of full participation; and good leadership. This study aims to establish the student’s comprehension of the subjects and unit topics covered by this course. It also aims to apply the knowledge that the student has learned in an issue related to leadership and management in healthcare. This study aims to apply the different theories on leadership and management which were discussed in the different sessions of this course. Strong leadership and management skills are important tools for members of the health care team. Without effective leadership skills, the implementation of health care services becomes a counterproductive enterprise. In the nursing care process, the nurse is often called on to be a manager, and in some instances, she is also called on to be a leader. Both roles are different from the other. Wywialowski (1993) refers to nursing management as â€Å"the judicious use of resources to achieve identified client goals†. The responsibilities of the nurse manager include directing and controlling. He distinguishes nursing management from leadership by defining the latter as

Iago Persuade Othello To Kill His Wife English Literature Essay

Iago Persuade Othello To Kill His Wife English Literature Essay Throughout Othello play,one central theme of the play is the major contrast of doubt versus trust. For whatever reason, Othellos trust of Desdemona is too weak to resist Iagos accusations. Othellos heart tells him that Desdemona loves him; however the critical Iago can dismantle Othellos trust in his wife by planting seeds doubt through what appears to be rational proof. Having built Othellos curiosity about Cassios supposed thoughts; Iago manipulates Othello into seeing a situation between Desdemona and Cassio that does not exist. Because Othello suspects that Iago is aware of more details than he is telling, he begins questioning Iago. Why of thy thought?, What dost thou think?. The superficially answered questions cause Othello to make demands for further clarification: If thou dost love me, show me thy thought, give thy worst of thoughts the worst of words then By heaven, Ill know thy thoughts!. Due to Othellos equating of Iagos thoughts with factual knowledge, he is eager to mis trust Cassio and does not fully scrutinize the evidence. It is because he trusts Iago that he trusts the false facts and doubts the virtue of his wife Reputation is very important to Othello: The Moor of Venice. Iagos reputation as an honest man, Othellos reputation as a just hero, Cassios changing reputation throughout the play, and Desdemonas reputation play a key role in the outcome of the play. Throughout the play, Iago is thought to be honest and a good advisor. We often see honest Iago , or in Othellos words this fellows of exceeding honesty. None of the characters in the play knows what Iago is really up to, and they blindly trust him and accept his advice. Thanks to his reputation, he manipulates Othellos feelings and reasoning, destroys Cassios reputation, and also manages to get Othello to kill Desdemona. Iago says it himself when he is talking to the audience when devils will the blackest sins put on, they do suggest at first with heavenly shows . Without his reputation as an honest man, Iago would have never been able to do any of those things. Othellos reputation as a serious and just military general plays a big role in this play. Without this reputation, he would have probably offered Desdemona a chance to explain what happened, and would have probably made the story have a happy ending. Because this is a tragedy, we need Othello to feel pity and fear for the hero, as he does not know what kind of a trap he is in. He values his reputation a lot, and fearing that Desdemona has made him a cuckold proves that. He is so obsessed with keeping his reputation, that he is even ready to kill his own wife for it. This makes him so blind that he gets entangled in Iagos web of deceit, just like a helpless fish in a net. The reputation of Cassio changes throughout the play. He turns from a very honourable and respectable lieutenant of Othello, to losing his lieutenancy and being considered an irresponsible alcoholic. Reputation, reputation, reputation! O, I have lost my reputation! I have lost the immortal part of myself, and what remains is bestialÂà ¢Ã¢â€š ¬Ã‚ ¦ these are Cassios words about losing his reputation. It is essential to the play that Cassio loses his reputation, -and with it, his lieutenancy-, because it brings him and Iago closer together, and initiates the chain of actions that lead to Desdemonas death. Cassio lost Othellos trust, and this actually made it possible for Iago to try to let it look like he and Desdemona are making the beast with two backs. Cassio, after following Iagos advice, tries to get back his military title and Othellos trust through Desdemona, but this makes the situation even worse. Desdemona is considered a sincere, kind, and above all, an honest wife and woman in general. She is like a model of the perfect woman of that time. We can find proof in her honesty when she and Emilia are talking about infidelity, and Desdemonas words are Beshrew me, if I would do such a wrong for the whole world. . She is very honest and sincere, and that makes her naÃÆ' ¯ve and vulnerable. When she is first accused by Othello, she does not realize the extent of Othellos jealousy, and instead of explaining thoroughly to him what has happened, she expects Othello to get to the right track by himself. Instead of explaining to Othello that she has lost it, she just tries to change the topic, and later links Othellos behaviour to something, sure of state, hath puddle his clear spirit . Desdemona is the last frontier between Iago and Othello, and Iago puts everything at stake to ruin her reputation. In this play, reputation is regarded as the most valuable part of a person; it is even regarded as immortal. In order for this play to be what it is, every char acters reputation is important, as without even just one of the characters, especially without the main characters, the play would be dull and boring. Some men die for glory, some men fight for love, and one man lived for revenge. His was the soul of a trader. His name was Iago. The opportunity that he seized changed all of their lives forever. He was on a conquest for power and nothing was going to stand in his way. Iago is the most complex and most disturbed of all characters in Othello. His character is one that feeds on power and is willing to do anything to get it. His entire scheme begins when the ill-suited Casio is given the position of Lieutenant, a position he felt like he deserved. Iago deceives, steals, and kills to gain that position. He not only wants that position, he wants it all. From the beginning of the play until the very end he causes conflicts which result in the deaths of Desdemona, Othello, Roderigo, and Emilia. In the beginning Iago is very angry at Othello for making Casio his lieutenant. His first motive is jealously. We then hear a conversation between Iago and Roderigo. After they woke Desdemonaà ¢Ãƒ ¢ ‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s father they exit the scene and in Iagos soliloquies he says Though I do hate him as I do fell pains/ Yet it is necessity of present life/ I must show out a flag and sign of love/ Which is indeed but sign. That you shall surely find him/ Lead to the Sagittary the raised search, And there will I be with him. So farewell. This part of his soliloquy is the beginning of how hes using foreshadowing and tells the audience how its going to look in the end. He now has Roderigos attention and a small piece of a big puzzle has been planted. We see early in the first act that Iago is a manipulative villain that lacks any conscious decision making. At this point in the play Iago has planted the seeds and now wants to see how far he can persuade Roderigo and how he can use his persuasion and manipulation to become more powerful. He now has Roderigo fooled and tells him Desdemona is directly in love with him referring to Casio. Roderigo doesnt believe what he says at first but Iago again persuades and manipulates his ignorant mind. He tells him lies and stories to fill his mind with discus, making him negative towards Casio. Iagos motivation throughout the play was power. He did anything and everything while on his conquest to glory. Othello, Desdemona, Roderigo, Cassio, and Emilia were all innocent victims. None of them did any wrong to anyone. Iago was a very good brain washer. He set up the illusions and everyone fell for them. He was the only person on his own mind and power is what he was looking for. Othellos stature as a tragic hero is severely compromised by the alacrity with which he turns against his wife, and by his failure to achieve any real self knowledge. Othellos stature as a tragic hero is severely compromised by the speed and ease with which he turns against his wife, and by his failure to achieve any real self knowledge. We witness the character of Othello fall from a position of control in Venetian society due to a combination of different reasons. Othello has a deep self-love for himself, and it is because of this he turns against his wife Desdemona with a great speed and ease. A traditional tragic hero portrays four major characteristics: firstly, the tragic hero is a figure of high standing/esteem in the community; secondly, there is an agency that leads to the fall of the hero whether within the hero himself or from an outside figure/source; the third characteristic is a moment of self-realisation or self-awareness and the last characteristic is that the fall of the hero results in death. The use of imagery and metaphors is significant in conveying meaning as it helps to establish the dramatic atmosphere of the play and reinforce the main themes. Through this, the audience is able to grasp a better understanding of the play. Many references are made to animals in the play. Iago uses beast imagery to express his contempt and to downgrade those he despises. Early in Act 1, he rouses Brabantios anger by using crude images of animals fornicating to inform him that his daughter and the Moor are now making the beast with two backs. Such a metaphor is designed to evoke a strong emotional response. Throughout the play, the contrast between black and white is also used as a metaphor for the difference between Othello and the Venetian society. Several references to Othello as an old black ram and far more fair than black indicate that even though he holds the distinguished position of a general, the fact that he is black still makes him the outsider. Through the use of imagery and metaphors, Shakespeare is able to generate a considerable impact on the audience positioning them to recognise the full extent of the tragic outcome as a result of Iagos treachery. The use of these vivid images and comparisons effectively defines the nature of each character and explores central themes such as deception, race and jealousy.

Marketing at Nike Essay -- Business Management Studies

Marketing at Nike The purpose of Nike is to meet actual and potential customer needs, doing this the ethical and legal way. Marketing is about businesses such as Nike, getting the product to the right sort of people at the right price in the right place, by using the right promotion. Nike must target the right product at the right audience, for example, it would be worthless aiming sports shoes to older people because they don’t exercise because they are to old and weak. For the marketing strategy to be successful Nike must follow the main principal of marketing, which is identifying and meeting actual and potential customer needs, however, to follow this principal the next principals listed must be followed: †¢ Understanding customer needs, †¢ Understand and keep ahead of the competition, †¢ Communicate effectively with its customers to satisfy customer expectations, †¢ Co-ordinate its functions to achieve marketing aims, †¢ Be aware of constraints on marketing activities. To understand customer’s needs, Nike must be aware of their customers changes in tastes and preferences, the business will have to keep up to date with what customers want. Incomes must also be considered. This is important because if an expensive product was aimed at adults who are on the poorer end of the market, and they basically couldn’t afford it then the product will not sell. Therefore, the price of the product will obviously have to compliment the target market in order for it to be successful. Nike needs to understand and keep ahead of competition (other sport brands e.g. Adidas and Gap); to do this Nike must have better marketing strategies and activities. In order to be the best competitor, Nike should have better products and more high quality products with excellent quality and must keep trying to improve them. Competition analysis can be used to check what their competitors are doing in order to beat them. For Nike to get their message across they will need to communicate with the customers. Nike must discover how to get the message across about the new product, this could be through several ways of advertising, such as, leaflets, radio stations or even television, Nike must chose the best advertising method to suit the target market and actually promote the product. Understanding customer needs is another of the activities Nike carries out. They do this by carryi... ...n as possible. This is very important to Nike as they say they don’t operate no sweat shop policy. As Nike manufactures many of their products abroad it needs to ensure all the rules and regulations are being followed abroad to. These have been concerns by pressure groups that suspects that Nike isn’t following their code of conduct abroad, in the factories that are producing their products, however their isn’t no sold evidence. Consumers are very concerned that products they are purchasing are produced ethically and when they start doubting businesses they may start to boycott and purchases alternative products form their competitors. Consumers have a right to know how the products are being made that they produce, there is also a UN agreement the ethical constraints for Nike are no child Labour or unfair pay, but the employees get  £8 a week and it would take them a whole month to buy on of the shirts they are producing without spending any of their money on food, water etc. some people would consider that to be unfair but compared to other local jobs they are being paid a lot more. Also hour’s Nikes employees were required to work are 14 hour shifts which Nike also still denies.

Health Care Reform Essay

Healthcare reform or as it’s formally known, the Affordable Care Act, is a volatile and polarizing issue among healthcare insurers. When President Barack Obama’s Affordable Care Act passed in 2010 it sent ripples throughout the healthcare insurance industry. No other single issue has caused so much controversy in recent years among insurers and politicians alike. It is a multibillion dollar enforcement that will affect nearly every American at some point in their lifetimes. Opinions vary from enthrallment to treasonous. There are a multitude of websites that portray all types of bias, pseudo-authoritative dictation and questionable authenticity. I will present a comparison of two well known but differing websites for this study: Whitehouse.org and Wikipedia.com. Authenticity, authority and objectivity will be discussed and presented in this research paper. The first website in this discussion is Whitehouse.org. Since this is the federal government’s official presidential website, the authority is without question. It is important to note that while that authority is challenged by member of opposing political party, the implied authority has been established by the constitution of the United States. Whitehouse.org provides a comprehensive â€Å"myths and facts† page regarding the Affordable Care Act. The site’s authority is undoubtedly written and constructed by technical analysts rather than the President himself. This is more of implied reason instead of stated fact as no one named author is listed for the site. The federal government has defined authority over all United States citizens and as such the President’s authority and respect is implied through the site. In regards to its authority, Whitehouse.org clearly obtains the highest level. In reviewing Whitehouse.org accuracy is highly debated by all United States political parties. Plenty of facts are presented yet without access to confidential information that accuracy can not be verified. It is certainly current and relevant concerning documentation and data. When evaluating comprehensiveness, the site provides a balanced and comprehensive view. Statistics and valuable metrics along with links to pertinent news articles  are posted on the website validating the comprehensiveness of the data. The intended audience of the site is the United States adult citizen, therefore the audience must be interested in the information regardless of the expertise of the reader. Grammar, punctuation and structure is professionally constructed with a plethora of documentation and properly cited credible sources such as IRS statistics and government data. The documentation and information provided on the site is very credible with the only negative reviews coming from extreme funda mentalists with opposing views. In reviewing objectivity, I have to conclude that Whitehouse.org has a distinct almost palpable bias. The presidential staff maintain the site and censor any and all information that is posted on the site. That alone has a tendency to neutralize objectivity since nearly all metrics point to the success of the Affordable Care Act. The site is reasonable though in that while only positive data is presented there are no extreme views or attempts to discredit opposing views with slanderous text. It most certainly poses a classic sociopolitical slant towards the president’s successes while carefully avoiding any negative issues such as missed deadlines and a faulty user portal for the Affordable Care Act enrollment. While the actual authors of the site are almost certainly staff of the White House, it is implied that President gives his approval for it. In conclusion, Whitehouse.org presents a balanced yet biased view of the positive aspects of the Affordable Care Act. Well known and highly publicized failures such as the faulty user portal are conveniently omitted. It presents the data and facts in an implied authoritative manner while maintaining an atmosphere of accuracy with its supporting metrics. The site is by no means exhaustive yet provides enough criteria to merit its use for graduate research. The second website I have chosen to review for its qualification of graduate research information is the Wikipedia page titled Patient Protection and Affordable Care Act. Wikipedia is the sixth most popular website in the world and considered to be one of the most popular internet reference sites.  The English version of the site contains over 4 million individual articles. I chose to contrast this site to Whitehouse.org in regards to the Affordable Care Act. The first criteria that any site should be evaluated for is the concept of authority. As mentioned earlier, Whitehouse.org has both direct and implied authority as the implication is that the President of the United States approved the information on the site. The authority of the Wikipedia is questionable as virtually anyone with suspect credentials can post as a subject matter expert. One does not have to be vetted to edit an article and as a result there are factual portions of the article written by laypeople. While sources are often cited, they are not required and could easily passed off as fact when in reality it is strictly unprofessional opinion. Since the Affordable Care Act is a highly polarizing topic that spans every political party, there is every reason to question the authority of the Wikipedia article. The accuracy of Wikipedia is a bit more complex of a criteria to evaluate. It is current as regular edits are added to the page on a frequent basis. Wikipedia frequently includes the date of the most current edit or if an extended time has passed without an edit the site includes a warning about the questionable currency. The Affordable Care Act article on Wikipedia is comprehensive and includes a wide range of data and metrics, both positive and negative. Sources can be cited but are not required and are only self vetted. All articles include bibliographies however since they are not vetted either it is strongly suggested to review all bibliography entries for accuracy. While is considered to be a useful reference it is inferred to be questionable at times. When evaluating Wikipedia’s Affordable Care Act article concerning objectivity I found that this is one criteria that Wikipedia shines. While it has a proclivity towards bias it stays more in the moderate area. Both opposing and approving views and ideas are written in the article. This unchecked balance of multiple authors actually blends quite unexpectedly into an objective article. Views of accolades are written in the same  article with prominent failures. While there certainly is a palpable bias it is kept in an uneasy balance. The Affordable Care Act article on Wikipedia lists more than individual sources. This fact alone suggests an amount of complexity and variation in evaluating objectivity. Wikipedia’s article is in sharp contrast to Whitehouse.org in many research criteria. I believe that while Wikipedia can be used for graduate research it should be used in moderation and only after other publication searches have been exhausted. The information contained within is suspect at times and would require additional research to properly independently authenticate sources. Comparing these two websites from a high level, I would use Whitehouse.org as a credible graduate level information source while Wikipedia would be ore suspect in terms of validity for graduate research.

Urie Bronfenbrenner

Bronfenbrenner’s Ecological Theory of Development Monica T. reaves Survey of Research in Human Development and Behavior Dr. Fabio D’ Angelo October 27, 2012 Abstract Urie Bronfenbrenner, a well-known scholar in the field of development psychology, formulated the Human Ecology Theory. The Ecological System Theory states that human development is influenced by the different types of environments throughout our lifespan that may influence our behavior in various degrees.Bronfenbrenner’s ecological theories consist of five environmental systems that range from close interpersonal interactions to broad-based influences of cultural. There are four different systems which define the ecological theory. The systems include microsystem, mesostem, exosystem, and macrosystem (Santrock, 2008). By Urie Bronfenbrenner creating these different systems, he wanted to show that family, economy, and political structures make up the development of a child into adulthood.In this paper I will attempt to cover the theories of Bronfenbrenner as it relates to child development, while looking at environmental influences. Bronfenbrenner’s Ecological Theory of Development One cannot grasp human development by simply observation and measuring individuals’ behavior in clinical settings that are separate from their relevant social, physical, and cultural environments (Crandell & Crandell, Vander Zanden, 2012). Urie Bronfenbrebber (1917-2005), had a major influence in the development of human development.Bronfenbrenner’s bioecological model is among the most cited and frequently taught in human development. Bronfenbrenner’s ecological system, first introduced in the 1970s (Bronfenbrenner’s 1974, 1976, 1977, 1979), represented a reaction to the restricted scope of most research then being conducted by development psychologist. Bronfenbrenner’s ecological system theory looks at the child’s environment in terms of its quality a nd context. The ecological model explains the difference in an individual’s knowledge, development, and competences through the support, guidance and structure of the society in which they live.Bronfenbrenner and Crouter (1983) distinguished a series of systems for investigating the impact of environment on development. The first model pertains to the structure of the external systems that affect the family and the manner in which they exert their influence. The second dimension relates to the degree of explicitness and differentiation according to interfamilial process that are influenced by external environment (Ecology of the Family as a Context for Human Development: Research Perspectives, Developmental Psychology, 1986, Vol. 22, No. 6, pg. 723-742).According to Bronfenbrenner, the interactions between numbers of overlapping ecosystems affect a person significantly. Moving from the innermost level to the outside, these structures are defined as described below. 1. Microsy stem The microsystem refers to the environment in our daily lives. Examples include such settings as family, school, peer, group, and workplace (Santrock, 2008). It is within the immediate environment of the microsystem that operates to produce and sustain development. Mentors can play an important role in improving some student’s learning.When guidance is accomplished through demonstration, instruction, challenge, and encouragement on a more or regular basis over an extended period of time. In addition, the young person’s relationship to the mentor takes on an emotional character of respect, loyalty, and identification (Hamilton, 2004, p. 396, based on a personal communication with ecological theorist Urie Bronfenbrenne). According to Bronfenbrenner, the interactions between a number of ecosystems affect a person significantly. As two microsystems begin to work together i. e. eacher and parent working together to educate a child happens through the mesosystem. 2. Meso system The mesosystem comprises the linkages and process taking place between two or more settings containing the developing person (Santrock, 2008). It is basically a two way communication in participating in decision making by parents and teachers. In another mesosystem study, which targeted Latino and African American students in low-income areas, middle school and high school students participated in a program designed to connect their families, peers, schools, and parents’ work (Cooper, 1995).The students commented on how the outreach programs helped them bridge the gaps across their different social worlds. In their neighborhoods and schools the students were expected to fail, become pregnant, drop out of school, or misbehave. The outreach taught morals, helping others, working the community, and encouraging the young to go to college. 3. Exosystem Exosystem is the linkage between the context where in the person does not have any active roll and the context where in is actively participating(Santrock, 2008). Children tend to have limited access in the parents circle of friends and acquaintances their social network. . Microsystem The macrosystem makes up the whole cultural of an individual (Santrock, 2008). This formulation points to the necessity of going beyond the simple labels of class and cultural to identify more specific social and psychological features at the macrosystem level that untimely affect the particular conditions and process scurrying in the microsystem (Bronfenbrenner 1986,1988,1993). 5. Chronosystem The chronosysytem transitions and shifts in one’s lifespan. Not only in the characteristics of the person but also the environment in which that person lives.One example chronosystem is divorce. It is a major life transition that may affect not only the couple’s relationship but also the children’s behavior (Ecology of the family as a Context for Human Developmenrt: Research Perspectives, Developmental Psycholo gy, 1986, Vol. 22, No. 6, pg. 723-742). In reading Ecological Models of Human Development (1993) it stated that youngsters who were teenagers during Depression years, the families’ economic deprivation appeared to have a salutary effect on their subsequent development, especially with the middle class.In comparing with none deprived who were matched on per-depression socioeconomic status, deprived boys display a greater desire to achieve and firmer sense of career goals. Boys and girls form deprived homes attained greater satisfaction in life, both by their own and by societal standards (Gauvain & Cole: Reading on the development of children, 2nd Ed. 1993. Pg. 37-43). Understanding the interactions of these systems is the key in understanding how a child develops and what factors lead to failure. Bronfenbrenner’s theory has gained population in recent years.It provides one of the few theoretical frameworks for systematically examining social contexts on both micro and macro levels bridging the gap between behavioral theories that focus on small settings and anthropology theories that analyze larger settings (Santrock, 2008). In reading Bronfenbrenner theory it shows without the proper adults and supervision or love available, children look for attention inappropriate places and these behaviors give rise to problem especially in adolescences such as little self-discipline, no self-direction and anti-social behavior.We must think about the child as embedded in a number of environmental system and influences. These include schools and teachers, parents and siblings, the community and neighborhood, peers and friends, the media, religion, and culture. According to a majority of research, children are negatively affected on the first year after the divorce. The next years after it would reveal that the interaction within the family becomes more stable and agreeable (Sincero, 2012). In reading and studying Bronfenbrenner’s theories, I thought abo ut how the different levels shaped my development in life.According to Bronfenbrenner, primary relationships must be those that last a life time such as with parents and deficiencies in these relationships cannot be replaced with others. As a child I was fortunate to grow up in a home where both parents raised me. I have always had parents that showed concern with my education and daily activities. As a child I can’t think of one educator that didn’t show me concern. Even though I came from a home where I had both parents, I lived in a low-income neighborhood.Being that we lived in an area were drugs were highly used and gangs fought daily, mother hardly ever let us go to outside. Church activities and Girl Scouts was an avenue that kept me involve in positive things. The church activities taught me to be God fearing and how to act as a lady while girl scouts taught me how to get out in the world and become anything I wanted to be. As I got older things started to chan ge in my environment. My mother and father divorced when I was at the age of nine. It took a toll on me because I was a daddy’s girl and made me feel like a iece of my life was gone. Because of my mother’s strict upbringing, I never really got out of hand. I had friends that my mom knew anything about due to their wild ways of living. I was not like them but wanted to fit in so I wouldn’t be the next victim that got bullied. As I matured more into adult-hood I knew that watching my aunts and uncles that I wanted more in life. To obtain success I had to change my way of thinking and my surroundings. I knew I wanted to graduate and receive a high school diploma.I knew after accomplishing all of that, I would pursue a college degree. Getting a college degree was very exciting for me because I knew I crossed another path in my life. After graduating college I decided to pursue my Master’s degree in Human Service. Watching my mother raise six girls by herself and taught me courage and strength. In conclusion of this paper, According to Urie Bronfenbrenner (1979, p. 27) states, â€Å"Development never takes place in a vacuum; it is always embedded and expressed through behavior in a particular environment. The Ecological Theory of development shows the centers on the relationship between the developing individual and changing level of environmental influences that we go through in life (Crandell & Crandell, Vander Zanden, 2012). References Ecology of the Family as a Context for Human Development: Research Perspectives, Developmental Psychology, 1986, Vol. 22, No. 6, pg. 723-742. Retrieved 01 Nov. 2012 from Capella University Library: http:// web. ebschost. comlibrary. capella. edu/host Sarah Mae Sincero (2012). Ecological System Theory. Retrieved 01 Nov. 010 from Explorable: http://explorable. com/ecological Bronfenbrenner, U. (1994). Ecological Models of Human Development. In International Encyclopedia of Education, Vol. 3, 2nd Ed. Oxfo rd: Elservier. Reprinted in: Gauvain, M. & Cole, M. (Eds. ), Reading on the development of children, 2nd Ed. (1993, pp. 37-43). NY: Freeman. John W. Santrock. (2008). Educational Psychology (3rd Edition) New York, NY: ISBN: 978-0-07-352582-2 Crandell, T. L. , Crandell, C,H. , & Vender Zanden, J. W (2012). Human Development. (10th Edition) Boston, MA: McGraw-Hill. ISBN 978-0-07-353218-9

How to Be a Better Student and Still Have Fun

How to Be a Better Student and Still Have Fun If you ask random college students from across the country why they’re in school, most will either say, â€Å"I’m just trying to have fun!† or, â€Å"I just want to graduate on time and get out of here.† A rewarding college experience doesn’t have to mean sacrificing going beast mode. With a little planning you make college everything it can be! In this article we’re going to go through the process step by step. 1. Build Your Student Asset List College has a lot to offer, especially when the campus is located within a decent-sized city. Faced with so much potential many students simply forego everything and settle for a couple memorable parties and a few good summers. Not cool. The first thing you need to build is an asset list. What are you capable of doing? Can you travel and study abroad? Can you volunteer? What skills do you have to offer the many school organizations and clubs? What sports would you be good at? Are you down to learn an instrument or sing in the choir? You get the idea. If you’re working, then make this list just about the free time that you do have. Make the most of it. If you lack time for having rest, we can help you do your homework. Take some time to sit down, see what the school has to offer and what you’re open to. This is going to naturally begin to narrow things down a bit. You’ll begin crossing things off the list, for example trying out for the college football or chess teams, and leaving others open for debate. 2. Choose Your Triad Now, you’re going to pick one activity for three categories: sports, clubs and hobbies. As you’ll see, it’s all about people. The more of them you’re exposed to and able to network with, the more fun college can be without sacrificing your GPA. 1. A Sport: This could be anything really. You don’t have to go straight for something like baseball or basketball. Consider tennis, rugby or flag football. Anything team related and physical is going to work wonders. Plus, you’ll stay in shape. In the beginning just try to fill at least half of each year with a sport. Chances are by your senior year you’ll be in a sport the entire time. 2. A Club: Again, you have your pick. The asset list should have narrowed things down, but make sure you consider expanding your skills. Maybe something on the more political side? Or, perhaps the culinary club? Don’t automatically choose something within your major. Go outside your comfort bubble. 3. A Hobby: Music, painting, photography, etc. Expand your boundaries. Try strange and new things that you’re technically capable of and interested in. So throughout the year regardless of how cool or uncool you may be you’re competing in a sport, taking part in a club and pursuing a hobby along with your studies. Your schedule alone will make it nearly impossible not to have a good time. You’ll be too busy to complain. 3. Weave Activities into Class Scheduling Weave these into your class schedule as you progress through your major. Each quarter needs to have the triad in them. You have to work at it and be strategic with your available time. You have to get yourself on a proper sleeping schedule (this keeps you out of trouble). You’ve got to strike a balance where you’re always active and involved but have enough time to eat, study and ace exams as well. 4. Make â€Å"Yes† Your College Mantra Chances are you’re going to be getting invited to tons of parties because of your triad of activities. Never say no. Always say yes. No matter what you have to make an appearance and BRING A GIFT. If there’s studying and sleeping to be done, then stay twenty minutes and then bail. People will appreciate that you showed and the gift will make up for the loss of your presence. When people ask you for favors, if you can do them then do them. Become the proverbial â€Å"yes man† and see where life takes you. 5. Be Good to Professors This isn’t about brown nosing anybody or looking for breaks. It’s about showing respect and being willing to go above and beyond for professors to ensure that college has less bumps in the road. Do what you can to reach out to them and form a professional teacher/student relationship beyond class. This quasi-guide didn’t mention dating because dating is too tricky and unpredictable. The right special someone can make really make college an incredible journey. While the wrong person turn it into a nightmare. But, that’s a topic for another time. Remember, to really make college fun you have to get out there and get involved. Build an asset list, choose your activity triad and weave them into your day to day experience. What do you think, did we nail it? Tell us in the comments!

Importance of schedule and routine for Young children Essay Example

Importance of schedule and routine for Young children Essay Example Importance of schedule and routine for Young children Essay Importance of schedule and routine for Young children Essay The agenda and everyday constituents of planning can assist make a model of security for immature kids. Children who are provided with a predictable agenda and secure environment are more likely to experience confident about researching their universe . Through these geographic expeditions, kids strengthen their connexions to the people and environment around them ( Klein, 2002 ) . The format becomes familiar to them, and they welcome the periods of self-selected activities, group clip, out-of-door drama, resting, eating, and toileting. The constitution of trust that grows between instructor and parent is based on consistent day-to-day contact and the wellbeing of the kids. An Educational Program is a procedure by which pedagogues use Five Specific Principles that are cosmopolitan constructs accepted by professionals working with immature kids: All kids are alone. Child s parents are their primary pedagogues. Child learn though drama. A kid s whole being develops as one. Childs take larning into their ain custodies. These rules guide pedagogues in their Three Main Duties: Establishing a acquisition environment. Planning and conducting activities. Intervening democratically with kids, parents, and staff members. A Planing Play Experiences Why Do Early on Childhood Educators Plan Play Experiences? Supportive counsel from grownups is indispensable for traveling kids to higher degrees of development. To assist kids develop in their usage of drama as a vehicle for increasing nervous constructions. Why Plan -To aid kids pattern accomplishments they will necessitate subsequently in life. To estimate a kid s developmental advancement A When kids are engaged in an activity, all countries of their development ; Physical, social-emotional, cognitive and linguistic communication are being stimulated. Any growing in one dimension triggers growing in others. It is of import for pedagogues to acknowledge all countries of development and to be after intercession, environments, and activities throughout the twenty-four hours that foster overall development of the kid. Because the kid s whole being develops as one: Design an environment that fosters all countries of development ( physical, social-emotional, cognitive and linguistic communication ) . Provide assorted stuffs with the aim of furthering all countries of development. A Because the kid s whole being develops as one: Establish a day-to-day and hebdomadal modus operandi that meets the developmental demands of kids. Observe kids to detect their abilities and endowments in all countries of development, and program activities that build on these. Plan state of affairss and play activities that foster the development of the whole kid A Because the kid s whole being develops as one: Record observations about the kids. Usher kids in productive ways so that, they may profit from all larning chances. Talk with kids about their drama. Keep ambitious kids. Collaborate with parents and co-workers. A Children Take Learning into Their ain Handss All kids already possess the seeds that will let them to develop to their full potency. Educators do nt make the acquisition for the kids, but they H2O the seed of acquisition by supplying age-appropriate challenges that reinforce the kids s abilities and construct on them. Educators open the manner by promoting kids to do picks, observe, experiment, explore, interact, and be independent. We empower kids when we allow them to develop their ain ideas, feelings, and organic structures, and back up them in pass oning their thoughts, doing links, being funny, and interacting actively with the universe around them. When we provide kids with chances particularly created for them, they become active scholars and lief take part in the procedure. Because kids take larning into their ain custodies: Establish clearly-defined, good -equipped larning Centres in rumpus rooms. Ensure that the acquisition environment is at kids s degree and to the full accessible. Arrange stuffs to promote liberty, decision-making and active engagement. Label shelves and transparent bins with images that show where stuff belong. A Because kids take larning into their ain custodies: Allow kids to take activities and stuffs harmonizing to their involvements. Offer open-ended activities. Plan activities that foster success. Use rumpus room direction tools ( planning boards, occupation boards ) . Plan activities that stimulate kids to detect their involvements and promote them to move upon them A A I. Time Agendas An Unstructured Timeline that explains what each clip slot will dwell of. Basic things to retrieve when making your clip agenda: Provide for jumping periods of quieter and more active experiences. Provide for indoor and out-of-door drama. Have sensible gait throughout the twenty-four hours. Have a balance between single ego selected learning experiences every bit good as little and big group activities. What should it include? Meeting the Needs of Children The agenda should supply for jumping periods of quieter and more active experiences. The agenda should supply for indoor and out-of-door drama. ( Include alternate activity periods for inclement conditions. ) The agenda should supply for a sensible gait throughout the twenty-four hours. The agenda should supply for a balance between single self-selected acquisition experiences, and engagement in the more structured small-group times. The agenda should supply for modus operandis. Meeting the Needs of Adults Adults need assortment merely as kids do. Adults need respite from being invariably with kids. The agenda must supply clip for health professionals to recognize and chew the fat with parents at the beginning and terminal of the twenty-four hours. A Sample Timetable 9:00 9:10 Good Morning single hullo s 9:10 9:30 Show and Tell 9:30 9:45 Exercise Time 9:45 10:00 Bathroom Time 10:00 10:30 Snack and Quiet Book Time 10:30 11:15 Centre Time 11:15 11:30 Math Activity 11:30 11:50 Language Time 12:00 12:30 Lunch 12:30 1:15 Deferral 1:15 2:00 Quiet Time ( Rest ) 2:00 2:30 Free Play 2:30 2:45 Story Time 2:45 3:00 Review of the Day s Events 3:00 3:15 Prepare for Home A As the kids arrive it is of import for early childhood educators/educational helpers to retrieve, that the kids s parents are their primary pedagogues. Educators play a truly of import function in kids s lives, because kids spend many hours each twenty-four hours in their attention. However, it is really of import that kid and household services workers neer forget that parents are the primary pedagogues of their kids. The pedagogue s function consists in supplying larning chances to kids that complement and reenforce the households values, attitudes and behaviors at place. Children will ever profit if parents and pedagogues are consistent in their educational attacks at place and at the Centre. This implies changeless communicating between parent and pedagogue. Parents should besides hold entree to the Centre s installations throughout their kid s twenty-four hours. It is of import that you greet each kid upon reaching. The parent should convey the kid to the rumpus room used for arrival clip, where kids of different age groups gather until most of the kids have arrived. It is of import that you, or the pedagogue nowadays, inquire the parent for any information that might hold an impact on the kid s twenty-four hours. Some kids will experience separation anxiousness and will shout as they see their parents leave ; it is of import to take clip to soothe these kids and to hold them concentrate on an activity or a plaything that is merriment. Typically, these kids shortly integrate into the group. A Engagement | Exploration | Application | Connection | Top created 12-Oct-2009 modified 12-Oct-2010 glossary right of first publication

An Analysis Of Global Alliances

An Analysis Of Global Alliances As a matter of survival, airlines within the current environment are constantly reviewing and altering their strategies. An important component of any airlines’ strategy to remain viable and maintain competitive advantage in today’s setting is to pool resources and share risk, known as an alliance. A broad definition of an alliance that occurs in the aviation industry is the â€Å"collaboration between two or more firms that retain their autonomy during the course of their relationship† (Kleymann & Seristà ¶, 2004). To that end, there are certain variations of airline alliance in vogue today, in particular the Global Airline Alliance. Starting with a synopsis and identification of these alliance groups, the discussion will move to a selection and analysis of benefits and shortcomings that can be associated with global alliances from a business and consumer perspective. From here, an appreciation will be gained of the major airline alliances and typical rational e of alliance strategies. Currently, the most popular forms of coalition in the airline business are the non-equity marketing alliances known as Airline Alliance Groups (Kleymann & Seristà ¶, 2004) or Global Multicarrier Alliances (Cools & Roos, 2005). At the present time, the main global multicarrier alliance networks are Star Alliance, One World, and Skyteam (UBM, 2010). These alliances are predominantly a massive global network of multilateral codesharing and joint resource Air Service Agreements (ASA’s) between carriers. This allows a central point of contact for the passenger to â€Å"ensure a convenient, smooth and efficient worldwide travel experience† (Star Alliance, 1997). Although individual airlines are aligned under the umbrella of a single corporate entity, distinct airline brand identities and cultures are retained. These alliances have set out to revolutionise seamless air travel for the international passenger from hub to hub and beyond. Additionally, the synergies created were only possible due to astute governance of previously implausible collaboration. To that end, airline conglomerates now understand â€Å"The best way to generate real business growth and expansion is by forging the appropriate strategic partnerships† (Borovich & Yeheskel, 2001). From an airline business perspective, membership in a global alliance has one distinct, instantaneous and strategic advantage. Almost overnight, all member airlines’ geographic route structures will have expanded without costly capital investment in infrastructure and assets. This allows airlines to service routes that were previously deemed non-profitable or inaccessible, albeit on other alliance members’ aircraft. This â€Å"complementary alliance† (Oum & Park, 1997, as cited in Chen & Ross, 2000, p. 328) has the flow on effect of generating untapped markets within the domestic environment and yielding higher load factors for all alliance members aircra ft operations. Henceforth, this produces larger revenues which in turn diminishes overhead costs and maintains more efficient airlines by lowering unit cost base (Doganis 2001, p. 76). While this contributes to diversification and larger profit margins for collaborating airlines, the traveller can be confident airfare cost will remain relatively reasonable assuming competition remains viable on any given route. This is a beneficial outcome for all involved, both airline businesses and the consumer. A comparable example where alliances between two airlines operating on the same route is however, considered anti-competitive (Chen & Ross, 2000, p 328). Here the competing airlines could strike a codeshare accord, typically after a tenuously long and protracted battle attempting to gain market share. This is routinely known as a â€Å"parallel alliance† (Oum & Park 1996, p. 190), however this is unfortunately likely to result in cartel type price fixing. This form of alliance gene rally benefits the airlines as it narrows competition and has a propensity to create a higher demand for a particular service, hence higher airfares (Chen & Ross, 2000, p 328). Conversely, the pre-alliance scenario utilising â€Å"capacity dumping† (NZ Parliament, 2006), where supply exceeds demand, only profits the consumer with ridiculously low and unsustainable airfares. This invariably serves to strengthen the dominant market leader’s position by financially eliminating the competition in the long term. These types of alliance are inherent of predatory behaviour with very little consumer benefit and require antitrust immunity (Bilotkach, 2005, p. 168). An example of this type of arrangement within the global alliance networks does exist, although on the exceedingly competitive North Atlantic route between Lufthansa and United Airlines (Kleymann & Seristà ¶, 2004, p. 23).

A critique of Gustav Klimts Death and Life Painting Personal Statement

A critique of Gustav Klimts Death and Life Painting - Personal Statement Example Art has always been about more than just an artist, tools and a canvas.It is an expression of emotion, imagination and factors pulled from life as well as the unreal.Art not only affects the artist, but the audience too who interpret the expression in his or her own way. A single message, or multiple messages for that matter strikes a statement in the mind of receiver, thus creating a fundamentally vital connection. Without it, the art would fail to be appreciated and digested in the manner it is intended. Gustav Klimt’s â€Å"Death and Life† contains many specific elements and principles that the audience is anticipated to understand in order to relate to the piece. Gustav Klimt (1862-1918) began his education in art in 1976 under Ferdinand Laufberger at the Vienna school for Applied Arts (Gustav, par. 1). He won awards for his ceiling paintings for venues such as Sturny’s palace, the city theatre and a spa and hotel (Gustav, par. 1). He becomes president of the Vienna Secession group until 1905, and is well known for his â€Å"sensualist artificial religion† (Gustav, par. 2). When he dies in 1918, Gustav is revered as an important representation of Wiener Jucendstil (Gustav, par. 2). Art appreciation is defined as the ability to view art, or look at works and form your own opinion (Art Appreciation). This definition stands as a reminder that not all art should or will be liked by everyone. Viewing artwork can be a sensuous experience, which entails affecting all five senses, but that does not always happen because a person may not enjoy a piece they encounter. What is important is that the person viewing the work acknowledges their ability to like or dislike it, but appreciates the message that is presented. Klimt’s â€Å"Death and Life† painting is visually split down the center by a mixture of green, blue and black color. The left side displays a skull with expression. It faces the figures on the opposing side, clut ching a brown club, or bat in its hands. The appearance of its face is sinister; teeth bared, eyes narrowed. Beneath its head and hands is a shapeless expanse filled with symbols of the cross, and peace signs. The absent space around the crosses are colored in an array of purple, green, blue, pink, white, and grey while the crosses themselves are solid black. The right half of the painting is an illustration of multiple different people immersed in a colorfully patterned blanket, or quilt. There are several women of various ages. A young girl and young woman embrace a baby boy behind an elderly woman who has her head bowed. She hovers over a large man doubled over a woman, and both of their visages are hidden from view. To the left of them, partly exposed from beneath the quilt, is a toddler. Above him a woman lies with her eyes open. She is the only one out of the group who is actively looking out as if she can see the person viewing the painting. The two parts represent life and d eath with a distinctive, wide voice separating the components. The elements of design come in a range of options that can be applied to artwork. This includes, but is not limited to: line, shape, direction, size, texture, color, and value (Art Elements). In relation to Klimt’s painting, every element can be validated to its structure and content. The linear marks, created by a brush, are shared by two figures. For instance, the bodies of the figures on the â€Å"life† side are married to the same line that portrays the side of the quilt. In one aspect, it’s the edge of the quilt; in another it is the curve of a woman’s hip. The separation can be seen by the distinctly different colors, which is another design element. Color plays a discrete role in setting boundaries, moods and texture in a piece of artwork. Even the value of art, i.e. lightness and darkness, help express meaning (Art Elements). The value of color on Death’s cloak, or figure, is si gnificantly darker than that on the side of life to display

See attachment as well as attachment Coursework

See attachment as well as attachment - Coursework Example (Schaefer 2010) Mexican Americans have been living in American a since very long time and have adjusted and adapted themselves to the requirements of the culture and societal norms of the country. According to survey in 2006 it came into light that 14 percent of the registered immigrants in the United States belonged to Mexico. Mexican Americans are very diverse in their spoken language. Around 26 percent of Mexican Americans can converse in both English and Spanish. Due to the language differences with the mainstream, the Mexican Americans have been overlooked and disregarded in the political field similar to other Hispanic groups that have been ignored. However they have established voting rights and they can vote without any quandary. Moreover, as they form a large percentage of the population, their voting power is very essential for the leaders who approach them for their votes. As a result of their importance for forming an important voting force they have political strength. However, they st ill counter injustice and prejudices in terms of reforms for immigrants, education, etc. They practice Catholic religion. Their economic conditions however differ as compared to those of the born Americans. When compared to the Native Americans unemployment and poverty is higher among the immigrant population. (Schaefer 2010; Keedle 2010) Another prominent group of Hispanics in America are the Puerto Ricans. These Americans have been a vital part of American History and they have been more diverted towards English language. This group has still not been successful in accepting the American identity completely and is known to be undergoing the phenomenon of Neo Colonialism. Their economic status is not as healthy as the whites because they also fall victim to high unemployment rates. They do not have availability of stable jobs in

How the Trans Alaska Pipeline Affected the Lives of the Alaskan Essay

How the Trans Alaska Pipeline Affected the Lives of the Alaskan Nativesand the company itself - Essay Example The single 48-inch (1.22 m) diameter pipeline was built between March 27, 1975 and May 31, 1977 at a cost of around US$8 billion. Five different contractors employing 21,000 people at the peak of work constructed the pipe in six sections; 31 were killed in accidents during construction (Trans Alaska Pipeline). during the course of the project (qtd. from Cowans). The obstacles faced and overcome in building the trans-Alaska pipeline are simply astounding. The harsh temperatures, rough terrain, lack of Arctic pipeline building knowledge at this time and the environmental concerns of a pipeline had to all be considered in making this project a success. In 1994, the American Society of Civil Engineers named the Alaska pipeline one of the "Seven Wonders of the United States". Their list includes the Panama Canal, Golden Gate Bridge, Hoover Dam, the Kennedy Space Center, the Interstate Highway System, and the World Trade Center (qtd. from Cowans). Along the pipeline, there are eleven pump stations, each with four pumps. Diesel or natural gas generators power each electric pump. Twelve pump stations were planned but Pump Station 11 was never built, though the southward numbering system for the pump stations retains a place for this nonexistent station. Usually only around seven stations are active at one time, and plans to replace the existing pumps with newer high-efficiency pumps may reduce the number of active stations even further (qtd. from Trans Alaska Pipeline). In areas where thaw-sensitive permafrost exists but the line must be buried, such as highway crossings or avalanche-prone areas, the pipe is encased in an insulated, refrigerated ditch. Nearby refrigeration, plants pump cold brine through 6-inch (15 cm) pipes, which absorb heat and keep the soil cooled. Other areas of burial are either conventional covered ditches or unrefrigerated but insulated ditches, depending on the sensitivity of the surrounding soil (qtd. from Trans Alaska Pipeline). The pipeline was completed on June 20, 1977 and the first oil was pumped into the pipeline. On July 8, 1977, a huge explosion destroyed Pump Station Eight. The explosion killed one worker and injured five more. Human error was attributed to the cause of the explosion. On July 19, 1977, a loader damaged a valve just south of Prudhoe Bay. Approximately 2,000 barrels of oil spilled onto the ground before the leak was stopped and repaired. On the next day, the first attempt of sabotage occurred. A section of insulation from the pipeline was torn off and supporting pipe brackets were torn from the line just north of Fairbanks. The pipeline itself was not injured and the oil continued to flow south towards Valdez. Several people were later arrested and convicted for malicious destruction of property (qtd.

Climate Change Essay Example | Topics and Well Written Essays - 1000 words

Climate Change - Essay Example Describe three key findings of the AR4 report that are mentioned in the Introduction Section. Key findings include: 1. An increase in global average air and ocean temperatures, widespread melting of snow and ice and rising global sea levels 11 out of last 12 years from 1995-2006 rank among the 12 hottest years on record Global sea level rise of 1.8mm from 1961-2003 Polar ice caps shrinking – Artic sea ice extent shrank 2.7% per decade Changes in precipitation – decline in Mediterranean, Sahel, southern Africa and increase in eastern part of North and South America, North Europe 2. Natural systems are being affecting by regional climate change, particularly temperature increase Glacial runoff increase glacial lake sizes Hydrological effects – increase runoff, earlier spring peak discharge, warming of lakes/rivers, which effects thermal structure and water quality 3. Effects of regional climate change in natural and human environment are emerging, although many are difficult to discern due to adoption and non climatic drivers Agricultural changes – planting crops earlier on in the year Increase in climatic health hazards, e.g. European 2003 heat wave killed 15,000 people in France What is the difference between natural and anthropogenic drivers of climate change? Provide an example of each. Natural changes refer to climatic alterations in the Earth’s atmosphere that aren’t affected by humans. Astronomical Effects Terrestrial Effects Orbital variability of the Earth Global geometry of continent/ocean distribution Solar storms and flares Ocean tide cycles Sunspot cycles Periodic ocean circulation changes, e.g. El Nino These processes control the amount of suns radiation reaching specific latitudinal zones on Earth Volcanic eruptions Anthropogenic drivers have also been highlighted as contributing to climate change and accelerating the warming of the Earth’s atmosphere. Examples include increased CO? (280ppm from pre industrial levels to 379pmm by 2005), burning of fossil fuels, deforestation, CFC’s and aerosols and from agriculture, e.g. cows releasing significant amounts of methane. What is a greenhouse gas (GHG), and how have their levels changed in the atmosphere changed since 1970? A GHG is a gas in the Earth’s atmosphere that contributes to the greenhouse effect through absorbing and emitting radiation causing climate change. They include CO?, methane, nitrous oxide and halocarbons. Changes in the atmospheric concentrations of greenhouse gases and aerosols, land cover and solar radiation alter the energy balances of climatic systems. There has been a 70% increase in global GHG emissions due to human activities between 1970-2004. CO? annual emissions have increased by 80% from 21 to 38 gigatonnes. CO? also represents 77% of total anthropogenic GHG emissions. Describe the SRES scenarios. What are they, and why do we have more than one of them? SRES refers to the scenarios descr ibed in the IPCC Special Report on Emission Scenarios. The SRES project an increase of baseline global GHG emissions by a range of 9.7 to 36.7 GtCO? – eq (25% to 90%) between 2000-2030. The SRES scenarios are grouped into 4 scenario families (A1, A2, B1, B2). They explore alternative development pathways, covering a wide range of demographic,

International Management Research Paper Example | Topics and Well Written Essays - 1000 words

International Management - Research Paper Example Introduction Rwanda is a country I Central Africa with a total area of 24669 square kilometres. It has a temperate climate with two rain seasons and has natural resources such as gold and tin. The country is landlocked and experiences occasional droughts and volcanic eruptions in some areas. A king ruled it prior to colonization by Belgium (Central Intelligence Agency 2013). Rwanda experienced genocide because of long-term ethnic conflict. About a million people died in the genocide and more than two million fled the country. A rebel group that overthrew the then government restored order and the country is currently stable (Central Intelligence Agency 2013). Political stability is one of the post genocide developments as the rebel group established a government and order in the country. Other aspects such as security, justice, reconciliation, and economy have improved and the economy recorded a growth rate of seven percent in recent statistics (King, 2013). Rwanda’s populatio n majorly consist of two ethnic groups, Hutus and Tutsi. Hutus overthrew the king that ruled the country in the year 1959 and this led to civil war in which Tutsis were murdered and many of them forced to flee to exile. Descendants of the exiled formed a rebel group that returned to Rwanda in the year 1990 and together with political and economic interests culminated to the country’s genocide in the year 1994. About a million people died, including three quarters of the minority Tutsi, before the Rwandan Patriotic Front defeated government forces. The victory by the Tutsi rebels caused mass exile of more than two million Hutus for fear of ethnic cleansing. The country stabilized from the civil war and joined commonwealth in the year 2009 and the United Nations’ security council in 2013 (Central Intelligence Agency 2013). Rwanda has a population of slightly more than 12 million people, most of which the Hutu while the remaining 15 percent is Tutsi and one percent is Twa . Catholic is the major religion, commanding more that 50 percent of the population followed by protestant churches and seventh day Adventist church. Kinyarwanda, French, and English are national languages (Central Intelligence Agency 2013). The country has gained significant level of political stability (King, 2013). Cultural development in Rwanda has been independent of other countries. Social and religious groups have facilitated the development (Onwumechili and Ndolo, 2012). Economic environment Transitions after the genocide that led to deregulation of the economy defines a free market system (Malunda and Musana, 2012). The country’s economic environment is considerably underdeveloped. Its major industries and poverty rates supports this. The country’s major industries that include agriculture, beverages in small scale, textile, and cigarettes identify low-level economic development and high level of poverty, with more that 60 percent of the country’s popul ation living on expenditure of below $ 1 per day identify underdevelopment (Central Intelligence Agency 2013, Diao, Thurlow, Benin and Fan, 2012). Corruption level in the country is relative, compared to other nations in the globe. This is because latest Transparency international rating ranked it at number 89 out of the

Business Ethics and Strategy Essay Example | Topics and Well Written Essays - 250 words

Business Ethics and Strategy - Essay Example In response, god will ensure that he does not disappoint. For example, in the case of Elijah at Mount Carmel, God provided fire for Elijah leading to increased faith and trust on him. The bible indicates that Christians must be trustworthy. Thus, they can be depended upon by both friends and colleagues. The aspect of love of others and justice is presented in the shortened version of God commandment. In His Speech, Jesus talks of loving others as oneself, which means that you do to others as you would like others to do to you (John 13:34,New International Version). The principle of equality of treatment is outlined in the presentation by Jesus. In fact, Jesus captures the issues of justice and fairness in the using the same statement. Likewise, in business, it is vital for employer and employee to practice fairness in all undertaking leading to success and improved performance of the business. It also improves the level of customer care service and employee relations leading to increased performance of the organization. Therefore, the bible supports the two ethical

International Management Research Paper Example | Topics and Well Written Essays - 1000 words

International Management - Research Paper Example Introduction Rwanda is a country I Central Africa with a total area of 24669 square kilometres. It has a temperate climate with two rain seasons and has natural resources such as gold and tin. The country is landlocked and experiences occasional droughts and volcanic eruptions in some areas. A king ruled it prior to colonization by Belgium (Central Intelligence Agency 2013). Rwanda experienced genocide because of long-term ethnic conflict. About a million people died in the genocide and more than two million fled the country. A rebel group that overthrew the then government restored order and the country is currently stable (Central Intelligence Agency 2013). Political stability is one of the post genocide developments as the rebel group established a government and order in the country. Other aspects such as security, justice, reconciliation, and economy have improved and the economy recorded a growth rate of seven percent in recent statistics (King, 2013). Rwanda’s populatio n majorly consist of two ethnic groups, Hutus and Tutsi. Hutus overthrew the king that ruled the country in the year 1959 and this led to civil war in which Tutsis were murdered and many of them forced to flee to exile. Descendants of the exiled formed a rebel group that returned to Rwanda in the year 1990 and together with political and economic interests culminated to the country’s genocide in the year 1994. About a million people died, including three quarters of the minority Tutsi, before the Rwandan Patriotic Front defeated government forces. The victory by the Tutsi rebels caused mass exile of more than two million Hutus for fear of ethnic cleansing. The country stabilized from the civil war and joined commonwealth in the year 2009 and the United Nations’ security council in 2013 (Central Intelligence Agency 2013). Rwanda has a population of slightly more than 12 million people, most of which the Hutu while the remaining 15 percent is Tutsi and one percent is Twa . Catholic is the major religion, commanding more that 50 percent of the population followed by protestant churches and seventh day Adventist church. Kinyarwanda, French, and English are national languages (Central Intelligence Agency 2013). The country has gained significant level of political stability (King, 2013). Cultural development in Rwanda has been independent of other countries. Social and religious groups have facilitated the development (Onwumechili and Ndolo, 2012). Economic environment Transitions after the genocide that led to deregulation of the economy defines a free market system (Malunda and Musana, 2012). The country’s economic environment is considerably underdeveloped. Its major industries and poverty rates supports this. The country’s major industries that include agriculture, beverages in small scale, textile, and cigarettes identify low-level economic development and high level of poverty, with more that 60 percent of the country’s popul ation living on expenditure of below $ 1 per day identify underdevelopment (Central Intelligence Agency 2013, Diao, Thurlow, Benin and Fan, 2012). Corruption level in the country is relative, compared to other nations in the globe. This is because latest Transparency international rating ranked it at number 89 out of the

Israeli-Palestinian problems Essay Example for Free

Israeli-Palestinian problems Essay The Israeli-Palestinian problems arise out of an ongoing conflict between Israel and Palestine and contributes to the Arab-Israeli conflicts. (David, 1996, 363) Historians generally take the position that resolving the ongoing problems between the two nations is the key to eradicating at least in part, the threat of Islamic terrorism around the world. (Schoenbaum, 2006, 281) There have been many attempts by the United Nations and world powers, particularly the US to resolve the tensions between Israel and Palestine, but to no avail. (Slater, 2001, 171) The most that can be gleaned from these peace-making efforts is the identification of the barriers to building peace between Israel and Palestine. This research paper will critically evaluate the problems between Israel and Palestine, the barriers to peace building and the possible solutions for removing these barriers and building peace between the two nations. This paper will also examine the consequences for world peace should the conflicts and tensions between Palestine and Israel continue to brew. Overview Historically, the Israeli-Palestinian conflict is characterized by six distinct periods of tensions. The first period and the origins of the conflict can be traced back to the late 19th century with the rise of Zionism and Arab Nationalism. (Gelvin, 2005, 93) The Zionist movement was a Jewish national movement formed in 1897, primarily in response to sentiments of anti-Semitism throughout much of Europe and Russia. The Arab nationalism movement was in turn a reaction to Zionism. (Gelvin, 2005, 93) Zionism advocated for the formation of a Jewish nation-state in Palestine. (Rolef and Sela, 2002, 928-932) Furthering the cause of the Zionist movement, the World Zionist Organization together with the Jewish National Fund purchased land in the Palestine area under both the British and the Ottoman rule and advocated for immigration to the area. (Tessler, 1994, 53) During the rise of the Zionist movement during the late 19th century much of Palestine had been occupied by Arab Muslims and Bedouin with a relatively small number of Christians, Druze, Circassians and Jews. (Medding and Harman, 2008, 3-7) Palestinian Arab rulers began to regard these Zionist aspirations as a threat. (Fortna, 2004, 97) The Arab unrest with the Jewish immigration to Palestine was more about their national identity since they originated from Europe and Russia. The prevailing feeling among the Arabs in Palestine was that the migration of Europeans and Russians to the area disturbed Palestine’s national identity. (Kramer and Harman, 2008, 121) A number of Arab protests arose as a result of Zionist purchases of property in Palestine. The result of these land purchases and immigration policies was a significant increase in the Jewish population in the area. By 1917, the British defeated the Ottoman Turkish military and subsequently occupied Palestine where they remained until the First World War ended. (Kramer and Harman, 2008, 121) The second period of conflict followed the end of the First World War with the British occupation of Palestine. The League of Nations transferred the Palestine problem to the British, indorsing the Balfour Declaration and calling upon the British to create the Jewish Agency, designed to organize and manage Jewish matters in Palestine. (Yapp, 1987, 290) The Balfour Declaration was formulated by the British government in 1917 and stated as follows: â€Å"His Majestys government view with favour the establishment in Palestine of a national home for the Jewish people, and will use their best endeavors to facilitate the achievement of this object, it being clearly understood that nothing shall be done which may prejudice the civil and religious rights of existing non-Jewish communities in Palestine, or the rights and political status enjoyed by Jews in any other country. (Yapp, 1987, 290) The Palestinian Arab population grew increasingly hostile toward British pro-Zionist policies. Making matters worse, Jewish immigration continued to grow, with significant numbers of Jew migrating to Palestine as a result of increasing anti-Semitism in Europe. In the Ukraine, 10,000 Jews had been killed. (Berry and Philo, 2006, 4) The Nazi’s rise to power in Germany only served to increase Jewish immigration to Palestine. A number of riots erupted in Palestine, spearheaded by the Arab population in protest against the growing Jewish population. (Nicosia, 2008, 130) The British attempt at resolving these conflicts was the Haycraft Commission of Inquiry, 1921, the Shaw Report 1930 and the Peel Commission of 1936-1937 which was followed by the White Paper of 1939. (United Nations, 1947) These reports reflect the character of the efforts for resolution of the Israeli-Palestinian conflict. The Peel Commission recommended a partition of the area and the White Paper suggested a single state resolution with quotas for the both Jewish and Arab immigrants to Palestine. (United Nations, 1947) The cut off period for these immigration restrictions extended over the Second World War at a time when the Holocaust displaced a number of Jews in Europe. This resulted in a number of illegal immigration by Jews to the region and this only served to increase tensions. (Nicosia, 2008, 130) After the Second World War, the Jewish Resistance Movement was established and in protest against British policies in Palestine, engaged in a number of attacks against the British military. One such attack saw the bombing of the King David Hotel in Jerusalem, the headquarters for the British troops. (Tessler, 1994, 256) Be that as it may, news of the Holocaust brought with it international sympathy for the Zionist movement. (Tesler, 1994, 210) Coinciding with these developments, the United Nations encouraged the division of Palestine into three sections under a Mandatory Palestine policy. (Tessler, 1994, 185) These divisions included an Arab State, a Jewish State and an International Zone which would include Jerusalem and the area around it. In the meantime, Bethlehem and Jerusalem would be controlled by the United Nations. Tessler, 1994, 185-268) The Unitied Nations’ solution was unpalatable to both the Jews and Aabs in Palestine. (Laquer and Rubin, 2001, 69-80) Despite these early signs of the futility of a divided state in Palestine, the UN indorsed the plan on Novermber 29, 1947. The date for partition was earmarked at May 15, 1948, the date by which the British were scheduled to withdraw its troops from the region. (Laquer and Rubin, 2001, 69-80) With a strategic plan for division in place, violence between the Jews and the Arabs, typically instigated by the Arabs, picked up momentum with open warfare over routes in Palestine taking centre stage. (Greenville, 2005, Chapter 39) Zionist leader, David Ben-Gurion, declared the implementation of the State of Israel on May 14, 1948, following a decisive victory in fighting against the Arabs and became Israel’s first Prime Minister. (Hazony, 2001, 267) The declaration of the State of Israel received wide approval with both the US and the USSR supporting the new State at the United Nations. Hazony (2001) doubts however, if this declaration would have garnered such wide spread support if emotions hadn’t been â€Å"stirred by the Holocaut. †(xx) In the years that followed, the turmoil and threat to world peace that followed, compromises whatever satisfaction the Zionists and their supporters derived from the creation of the Jewish state. (Hazony, 2001, xx) The consequences for world peace began almost immediately following the declaration of the State of Israel, setting forth the third period of Israeli-Palestinian problems. An Arab-Israeli War erupted on May 15-16, 1948 when armies from Jordan, Syria, Egypt and Iraq and later Lebanon, invaded Israel. (Nazzal, 1978, 18) The new State of Israel emerged victorious and subsequently annexed territory that would encroach upon the partitioning borders of the Jewish State and reaching over into the Arab borders in Palestine. Jordan occupied the West Bank ad East Jerusalem, Israel occupied West Jerusalem and Egypt, the Gaza Strip. (Sela, 2002, 491-498) In 1950 however, would take possession of the West Bank. (Sela, 2002, 491-498) The Israeli-Arab War of 1948 would only serve to complicate matters for world peace and particularly Jews. Approximately 856,000 Jews either fled voluntarily or were forced to flea from Arab nations, many leaving their property and personal possessions behind. (Shulewits, 2001, 139-155) Likewise, Palestinian Arabs suffered a vastly similar fate in area then forming the new Israeli state, becoming known as Palestinian refugees. These refugees were simultaneously denied re-entry into Israel and entry or citizenship in the adjourning Arab States, save and except for the Transjordan West Bank, the Egyptian occupied Gaza Strip, the East Bank of Jordan Riverm Syria and Lebanon. (Brynen and El-Rifai, 2007, 1) In 1949, Israel proposed repatriating 100,000 refugees and to re-open previously frozen bank accounts. (Sela, 2002, 58-121) Arab leaders, however, fortified in their position against the recognition of an Israeli state primarily refused to accept the Israeli olive branch. (Sela, 2002, 58-121) The result is, the Palestinian refugees continued to remain a source of conflict and tension between Israel and Palestine as many of these refuges remain in refugee camps. (Brynen and El-Rifai, 2007, 132) Conflicts between Arabs and Jews accelerated along the border of Israel and Jordan, starting with minor Israeli raids and Palestinian responses which only escalated in time and intensity. After the Israel attack on an Egyptian military base in the Gaza strip in February 1955, the Egyptian officials began to engage in sponsoring, arming and training Palestinian Fedayeen from along the Gaza Strip who would conduct raids on Israel. (Shlaim, 2000, 128) According to Avi Shlaim (2000) it was not until the Israeli raid on the Gaza strip that Egypt took such a militant approach to Israel. (129) Previously: â€Å" the Egyptian military authorities had a consistent and firm policy of curbing infiltration by Palestinians from the Gaza Strip into Israel. † (Shlaim, 2000, 129) Be that as it may, several years later, in 1964, the Palestinian Fedayeen resulted in the formaiton of the Palestine Liberation Organization (PLO). The PLO had as its goal the liberation of Palestine via the auspices of armed combat whose duty it was to â€Å"puge the Zionest presence from Palestine. † (Rubinstein, 1982, 209) In 1967 Egypt conducted a number of scare tactics by mobolising troops in the Sinai Peninsula which was followed by several other vastly similar moves by Arab nations neighbouring Israel. As a pre-emptive strike, Israel attacked Egypt and the Six-Day War followed. At the end of this latest foray, Egypt annexed the Gaza Strip and the West Bank which also included East Jerusalem. This would only increase hostilities between Israel and the Arabs. (Oded, 2002, 127) The fourth period of Israeli-Palestinian tensions commenced following the Six-Day War. In February 1969 Yasser Arafat was selected to chair the PLO and almost immediately, the PLO set about commiting armed attacks on Israel in an attempt to seize control of the West Bank. However, Israel got the better of these armed conflicts and PLO forces were exiled to Jordan where the Palestinian population was overwhelming and attacks on Israel continued by virtue of terrorist attacks. The inevitable followed with Israeli responding with counter attacks. (Shlaim, 2000, xxiii) The tensions increased and by 1970, the PLO seized control of southern Lebanon and conducted rocket attacks against the Galilee towns and other terror attacks on the north border of Lebanon and Israel. Palestinian terrorist groups spearheaded by the PLO together with the Popular Front for the Liberation of Palestine commenced an intense campaign against the Israelis abroad, particularly in Europe. (Streissguth, 1993, 43-58) In an effort to fortify the campaign, Palestinian guerrillas waged several attacks on Israeli civilians at schools, on busses and in apartment complexes. Attacks overseas targeted embassies, airports and the hijacking of aircraft. At the 1972 Munich Summer Olympics, Israeli athletes were taken hostage by the Black September â€Å"faction of the PLO†. (Judaken, 2006, 201) The Israeli authorities responded by virtue of a raid on the PLO headquarters in Lebanon. Other infamous terror attacks would follow including the Savoy Hotel attack, the Zion Square refrigerator explosion and the Ma’alot massacre in 1974 which claimed the lives of 22 children. (Streissguth, 1993, 43-58) In 1974, the Yom Kippur War commenced under the instigation of Egypt and Syria which was a surprise attack on Israel. A cease fire ended the war and gave way to the onset of the Camp David Accords, 1978 setting guidelines for peace negotiations in the future. Still the terror attacks continued. (Jureidini and McLaurin 1981, 1-26) Israel launched the Operation Litani which was designed to regain control of Southern Lebanon to the border with the Litani River. (Ron, 2003, 175) The operation was successful and the PLO took up residence in Beirut. Even after Israel’s withdrawal, Palestinian terrorist and guerrillas continued to fire rockets at Galilee, Israel. Finally, in 1981, US president Regan negotiated a cease fire that endured for a year. (Ron, 2003, 175) An assassination attempt on Shlomo Argov, Israeli’s Ambassador to the UK ended the cease fire on June 3, 1982. (Bar-On, 2004, 200) This gave way to the 1982 Lebanon war in which Israel invaded Lebanon on June 6, 1982 claiming the move necessary for the protection of northern Israel. (Bar-On, 2004, 200-201) In order to bring an end to this latest military conflict in the region, US and European diplomats negotiated for the safe transport of key PLO leaders such as Arafat to Tunis, an exile destination. (Bregman, 2002, 145) By June 1985, the Israelis withdrew in large part from Lebanon, leaving behind a minimal faction in South Lebanon in an area designated a security zone. In Tunis, the PLO lead campaigns against Israel with a number of terrorist attacks which resulted in the Israelis bombing the PLO’s camp in Tunis during the conduct of Operation Wooden Leg. (Bregman, 2002, 152) Continuous uprisings in the West Bank and the Gaza Strips continued and by January 1988, directed by the PLO in Tunis these uprisings became more organized, characterized as Intifadas. The first Intifada resulted in the death of 1, 551 Palestinians and 422 Israelis. (Israeli-Palestinina Deaths, 1987-2007) During the Gulf War of 1990-1991, Arafat appeared to support Iraq’s invasion of Kuwait following which the PLO was financially cut off by many Arab states. (Aburish, 1998, 201-228) The US and the USSR seized the opportunity following the Gulf War to start a peace conference between the Palestinian Arabs from countries such as Syria, Lebanon and Syria and Israel. It began with the Madrid Conference in October 1991, commandeered by Russia and the US. (Bush, 1991 2-23) Even so, the end of the Gulf War saw more international efforts with respect to resolving the issues in the Israeli-Palestinian tensions. This would mark the fifth stage of this ongoing sage and commenced from 1993-2000. In January 1993 there appeared to be some progress toward peace when Arafat sent an official letter to Israel’s then prime minister Yitzhak Rabin, claiming to renounce terrorism and to recognize Israel as an independent state. (Exchange of Letters between Rabin and Arafat, Sept. 9, 1993) What followed was the Olso Accords in which the parties tried to set up a two-state solution. The agreement called for a Palestinian Authority, headed by Arafat which would practice and encourage Israeli tolerance. (BBC News, November 2003) However, there is evidence that the Palestinian Authority not only supported but also funded terrorist strikes and organizations. (BBC News, November 2003). The violence in the Palestinian areas continued and in February 1994 the Kach movement killed 29 Palestinian Arabs in the Cave of the Patriarchs massacre. (Scharfstein and Gelabert, 1997, 306) The Palestinian Hamas retaliated by conducting suicide bomb attacks against Israeli civilians throughout Israel. Scharfstein and Gelabert, 1997, 306) In September 1995 Arafat and Rabin signed an Israeli-Palestinian Interim Agreement with respect to the West Bank and the Gaza Strip. The agreement called for Palestinian Arabs to return to occupied areas of Palestine and for Palestinian recognition and acceptance of Israel’s right to a peaceful existence. The agreement however was not accepted by Hamas and other PLO affiliates who were continuing to commit terror attacks in Israel. (Rheinhart, 2005) These bursts of violence would characterize the sixth stage of peace negotiations during the Camp David Accords 2000 with the result that nothing has been resolved between the Palestines and the Israelis today. (Rheinhart, 2005) The difficulties with resolving the issues that give rise to the problems between the Jews and the Arabs arise out of the fact that they are being mediated from a purely subjective and entirely selfish perspective. Having examined the nature of the conflict and the failed attempts at peace, the remainder of the paper will evaluate why these problems persist despite attempts to eradicate them. The Peace Process As previously, noted, the approach taken to the support of the establishment of the Jewish State is primarily dictated by emotions in the aftermath of the Holocaust. However, there were other matters that influenced the approach. The United States on the other hand, had and very likely still has its own agenda. Willaim Viorst maintains that the US’ role with respect to the peace building process in the Middle East was influenced by a two-tier agenda built around the following ideology: â€Å"†¦pressing for concessions from all sides to establish some permanent negotiated settlement, and ensuring Israel came out of the agreement strong enough to act as the U. S. proxy in the area against Soviet threats. †(Viorst, 1987) In addition, the US’s attitude toward a number of Middle Eastern countries, such as Syria, who is very much involved in the Israeli-Palestinian conflicts, is characterised by mistrust. Sepearte and apart from disapproving of nations such as Syria’s autocratic governence, the US has always taken a stand against that nation’s link to terrorists and its anti-Israel position. (Zunes, 1993, 62) This stance against terrorism is particularly strong following the September 11 attacks on the US. In the final analysis, the only thing that was accomplished in the days following the Six-Day War and the present was a string of dishonored concessions on the parts of both Palestinian and Israeli officials. One example is found in the ongoing struggles with Syria. (Zunes, 1993, 62) Syria agreed to demilitarize the Golan Heights area, permit international supervision together with other security comittments in return for Israel’s withdrawal neither side have been able to live up to their side of the bargain. (Zunes, 1993, 62) Viorst raises yet another point. The Ma’a lot Massacre which only threatened the peace building process and provided Isreal with grounds for making renewed demands of neighbouring Arab nations to close its borders to terrorist. (Viorst, 1987) Syria’s Hafez Assad, exemplifies the degree of Arabic pride that was virtually ignored in these peace-builing processses. This pride commands loyalty to Arabic culture to such an extent that it compromises the ability to objectively agree to such a demand for fear of the perception that the leader is regarded as having been weakened to the will of the Israelis. (Viorst, 1987) A stalemate was therefore inevitable. US Secretary of State, Henry Kissinger responded by sending a letter to the Israeli government indorsing whatever means of redress it desired in reponse to the terrorist attacks on its terrirory. Viorst points out that Kissenger effectively pledged that: â€Å"†¦no future president would withhold American economic or military assistance as punishment for antiterrorist reprisals. It committed Washington to support such attacks before the world, most notably at the United Nations. In effect, it imposed a serious new limitation on Americas ability to compel restraint within the cycle of violence that so often ran amok in the Arab-Israeli struggle. † (Viorst, 1987) When this letter is read together with reference to the fact that the Americans provided military aid to Israel during the Yom Kippor War, it is hardly surprisig that peace building between Israel and Palestine failed time and time again. Particularly compromising was the fact that the US in its role as mediator, President Nixon was caught up in the midst of the Watergate scandal by1974. (Viorst, 1987) It would appear, that Nixon’s focus on the Palestine-Israel conflict was quite possibly more of an attempt to distract attention away from the Watergate scandal and was determined to convince the public that he was an â€Å"indispensable to peacekeeping† in this hostile region. (Viorst, 1987) Nixon’s first tour of the Middle East did not turn out as well as planned. Newly elected Israeli Prme Minister Yitzhak Rabin made it clear that he wanted Israel to remain the US stronghold in the Middle East but at the same time he was not interested in the current peace-keeping negotiations. (Viorst, 1987) Russia’s role in the peacebuilding process in the earlier years also gave off the impression that, like the US, the Soviets were intent on maintaining a stronghold in the Middle East, by providing support for the Palestines. To this end, the Palestinian-Israeli conflict came to be a provy war, between the world’s super powers, in their respective struggles for world dominance and power. Stephen Zunes provides a rational basis for placing the blame for the continuous failure of the peace building process between Palestine and Isreal on the US. To start with, it probably goes without saying that Israel’s neighbours, particularly Palestinian Arabs, have both political and economic motives for wanting peace with Isreal. The disintegration of the Soviet Union gave way to â€Å"dramatic political and economic shits† in the Middle East as a whole. (Zunes, 2000, 1-4) Moreover, US dominance in the region in the aftermath of the Gulf War, together with â€Å"the establishment of the Palestinian Authority† the circumstances are such that those caught in the middle of the Palestinian-Syrian conflict on the Arab side, â€Å" can no longer reap politial capital from provoking conflict with Israel. † (Zunes, 2000, 1-4) On the other side of the spectrum , Israel is not motivated nor is it inclined â€Å"to take the necessary steps† to facilitate a viable settlement and similarly, the United States â€Å"appears unwilling to push its ally to compromise. † (Zunes, 2000, 1-4) Despite the ongoing peace talks final Israel-Palestinina peace accord may not be possible any time soon. (Zunes, 2000, 1-4) It becomes increasingly clearer with time that while the United Sates is holding itself out as an impartial mediator, when one looks beneath the surface the United States is slanted in its support of Israel and its approach to the Israeli-Palestinian problems. Zunes explains how this is so by directing attention to the US approach to the annexed land following the UN Security Council Resolutions 242 and 338 in respect of wars between Arab States and Israel. Resolution 242 called for peace in the Middle East by requiring Israel to withdraw from the territories it annexed following the 1967 War and for the Termination of all claims or states of belligerency. (UN Security Council Resolutions 242) Resolution 338 followed the Yom Kippur War and basically called for a cease fire. (UN Security Council Resolutions 338) When Syria rejected the resolution the United States claimed that Syria was â€Å"hard-lined† for its rejection of these Resolutions. When Syria â€Å"dramatically moderated its policies† and accepted the resolutions the United States complained that Syria was â€Å"hard-lined for their insistence on the resolutions’ strict implementation. † (Zunes, 2000, 1-14) The obvious consequence is â€Å"an impasse that can be broken only by a shift in U. S. policy. † (Zunes, 2000, 1-14) The Madrid Conference was co-sponsored by the United States and the Soviet Union. The conference involved peace talks themed after UN Resolution 242, â€Å"land for peace talks† between Israel and the Arab States caught up in the Palestinian-Israeli conflict. (Rabinovich 1999, 39-43) These peace talks represented a tie in to additional peace talks at various other forums up to the year 2000. Yet no accord was struck. Conclusion Clearly, the sollution to the Israeli-Palestinian problems involves a quid pro quo approach. The Middle Eastern countries directly bordering Palestine want their land returned to them and Israel wants security against terrorist attacks. In order to resolve these issues in a manner that is fair to both sides, the US, as primary mediator should propose that Israel withdraw from the regions in exchange for clearly defined security gaurantees from its neighbouring Arab nations. The US can achieve this goal by threatening to withdraw its current economic and military support to Israel. The underlying impediment to the long history of negotiations between Israel and Palestinian neighbours has been the imbalance of pressure. While the surrounding Arab nations, particularly Syria, have been pressured by a lack of military and economic aid to make concessions Israel has had no incentives or pressure to at least meet its hostile neighbours halfway. The United States role appears to be disingenuous since it has repeatedly failed to put pressure on Israel to be fair and objective. 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(October 2, 1947) â€Å"Ad Hoc Committee on the Palestinian Question: Communication From the United Kingdom Delegation to the United Nations. † A/AC. 14/8. UN Security Council Resolutions 242 UN Security Council Resolution 338 Viorst, William. (June 1987) â€Å"The Kissinger covenant and other reasons Israel is in trouble Henry Kissinger, excerpt from Sands of Sorrow: Israels Journey From Independence. † Washington Monthly, Available online at† http://www. findarticles. com/p/articles/mi_m1316/is_v19/ai_5010446/pg_5 Retrieved 3 May, 2009 Yapp, M. (1987) The Making of the Modern Near East 1792-1923. Longman. Zunes, Stephen. (1993) â€Å"Israeli-Syrian Peace: The Long Road Ahead. † Middle East Policy, Vol. 2, p. 62 Zunes, Stephen. ( February 2000)†The US and the Israeli-Syrian Peace Process. † Foreign Policy in Focus, Vol. 5 No. 3 pp 1-4