1967 war is it a defeat or a victory to the Arabs Essay

1967 war is it a defeat or a victory to the Arabs - Essay Example After the second war between the Arab and Israel in 1956, the Egyptian forces agreed to maintain peace with the positioning of the UN peacemakers in the borders of Egypt and Israel. This positioning of the peacemakers were due to the efforts of the US and Soviet Union in the war of 1956 between Egypt and Israel, UK and France. In the next decades, there were several minor conflicts between Israel and the Arabs, particularly with the Syrians (Hammel, 2001). In 1966, Soviet Union reminded Syria for not violating the agreement of peace between the Arab states and the Israel. Soon after that amidst environment of tension, the Palestine Liberation Organization launched a mine attack in Syria that killed three Syrian soldiers. This created a series of retaliatory activities between Israel and the Arabs, mainly Palestine, Syria, Jordan, Egypt. The King of Jordan noticed that Egypt did not come forward to the aid of Jordan against Israel which forced him to sign a defence treaty with Egyptia n president in order to stop the military invasions of Israel. The cause of the war of 1967 was also due to dispute of sharing of water from the Jordan River. Israel diversified the flow of water from the Jordan River into its west banks for agriculture and irrigation (Sadeh, 1997). Syria tapped the flow of stream and diverted it into the regions of Syria, Jordan and Egypt due to which Israel faced shortage of water. The tensions over the conflict with water sharing also led to the war of 1967. Role of Arab states in the war of 1967 Prior to the war of 1967, the Israeli borders faced ample terrorist attacks from the Arabs. These terrorist attacks were Palestinian attacks on Israel. Israel figured out that Syria has been sponsoring these terrorist attacks on their land. The Israeli forces warned Syria to stop sponsoring the terrorist attacks for honouring their peace treaty. When the terrorist attacks of the Arabs on the Israeli borders continued, Israel carried out planned military operations on the villages of the West Bank of Jordan and Syria. Israel also started to deploy armies in a pre-planned manner in the demilitarized zones in the borders of Israel and the Arab states (Louis and  Shlaim, 2012). When the Arabs states found that Israel has been aggressive and has been launching military attacks to destroy their nations and villages, they started to unite and sign defence pacts. The Egyptian president started to gather his troops in the Straits of Tiran in order to block the access of Israel to this waterway. The Syrian army started to collect troops in the Golan height. The Egyptian president ordered his army to block the Israelis in the Gaza strip and the Sinai Peninsula (Dunstan, 2012). The Jordanian troops also joined hands with Egypt and Syria in the war against Israel. The Straits of Tiran was regarded as the international waterway by Israel and other international communities. According to the previous treaty signed between the Israel and the Ara b states, blocking the Straits of Tiran would mean declaration of war. In order to overhaul the resistance and opposition of the Arab states in the Straits of Tiran, the Israeli government decided to go for war and break the barriers created by the Arab army forces. This led to the six-day war of 1967 that saw Israel launching a series of carefully planned air strikes on a continuous basis over the Arab military forces that resulted into severe damage and killing of the Arab troops and soldiers (Quandt, 2001). Thus the Arab states played the role of creating irrevocable conditions by blocking the access of Israel to the Straits of Tiran, raising military deployments in the Gaza strips and Golan height that stimulated the outbreak of underlying tensions to the

Applied management project Dissertation Example | Topics and Well Written Essays - 14250 words

Applied management project - Dissertation Example Companies can try to capture market share from foreign shores in order to be able to expand without the fear of being discriminated against foreign or local counterparts (Hoekman 2001). Still, there remains considerable criticisms because of the lapses of the organisation have negatively impacted some developing nations. However, the magnitude of the global marketplace makes it very difficult to manage. With the opportunities presented by the WTO, the companies can then turn their sights on these markets and the possible entrenched competition that they may face. Hence, there is the urgency to be able to penetrate swiftly as well as to guide the product in this very critical stage (Robertson 1993). Also, companies would do well to be able to be able to innovate in such a way that they can capture and hold market share. To do so, it is shown in the paper that it is important to always consider the market when innovating their products (Karr and Gabrielson 2007). Background, Aims and O bjectives The global economy has greatly benefited from the increased trading activities that have been fuelled by trade liberalization. Hence, there are many companies that have tried to take on the challenges and be able to get into the different countries and capture the demand of their respective domestic markets. This strengthening of the global trading system has further expanded the global marketplace where companies can have access to different areas where they can sell their wares as well as be able to enhance their production capabilities. It is important to note that this has been supported greatly by the anti-discrimination principles of the Most Favored Nation (MFN) rule as well as the National Treatment rule which has enabled the different companies from different countries to be able to have fair treatment (Hoekman 2001). Still, there are criticisms of the global trade organisation. In fact, Rose (2003) even alleges that the WTO does not really contribute to the growi ng trade between nations. Furthermore, there have also been allegations that the organisation is merely a pawn used by rich and powerful countries and companies to advance their self-serving interests and be able to take advantage of the resources from other countries. Also, there have also been conflicts that have come between policies from different nations with those of the WTO. Among these have been the labour policies and the now increasingly pressing environmental policies. Through the past decade, there has been increasing awareness of the effects of global warming. Hence, different countries have been growing more concerned about the need to protect the environment and mitigate the impact of pollution in the environment. Therefore, there have been increasing regulations that different companies must abide in order to reduce their carbon footprints. However, there is the risk that these policies may be interpreted as protectionist in nature rather than as a protection for nat ure. On the other hand, there have also been rulings in favour of trade that has earned the ire of environmentalist groups that have alleged that the organisation was favouring capitalism over the need to protect the environment. It is important to remember though that trade must be able to promote sustainability while countries must likewise ensure that they abide by the various agreements from the trade rounds that has

Does Poverty Exist in the Uk?

Does Poverty Exist in the Uk? Does Poverty exist in contemporary Britain? The answer to this question depends to a large extent on how poverty is defined and measured. It is, like many sociological issues, an ‘essentially contested concept’ and as such, there has been much debate around what exactly constitutes poverty. However, even accepting that poverty itself denotes different things to different people, it can still be argued that poverty or indeed ‘poverties’ are a real problem in Britain today which need to be addressed by government and society in order to optimise equality in our society. How should we define poverty? It is useful firstly to refer to some widely used definitions. Charles Booth writing in 1889 was one of the first to explore the area of poverty when he published a work showing that one third of Londoners were living in dire poverty. By ‘poverty’ he was referring to a ‘lack of basic requirements to sustain a physically healthy existence [and] sufficient food and shelter to make possible the physically efficient functioning of the body’ (cited in Giddens, 2001, p236). This is referred to as subsistence poverty- literally not having the means to survive. Benjamin Rowntree referred to primary poverty and secondary poverty. By primary poverty he meant those who were unable to afford a basket of necessities for ‘merely physical efficiency’. Secondary poverty referred to those who had more income than those living in primary poverty but who still suffered poverty lifestyles. (cited Flaherty et al 2004, p16) Another widely quoted definition of poverty is Townsend’s. In 1979 he stated, ‘Individuals, families and groups in the population can be said to be in poverty when they lack the resources to obtain the types of diet, participate in the activities and have the living conditions and amenities which are customary, or are at least widely recognised or approved, societies to which they belong. Their resources are so seriously below those commanded by the average individual or family that they are in effect, excluded from ordinary living patterns, customs and activities’ (cited Flaherty et al, 2004, p17). Whilst the World Bank described poverty as ‘the inability to attain a minimal standard of living’, the UN defines poverty as follows: ‘Poverty has various manifestations including lack of income and productive resources to ensure sustainable livelihoods; hunger and malnutrition; ill health; limited or lack of access to education and other basic services; increased morbidity and mortality from illness; homelessness and inadequate housing; unsafe environments and social discrimination and exclusion. It is also characterised by lack of participation in decision making and in civil, social and cultural life. It occurs in all countries: as mass poverty in many developing countries, pockets of poverty amidst wealth in developed countries, loss of livelihoods as a result of economic recession, sudden poverty as a result of disaster or conflict, the poverty y of low-wage workers, and the utter destitution of people who fall outside family support systems, institutions and safety nets’ (Flaherty et al 2004, p13). From this range of definitions can be seen the difference between absolute and relative poverty. Absolute poverty is based on the notion of subsistence which in itself is defined as the minimum amount needed to sustain life. As Alcock points out however, it is a contradiction to say someone is living below subsistence levels because, how can those without enough to live on, live? (1997, p68) The answer of course is that they do not- or at least not for very long. In contrast relative poverty is, in Alcock’s words, ‘a more subjective or social standard’ (1997, p69). This is the poverty which Townsend refers to where poverty and deprivation are judged in the context of the society in which an individual lives. Townsend also looked at poverty in terms of how it affected an individual’s ability to engage in social activities. From this the notion of social exclusion was developed and definitions of poverty broadened to include various types of deprivation. Townsend developed a deprivation index based on items which he saw as necessary to the whole of society and used these along with income levels to measure deprivation. However, there are some difficulties with this approach. For example as Baldock et al point out, where one of the deprivation indicators was not eating cooked meals, some people may prefer to eat salads and sandwiches from choice. (Baldock et al 2003, p119) Therefore it is difficult to differentiate where in some instances people may choose to be without what Townsend considered to be a necessity. Mack and Lansley further developed Townsend’s work by coming up with a ‘consensual approach top poverty.’ They asked respondents what they considered as necessities and from this feedback they measured poverty which they defined crucially as ‘an enforced lack of socially perceived necessities’ (cited in Baldock et al p119). By referring to ‘socially perceived necessities’ they avo ided having to make judgements on what constituted necessities. The difficulties with subsistence approaches to poverty is that it is inevitable that at some point an arbitrary decision will have to be made about what exactly is needed for subsistence. On the other hand, the problem with the relative measure of poverty is that where a society may have a small section of extremely wealthy people, the level of what is considered to be poverty relatively may be artificially high. For our purposes, it is easier to work with Sen’s assertion that ‘if there is starvation and hunger then, no matter what the relative picture looks like there clearly is poverty’ (cited Flaherty et al 2004, p17). However it is measured, it is clear that poverty exists and is even becoming a more acute problem in contemporary Britain. Flaherty et al cite statistics which reveal that between 1979 and 2001/2 the numbers of people living in households with below 60% of the median income after housing costs rose from 7.1 million to 12.5 million, that is, from 13% of the population to 22% of the population (2004, p31). Nearly a third of children in the UK live in poverty and this figure is even higher in Northern Ireland. In March 2003, 7.6 million British people were living on the safety net of benefits of income support or the jobseeker’s allowance. By the mid nineties, Britain’s child poverty rates were third only to the USA and Russia (2004, p69). The measure used to determine poverty by the British government is based on the Household Below Average Income Statistics. The HBAI looks at data along a number of income thresholds. The 60% of median income after housing costs, adjusted for family size, is a measurement tool used as a proxy for income poverty. As Flaherty et al state, ‘it is an explicitly ‘relative’ measure which looks at how people at the bottom of the income distribution have fared in relation to the median’ (2004, p31). As well as being used by the British government, it is also the headline indicator used by the European union to determine those who are at risk of poverty. Although the poverty we refer to here is largely to do with income and having the basic necessities in life- the term poverty is also used to describe people who are missing out on elements of social life which may be considered important by others. For example, cultural poverty or educational poverty. Whilst education is accepted as a basic human right, not having an education does not necessarily mean that a person cannot live a healthy and happy life, whereas not having food and warmth does. These poverties might be more aptly described in terms of social exclusion. Blakemore highlights the differences between social exclusion and poverty. Firstly, social exclusion focuses on relationships to society rather than material resources. Secondly social exclusion normally refers to exclusion from educational opportunities or from the labour market. Thirdly, remedies for social exclusion are different than those for poverty (2003, p85) What kind of people are at risk from poverty? Whilst it would seem natural to assume that unemployed people would be most at risk, this is not the case. Bilton et al (2002) outline which groups o people are more likely to suffer poverty and assert, ‘it is people in low-paid, insecure work who constitute the bulk of those below the income poverty line.’ The second largest group of people likely to suffer poverty are the elderly. ‘because life expectancy has increased, earlier retirement has become more common and state pensions have reduced in real terms, the elderly comprise an ever larger section of the poor. Unequal life chances continue through old age.’ Another group at risk are lone parent families and although less common, large families. In addition those who are sick or disabled are also more vulnerable to poverty(Bilton et al 2002, pp78-79). Millar argued in 1993 that three factors have contributed to the growth of poverty: a significant level of un employment; the increase in low-paid work; the growth of ‘precarious’ or ‘flexible’ employment (cited Bilton, 2002, p79). Such employment patterns tend to optimise profit and boost the economy but the downside is that vulnerable workers especially in unskilled occupations, are lacking in job security and all the benefits that brings. Another question which must be asked is whether it is possible to escape poverty. This depends on social mobility which Giddens defines as ‘the movements of individuals and groups between different socio-economic positions’ (2001, p229). The evidence seems to suggest that whilst those most at risk of poverty may be likely to always be vulnerable to extreme poverty, many people suffer regular periods of short-term poverty. As Jenkins et al state, ‘from a dynamic perspective, one may distinguish three groups: the persistently poor, the recurrently poor, and the temporarily poor’ (cited Flaherty et al 2004, p47) Jenkins et al’s studies over a number of years (1991-1999) found that a pattern emerged of ‘one of relatively short poverty spells for the majority, but relatively long spells for a significant minority.’ For many people life events can be the push factor in or out of poverty. For example exit from family poverty is most likely to co me through finding paid work whilst a change in household composition is more likely to assist a lone parents family’s exit from poverty. (Flaherty et al 2004, p48) In conclusion, the evidence is ample to show that poverty is a very real problem in Britain today whether it is measured in relative or absolute terms or whether it is conceptualised along lines of deprivation or exclusion. What is perhaps most worrying is that as a society, Britain is becoming more unequal than ever before. For example between 1979 and 1995, whilst the incomes of the richest tenth of the population rose by 60%, the incomes of the poorest tenth fell by 8% (Hills 1995, cited Baldock et al 2003, p121). This was still the case in the late 1990s when, according to Gordon et al, ‘the disposable incomes of the poorest and richest groups were still edging apart’ (cited Blakemore, 2003, p78). Those who are most likely to experience a reduction in income levels include ethnic minorities and women. Children are also more likely to suffer the worst effects of poverty. In 1999, Blair promised to end child poverty in a generation. It remains to be seen whether this w ill be achieved although with a mandate for a third term, it can only be hoped that important work already carried out to tackle child poverty will be consolidated. Some policy changes have already begun to make a difference in child poverty but poverty as a whole is still an issue which needs more time and resources devoted to it if poverty is to be eradicated. References Alcock P, (1997)Â  Understanding Poverty 2nd Edition Basingstoke: Palgrave Baldock J, Manning N, Vickerstaff S (2003) Social Policy London: Oxford University Press Bilton T, Bonnett K, Jones P, Lawson T, Skinner D, Stanworth M, Webster A, (2002) Introductory Sociology 4th Ed Basingstoke: Palgrave Macmillan Blakemore K, (2003) Social Policy an introduction Buckinghamshire: Oxford University Press Flaherty J, Veit-Wilson J, Dornan P (2004) Poverty: the facts 5th Edition London: Child Poverty Action Group Giddens A, (2001) Sociology Cambridge: Polity Press

Essay --

Over the years, there have been multiple studies on the stimulation effects on the brain from brain exercises. Some of the more prominent studies are the IMPACT, ACTIVE, and IHAMS studies. First off, the IMPACT study which had 487 participants. It is the largest experiment ever to examine whether or not brain stimulants are able to improve cognitive abilities in adults. Led by distinguished scientists from Mayo Clinic and the University of Southern California, the IMPACT study proves that people can make statistically significant gains in memory and processing speed if they do the right kind of scientifically designed cognitive exercises. Studies prove that people can make statistically large gains in memory and processing speed if they do certain brain exercises. The study was conducted on the original Posit Science Brain Fitness Program, which contains six of the auditory exercises in BrainHQ: Sound Sweeps, which was called â€Å"High or Low†, Fine Tuning, Memory Grid, Syllable Stacks, To-do List Training, and In the Know. Those who participated in the study trained with these exercises for a total of about forty hours. Specifically, the IMPACT study found that the people that used the exercises became more efficient in the exercise tasks. This was an expected result, seeing as how the exercises would make the people think quicker to respond to the tasks. The improvements included better memorization, quicker response, and just overall increased efficiency. â€Å"Gold standard† memory assessments—tests that are widely known to and accepted by doctors—showed that the Posit Science exercises genuinely improve memory overall.(Posit Science, 2013) This was a major achievement because it showed that the exercises don’t just teach shor... ...ctive control group, who followed a computer-based program of active learning. The IMPACT study proves that cognitive decline is not inevitable and irreversible. Adults—regardless of their education level, IQ, or other demographic factors—can improve their cognitive abilities. Just as every adult can benefit from physical exercise, every adult can benefit from the right kind of cognitive fitness as well. Using Posit Science exercises available as part of BrainHQ can effectively strengthen and build memory and processing speed. These improvements help people perform better at work, connect better with others, enjoy their favorite activities more, and keep up with daily tasks efficiently. There have also been studies to show that physical training helps stimulate the brain as well. Sports, working out, simply running can help the brain get into a routine and learn

Dyslexia

I have had many challenges in school because I have dyslexia with my reading and my writing and my teachers that have made it very difficult to handle school work and make the good grades that I have. I found out had dyslexia at the end of my first grad year. When I got home my mom told me I had dyslexia. I was very confused what it was and what it meant for me to get rid of it. My mom told me it was a learning disability I would have to work harder than ever one else to reach my goals and dreams of going to college.I had a harder time with my reading and writing witch maid it wear I had to ask help a lot more than the other kids all them stated to make jokes but I just rose to the challenge. As got older better at the things was not good at but the teachers just tried to keep me lower then what could do. The teachers would treat me different like was not smart as the other kids. They all was gave me less work sent out to the hall because the teacher dint like the way I spelled stuff or write. Let like was stupid like I could never be eke ever one else could never be as smart in school as them. Then my mom notice was starting to do relay bad in school so my mom and dad got me a tutored. She taught me how to dill with my dyslexia and the pain it brought me. With her help did better in school work started to do all the work that was assigned to me and making better grads then ever one else in the class. Started to get my convince up and made me fill smart know that can do en thing that I won't to do just have to work a little harder on it.I can go to college and do the job want to do just like en one else. I know would not be who am without my hard work and the supporters that helped me on the way. Am, most grateful for my parents and my tutored Mrs.. Hansen. My dyslexia thought me how to be a hard worker witch have to be in order to finish college and exceed in life. Will be read for en thing that life throes at me because of my dyslexia.

Conflicts Are Important Worksheet Essay

1. Pseudo conflicts: A pseudo conflict is where two people are arguing on the same thing only because of their own misunderstandings and misperceptions of what the other person is saying they are arguing on the same side without realizing. In truth they are arguing for the same side they just can’t realize it because of their own misconceptions. A pseudo conflict can be easily resolved by people just understanding one another better. 2. Fact conflicts: Fact conflicts are caused by being misinformed, not having enough information to make good decisions and determining what data is relevant. Conflict can also arise when there is disagreement on information collection and communication. 3. Ego conflicts: An ego conflict is where one person goes around picking on and teasing everyone else. They think that they are better than them in every way shape or form, these conflicts can easily be avoided by not thinking your better than everyone else. Everyone is equal whether they like it or not. No one is better than anyone else. It just happens that some people think they are better than other people and so ego conflicts arise. 4. Value conflicts: Value conflicts arise from two different people or groups with different views on something, Such as world views. Or a common one is two groups with different views on good and bad. One group may be stricter than the other on what’s good and what’s bad, it will then clash with the other group who is less strict. 5. Need conflicts: A need conflict arises when someone starts acting so that they can get one need and it is contradictory to how they need to act to get another need and it presents a major conflict. This conflict can be resolved by getting both needs one at a time but humans by nature want all needs at once and this makes a conflict. Part 2: The Five Conflict Management Styles Describe each of the five conflict management styles and explain the strengths and weaknesses of each. Use paragraph form. 1. Avoiders: The avoider style of managing is not actually thought as a management style at all by many but it reality it is. It arises when someone runs from a conflict or ignores it. Someone may use the avoider style out of outright fear or sometimes many other concerns that can come from an unresolved conflict. With the avoider style it doesn’t solve anything and very often makes things worse the people do not understand why the avoider refuses to face the conflict at hand and the avoider cannot understand the problem or the other side’s views. 2. Accommodators: The Accommodator is much the same as the avoiders only slightly different in the way that he just agrees to everything, avoids solving the actual problem to placate the other side. If forced to face the problem an accommodator will back off and just follow in the footsteps dictated by the other side, they will be in total denial of any personal needs in favor of meeting the other sides personal desires. The unfortunate downfall of this solution is that problems continue or grow worse or new problems may arise from it. Imagine a mother who gives her daughter whatever she wants whenever she wants simply to keep conflicts from arising. Yes it stops her daughter from whining and complaining. 3. Forcers: The very opposite of an accommodator would be a forcers also known as the competitor. With the forcer they drive to win the argument/battle at all costs even if it means ending a relationship. The competition style can be healthy when it is focused solely on the issue at hand and not on the people around the issue. Such as when someone starts in on each other it can be friendly banter until someone’s mother is brought into it. Fights between two people often happen during the forcers style but never is it healthy. 4. Compromisers: With the compromiser style it is used to try and meet some of the demands of both sides. Unfortunately with this style everyone wins a little but also they lose a little. Like with two teenagers fighting over the remote to a TV the mother comes in and takes away the remote all together. It resolves the situation but no one is happy with it. It leaves the solution gone but no one happy. People who use compromise are actually making a lazy halfhearted attempt at collaboration. 5. Collaborators: With the collaborating style it gets all parties in the conflict together to come up with a peaceful solution that leaves each party happy. In this type everyone is heard, everyone is happy, and above all relationships are preserved, whether they are relationships between a man and a woman or a relationship between friends or business people. The collaborative style takes a while to plan and execute. While the problem may become worse as time goes on it always leaves everyone happy. Part 3: Collaborative Communication List two methods of collaborative communication and describe how using them can help you avoid conflicts. Two methods of collaboration communication are Boards and Huddles. With Boards it’s good to have something for the all to see besides hand out’s when you have the group all together. That is where white boards or chalk boards come in major handy. That way you can right now main ideas and topics for all to see. This will help stop conflicts because everyone is seeing the same thing so they can’t say that their not or say that some are getting more details then they are. The second method is called huddles. Huddles means when you get your group together to brainstorm or think about something make it small little focused groups. Having it in small focused groups will cut down on misunderstandings and confusion which will then help you prosper and fewer arguments may break out.