Education policy in Hong Kong Essay Example

Education policy in Hong Kong Essay How does the public assistance Regime influence the Education Policy in Hong Kong Introduction Hong Kong is a little city state that began under British colonialism as trading centres. And now, Hong Kong becomes the well-known World s prima international fiscal centres, free trade and transportation centres. There are many arguments over the public assistance government of Hong Kong. Different bookmans have different positions on Hong Kong public assistance governments. Tang ( 1993 ) said that there is no bing public assistance government theoretical account is applicable to Hong Kong. Wong ( 2008 ) argued that Hong Kong adopted a particular public assistance attack that is a complex mix of different public assistance theoretical accounts. However, no affair some bookmans have suggested there is no applicable public assistance government or a assorted public assistance government in Hong Kong, base on the bookThe Three Worlds of Welfare Capitalismthat written by the most identifies individual to recent comparative societal policy Gosta Esping-Andersen, we believe that Hong Kon g is closely parallel to the categorization of broad public assistance government in term of a treble typology of societal democratic, conservative and broad public assistance governments. We will write a custom essay sample on Education policy in Hong Kong specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Education policy in Hong Kong specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Education policy in Hong Kong specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The Characteristics of Liberal Welfare Regimes Liberal Welfare Regime implies a fringy function of province, it merely supply minimal aid and support for the citizens, rigorous demands of using societal public assistance that is authorities set aid at a minimal degree. Merely maintaining a safety cyberspace for those who working category, who need rely on the government’s aid and support. Stigma or labeling is ensuing to the receivers. Besides it emphasis on the function of market and minimizes the degree of de-commodification. ( Esping-Andersen, 1989 ) . In Hong Kong, the authorities adopted a laissez-faire attack and follows the neo-liberalism political orientation, hence means-tested aid that limited to the low-income category people and modest universal transportations are found in the broad public assistance government. The place of Market becomes more of import and is followed the free market-based capitalist economy and apart from the international fiscal centres, the Hong Kong authorities besides wanted to develop their metropolis into an international instruction hub. Since the authorities wants to transform Hong Kong to be an international instruction hub and travel planetary, several instruction policies are introduced and so the whole educational system are changed which lead to different jobs. Commodification andMeterarketizationof Education Due to the neoliberalization under the broad public assistance government, the beginning of instruction has been transformed. There is emerged of commodification and marketization of instruction. Commodification of instruction means that instruction which is something that are non tradable is going a trade good that we can tradable. Therefore, the intrinsic value of instruction has transformed into purpose at doing net income instead than reassign the cognition. For illustration, like school has transformed to a mill, under the mill, pupils have become the raw-materials, and instructors are being the workers while the instruction has become the production procedure. The parents are played as the customers’ function who buys the merchandises cognition or certifications for their kids. Marketization of instruction means that instruction is going a market-like construction and Acts of the Apostless like a market house which accent on efficiency, cost, benefits and effectivity. The spirit and the construct of endeavor to minimise the cost to achieve the maximal profit are applied by schools. Besides, it uses market mechanism to apportion resources in instruction market. The market mechanism agencies by which the forces of demand and supply determine monetary values and measures of goods and services offered for sale in a free market. When it applies to instruction system, school topographic points allotment is allocated by market demand and market supply ( Hudson and Lidstrom, 2002 ) . Hudson and Lidstrom ( 2002 ) besides emphasizes Free pick, competition, denationalization, and answerability in education For competition, it refers to the competitions between schools in the market place. This thought aims at increasing the quality of schools merely like the competition between houses in market can increase quality of commercial goods and services. And they believed that school system will derive from the competition of schools. For free pick, it means the demanders ( pupils ) and provider ( schools ) can exert their pick in the free trade of market. Student can take what service they like and the school would freely take the mark group, freely follow the nature of the service. For answerability, this system describes the assorted mechanisms for measuring academic public presentation by schools and pupils. Under the Accountability systems , academic criterions, step single and systemic advancement towards run intoing those criterions are the two basic elements. For organisational manner, it reflects the thought of school-based direction, merely like a concern house where schools will be responsible for their ain budgets, direction, engaging staff and instructors ( Chan and Mok, 2001 ) . Harmonizing to Simkins ( 2000 ) , Management is supposed to be outcome based through the specification of public presentation standards and the constitution of target-setting and planning processes Accordingly, schools start resembling concerns. Influence on the instruction policy Government ever emphasizes on the autonomy and single attempt. Peoples believe that university is the lone manner for them to travel upward category. However, after the Colonial British Government puting the criterion of degree programme in 1989, that is merely 18 % of all aged 17-20 adolescents can entry into the grade programme ( ) . Until now, the authorities is still staying this proportion. However, the authorities did non increase UGC funded degree seats or implement any instruction policies to assist more students’ entree to the university even though it is evidently deficient topographic points for the increased pupils to acquire into the grade programme. The Hong Kong criterion of degree programme degree is far lower than the universe norm ( 26 % ) . Not merely remain the seats, but besides deficiency of supervising on the universities and private schools and advancing development of private higher instruction establishments, for case, community college and private un iversity. As the unemployment job of the childs was really serious in 2000 ( Ming Pao, 2000 ) , authorities suggested advancing development of private higher instruction establishments and therefore, supply more programme such as associate grade and top-up grade programme, in order to cut down the childs unemployment job. Sub-degreeProgram Sub-degree Programme means peers to or above Level 4 in Qualification model ( ) , such as Associate grade ( AD ) , High sheepskin ( HD ) and other sorts of professional sheepskin. Most of the pupils taking associate grade or high sheepskin programme are wishing that they may acquire a topographic point in the university. In other words, these sub-degree programmes are tools to acquire a UGC-funded grade. Associate grade has 3 characterics of marketization and commodification. The first 1 is organisation manner. Financial and direction are independency to the authorities. The figure of the classs and appliers can put by themselves. The 2nd feature is pick. School can supply different classs with different tuition fee and quota for pupil to take and pupils can freely take their favourite grade classs. The 3rd characteristic is competition. Education institutes use different bundle or publicity schemes to vie for more pupils to analyze at that place to keep the concern, for illustration through advertizement demoing the per centum of alumnuss who can come in universities. Those characteristic of marketization and commodification are aimed at maximize AD net income by over-admission of pupils to fulfill the high demand of acquiring a topographic point in the university. With the big addition in demand of both HKDSE and HKAL pupils, the over-admission of pupils exceeds the student-holding capacity. So that it is deficient installations to fulfill with all the pupils. However, the authorities does non care about the instruction quality of those instruction establishments and does non command or supervise the programme. The province is switching its duty to the market and minimise province intercession. Self-financed planme Self-financed plans include the self-financed grade and exceed up degree programme. Some local universities launch some self-finance grade programme, including self-finance grade and distance-learning programme, to have those who are non accepted by UGC funded degree programme. For those who did non accept by UGC-funded grade programme, they can still go on on with their surveies. Many higher instruction establishments start offering self-financed plans to run into the lifting local demands for the cosmopolitan postgraduate instruction and diversified go oning instruction. For the impact from Self-finance grade programme, it is similar to the Associate grade programme portion the same marketization features ( pick, organisational manner, competition ) . While more and more pupils studied in self- financed programme, the job of credential rising prices is worried as those establishments aims at maximising the net income devising. Therefore, after the over-admission of pupils, there will be a batch of grade holders which makes degree making no longer able to function as standards of separating the quality of alumnuss. Self-finance grade coders besides lack of authorities supervising. The quality may below criterion as a consequence. It becomes even harder for the employers to separate which appliers are good and who are bad as there are excessively many appliers are degree holders. But in the past, employers can engage the appliers by merely sing the grade holder to be smarter than non-degree holder. In add-on, the acknowledgment of the advanced sheepskin is besides a badgering job. LU had launched 25 advanced sheepskin programme which has non yet been approved by the authorities. It can non be found in IPASS. It is questioned in whet her those self-financed programme equal to the UGC-funded grade? Deduction The deficiency of supervising and monitoring besides lead to the high monetary value in both self-financed Programme and sub-degree Programme because of high demands in the market. The instruction establishments may reset the monetary value in different old ages. If there are high demands for a peculiar class, so they may increase their monetary values. It means the monetary value is changed harmonizing to the market. Therefore, the parents may confront the hazard of all establishments increasing their monetary value. To those low and in-between category pupils, they may non afford such a immense monetary value, nevertheless, there are still many people are willing to borrow money and analyze the programme. It is because under the broad public assistance government, authorities will non supply much public assistance to the citizens, hence, they merely can reliance on themselves. They besides thought that university is the lone manner out to acquire rid of poorness. Although the authorities has offered subsidies for analyzing private high educational establishments pupils, it is utilizing agencies trial to mensurate eligible applier, the demands of using the instruction allowance is rigorous and the application procedure is complex and long waiting. Therefore, merely really few proportions of pupils may profit from the public assistance. Besides, pupils may besides hold stigma or labeling when the pupils successfully use the subsidy. Furthermore, even pupils apply the low-interest loan, the classs do non vouch that you can acquire into the university or that classs may non accepted by the employers so that they could non happen a occupation, and therefore the argument is become their load. Decision Others instruction policy such as Pre-primary Education Voucher Scheme which is about supplying direct fee subsidy to parents in signifier of verifiers besides can reflect the features of commodification and marketization. The function of public assistance supplier is no longer the authorities but the market because authorities is switching the duty to the market. However, the feature of market is maximising the net income, so it implies the job of services quality. On the other manus, authorities ever promote the universities in Hong Kong more collaborate with international establishment so that to better the instruction place of Hong Kong. For illustration, the City University of Hong Kong collaborates with Swinburne University of Technology, De Montfort University, Edinburgh Napier University and Oxford Brookes University which provide high instruction class. There are around 1 200 non-local classs operated by non-local establishments or in coaction with our local establishments, taking to the award of non-local higher academic making or professional making ( Education Commission Working Group, 2011 ) . From the above instruction policy, we can see that the authorities is following the broad public assistance government and the authorities is stress more on the international placement than the proviso of public assistance. Tacticss of unfastened more private non-regulate high instruction establishment to cut down the unemployment of adolescents can non work out the job. With the phenomenon of increasing degree holders, there may hold more jobs to our society, such as the job of credential rising prices. Tang, Kwong Leung. ( 1993 ) .Comparative Theories of Social Policy Development: A Historical-Quantitative Study of Hong Kong., University of California Linda Wong. ( 2008 ) . Hong Kong s Welfare Model Reconsidered What Model? What Traits? And What Functions? , City University of Hong Kong, Retrieved from ( 25/11/2014 ) : hypertext transfer protocol: //www.welfareasia.org/5thconference/papers/Wong L_Hong Kong Welfare Model.pdf Esping, A. ( 1989 ) .The Three Political Economies Of The Welfare State. Canadian Review of Sociology and Anthropology, 26 ( 2 ) , 9-54. Retrieved November 10, 2013, fromhypertext transfer protocol: //rszarf.ips.uw.edu.pl/welfare-state/esping-andersen.pdf Hudson, Ch. , and Lidstrom, A. ( 2002 ) . National School Policy Changes in Britain and Sweden. In Local Education Policies: Comparing Sweden and Britain, erectile dysfunction. Ch. Hudson and A. Lidstrom. Basingstoke ; New York: Palgrave, 27-64. Chan, D. , and Mok, K. ( 2001 ) .Educational Reforms and Coping Schemes under the Tidal Wave of Marketisation: a comparative survey of Hong Kong and the mainland.Comparative Education 37 ( 1 ) : 21-41. Simkins, T. ( 2000 ) . Education Reform and Managerialism: Comparing the Excellence of Schools and Colleges.Journal of Education Policy15 ( 3 ) : 317-332. 2008-2009 Policy Address: Embracing New Challenge ( 2009 ) . Retrieved December 14, 2012 from Hong Kong Special Administrative Region, Web site: hypertext transfer protocol: //www.policyaddress.gov.hk/08-09/eng/policy.htm Sawada, Y. ( 2004 ) . The societal security system in Hong Kong: Constitution and readjustment of the broad public assistance model ,The Developing Economies, ( 42 ) Pp:198–216

11 Places to Find Great College Essay Examples

Places to Find Great College Essay Examples SAT / ACT Prep Online Guides and Tips Sure, you might know the theory behind what a college essay is supposed to sound and look like. But just like reading a description of the Golden Gate Bridge pales in comparison to seeing it in person, there’s no replacement for seeing actual college essays written by students just like you. Well, almost like you – they’ve since gotten into college. But where do you find good sources for reading sample college essays? How can you make sure that these resources will actually strengthen and improve your writing? And what is the best way to use the college essay examples that you do find? In this article, I’ll go over the best books and websites for finding essays, I’ll point out a few to avoid, and I’ll explain how to make the most out of other people’s essays while avoiding common pitfalls. Why Look At College Essay Examples? There are some very good reasons for wanting to check out how other people have handled the college admissions essay. First, because you'll be able to get a better sense of what colleges are looking for, you will necessarily broaden your own topic brainstorming past your first, easiest, and most clichà ©d ideas. It's one thing to hear that a completely mundane topic is way better than one focusing on your greatest sports moment. But once you see other students writing about a family meal, or an obsession with a particular board game, or a love of cultivating cacti, you'll be convinced to find your essay in the small moments of your life. Second, you'll see how your life and writing compares to that of your peers. The great diversity of voices, topics, tones, points of view will show you just how many things you could possibly write about, and how to keep the essay connected to your personality and your voice. Finally, if you really do have a good story to tell about something that gets written about a lot, like divorce, pet death, a community service trip, or winning the big game, you can get ideas for how to approach a potentially lackluster essay topicin a novel and striking way. What Makes A Good Sample College Essay Resource? First, the basics. A source is only as good as its content, so make sure you're readingcollege essays that worked, from people who actually got into the schools they applied to. Also, it's best to focus on new essays (not older than 10-15 years), so you are reading what has worked in the most recent past, rather than seeing outdated ideas and historical perspectives. Next, what you really want is diversity in voice and perspective. Make sure the essays featured come from many different kinds of students: either from applicants to both top and lower-tier schools; or from students with different ethnic, economic, and racial backgrounds; or from writers using both formal and more experimental essay techniques. Finally, the best sources of admission essays will feature explanatory material. This will give each essaysome kind of context: commentary on what makes theessay good, explanations of the drafting process, or, at least, biographical information about students. Without commentary or context, it’s hard to know what you’re supposed to learn from the essays you read. Looking at a bunch of identical koi isn't the best way to learn about freshwater fish varieties. Where to Find Great College Essay Examples Here are my recommendations for excellent resources, as well as some warnings about resources that I think you should avoid. College Essays Collected in Books I've taken a look at many of the books that collect college essays, so here are my recommendations. I've divided them into threecategories: Excellent– meaninghaving really diverse essays or very helpful commentary on each essay, or both Worthwhile– meaning either a helpful collection of essays without a lot of context or commentary, or some great advice but a narrow selection of essays geared toward one particular type of school Don't Bother– not useful either as a source of college essays or as a source of essay-writing advice and explanations Also, please note that although I’ve listed the Amazon prices for all the books, you should definitely check your school and public library for copies before buying them. And even if your library doesn't have a copy, ask them to request one either from another library in the same system or even from the Library of Congress through interlibrary loan. ExcellentBooks Heavenly Essays: 50 Narrative College Application Essays That Worked Written by Janine W. Robinson, who blogs about college essays at EssayHell, this book features great sample essays. But it's Robinson's precise and clear explanations of how to use a narrative style in your essay to tell a story about your life that make the book really outstanding. Through long and detailed commentary on each essay, Robinson shows why narrative is exactly the kind of structure that works best for personal essays. You can check out sample sections from the book on her blog. The book retails for $10 new on Amazon. On Writing the College Application Essay, 25th Anniversary Edition: The Key to Acceptance at the College of Your Choice Harry Bauld used to be an admissions officer at Brown, so he certainly knows what he is talking about when he writes abouthow and why to avoid clichà ©s andexplains how to find and keep your specific voice. Bauld demonstrates his points with sample essays, showing how they go from first to final draft. The book iseasy to read, uses humor to make points, and hisadvice will carry over into your college writing as well. It is $12.50 new on Amazon, but there are much cheaper used copies available there as well. The Berkeley Book of College Essays: Personal Statements for California Universities and Other Select Schools This compilationfeatures college admissions essays written byseniors from Berkeley High School (which is not affiliated with UC Berkeley). Because the city of Berkeley is economically, racially, and ethnically very diverse, these essays are about manydifferent interests, perspectives,and experiences, and are written in many different styles and tones. Although there is no commentary for the essays, this collection is a great way to get a sense of the broad array of essay possibilities. Also, because many of the students from Berkeley High apply to UC schools, this collection separates out UC application essay packages. (If you are interested in UC, also check outour own guide to writing excellent UC essays!) This book is currently $15 on Amazon. 50 Successful Harvard Application Essays: What Worked for Them Can Help You Get into the College of Your Choice Edited by the staff of the Harvard Crimson, this is a great collection of essays from a not particularly diverse group of students. It is very useful to see how the very top students approach the college essay, as long as their best effort neither intimidates nor stymies you. The contextual material is excellent, with helpful explanations of what makes each essay work well. This book retails for$12 new on Amazon, with much cheaper used copies also available. Worthwhile Books College Essays That Made a Difference, 6th Edition This Princeton Review guide is mostly distinguished by its introductory material, whichhas detailed interviews with many different colleges at many different tiers about what role essays play in college applications, what kind of mistakes are okay, and what to write and not to write about.The sample essays themselves come without commentary, but each features avery short bio of the student, including test scores, GPA,alist of colleges where the person applied, and a list of colleges where the person got in. Right now, it's $.50 new on Amazon, but there are cheaper used copies as well. 50 Successful Ivy League Application Essays This collection of of collegeessays that worked, edited by Gen and Kelly Tanabe, has somewhat spare, but insightful, commentary explaining what each essay does well and what it could have done better. It also includes an interview with an admissions officer explaining how essays are used in admissions decisions andsome comments from students about the writing process. The link above is to a downloadable PDF file. 50 Successful Stanford Application Essays: Get into Stanford and Other Top Colleges If you like the Tanabes' approach (they are the authors of the previous book), then you will find this one useful as well. The narrow diversity of essay content and the style of commentary (thoughtful, but not particularly detailed or expansive) is very similar. It's priced at$13.25 new on Amazon with some used options as well. Fiske Real College Essays That Work The "Fiske" of the title is Edward Fiske, whoused to be the Education editor of the NY Times, and who therefore has some experience with what colleges want from their applicants. The book itself features an introduction with somehelpful essay-writing tips, adiverse selection of essays built around narrative, but unfortunately hasvery little commentary to go with each essay. It retails for $12.50 new on Amazon, with cheaper used options available. 2015 Elite College Application Essays Although there's almost no commentary or discussion of what makes these essays work, this book is a reasonably good collection of essays from students who are now enrolled at Ivy and other top-tier schools. What's particularly appealing about this college essay compilation is how very new these essays are: all are from students who became freshmen in 2015. The book is $14 new on Amazon. Don't Bother 100 Successful College Application Essays I'd recommend not spending your time on any of the editions ofthis collection. The essays are decades old in some cases, the topics areclichà ©d and boring, and there is little to no commentary to make any of them useful. College Essays Published Online I'll split my recommendations here into "worthwhile" and "don't bother" categories. There aren't any truly great collections of sample college essays online. Worthwhile Individual College Websites. There are many essays published online by the various colleges where these students now go. This means these essays are guaranteed to be real, authentic, and to have worked on someone's application.Some of the essays even come with brief commentary by admissions officers about what makes them great. (The link will take you to our list of over 130 essays from more than 15 different colleges.) Teen Ink Magazine. Teen Ink publishes all sorts of writing by teens, including college admission essays, which are split off into their own section on the site. The essays necessary feature a wide range of experiences and perspectives, so this is a great place to get a broad sense of what other students are writing about. The essays don't have any context except comment sections thatrun the gamut from genericâ€Å"this is good† comments to some insight. Readers also get a chance to vote on which essays are featured as #1, #2, etc., which may be misleading because readers of Teen Ink aren't admissions officers. Don't Bother Watch out for paid websites like AdmitSee, CollegeMapper, and Acceptional, which claim to give you access to college essays for a monthly or fixed fee. Because of the paywall, there's no way to verify the quality of the essays these sites have. Also, thereare enough books that you could borrow from your library that you don’t need to pay monthly fees to these places. Finally, I would particularly stay away from AdmidSee, which uses Amazon reviews for other essay resources as a marketing platform. Frogs piggybacking on each other? Super cute. A company piggybacking its advertising onto book reviews? Really not cute at all. The Best Ways To Use College Admission Essay Samples So now that you've rounded up a bunch ofsample college essays, what should you do with them? Here are some tips for your next steps. When Should You Read Essay Examples? I'd advise waiting until after you've done some brainstorming of your own before you start immersing yourself in other people's work and ideas. (If you're not sure how to brainstorm, check out our guide to coming up with great college essay topics.) This way, you can use other people’s essays to think about different possibilities for writing about your own topic. For example, looking at how other people tackled their life experience can show you: how tofocus on a different detail in your own story how to change the insight you want to draw from your story how to think about different ways to start and end your narrative What Can Good College Essays Teach You? There are both broad and specific learning opportunities to be found in reading other people's work. Broadly speaking, seeing how other people are approaching the problem of writing a college essay can jog your own creative process. Likewise,reading a diversity of thoughts and voices will show you that even the most normal and boring seeming experiences be made into riveting essays. More specifically,if you find essays from applicants to your target school, you can get some sense of the level of sophistication they expect to see from your writing. Finally,good context and commentary on the essays can show you how they are put together and what makes them work. You can then put this advice to use when rewriting your essay later. Pitfalls To Avoid Of course, being surrounded by other people's work, especially when some of that work is much better than what you think you can manage, has its share of temptations. So what do you need to guard against when looking at sample essays? Plagiarism. This one is basic and obvious. Do not copy these sample essays! Admissions officers have seen them all, read them all, memorized them all – you will not get away with it. Copying and mimicry. Think of this as a softer kind of plagiarism. Even if you really like someone else’s style, don’t borrow it. Even if someone’s life sounds more exciting than yours, don’t steal a piece of it for your own essay. Why? Because ifyou don’t sound like yourself, it will be visibleto an experiencedreader (and guess what, admissions officers are very experienced readers). Also, if you’re writing about experiences that aren't yours, your unfamiliaritywill show through the lack of believable details. Let this hand-in-the-alligator's-mouth image pop up in your brain every time you think about stealing someone else's work. Resources for Essay Writing Advice In researching this article, I came across books and websites that don't necessarily feature a lot of sample essays, but that give really excellent advice on writing your own college essay. I strongly recommend you spend some time checking them out. Essay Hell blog. This great resource is written by Janine Anderson Robinson, an English teacher and a journalist, whosebook Heavenly Essays I recommended above. The blog posts feature lots and lots of well-explained, detailed, easy to understand advice about how to write your essay, and are broken down into easy to understand, bite-sized nuggets of usefulness. Slate's Getting In podcast. The entire series is an interesting look at the college application process, with useful tips and explanations about all aspects what seniors are going through. Check out Episode 2: The Essay, in which astudent gets feedback in real time on their essay from a former Princeton director of admissions and apanel of experts talk about essay dos and don’ts. The episode is26 minutes long. The College Essay Trap: Rescue Your College Application Essay From the "Maybe" Pile This isincredibly concise and excellent explanation of what not to do and what to avoid when writing your personal statement. It's short, sweet, to the point, and is praised to the skies by legendary Princeton admissions dean Fred Hargadon. Currently $12 new on Amazon. The Bottom Line Look at college essay examples to broaden your own topic brainstorming and get ideas for fixing lackluster topics. Look for resources with diverse and recent essays, from many different kinds of students and with explanatory material that explains what makes each essay good. Look at essay samples after you’ve generated some of your own ideas to think about different possibilities for writing about your own topic. Seeing how other people are approaching the problem of writing a college essay can jog your creative process. Avoid both actual plagiarism and â€Å"borrowing†: don’t use someone else’s style, voice, or life experiences as your own. What’s Next? If you’re starting to work on college essays, check out our article laying out every single kind of essay prompt out there and a step by step guide to writing a great college essay. Are youworking onthe Common App essay? Read ourbreakdown of the Common App promptsand our guide topicking the best prompt for you. Ormaybe you'reinterested in the University of California? Check outour complete guide to the UC personal statements. Working on other pieces of your college applications? We’ve got guides tochoosing the right college for you,writing about extracurriculars, andrequesting teacher recommendations. Thinking about taking the SAT one last time, or prepping for your first run at it? Readour ultimate guide to studying for the SATand make sure you're as prepared as possible. Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Maternal problem in Australia Essay Example | Topics and Well Written Essays - 1250 words

Maternal problem in Australia - Essay Example Only Sweden (4.6) and Italy (3.9) are ahead of Australia in maternal care (Rogers, 2010). At the same time, the Department of health Australia (2015) says that smoking, alcoholism and drug use during pregnancy is common in Australia. It should be noted that smoking, alcoholism and drug use during pregnancy would cause immense harm to the physical and mental health of the mother and the child before and after its birth even though these habits may cause fewer threats to the life of the mother. In short, even though the death rates among the pregnant mothers due to maternal problems in Australia is less, crazy behaviors during pregnancy are causing problems to the newly born children in Australia As per the views of the Australian government: Department of Foreign Affairs and Trade (2013), Australia helps and advices developing and underdeveloped countries such as Asian and African countries in saving the lives of children, mother and pregnant women. In other words, Australia is currently giving tips to save the life of mothers and infants in the developing world. In fact they have the rights to do so since maternal problems in Australia is comparatively less and Australia has developed several innovative mechanisms to counter the problems during maternal life. At the same time, Perlen et al. (2013) conducted a study in Australia and concluded that many of the pregnant women in Australia are facing physical as well as mental problems. Perlen et al found that nine per cent of pregnant women (131/1500) had clinical depression in early pregnancy. As per their findings, the most commonly occurring problems during pregnancy are: exhaustion (86.9%) followed by morning sickness (64 .3%), back pain (45.6%), constipation (43.5%) and severe headaches or migraines (29.5%) The above findings are not much surprising considering the fact that a lot of pregnant women in Australia are smokers, alcohol users and drugs users.

How does advertising treat convenience as necessity Research Paper

How does advertising treat convenience as necessity - Research Paper Example The major part of the revenue put aside for marketing is spent on popularizing the product through mass media ads. Print media ads and TV channel ads have emerged into internet and mobile ads in the past decade. Most of these commercials are created by extremely creative people, who are capable of creating non existing desires. Men have lived on this earth for millions of years. But, only after the advent of advertisements did he realize he cannot live without credit cards. Purpose of the study The purpose of this study is to analyze the subliminal messages some of the famous commercials give out. Our aim is to create awareness among the users about the dangers of uncontrolled consumerism. What seems like a simple pleasure might be a poisonous inject into the strong economic root of a country. And the most disturbing part is the governments, citizens and the entrepreneurs extend their full fledged support to this making convenience a necessity advertising policy, without any idea of the future consequences. Companies spend millions of dollars every year on such ads instead of improving the quality of their products and the lifestyle of their workmen. Even great companies which followed this strategy like Nokia have come to a standstill point where they don’t have any more to spend. They are trying hard to come out of debt now, wondering why they wasted so many millions on commercials instead of paying their debt interests on time. With problems galore, can Middle East survive another â€Å"catch bee with vinegar† type attack on its culture and economy? Literature Review Consumerism is a single word. When we analyze the roots of this practice, it reaches back to colonialism and the post world war period. Whether we like to agree or... This essay "How does advertising treat convenience as necessity?" outlines in detail how such a trance is created through visual media in an exceptional way, taking the Middle East Media as background. People who grew up in the Middle East will never forget the NIDO commercial with the tagline â€Å"NIDO - For The Golden Growing Years†. The divine mother-son sentiment was captured wonderfully in that half a minute commercial. However, the subliminal message it portrays is questionable. A luxurious milk supplement is shown as an important object of necessity which accompanies the child throughout its growth. What do such ads do? They inspire a mother to feed the baby with this product instead of the normal cow’s milk, a much cheaper and healthier product. Similarly there is the famous Close up ad featuring lemon and mint as two characters. The beauty and comical nature of the advertisement is mind blowing. The humorous romance ends with the note â€Å"love is sweet but Close up is sweeter†. This advertisement is every person’s heartthrob. The way it is portrayed lightens our mind, no matter how tensed we are. Again the subliminal message the ad portrays is the best example of how the advertising field transforms a simple paste into something as necessary as love. One Zain telecoms recent ad, features people from different countries of the Middle East like Egypt, Lebanon, Arabia and Dubai. The visuals are stunning, captured in HD camera showing the actions of various people in slow motion.

Romanians And Romanian Culture History Essay

Romanians And Romanian Culture History Essay In the name of the Romanians is reflected the reminiscence of their ethnic origins which are connected with the period when their country was part of the Roman Empire. Although the Romanians speak a language whose basis is spoken Latin, Romanian culture is permeated with traits that stem from periods predating the presence of Romans. Romanian culture owes much to the legacy of the earliest European civilization, the Danube civilization of the sixth and fifth millennia B.C.E. Scientists have often wondered how the Romanians could have maintained their Romance language through long periods of foreign domination and external influence. Similarly, one can wonder how certain cultural patterns of much older periods persisted to form an organic whole with more recent innovations, of what is known as Romanian culture. Most of the 26 million Romanians live in two states with a predominantly Romanian-speaking population. The great majority (Romà ¢nii) inhabit Romania (20.5 million) where they account for 90 per cent of the population. Among the minorities in Romania are (>) Roma (Gypsies), (>) Hungarians, (>) Germans, (>) Tatars and other ethnic groups. Neighboring Moldova is the home country of some 2.8 million speakers of Romanian who call themselves Moldovenii (Moldavians) and these make up 76 per cent of the population. Other ethnic groups living in Moldova are (>) Ukrainians, (>) Russians, (>) Gagauz and others. Romanian minorities are scattered outside the two states with concentrated Romanian population, in Ukraine (0.35 million), Serbia (0.25 million), Greece (0.25 million), Russia (0.18 million), Hungary (0.1 million), Bulgaria. There is a populous Romanian minority in Israel (0.25 million). Since the tenth century the development of the various groups of ethnic Romanians follows different trajectories. Four regional groups with distinct cultural patterns and local varieties of Romanian language can be discerned: 1)Daco-Romanians (the Romanian population north of the Danube, in Romania, Moldova, Ukraine); 2) Aromunians or Macedo-Romanians (in Macedonia, Bulgaria, Greece, Serbia and in the historical region of Dobruja, south of the Danube); 3) Megleno-Romanians (Romanian minorities in the South of Bulgaria and in the Northeast of Greece; these groups originated, in a secondary ethnic process, from Aromunian populations); and 4) Istro-Romanians (Vlachs of Istria; Romanian minority on the Istria peninsula in Croatia). Romania is among the areas in Europe where the Neolithic inhabitants adopted agriculture at an early date. The beginnings of plant cultivation and animal husbandry go back to the sixth millennium B.C.E. The western region of Romania, Transylvania, is the cradle of metal-working. There, copper artifacts were worked hundreds of years earlier than in western Asia or Mesopotamia. Early evidence for the tradition of metallurgy in Transylvania dates to around 5500 B.C.E. The art of the ancient Danubians was prolific and varified in style and ornamentation. What strikes the eye in the archaeological record is the multitude of figurines, most of them female, that were found in sanctuaries, together with altars, and in areas of the households reserved for domestic rituals. The aesthetic impression of those figurines has not lost any of its attraction throughout the ages and their timeless aesthetic appeal inspired artists in later periods. In the early twentieth century, the Neolithic spirit was revitalized in the works of modern art. The Romanian-born Constantin Brancusi is among the best-known representatives of this trend. The civilization of Old Europe was overformed by the culture of the Indo-European nomads who migrated westward out of the Russian steppe and established themselves in the areas of the agriculturalists. Old European traditions, though, continued albeit in a fragmentary way. The legacy of the ancient Danubians was not limited to the technology of metal-working or to forms of the visual arts. Old European traditions also persist in certain architectural forms and in the narrative themes of Romanian folklore. And just as certain features of prehistoric shrines eventually evolved into basic parts of Christian churches (), much of what we know as mythology derived, more or less directly, from the ritual-cultural life of prehistoric peasants (Poruciuc 2010: xiv). Those who transmitted the Old European traditions into later periods were the Dacians, themselves descendants of the Indo-European tribes that came to populate Southeast Europe in the fourth and third millennia B.C.E. At the time when the Romans conquered the Balkans and were organizing administration in the provinces of Southeast Europe the Dacians were the strongest military power north of the Danube. At intervals the Dacians and Romans were in alliance but the interests of the indigenous population and the Roman colonizers differed fundamentally so that, eventually, military confrontation was unavoidable. In a long and hard war the Romans subdued the Dacians under their king Decebalus and established their power in Dacian lands, in 106 C.E. The Roman province was named after the people that inhabited the region, Dacia. New villages and towns were founded by the Romans, among them the administrative and economic center of Dacia. That was Sarmizegetuza in Transylvania, named after the former capital of the Dacian kingdom, located at some distance from the Roman town. Living-conditions in Dacia favored acculturation and assimilation, and within a few generations the majority of Dacians had experie nced a shift to Roman lifeways, including a shift from Dacian to spoken Latin. During the period of Roman rule groups of Dacians had been forcefully relocated by Roman authorities to areas south of the Danube, following rebellions of local Dacian tribes against Roman rule. Those Dacians who continued to live south of the Danube assimilated completely to Roman lifeways. During the tenth and eleventh centuries their descendants moved back into the region from where their ancestors had come. The kind of Latin spoken by the Dacians was different from the Latin in Italy or in the western provinces of the Roman Empire, and it absorbed words of the Dacian language before that was no longer spoken and vanished altogether. The development of the Latin speech as used by the new Romans deviated further when Dacia was abandoned by the Roman administration and the military in 271 C.E. and contacts with the Roman world were cut off. The Latin of Roman times gradually changed to become a local Romance language. Those who continued to speak it were ordinary people. This means that Romanian ethnicity finds its roots in the medieval communities of illiterate peasants and shepherds. Written Latin, the language of civilization and of the church in western Europe, played no role in early Romanian society. The medieval Romanian language lacked the medium that roofed local Romance dialects in the West and provided a source for literacy. The Romanian language and the Christian religion have been the major markers of Romanian identity since the Middle Ages. The development of the Romanian speech community, though, was quite uneven in the regions with Romanian populations. Transylvania has been a contact zone since antiquity. After the Romans had abandoned Dacia this region was settled by Germanic peoples, by Gepids (allies of the Huns) and Visigoths, later by Slavic tribes and Hungarian populations. German settlers arrived in the area in the twelfth century, leaving their imprint on culture and political history. Slavic, Hungarian and German influence shaped the interaction with local Romanians whose communities grew in size to eventually become the most populous of the ethnic groups in Transylvania. Political sovereignty was achieved, in the course of the fourteenth century, in other regions with Romanian population, in Moldavia and in Wallachia. The ruler of Wallachia, Mircea the Great (d. 1418), was aware of the po litical trend of his period which saw the rise to power of the Ottoman Turks and he advised his successor to come to terms with the Turks. Stephan the Great (d. 1504) of Moldavia tried to negotiate political relations with the powerful newcomers but, in the end, all of Wallachia and Moldavia were forcefully integrated into the Ottoman colonial territories of Southeast Europe. The region with German settlements in Transylvania (called in German Siebenbà ¼rgen the region with the seven fortified towns) retained some kind of autonomy, albeit under Ottoman supremacy. From 1709 until the 1820s, Romania was ruled by Greek governors (Phanariots) in Turkish services. This period is remembered by Romanians as one of oppression and exploitation. Gradually, Ottoman hegemony in Southeast Europe weakened in the wars with Russia that extended its territory at the cost of the Turks. In 1812, Russia occupied the eastern part of Moldavia, Bessarabia. The development of the Romanian communities in that part was different from the rest of Romania. Russia encouraged anti-Ottoman movements among the Romanians in Wallachia and western Moldavia and, in 1858, these two regions were united under a Russian-supported hospodar, Cuza. The year 1861 saw the proclamation of a Romanian state. The first king to rule the country was Carol I (reigned 1866 1914), a German-born prince of the House of Hohenzollern-Sigmaringen. Romanias infrastructure (i.e. railway system, army, school system, exploration of oil fields) was mostly developed according to the model of contemporary Prussia and later the German Empire. For several decades after World War I that ended in 1918, the countrys territory included Transylvania and eastern Moldavia and was reminiscent of a Greater Romania. As a result of World War II that ended for the Romanians in 1944 eastern Moldavia had to be ceded to the Soviet Union but Transylvania remained within the borders of Romania. Under the communist regime of Ceausescu (d. 1989), the Hungarian and German minorities of Transylvania became victims of a forceful Romanization campaign and many left Romania as emigrants. The demise of communism in Romania and the shift to a parliamentary democracy in 1989 did not change the high-handed attitude of Romanian governments toward minorities. Neither Hungarian nor German are acknowledged as official languages and Romanian, as state language, is the only official medium in administration and education throughout the country. Romanian is a Romance language and forms, with Italian, the eastern group. Its character as a Romance language is apparent in the grammar although less than half of the vocabulary has been preserved from spoken Latin. Nevertheless, these words of Latin origin are among the lexical elements of high frequency and they dominate everyday Romanian. Some 60 per cent of the Romanian lexicon are of Slavic, Germanic, Hungarian and other origin, reflecting the manifold contacts of Romanian with other languages in Southeast Europe throughout one and a half thousand years. Romanian remained unwritten until the sixteenth century. The earliest documents of written Romanian are a letter dating to 1521 (containing some 200 words) and a Lutheran catechism that was printed in Sibiu (the town in Transylvania that was founded by Germans under the name of Hermannstadt), in 1544. During its history, Romania has been written in two scripts. For about three hundred years the Cyrillic script predominated when writing Romanian. Although the Latin alphabet was already used in Transylvania in the late sixteenth century, it competed with Cyrillic well into the nineteenth century. With the rise of Romanian national awakening, the Roman heritage and the Latin script became celebrated. An orthographic system with Latin letters was adopted in Wallachia, in 1860, and in Moldavia, in 1863. The competition between the Latin and the Cyrillic tradition of writing Romanian was renewed in the twentieth century and, this time, it was politically motivated. Some groups of the Romanian-speaking population that lived east of the river Dniestr had remained on Soviet-Russian territory while eastern Moldavia had been united with Romania in 1918. Soviet language planners created a written standard, with Cyrillic orthography, for the Soviet Moldavians, as an ideological counterweight to language use in neighboring bourgeois Romania. When Moldavia was annexed to the Soviet Union in 1940 (and factually in 1944), the Moldavian standard language was used in all of Soviet Moldavia. The revised Cyrillic orthography for Romanian in Moldavia was in use until 1989 when the parliament in Chisinau, the capital of Moldavia, decided to shift to the Latin script and write according to the norms of Romanian in Romania. This regulation means that Romanians and Moldavians use the same standard langu age and write with Latin letters. The 1990s saw the division of the Romanian-speaking population in two independent states (i.e. Romania and Moldova) where they form the majority. Recent development in the two countries has followed very different trajectories. Romania joined the democratic integration movement of Europe and has been a member state of the European Union since 2007. Moldova has remained outside this process because of its weak economy, and it is in this country that ideas about communism still play a vital role in election campaigns. Harald Haarmann Further Reading Fernà ¡ndez-Armesto, Felipe (ed.). The Times Guide to the Peoples of Europe. London: Times Books, 1994 (Romanians: pp. 261-267). Goebl, Hans et al. (eds.). Contact Linguistics, vol. 2. New York: Walter de Gruyter, 1997 (Romania: pp. 1458-1486, Moldavia: pp. 1933-1941). Haarmann, Harald. Balkanic Linguistics, vol. 1: Areal Linguistics and Lexicostatistics of the Balkanic Latin Vocabulary (in German). Tà ¼bingen: Gunter Narr, 1978. Pernicka, Ernst and David W. Anthony. The Invention of Copper Metallurgy and the Copper Age of Old Europe. In The Lost World of Old Europe. The Danube Valley, 5000-3500 BC, ed. David W. Anthony, 162-177. Princeton, NJ: Princeton University Press, 2009. Poruciuc, Adrian. Prehistoric Roots of Romanian and Southeast European Traditions. Sebastopol, CA: Institute of Archaeomythology, 2010. Treptow, K.W. A History of Romania. Iasi, 1999.

Highschool Dropouts

Vanessa Siegning Professor Dutterer EGL 1010 March 19, 2013 High School Dropouts Going to school has always been seen as one of the most important occupations in our life. All categories of ages can go to school; kids, young people and even adults. School is defined as a place where people get an education. By going to school, people can acquire knowledge and skill that are not only important for the society but also for them. However, getting out of the educative system has become a big phenonem nowadays. It mostly affects students from high school. They usually get out of school without earning at least a High School Diploma.Isn’t too early for those young students to drop out of school? The answer is that sometimes, they have problems that make them get out of school. While dropping out of high school is due to problems such as the financial situation, the family circumstance faced by students, and their difficulty to get adapted to the school system, it also produces effec ts such as the limited access to jobs, the exposition to juvenile delinquency and the lack of education. The major cause that motivates students to get out of high school is the financial situation of their parents.Not all students come from a rich family. Because of a lack of money, some parents cannot afford their children’s need such as school supplies, transportation or nutrition. Regularly, they just have a low rate job or maybe they are on the status of unemployment. It becomes impossible to take care of their family and even themselves. Poverty is a better word to describe their financial situation. It’s automatically clear that a student who lives in such conditions will drop out of school and will try to find a job in order to get some money.Additionally, some students from high school have a lot of difficulties to get adapted to the school system. To provide a better education, schools are always established on a strict system that imposes students to follow some rules in order to get satisfactory results. For example, the school system requires students to be present every day of class and on time, to do their homework and to study or to make research. However, some students find that difficult and unattractive. They do not feel motivated or interested for school. As a result, they fail in class.As long as they get bad grades in class, they always keep in mind that they are wasting their time by going to school. Therefore, the only possibility available for them now is to drop out of school. Another point that causes young students to get out of school is their family circumstance. The majority of high school students are adolescents. We all know that adolescents are sensible, so they are most of the time affected by their family condition. In a family where parents are always fighting or arguing, it gets obvious that students won’t concentrate in their education.Generally, parents who are in trouble in their couple cannot focus anymore on their children’s education. This could lead students to fail in class, and then drop out of school. The same thing applies on a family where parents are separated or divorced. It cannot be easy for single parents to take care of their children; furthermore, to pay attention to their school work. This means children are neglected as well as their education. It‘s certain that when students get out of high school, they have significant causes, but this situation of course generate many effects.First of all, non-graduated high school students have limited access to jobs opportunities. Even when they get one, it’s a low pay job. Knowledge, skill and ability are the first qualities that attract all employers. To stabilize or to develop their society, employers need help from qualified people. The better way to get knowledge is to go to school. The more someone goes to school, the more he earns knowledge. Secondly, when adolescents drop out of high school, t hey are likely exposed to juvenile delinquency. They don’t go to school anymore, so they have enough free time.Habitually, they have nothing to do, and they spend their time by staying in the street with friends. During this period, they might get involved into bad things such as crime, violence and vandalism. Actually, they become a danger for the society. Some of them run away from their family and turn to become homeless. Finally, students who drop out of high school are not educated enough. When people stop going to school early, they don’t have a possibility to be educated enough. They don’t behave correctly and they are not instructed.They cannot debate correctly like people who go to school. Sometimes, those people cannot even speak and write well. For example, it’s impossible for an illiterate person to give some pertinent ideas on a subject concerning the development of a country. They don’t have an ability to think enough. In conclusion, high school dropouts are due to many causes such as the financial situation, the family circumstance and the difficulty of students to get adapted to the school system; however, that situation produces long term effects.While some students stop going to school because of a lack of money and because of their family condition, some of them are just lazy. They don’t want to provide any efforts. As consequences, they have a limited access to jobs, they are exposed to the juvenile delinquency and they are not educated enough. To avoid students of dropping out of school, the government can help parents by providing school supplies to their children.

History of the Middle East

CW43: The Middle East and Arab-Israeli Conflict, c1900–2001 Jewish settlement in Palestine, 1900–45 Conflict |Causes of conflict |Presence and influence of other actors and |Changing Arab-Israeli relationships |Proposed solutions | | | |international events | | | |World War One |Misperceptions |Actors: Ottoman Empire |Jewish settlements |Paris Peace Conference | |Britain and Arabs ally against the Ottoman|Unaware of the details of the Sykes-Picot |Until 1917, retention of Arab customs in |Lovers of Zion; Rishon-le-Zion; more than 40 |Arabs should have the right to national | |Empire; expectation from the Arabs that |Agreement and the Balfour Declaration; Britain’s|Palestine |Zionist settlements in Palestine by 1914; Jewish|self-determination; need for a major power| |they would get Palestine in return; |support for both them and Zionism | |population doubled between |to help them run their new country; | |Hussein-McMahon letters | |Actors: Britain |1922–29 |Britain received the mandate to look after| | |Arab disagreement with various proposals: |Balfour Declaration; given a mandate over | |Palestine, also confirmed that the terms | |Political conflict |verdict of Paris Peace Conference |Palestine by the Paris Peace Conference; helped |Reasons for migration |of the Balfour Declaration should apply to| |Emir Feisal becomes king of an Arab state |Decision to include the Balfour Declaration in |the Jews build up their military forces such as |Influence of Rothschild; Herzl and the Zionist |the new country | |consisting of Palestine, Lebanon, |the way n which Palestine was to be governed; |the Hagannah and the Irgun Zvai Leumi |Congress in 1897; Jewish National Fund | | |Transjordan and Syria; publicly opposes |Peel Report – proposed a Jewish state and an | | |Peel Report | |Zionist migration; Arab parties unite to |Arab state |Actors: King-Crane Commission |Wartime immigration |Palestine should be divided into a Jewish | |form th e Arab Higher Committee; Ben | |Concluded that the case for a Zionist presence |Jews smuggled in by ship: the Struma |state and an Arab state; Britain to keep | |Gurion’s conference at the Biltmore Hotel |Rate of settlement |should be dropped; findings ignored by Paris | |control of the area around Jerusalem | |calls for the immediate creation of a |Herbert Samuel’s influence; Jewish population |Peace Conference | | | |Jewish state in Palestine |doubled between 1922–29 | | |1939 White Paper | | | |Actors: France | |Jewish immigration to be limited to 75,000| |Civil disobedience |Extreme Zionism |King Feisal started attacking the French; French| |over the next five years; no more | |1936 general strike |Vladimir Jabotinsky, demonstration near the |removed him from Syria and Lebanon | |immigration without Arab consent | | |Mosque of the Dome of the Rock in Jerusalem | | | | |Arab-Israeli violence | |Actors:Herbert Samuel | |1942 Biltmore Programme | |Protest again st Samuel’s decision; 1929 |Jewish dissatisfaction |British Jew, High Commissioner of Palestine; | |Calls for the immediate creation of a | |massacre; Irgun planted bombs and shot |Anger at the 1939 White Paper in light of the |16,500 Jews to be allowed to settle in Palestine| |Jewish state in Palestine | |Arabs in response to the White Paper |Nazi threat |in 1920 | | | | | | | | | |Arab-British violence | |Events: First World War; Paris Peace Conference | | | |1937–39 rebellion | | | | | | | | | | | |Jewish-British violence | | | | | |Lehi, Abraham Stern, Lord Moyne, Irgun | | | | | |violence | | | | | | | | | | |World War Two | | | | | |30,000 Jews in Palestine joined the | | | | | |British army | | | | | The creation of the state of Israel and its impact Conflict |Causes of conflict |Presence and influence of other actors and |Changing Arab-Israeli relationships |Proposed solutions | | | |international events | | | |Irgun and Lehi |British immigration limits |Presi dent Truman |Propaganda – Ben Gurion and the Jewish Agency |UN voted in November 1947 to partition | |From 1946, the Irgun and the Lehi began a |Despite President Truman’s declaration that |Demanded that 100,000 Jews be allowed into |continued to try to smuggle Jews into Palestine |Palestine six months from that date; | |large-scale campaign of violence against |100,000 Jews should be allowed into Palestine, |Palestine at once | |Jerusalem should be an international zone | |the British, including the blowing up of |the British fixed the limit at 1500 a month. | |Political change |under UN control; Jewish and Arab states | |the King David Hotel in Jerusalem, |This was the last straw for the Lehi and the |United Nations |On 15 May 1948, the British mandate ended and |should be linked in an economic union to | |headquarters of the British government in |Irgun; Exodus Asked to take back the mandate from Britain and |the Arab and Jewish states came into being; the |help eac h other’s trade | |Palestine, which killed 91 people | |decide the future of the country; UN Special |Jews named their state Israel and formed a | | | |UNSCOP Plan |Committee on Palestine; truce arranged on |government led by David Ben Gurion | | |Death toll |Jewish state would be larger than the Arab |11 June 1948 which allowed the Israelis to | | | |212 killings in Palestine |state; vote for partition was followed by |reorganise their army and transport the Czech |Effects of the violence | | | |violent Arab protests which soon turned into |weapons they had bought earlier in the year from|Nearly a million Palestinians left or were | | |Civil War |killings and counter-killings between Jews and |Europe; second truce lasted until October 15 |forced to leave their homes; most went to Jordan| | |Operation Dalet, Deir Yassin capture of |Arabs | |and the Gaza Strip, many went to Syria and | | |Tiberias, Haifa and Jaffa; Hagganah | |Arab League |Lebanon; Arab state of Palestine ceas ed to | | |occupied most of the Arab areas of West |Purchasing of arms |Palestine turned to it for help; however, it had|exist; Palestinians became a minority people in | | |Jerusalem |Hagannah leaders went to Skoda arms firm in |only been created recently and its members were |the new state of Israel | | | |Czechoslovakia and bought a huge quantity of |divided on many issues | | |War of Liberation |armaments | |Reasons for Palestinian migration | | |The civil war of 1948 was about to turn | | |Massacre at Deir Yassin, Israeli military | | |into an international war, the first of a |Arab League assistance | |victory; Arab leaders encouraged them to leave | | |series of Arab-Israeli conflicts that has |Arab League in December 1947 declared partition | |during the conflict | | |rocked the Middle East since 1948.On 15 |illegal and gave the Palestinians 10,000 rifles;| | | | |May 1948, armies from Egypt, Lebanon, |early in 1948 it formed an Arab Liberation Army | | | | |Transjordan, Ira q and Syria entered |of 3000 volunteers to fight in partition | | | | |Palestine with the aim of helping the | | | | | |Palestinian Arabs fight the Jewish state |Formation of Ben Gurion government | | | | |of Israel which had been created that day;|Five neighbouring Arab countries sent armies to | | | | |Arab Legion of Transjordan had taken back |make war on Israel | | | |control of the Old City of Jerusalem; | | | | | |Israelis seized western Galilee; drove the| | | | | |Lebanese back north; Israel was left in | | | | | |control of 80% of the land | | | | | Reasons for, and outcomes of, Arab-Israeli conflicts to 1973 War of 1948 |War of 1956 |War of 1967 |War of 1973 | |Description: |Description: |Description: |Description: | |On 15 May 1948, armies from Egypt, Lebanon, Transjordan, |Lasted for 10 days; invasion began on |5 June 1967; Israeli initial air strike (bombed Egyptian |6 October; the Day of Atonement; Arab initial success: | |Iraq and Syria entered Palestine with the aim of helping |29 October; advanced deep into Sinai; involvement of |airfields and launched similar attacks against the other |smashed Israel’s Suez Canal defences; 80,000 Egyptians | |the Palestinian Arabs fight the Jewish state of Israel |Britain and France; Egypt refused to evacuate Suez Canal |Arab air forces); land war (drove Egyptians out of the |crossed the canal; destroyed Israeli tanks; Syria | |which had been created that day |zone and were bombed by the British and French; UN voted |Gaza strip and Sinai; defeated Jordan within two days, |advanced into the Golan Heights and drove the Israelis | | for a ceasefire; Arab countries stopped supplying Britain|capturing the Old City of Jerusalem and the ‘West Bank’; |back into Galilee; Israel fought back: US weapons sent to| |Causes: |with oil; USA refused to support the invasion; Eden |attacked the Syrian army in the Golan Heights and this |Israel; 254,000 reservists mobilised; 14 October tank | |Establishme nt of Ben Gurion government; unhappiness with |forced to agree to a ceasefire just 24 hours after the |was over by June 10); United Nations ordered a ceasefire |battle against the Egyptians; Israel crossed into the | |the UN Partition Plan; British mandate expiring; both |first British troops had landed in Egypt; UN Emergency |which the Arab nations had to accept |Suez Canal; international pressure – USSR wanted it ended| |sides rearmed |Force moved in to police the border between Egypt and | |(feared that the Egyptians would lose); USA wanted it | | |Israel |Causes: |ended (did not want to provoke the Soviets into giving | |Effects: | |- Syria became violently anti-Israel (General Jedid’s |even more weapons to Egypt and Syria); joint ceasefire | |- Egypt, Lebanon, Jordan and Syria signed armistices |Causes: |takeover, attacks by Fatah guerrillas from Syria |proposed came into force on 22 October | |with Israel but no peace treaty; many Arabs have refused|- Nasser wan ted to avenge Egypt’s defeat in the 1948 war|increased) | | |to recognise Israel and have talked about destroying it;|against Israel and to return Palestine to the Arabs; |- Land dispute – Israeli tractor ploughed up some |Causes: | |many Jews arrived in Israel from existing refugee camps |increased wealth and armed strength; his reputation in |Arab-owned land close to the border and met Syrian fire. |- Sadat replaced Nasser in 1970 and he wanted to reverse| |and communities from Eastern Europe |the Arab world increased; he aimed to unite the Arabs |Israel responded by bombing Syrian guns.Israel warned |the Arab defeat of 1967 | |- Israel’s first law in 1950 was the Law of Return; |under Egyptian leadership |that it would strike back if Syria did not stop |- Egypt was more ready – asked the USSR for assistance; | |anti-Jewish riots; in Iraq, Zionism was punishable by |- 1955 arms agreement with Czechoslovakia gave Egypt |- USSR intervention (incorrectly a rgued that Israel was |plans were made for an invasion of Sinai across the Suez| |death; Arab protest at Israeli diversion of the waters |many Soviet weapons |ready to invade Syria at short notice); King Feisal of |Canal; Syria would also attack from the Golan Heights | |of River Jordan |- Support for Algerian rebels angered France – supported|Saudi Arabia and King Hussein of Jordan promised to help| | |- Need for $65 million of international aid to cope with|Arab rebels who were fighting the French in their colony|Syria |Effects: | |new humanitarian needs; change of leadership in Arab |of Algeria |- Nasser ordered UN Emergency Force to leave Egyptian |- Israeli victory: 12,000 Arabs had been killed compared| |governments: assassination of Egyptian prime minister in|- Nationalisation of Aswan Dam angered Britain – it had |territory; UN was ordered to withdraw; barred the Gulf |to 2000 Israelis | |1948; a series of military takeovers in 1949; in 1950: |been owned lar gely by British and French shareholders; |of Aqaba to Israeli ships; military pacts (Jordan and |- Oil as a weapon: OAPEC increased the price of Arab oil| |assassination of Lebanese prime minister; murder of |Nasser did this after Britain and the USA cancelled the|Egypt formed a defence pact; eight Arab states were |until Israel withdrew from Egypt and Syria | |King Abdullah of Jordan; coup in Egypt which gave |loans they had promised |poised to attack); Moshe Dayan (appointed Minister of |- USA tried to appease the Arabs | |Colonel Nasser power; Arab leaders blamed their defeat |- Increase of Fedayeen ttacks angered Israel – |Defence) decided to use attack as a form of defence |- Britain stopped supplying Israel with weapons | |on Britain and the USA and concentrated on improving |continuance of cross-border attacks; closing of the | |- EEC expressed sympathy for the Palestinians | |their economies |entrance of the Gulf of Aqaba to Israeli ships | |- Kissinger’s propo sal: disengagement of | | | | |Israeli and Egyptian forces should happen in 1974; they | | | | |should withdraw to pre-ceasefire positions; UN army | | | | |should control the gap between them; Israel should | | | | |withdraw from Sinai and in return get American aid | Reasons for, and outcomes of, Arab-Israeli conflicts to 1973 (cont) |War of 1948 |War of 1956 |War of 1967 |War of 1973 | | – Some of the new leaders hoped for a union of the Arab|Effects: |Effects: | | |countries; very little action taken on Palestinian |- Egypt’s military power reduced – 1000 casualties; |- Israel improved its strength and security – kept | | |refugees among all Arab countries, except Jordan; |Israel accepted as a permanent member of the |Sinai, Gaza Strip, West Bank, Golan Heights, and doubled| | |Fedayeen established – secret guerrilla attacks on |international community |the size of the country | | |Israeli targets; each year from 1949 to 1955, some 250 |- B ritain and France humiliated – their influence in the|- Disaster for the Arabs – 15,000 men killed; 800 tanks | | |Israelis were killed or wounded in such attacks.This |Middle East declined; had to leave Egypt empty-handed; |captured or destroyed; suffering for the Palestinians – | | |prompted Israeli attacks in retaliation, including an |failed to overthrow Nasser; failed to keep the Suez |those who had been living in the West Bank and the Gaza | | |attack on the village of Qibya in Jordan in 1953 and in |Canal open; had to introduce petrol rationing |Strip were now in occupied territories and faced heavy | | |1955 the Israelis mounted a raid on the Gaza strip after|- Israel gained security against Fedayeen attacks – |restrictions on their lives | | |a series of Fedayeen attacks on their territory; Arab |destroyed their bases; UN took over Sharm el-Sheikh and |- Strength of Fatah – Turned to Fatah rather than other | | |boycott of Israeli trade â €“ Israeli ships could not use |Gaza; emergence of Palestine Liberation Organisation |Arab states – Fatah increased their weapons; Battle of | | |the Suez Canal; confiscation of cargo from Israeli |- Nasser’s reputation in the Arab world increased – |Karameh; Arafat became leader; continual fighting | | |ships which called at Arab ports; Israel was in a |pro-western governments in Jordan, Lebanon and Iraq |between Egypt and Israel; support from USSR; 1970 | | |permanent state of tension |turned against France and Britain; hopes for United Arab|ceasefire; Guerrilla warfare (PFLP, Dawson’s Field | | | |League were soon dashed hijackings), Black September Organisation assassinated | | | | |the Prime Minister of Jordan, kidnapped and later | | | | |murdered eleven Israeli athletes taking part in the | | | | |Munich Olympic Games; failed diplomatic effort – UN | | | | |Resolution 242 | |Arab nationalism in the 1980s and 1990s, and divisions in the A rab world |Divisions in the Arab world |Conflict | |President Sadat |Direct conflict between Israel and Lebanon | |Sadat’s initiative: recognised Israel’s existence; Camp David Agreement of 1978; Washington Treaty 1979; caused |26,000 Israeli troops invaded Lebanon in response to a bus hijack; PLO continued their attacks undeterred by the UN| |fury in the Arab world; President Sadat was murdered by angry Egyptian soldiers |or the Christian militia leader, Major Haddad; June 1982 – 172,000 Israeli soldiers invaded Lebanon; UN let them | | |pass; forced the PLO out of Beirut; PLO went to Algeria and Iraq. Defeat for Israel – assassination of pro-Israeli | |Lebanon |Maronite President Gemayel of Lebanon; Sabra-Chatila massacre turned public opinion in Israel against the war; | |Sunnis, Shi’ites, Druzes; Christians-Maronites, Greek Orthodox, Greek Catholics; conflict between Maronites and |Defence Minister Ariel Sharon resigned; Israel had to withdra w from Beirut; met with suicide bombs from fanatical | |SunniMuslims; refugee problem |Shi’ites | | | | |PLO in Lebanon |PLO attacks | |Muslims in Lebanese government supported the PLO whilst the Maronites condemned them; full-scale civil war between |By 1986, PLO guerrillas were back in south Lebanon and making cross-border attacks on Israel; splinter groups came | |Phalangist Militia and Tiger Militia and Shi’ite and Druze Muslims; Syria invaded Lebanon on the side of the |into being; Palestine Liberal Front hijacked a cruise ship and the Abu Nidal group hijacked an Egyptian airliner | |Christians and then killed Christians | | | |Internationalisation of conflict | |Civil war between terrorist groups in Lebanon |Terror campaign was spread in places like Britain and France; in 1986 an American soldier was killed by a terrorist| |Islamic Jihad Organisation; Hezbollah; Arab Red Knights; Black Brigades; civil war involved taking of hostages |bomb in West Berlin; US bombing of Tripoli and Benghazi | | | | |Rise of Hamas from Fatah |Political dissension within Israel | |Following on from this, Hamas and other militant organisations rose to power and shook the foundations of the |Peres – talks in Morocco and Egypt; Taba; Yitzchak Shamir – no negotiation with the Arabs over the West Bank; | |authority which Fatah under Arafat had established. However, Arafat remained in his position until a month before |Jewish settlers continued to build new settlements there; Likud talked of extreme solutions such as the nnexation | |his death in 2004 |of the occupied territories | | | | | |Intifada | | |On 9 December 1987 an Israeli army patrol shot two attackers; uprising soon followed; strikes and economic | | |boycotts; refused to work for Israeli employers; Israel’s response – ‘iron fist’ | | | | | |Arafat’s change of tactics | | |Renounced terrorism; proclamation of independent state of Palestine; soug ht to negotiate a settlement with Israel; | | |USA entered into talks with the PLO; the Oslo Accords of 1993, agreed by Israeli Prime Minister Yitzhak Rabin and | | |PLO Chairman Yasser Arafat, granted the Palestinians the right to self-government in the Gaza Strip and the city of| | |Jericho in the West Bank, through the creation of the Palestinian Authority. The PLO had used negotiating tools to | | |get as close to their stated aims as was realistically possible, but this by no means marked the end of the | | |conflict, as the Second Intifada, with repeated suicide bombings, took place in 2000–04 | Sources |Lowe, N. Mastering Modern World History (3rd edition, Macmillan Masters, 997) | |BBC series, Cold War, written by Jeremy Isaac and Taylor Downing, published by Transworld in 1998 | |Hunter, R. E. The Six Day War (Purnell’s History of the 20th century, Vol. 6, Chapter 94, BBC, 1969) | |Kyle, K. Suez: Britain’s End of Empire in the Middle East (I. B. Taur is, 2003) | |Mandle, B. Conflict in the Promised Land (Heinemann, 1976) | |Mansfield, P. A History of the Middle East (Penguin, 2003) | |Perkins, S. J.The Arab-Israeli Conflict (Nelson Thornes, 1991) | |Regan, G. Israel and the Arabs (Cambridge University Press, 1993) | |Scott-Baumann, M. Conflict in the Middle East: Israel and the Arabs (Hodder Murray, 2007) | Processes (Part A) |Assess the impact of British intervention 1914–21 on the growth of Arab nationalism in the ensuing decade. | |Assess the impact of Britain, Egypt and Suez 1945–56 on the growth of Arab nationalism in the ensuing decade. | |Assess the impact of the Cold War 1956–73 on the growth of Arab nationalism in the ensuing decade. |Assess the impact of the United Nations and the Gulf War 1990–91 on the growth of Arab nationalism in the ensuing decade. | The role of individuals (Part A) |What was the short-term significance of David Ben Gurion? | |What was the short-term significance of C olonel Abdel Nasser? | |What was the short-term significance of Yasser Arafat? | |What was the short-term significance of Saddam Hussein? | Key events (Part A) |What was the short-term significance of the creation of the state of Israel, 1948? | |What was the short-term significance of the war of Yom Kippur, 1973? | |What was the short-term significance of the Iranian Revolution, 1979? | |What was the short-term significance of the assassination of Yitzhak Rabin, 1995? | Processes (Part B) How significant was the presence of foreign powers as an influence on the nature and growth of Arab nationalism in the years 1900–2001? | |How significant was the existence of Israeli-Arab wars as an influence on the nature and growth of Arab nationalism in the years 1900–2001? | |How significant was the promotion of proposed solutions as an influence on the nature and growth of Arab nationalism in the years 1900–2001? | |How significant was Israeli migration as an influence o n the nature and growth of Arab nationalism in the years 1900–2001? | The role of individuals (Part B) |Assess the significance of the role of individuals in affecting Israeli-Arab relations in the years 1900–2001. | Key events (Part B) To what extent do you consider the Balfour Declaration to be a key turning point in the political development of the Middle East during the 20th century? | |To what extent do you consider the 1948 Civil War in Palestine to be a key turning point in the political development of the Middle East during the 20th century? | |To what extent do you consider the founding of the Palestine Liberation Organisation to be a key turning point in the political development of the Middle East during the 20th century? | |To what extent do you consider the death of President Nasser to be a key turning point in the political development of the Middle East during the 20th century? |