Managing the Growth of Small Business Ventures - Free Essay Example

Sample details Pages: 8 Words: 2538 Downloads: 9 Date added: 2017/06/26 Category Statistics Essay Did you like this example? TITLE: MANAGE THE DEVELOPMENT OF SMALL BUSINESS VENTURES 1.1 Inflation is a measure of the change of prices of goods and services over a period of time whereby it has lead to the increase in the price of cheese burger by the producer .and it has lesson the self- esteem of the Burger King to lower there price of cheese Burger.Burger king is forced to raise the price of the burger to increase in producers prices, however there has been no growth in consumer prices. Due to this , Burger king increases the sale but on the other hand they are facing problem in which they are paying more to the producers whereby cutting out on cheese burger for sale will enable them to cover up for the profit of the company. Don’t waste time! Our writers will create an original "Managing the Growth of Small Business Ventures" essay for you Create order 1.2assessment rate Sak strand bag impact business operations The consequence of interest rate on Sak Strandbags business operations has a negative effect as Profit of the Sak Strandbags will be affected massively due to the distribution of the profit in paying the interest rate .however this maybe a negative impact on the company as the controller of the Business might have to think twice before making any changes to the business until the interest rate Is being cleared off as to remain in providing the highest quality of products as to continue in there Success of the business. 1.3assess the implications of unemployment on Max Hamburger restrain business operations if they were to setup in New Zealand The expansion of Max Hamburger in New Zealand will be regardless as a positive move. In which they contribute more to economic growth moreover the company has been on existent for years. The expansion can answer job seekers in a way to be employed in the work market. As restaurant today most youth are employed in this field today as they are more preferred workers, fresh minds and replacement of employed people who have retired from the markets. 1.4 assesses the implications of investment expending on the business operations of Salvadors kiwi food and beverage co. Salvador Company faces difficulties in starting the business but on the other hand they were confident enough to turn it took positive thoughts. After a certain period the demand of the Salvador Company by the customer increase whereby the investment that needs to be taken must be made by the savings and all necessary requirements in order to maintain the profitability of the company. 1.5 Assesses the implications of business confidence on the business operations of glossy pink. The business owner of Glossy pink magazine was confident enough to create and contribute to a common goal and that is to attain customers and provide opportunities to company in regards to sale. They were effective in making results by inviting investors into the company to boast there sale. 1.6 assesses the possible implications of share market fluctuation on business operations of JVR. The share market of JVR Company can end up having a high esteem to the name as the sale system Is very effective. However by dealing with construction products it can provide more to economic stability of the country (New Zealand) , it is well known with a positive prospection in the contribution of sales and attraction of more investment. 1.7.1 Credit Availability is the amount of credit to which a borrower has accessibility in a given period of time. In addition it is the remaining amount after subtracting outstanding balance . However as from the Bank point of view credit availability may have a negative impact on borrower in the future with a positive impact on the current situation . In having innovation in creating new ideals is the most important way in which to reach a common goal of the business. 1.7.2 Gross Domestic Product is the market price of goods and services in a given period of time. In regard to the Wing Zone company they would likely face positive result with the current demand and excellent profitability of the country as the company is small . It can exceed more easily due to the demand. Moreover the company can make a better result in the future. 1.7.3 National Income is the total value or the final output of goods and services. In regards to the case study the company would make effective result whereby it provide more to student in regard to the service provided. In doing so they need to make essential and more availability in a way student can depend more on the service they provide which is the basic needs. Nature of the company will definitely be affected with knocking door on the National Income.is total amount of money earned within a country , in regard to Wing Zone company it could affect the National Income regard to the environmental location of the company and product they sell. It could be necessary basic need of student whereby it is necessary for the University. 1.7.4. Money Supply simply means the circulation /flow of money within the country at a given period of time. However with regards to Wing Zone Company it can be concluded that the company would benefit whereby the Reserve Bank of New Zealand review records in providing quality decision making. 1.7.5. International trade is the Exchange of goods and services with other country in case Wing Zone cannot attempt in regard to international trade but in a way to make the use of internet whereby they could actually sell their product out of the country. Moreover they could actually find market to buy their product in a cheaper price then buying locally. 1.7.6international Share Market system will not affect Wing Zone company whereby it can bring positive outcome due to the increase demand by customer and investor can be innovated with the creation of new ideas to expend the company. 1.7.7 Currency fluctuation- it affect of the company will be expensive and import product will be indirectly affected they can make a lose in importing. 1.7.8 Balance payment although the balance payment is added to the deflect over the past few year but it will rise over the years. Task 2 2.1 disposable income is simply the amount of money households have in to the business after spending and saving on income taxes since the business expanded in a large amount from one person but know they have more than 250 employers know . They also have a good name in the market since they won awards which is benefit for the company any person will love to purchases product them . the company was really hard working as well. 2.2 population trends- the population trend made by the company is really successful since the company has been gone high in the market. They started with really small business but they grew they name in the market by winning awards since young generation like to experience with their beer and this company has 17 different verities of beer recipe which leading the company really high in the market. 2.3 building permits it can really help the company in many since it really well developing in the market. The company can have more option in altering the location of the company and the structure of current location , expand and redesign which will help them by getting more customers into the business . 2.4 business surveys the business survey have research and have collected information on the alcohol industry and they are looking to customers demand and requirement toward the industry. So surveys can really help the business in many ways. Such as meeting customers demand and follow up accordingly to meet it. If the product are meeting the demand of the market the company will really get benefit in increasing of their profit. For that they have to meet the requirement in the industry. 2.5 specialist trade this factor its important in the company since they will be manage to allocate what they are really getting bad in. so the company will be able to manage it again in many ways. For example they can follow up with the marketing in many ways, improve their customer skills and recipe etc. Task 3 case study 9 : biofarm products ltd The biofarm ltd is a company which is specialist in producing natural foods. It is been certified organic since 1986 and second oldest commercial farm still operating. it a multicultural company we can say since most of the worker are not Maori but they respect they culture while they are employed they that company. The whanau, hapu and iwibring which simply mean its the pride of Maori. The business is also getting helping by non Maori workers they bring more ideas in the business and heading the business and they also show equal respect of the culture and back of biofram products in also import and export they product in varies countries. The work get the opportunity to work in this company and earn good money. TASK 4 SMALL BUSINESS LIFE CYCLES CHARACTERISTICS OF THE BUSINESS ACTIVITY DURING THIS CYCLE DESCRIPTION OF RELATED-BUSINESS ACTIVITIES UNDERTAKEN DURING THE CYCLE MANAGEMENT STRATEGIES SHORT AND LONG RANGE PLAN Establishment Generally gives rise to income values added tax. If you making any mistake in the business you will manage to find out and correct the process While establishment you have to do proper plan in terms of sale and marketing Meet the requirements to bring new customers into the business and have lots of back up plans. Decline Consumer taste and technology erode sales Force the product into decline death Sales volume decline. See ways to revive business seeking for help. learn from the mistake and avoid loose Try to recover the weakness and stay in the business to achieve the goals also avoid the looses as well . Circumstance It market structures and characteristic. Meet the business its level ohh standard of their products etc Solving the business problem in difficulty time and making correct and right decision in future to run the same business in the market. Expansion The economic increases the demand for both capital and consumer goods. This is the place business know what is left in there expansion in the business where they carry out the process of expansion in the business. Bring new things into the business develop such as tools, staffs should are well educated in this area and expending the buildings. Growth In growth the market history is short and shifting. Improvement from mistakes. Doing thing more professionally. More attention on the customers attraction While the business is growing you have to keep its standard and demands . Task 5 5.1 The two problem solving method are: a) analogy- this thinking method is away of finding the solution through the comparisons. In this the process is base on the different facets of the problem to other problems which may or may not has similar facets. Analogy can go similarly like this like employer is been late coming to work quite often so how can I get to solve this problem to him to be at work on time. So I might motivate the staff by telling him about time management , the importance of work on time like for example image if he is a working in front officer in a hotel and guest did a wakeup call at 7am and the worker forgets about that. What can be the result if the guest was getting a flight to overseas and he miss out simply the worker have to pay for another flight in return the company wont be in charge in dealing in that case. That a easy lesson he can learn from the hotel staff situation. b) abstraction- is the effective problem problems solving techniques where concepts are used and classified in two types real and concrete. 5.2 identify how the following decision making techniques could help in making a decision about which option to choose to solve the problem 5.2.1 Break even the correct amount of product to sell to get amount you speeded on that product. 5.2.2. Decision tree- it simply shows how one choice leads to the other sits also support tool for the decision made by any company where the results and chance of resources are effectiveness on the company . 5.2.3 Payoff approach its mean the flow of cash in the company who ever are in charge of that data and systematic approach to make right decisions at right time. 5.2.4 Professional assistance- mean where the member are given assistance if the company is facing a professional cases. 5.2.5 Group decision making while making a group decision lot of new ideas will appear in the business and life so you have to focus on importing quality of decision made in groups to mix around your skill in to the business. 5.2.6 Cultural consensus methods- cultural knowledge will help to consider the business its rules and respect which you have to follow in order to fun the business successful certain company have certain rules and regulation. 5.3Formulate at least two (2) strategies which will assist in making a decision and take the appropriate actions. The strategies must consider the cultural appreciation and ethnic values and behavior of the following: 5.3.1 Maori owned operation and operated business the Maori business should studied there business really carefully since they really respect their land and the customer so inflect they will get more ideas by getting more employers in the business of other races who are living in new Zealand. They will gain a lot through import and export product throughout the business. Since outside people will bring more ideas in the business the owners will have bit difficulty in operation to manage the business due to new cultures influences but they have to scarify to run a successful business. To keep they name in the market. 5.3.2 Asian- owned and operated business the chiness and Japaneses are really smart to do they business in this world which everyone knows about it we can see in new Zealand from restaurant to clothing shop there product are really cheap and worth of it. Since they import system are cheap they bring heaps of product from their country and in return they also take product from new Zealand to their country. 5.4You are required to show how you would use the techniques at each stage including your solution to the problem being faced. 5.4.1 Owners who cannot get out of their own way. In some business the business model is focused on making decisions and taking action. Owners can benefits on decision making tree which make business really profitable and better than previous. 5.4.2 out of control growth- which really help the business to look on their future plans and action they want to take it even to keep everything in balance targets to meet there requirements in the business. 5.4.3 operational inefficiencies- to solve the problem company can use decision making techniques like company are paying bit much on their fix cost and need to make nice balance between payments. 5.4.4 dysfunctional management here company are really depended on their worker s to keep secret within the company. Employee should also cooperate with employers to have a success in business. 5.4.5 A declining market solving problem by not breaking the rules and law, dealing with situation professionally and seek help as well.

Essay on Juveniles Should Be Tried as Adults - 1993 Words

Dont do the crime, if you cant do the time. -- David Grusin and Morgan Ames Much controversy exists on the question of whether a juvenile criminal should be punished to the same extent as an adult. Those who commit capitol crimes, including adolescents, should be penalized according to the law. Age should not be a factor in the case of serious crimes. Many people claim that the child did not know any better, or that he was brought up with the conception that this behavior is acceptable. Although there is some truth to these allegations, the reality of this social issue is far more complex. Therefore we ask the question, Should childhood offenders of capitols crimes be treated as adults? To begin with, numerous reasons†¦show more content†¦Birth complications raised the likelihood that a child would have a criminal record by the time he was eighteen. Upbringing is also a key in molding young children (Seifert 45). In a 1988 study of serial killers, it was discovered that more than a third exhibited such destructive behavior as fire setting, cru elty to animals, and property destruction among youngsters. This same year, in a study of thirteen Murderers, ages thirteen to seventeen, it was found that more than half of these juveniles had signs of major brain dysfunction, resulting from falls, accidents,or other traumas (Seifert 34). Furthermore A mothers use of recreational drugs, alcohol, or tobacco during pregnancy has also been linked to her childs risk of future criminality. Antisocial children seem to have slower brain-wave activity and lower heart rates than their well-behaved peers (Seifert 67). Media violence is another factor in fostering aggression. That is, the violence that children are surrounded by everyday, including television violence, and witnessing abuse in the home and on the streets affects the child (Seifert 78). A fifteen year old boy from Savona shot his brother dead in a quarrel over a bottle of cold medicine (Seifert 104). Deanna Cremin of Somerville, MA was found dead behind an elderly housing complex. Her body was found half naked and strangled. She was a seventeen year old high school junior. It is believed that she knew her killerShow MoreRelatedShould Juveniles Be Tried as Adults?1017 Words   |  4 Pagesto be growing up earlier as the years go by. Serious crimes committed by juveniles have stayed pretty much the same in the last twenty years, but that is not to say people have not concluded differently. A thanks to laws passed in the ninety’s and more specifically between ninety two and ninety seven, It is easier to try juveniles as adults in the court system. There are multiple pros and cons to juveniles being tried as adult. These arguments range from a crime is a crime to they are not mentallyRead MoreShould Juveniles be tried as Adults?2030 Words   |  9 Pagesï » ¿Running Head: SHOULD JUVENILES BE TRIED AS ADULTS? Should Juveniles be tried as Adults? Should Juveniles be Tried as Adults? The law states that any person under the age of 18 is classified to be a juvenile and when they commit a crime they are tried in the juvenile court system. Although this is true with most cases there are times when the state will allow youths under the age of 18 to be tried as adults. This differs from state to state as eachRead MoreShould Juveniles Be Tried As Adults?4864 Words   |  20 PagesShould juveniles be tried as adults? In my opinion I think they should because when you turn a certain age, you gain certain privileges. â€Å"You achieve certain rewards such as voting rights, the ability to purchase a house, the ability to purchase tobacco products at the local gas station, but most importantly the ability to be held responsible for your actions. When you turn 18 a whole other world opens for you, and that’s because an 18-year-old is considered an adult in nearly every state, whichRead MoreShould A Juvenile Be Tried As An Adult? Essay1884 Words   |  8 Pag esevery day in the United States. Each year thousands of juveniles under the age of 18 are arrested. The debate of â€Å"should a juvenile be tried as an adult† is one for the ages. Many would like to argue against the idea as they believe firmly in rehabilitation. But what happens when the crimes are so violent that the family is unable to recognize the victim or when the juvenile shows no remorse and then goes on to harm others. At what age should one be held accountable for their actions? At what ageRead MoreJuveniles Should Be Tried As Adults1964 Words   |  8 Pagescommit an adult crime then you should be charged as an adult as well. Teenagers should be tried as adults for the violent crimes that they commit. In today’s generation, there are a lot of crimes taking place. Adults aren’t the only ones that are committing the crimes, teenagers are as well. If you are old enough to do the crime, you are old enough to do the time. Juveniles should be responsible for their own actions and they should be held accountable for the decisions they make. Juveniles do violentRead MoreJuveniles Should Not Be Tried As Adults1497 Words   |  6 PagesWhether juveniles should be tried as adults in the justice system or not, has been an ongoing debate for many people. There has been many cases throughout time where people under the age of 18 have been tried as adults in the justice system. Information about this debate can be found in articles, novels, and podcasts. Typically people who are under the age of 18 are identified as a juvenile delinquent and go through different procedures after committing a crime. There is many examples and evidenceRead MoreJuveniles Should Not Be Tried As Adults1494 Words   |  6 Pages Juveniles should not be tried as adults because it is proven that children are incapable of making a rational, mature decision on their own. Adolescents have a shorter experience in the world, their brains are still developing, they do not have the same responsibilities or rights as adults and they are easily influenced at this age. Let s say a child around the age of twelve is playing with two other friends at his house. His mother and father both work constantly so these children are alone.Read MoreShould Juveniles Be Tried as Adults896 Words   |  4 PagesQuestion: Should juvenile offenders be tried and punished as adults? Claim: Juvenile offenders shouldn’t be tried and punished as adults. I. Introduction a. There has been a lot of controversy over the issue of if juveniles should be tired and punished as adults. II. Harsh Policies Do not work http://physiciansforhumanrights.org/juvenile-justice/factsheets/youthasadults.pdf III. Adult Convictions Jeopardize Children’s Rights and Futures IV. Risks to Children’s Health V. These PoliciesRead MoreShould Juveniles Be Tried As Adults?2843 Words   |  12 PagesUnder most state laws, juvenile offenders do not commit crimes. They commit delinquent acts, some of which are acts that would constitute crimes if committed by an adult. The trial phase of a juvenile case is an adjudication hearing.(Should juveniles be tried as adults? (n.d.). Retrieved from https://malaysia.answers.yahoo.com/question/index?qid=20120602234650AAayOa2) This means that the judge listens to evidence presented and make the determination on whether the child is delinquent.The courtRead MoreShould Juvenile Be Tried As An Adult? Essay1887 Words   |  8 PagesA Juvenile Delinquent Heinous crimes are committed every day in the United States. Each year thousands of juveniles under the age of 18 are arrested. The debate of â€Å"should a juvenile be tried as an adult† is one of the ages. Many would like to argue against the idea as they believe firmly in rehabilitation. But what happens when the crimes are so violent the family is unable to recognize the victim, or when the juvenile shows no remorse and then goes on to harm others. At what age should one be

Renting vs Owning a Home Free Essays

Renting now can make things become easier later. Saving money is what everyone wants to do. Buying a home can not only hurt someone financially but it can put you in a bind that can have you paying a bill for the rest of your life. We will write a custom essay sample on Renting vs Owning a Home or any similar topic only for you Order Now The economy is on a decline right now so making the decision to buy a home can be a little tricky. Buying a home it is not a one time transaction. Once you have the home you continue to pay bills like your mortgage fees and maintenance. Think about all the money you have to come out of pocket to take care of some of the fees that will come when making a ecision to buy a home. Renting can put things in someone else’s hands to where you can save more money from your monthly payments. When renting an apartment you will never have to worry about fixing the plumbing, sink or dishwasher because maintenance is paid by the landlord. Not having these fees leaves you with more money in your bank account expanding your option for your home when you get to that decision. The decision to rent now and buy later can give you enough time to wait on the economy to get stronger and much better than it is now. Buying a home will be a much smoother process. Rent now and buy later is the best way to go, at this time in our economy. The question whether to rent an apartment or buy a home is probably one of the biggest. There are many people who are on both sides of the fence, as well as many good arguments towards both. There many advantages of renting the price, upkeep, qualifying. People believe renting is better than buying. The first reason is the economy, consider how many people have lost their homes, or are being foreclosed upon right now. Whether it’s because of losing a job, investing in the wrong company, or using some kind of lending service that went under after paying all that money into it. Why would you want to put yourself through any of that? The second reason for renting is why you would pay for expensive repairs, when someone else can. When buying a house and something breaks or is damaged, you are entitled to fix it on your own, but with apartments if something breaks down like the dishwasher, or stove or some other major appliance, the landlord must replace it. With renting you don’t have to worry about yard upkeep, it is the landlord’s job to keep and maintain the grounds. If there is a problem, the landlord has to deal with it, or your only responsibility is to maintain your personal space. Lastly the most important reason why you should rent an apartment is better than buying house. Having the ability to move when you want to especially if you’re single or get offered employment somewhere far, you wouldn’t have to worry about selling. If you get transferred, or lose your job, you’re not locked in to a monthly mortgage payment. In today’s real estate market, trying to sell a home could prove very costly. Even if you have to break your lease, it’s much better than defaulting on your mortgage. Renting gives great flexibility until you find a place you really want to stay at for a long time. If you’ve read all what I have written, you’ve learned a lot about housing choices! As you explore your own options for buying a home, you will need to learn more about the costs of home ownership, about how much you can afford, and about financing a home purchase. How to cite Renting vs Owning a Home, Essay examples

Student and Avoidance-oriented Coping Strategy free essay sample

Abstract The survey investigated the extent to which Brunei trainee teachers used the task-oriented, emotion-oriented, and avoidance-oriented coping strategies when in stressful situations. Data collection employed the Coping Inventory for Stressful Situations. Participants consisted of 118 educational psychology student teachers at the University of Brunei Darussalam. Of these, 89 (75%) were females while 29 (25%) were males. The sample comprised of 71 (60%) BEd and 47 (40%) PGCE students. Overall, the task-oriented strategy was the most used coping method followed by the avoidance-oriented style. There were no significant gender and program of study differences in the way participants employed the three coping procedures. Age, gender, and program of study were not significantly correlated with the three coping strategies. The coping strategies were found to be distinct ways of reacting to and relieving stress according to the Brunei sample. Further mixed methods research was recommended to gain additional insights on the problem. Keywords: Stress, Coping, Strategies, Task, Emotion, Avoidance, Student teachers 1. Introduction Stress is a non-specific physiological reaction to internal and external demands made on the body (Selye, 1974). Not all stress is bad though. An optimum amount of stress (called positive stress) is required to keep a person challenged and energized (Student Support Services, 2007; Australian Counseling Association, 2007). In addition a small number of studies claim that people learn a few good lessons from some aspects of stress such as critical incident stress, CIS (Werner et al. , 1992). Furthermore there is also the so-called notion of stress related growth, SRG (Tassie Whelan, 2007) which supports the view that people learn and grow from stressful events. Despite these and other beneficial aspects of stress it appears that the disadvantages of stress far outnumber the advantages. There are many forms of stress (collectively known as negative stress) that are harmful. The three main dangerous types of stress include acute stress, chronic stress and posttraumatic stress disorder (PTSD). For example severe, profound or catastrophic kinds of stress can lead to death through either suicide or stroke. Along with depression and anxiety, stress is to-date one of the three common mental health problems affecting university students worldwide (Benton et al. , 2003). For instance there are many student deaths attributed to suicide or stroke in universities. Like depression and anxiety, stress has many symptoms, causes and effects some of which are briefly discussed below to set the background. 1. 1 Causes of stress in university students There is a wide range of factors that contribute to stress in university students. The majority of the causes of stress seem to be person-age-situation specific. For instance people experience different stressors in different places (e. g. home context, school setting, and work environment). In addition children, adolescents, middle aged persons, and the old appear to have different stressors. The causes may be divided into three broad categories: environmental; psychological; and biological (Cohen et al. , 1995). Environmental causes of stress include adjusting to life in a new environment, studying in English, and culture shock (Pabiton, 2004) as well as loneliness or isolation (Pabiton, 2007). In developing countries, student mental health problems like stress are caused by a host of lifelong factors such as pressure of academic work, poverty, diseases, natural disasters, environmental hazards, war and the unrealistic expectations of parents and teachers (Ovunga et al. , 2006). In their recent study, Yates et al. (2008) found that some mental health problems occur before students enter a college or university. Examples of psychological factors that contribute to stress are revising for tests, sitting for examinations, meeting deadlines for coursework assessments, and repeated failure (Pabiton, 2007). Psychological causes also include the pressure of combining paid work with study, procrastinating, excessive workload as well as parents’ and students’ unrealistic expectations (Student Support Services, 2007). The 79 International Journal of Psychological Studies www. ccsenet. org/ijps biological causes include chronic sickness and poor health (Burns, 2003) and the role of biological factors such as the stress hormones and the autonomic nervous system (Jenkins et al. , 1990; Taylor, 1990; Amchin, 1991; Rathus Nevid, 1991). 1. 2 Effects of stress and coping strategies Most previous studies of stress coping strategies among university students were conducted in western countries, North America (US and Canada) and Australia. Some of these studies included Asian minority or foreign students in their samples (e. g. Iwasaki, 2003; Tassie Whelan, 2007). The studies done and published in the above countries including Asia (few only e. g. Burnard et al. , 2007a; b) dealt mainly with students other than trainee teachers. Studies of how Brunei student teachers react to stressful situations are still rare and the present investigation seeks to narrow this knowledge gap. Research indicates that stress has three main components (cognitive, affective and behavioral) and that long-term stress can have damaging effects on an individual’s physiology and mental health (Bartlett, 1998). Stress has many symptoms or effects on the body, the most severe or profound being: burnout; headaches e. g. migraines; hypertension; ulcers; insomnia; sexual dysfunction; menstrual disorders; and stroke or death (see Ogden, 2000; Kiecolt-Glaser Glaser, 1986; Burns, 2003; Rathus Nevid, 1991; Amchin, 1991; Australian Counseling Association, 2007). People (including student teachers) use a variety of coping strategies when in stressful situations. Researchers, in turn, also use a number of procedures to assess the effectiveness of coping strategies for stressful situations such as observations, interviews and self-report questionnaires. The most widely used are self-report instruments such as the Ways of Coping Checklist, WOCC (Folkman Lazarus, 1980; 1985; 1988) and the Coping Inventory for Stressful Situations, CISS (Endler Parker, 1990). Coping strategies are ways or means by which stress and its impact may be avoided or reduced. Frydenberg (2008) says coping has many purposes and is a function of the person, situation, and perception of the situation {C = f (P + S+ PS)}. However, the present study only examined the coping strategies embedded in the CISS instrument (namely: task-oriented coping; emotion-oriented coping; and avoidance-oriented coping). According to the CISS technical manual (Endler Parker, 1990) task-oriented coping occurs when a stressed person engages in a task intended to reduce or remove the stressor (s). On the other hand, emotion-oriented coping takes place when a stressful individual reacts emotionally to stressors e. g. by crying or being sad or getting worried. There two forms of avoidant coping (distraction and social diversion). Both require the affected person to ignore the stressor thereby leaving the problem unresolved. These three forms of coping (task, emotion, and avoidant) closely resemble the three coping strategies (proactive, reactive, and nonproductive) measured by the Coping Scale for Adults (Frydenberg Lewis, 1997). For example task-oriented coping is in a way like proactive coping in that it is positivistic, multidimensional, and forward-looking or future-oriented. Emotion-oriented coping is, however, somewhat the same as reactive coping. These two forms of coping comparatively deal with past stressful events and seek to address the loss or harm that occurred previously. Emotion-coping strategy is perhaps most effective for people who are high on emotional intelligence. The last form of coping, avoidance, approximates nonproductive coping in that the person afflicted with stress ignores the stressor(s) and does nothing to resolve the causal problem(s). Nonproductive coping is harmful because it leads to dysfunctional life. Most tertiary students have academic stress which correlates positively with nonproductive coping (Frydenberg Lewis, 2001). 1. 3 Findings from selected previous stress coping studies The use of leisure as a relaxation technique was found to be effective with students in coping with stress (Iwasaki, 2003). However male students benefited more than females from leisure activities in alleviating stress (McKean Misra, 2000). Other variables or factors that were reported by the same authors to be effective in lowering academic stress are time management and anxiety reduction. McKean and Misra (2000) found that female students had more effective time management behaviors than males and profited more from it. In one study that was done in the Asian context (Philippines), Pabiton (2004) found that the students’ coping strategies for stressful academic situations included spending extra time on academic workload, joining study groups, seeking assistance from friends, and consulting with professors. In a more recent study, Pabiton (2007) found that students also sought help / advice from their significant others. This later finding concurs with the results of Chan and Lim’s (2006) study in another Asian country (Singapore) who observed that Asian adolescent students (regardless of their gender, age, or nationality) had lower preferences for formal sources of help such as teachers and counselors but tended to prefer informal sources of help such as friends, parents, or family members. However there are big differences. In China, Hsiaowen (2007) found that Chinese female students had more favorable attitudes toward seeking psychological help than their male counterparts. Despite this apparent resistance to seeking professional help, group counseling is one form of psychotherapy that seems to appeal to both secondary and tertiary Asian students. School counselors in Brunei Darussalam use this form of 80 International Journal of Psychological Studies Vol. 2, No. 1; June 2010 psychological intervention when providing career and academic counseling (see Yahya, 2005). Individual counseling is, however, still needed for severe, profound, or catastrophic cases involving acute stress, chronic stress, and PTSD. For more diagnostic information on all these, readers are referred to the American Psychiatric Association (2000) and the World Health Organization (2007). In addition, Hsiung (2003) created a website of virtual pamphlets used in counseling individual students by various universities that can be used by students for self-referral and voluntary counseling through bibliotherapy. 1. 4 Objectives of the study The present study sought to determine the extent to which Brunei trainee teachers utilized the three main coping strategies (task-oriented, emotion-oriented, and avoidance-oriented) postulated by Endler and Parker (1990). In addition the study also looked at the differences (by gender and program of study) in the way Brunei student teachers employed these three coping strategies. A further objective of the present study was to establish the relationship between the demographic variables (age, gender, and study program) and the three coping strategies (task-oriented, emotional-oriented and avoidant-oriented). 2. Method The field survey method was used to investigate the research problem. Like all other research strategies, field surveys have their own limitations. For instance the findings from field surveys may not show cause-and-effect relationships among the variables probed. Despite this and other disadvantages, the rationale for employing this research strategy was two-fold. First, the investigator wanted to use as respondents many trainee teachers taking a selected educational psychology course. Second, the researcher wanted to give on-the-spot assistance to participants who needed help to complete the data collection instrument properly in order to increase the number of usable returns. 2. 1 Sample The target population of the study were student teachers taking an educational psychology course taught by the researcher. The course had 125 students but only 118 were present on the day the instrument was administered. Of these, 29 (25%) were males while 89 (75%) were females. Seventy one (60%) of the students were on the BEd program while 47 (40%) were taking the PGCE course. The age of all the research participants ranged from 18 to 39 (Mean = 24. 6; SD = 5. 8). There was no statistically significant gender difference in age between males (Mean = 23. 2; SD = 4. 4) and females (Mean = 25. 0; SD = 6. 1) when the two-tailed t-test for independent groups was applied [t(116) = 1. 5, p . 05]. However the BEd Students (Mean 23. 5; SD = 6. 8) and PGCE students (Mean = 26. 3; SD = 3. 3) differed significantly in age [t(116) = -2. 66, p . 01]. 2. 2 Instrument Data for the study were collected with the adult version of the Coping Inventory for Stressful Situations (CISS) developed by Endler and Parker (1990). This is a self-report paper and pencil measure of coping containing 48 items. Sixteen (16) items assess task-oriented coping and 16 items measure emotion-oriented coping. The avoidance scale is divided into two subscales: distraction (8 items) and social diversion (5 items). The three remaining items of the avoidance-oriented scale are filler items and therefore not included in the data scoring and analyses. All the three subscales were pretested on 60 similar students in the previous cohort and had good alpha reliability: task-oriented . 86; emotion-oriented . 79; and avoidance . 79. Internal consistency reliability estimated by Cronbach’s (1951) alpha is considered acceptable when in the . 70 . 80 range (Guilford Frutchter, 1978; Carmines Zeller, 1979). The three subscales’ construct validity indices assessed by average corrected item-total correlations were: . 48 (task-oriented); . 41 (emotional-oriented); and . 45 (avoidance-oriented). Psychometric theory holds that an item is valid if it correlates positively and highly with total scores of which it does not form a part (Rust Golombok, 1989). The minimum acceptable average non-spurious item-to-scale correlation as evidence of construct validity is . 30 (Gable, 1986; Gogolin Swartz, 1992). All the three scales are Likert-type instruments each with a 5-points response format (ranging from 1 = not at all, to 5 = very much). Because the trial sample had no problems in completing the instrument in English and the scales had good reliability and validity at the pilot phase, the CISS was not translated into Bahasa Melayu (main language of Brunei) and was used â€Å"as is†. A section (with three items) for collection of biographic data was added to the three subscales. 2. 3 Procedure Prior to administering the instrument, ethical conditions for participating in the study were verbally explained to the respondents. These included privacy, voluntary participation, anonymity, confidentiality, and protection from both psychological and physical harm. Students participated in the study on the basis of this verbal informed 81 International Journal of Psychological Studies www. ccsenet. org/ijps consent. They were also free to withdraw from the study at any point or stage. In addition the study met the ethical requirements of the University of Brunei Darussalam Research Committee and the Helsink Declaration on the use of human participants in research. 2. 4 Data Analysis The three subscales (Task, Emotion, and Avoidance) were scored according to instructions in the CISS technical manual (Endler Parker, 1990). Both raw data and transformed T-scores (Mean = 50; SD = 10) were used in this study. Raw data for each subscale were analyzed by descriptive statistics (mean, mode, median, standard deviation, and skewness) and inferential statistics (correlations and t-tests for independent groups). The higher the test score on anyone of the 3 subscales (task, emotion, and avoidance) the greater the degree of coping activity for the person or group on the corresponding coping dimension. Frequencies and percentages for the prevalence rates were based on T-scores. The two subscales of the avoidance coping orientation (distraction and social diversion) were not scored and analyzed separately in this study because they inter-correlate positively and strongly (see Bouteyre et al. , 2007). 3. Results 3. 1 Performance on the three subscales The descriptive statistics in Table 1 provide a brief quantitative outline of the sample’s performance on the three tests at the whole-group level. The coefficients of skewness and the standard deviation indices indicate respectively that the individual total raw scores were quite high and varied. Although the participants used all the three strategies, evidence from the three measures of central tendency shows that they relied more on the task-orientation followed by the avoidance strategies. These differences in preference for coping strategies are probed further below by gender and study program. 3. 2 Task-oriented coping strategies Task-oriented transformed coping scores, frequencies and percentages are presented in Table 2 by gender and study program. Thirty eight students (32 % of the overall sample) used the task-oriented coping strategy at above average level (T 55). Of these, 8 (7 %) males, 25 (21 %) females, 19 (16 %) BEd students, and 14 (12 %) PGCE participants used the task-oriented coping strategy from slightly above average (T = 56-60) to above average (T = 61-65) levels. Only 5 females (4 %, all PGCE students) used the task-oriented coping strategy intensely from much above average (T = 66-70) to very much above average (T 70). However, both the gender and program differences on task-oriented coping were statistically insignificant as indicated by the t-statistics in Tables 5-6 below. Overall, the mean scores in Table 1 indicated that the task-oriented coping was the most used strategy (T 56) by most of the participants (38 or 32% of the whole sample). The other participants (80 or 68 % of the whole sample) employed the task-oriented coping strategy at various levels of coping ranging from average (T = 45-55) to very much below average (T = 30). 3. 3 Emotion-oriented coping strategies T-scores, frequencies and percentages for emotion-oriented coping strategy are presented in Table 3 by gender and program of study. Although the participants’ mean score on the emotion-oriented coping strategy was lower than the mean on the task-oriented strategy, it can be observed from Table 3 that both genders and both program students relied on this strategy to some extent. In all, there were 33 students (28 % of the entire sample) of both genders (12 males and 21 females) whose use of the emotion-oriented coping strategy ranged from slightly above average (T = 56-60) to very much above average (T 70). However the number of BEd students (16) whose use of the emotion-oriented coping strategy ranged from slightly above average (T = 56-60) to very much above average (T 70) was almost the same as that of PGCE students (17). Again, these gender and program differences on emotion-oriented coping were proved to be statistically insignificant by t-statistics in Tables 5-6 below. Emotion-oriented coping was the third most used strategy (according to mean scores in Table 1) by 33 students or 28 % of all the participants with T 56. The rest of the students (85 or 72 % of all participants) used the emotion-oriented coping strategy at either the average (T = 45-55) or below average (T 45) levels. 3. 4 Avoidance-oriented coping strategies The avoidance-oriented coping scores and frequencies are presented in Table 4 by gender and study program. Only 4 females (all PGCE students) used the avoidance-oriented coping strategy at much above average level (T 82 International Journal of Psychological Studies Vol. 2, No. 1; June 2010 = 66-70) to very much above average level (T 70). The 27 participants who used the avoidance-oriented coping strategy at slightly above average level (T = 56-60) to above average level (T = 61-65) included 7 males (6% of the whole sample), 20 females (17%), 16 BEd students (14%), and 15 PGCE students (13%). Again, the t-test statistics yielded no significant differences by gender (Table 5). However there was a significant difference on avoidance-oriented coping strategy by study presented in Table 6 where PGCE students scored much higher than BEd students. In addition, evidence in Table 1 suggests that the avoidance-oriented coping strategy was the second most used strategy (T = 56) by both genders (31 students) and both program students (31). The majority of the participants (87 or 74% of the sample) variously used the avoidance-oriented coping strategy at the average (T = 45-55) and below average (T 45) levels. 3. 5 Gender differences in participants’ coping styles When grouped by gender, males and females did not differ significantly in the way they were oriented to the three main coping styles (task, emotion and avoidance). T-test analyses in Table 5 gave no significant differences. 3. 6 Differences in coping style by study program Table 6 shows that there was no significant difference in the way students on the two teacher education programs were oriented to two of the three coping strategies (task and emotion). However, PGCE students scored significantly higher than BEd students on the avoidance scale. 3. 7 Relationships between independent and dependent variables The study used three independent variables, IVs (age, gender, and study program) and three dependent variables, DVs (task, emotion, and avoidance). Inter-correlations between these variables are presented in Table 7. Low but statistically significant relationships were obtained on one pair of IVs (age vs. program) and on two pairs of DVs (task vs. emotion and task vs. avoidance). All the IVs were not significantly related to the DVs. 4. Discussion The study focused on three main coping strategies: task-oriented; emotion-oriented; and avoidance-oriented. These are, however, not the only coping strategies used by Brunei students. Brunei student teachers might be using other outlets for stressful events such as the family, sports, friends, massage, religion, bomos (traditional healers or therapists), hospitals, and so on that were not included in this investigation. Further research therefore needs to be conducted to determine the extent to which they use these other alternative sources of help. Task-oriented coping style was the most used coping strategy by participants in this study. The majority of students who used the task-oriented coping strategy were females (most of them on the BEd program). Task-oriented in this context refers to purposeful efforts aimed at solving the problem, cognitively restructuring the problem, or attempts to alter the situation (Endler Parker, 1990). The main emphasis is on the task or planning and on attempts to solve the problem. Stress and many other mental health problems are caused by a variety of factors as noted by Ovunga et al. (2006). Some of these stressful problems occur before a student goes to college or university (Yates et al. , 2008). The best way to solve stressful problems is therefore to prevent, if possible, the problems through task-oriented coping than to create or let the problems occur and then try to solve them. Not all problems can be prevented though. In view of the supposed effectiveness of the task coping mechanism, it is unclear why Brunei males in the present study were less interested in using this strategy. In Brunei, incorporating task-oriented coping skills in group counseling of male students might be helpful (Yahya, 2005). Group counseling appears to be strategy that may appeal to these trainee teachers that needs to be incorporated in counseling interventions to help them cope effectively with stressful situations. Both students who scored high and low on the task-oriented coping scale may benefit from counseling therapies that incorporate elements of task-focused solutions to stressful problems. Further qualitative research needs to be conducted to identify possible cultural and environmental factors that cause female BEd student teachers to rely more on the task-oriented coping strategy than the other categories of trainee teachers. A number of psychological problems that human beings have tend to be emotional in nature. Coping strategies and solutions to such problems are often of an emotional type. This might be the reason why human languages are usually rich in emotional (e. g. feeling) words or vocabulary. Despite this, the emotion-oriented coping was 83 International Journal of Psychological Studies www. ccsenet. org/ijps the least used coping strategy by research participants in this study. Emotion-focused coping refers to emotional reactions that are self-oriented (e. g. blaming the self, getting angry, getting tense, fantasizing, and day dreaming). In some cases the reaction actually increases the stress (e. g. becoming very upset or tense) and this might explain why this coping strategy may be less popular. Further research (both quantitative and qualitative) needs to be conducted to provide insights into reasons why the participants’ preference for emotion-oriented coping strategies was fairly high. One of the reasons for preferring this strategy is that it may be easier (though not the best thing to do) to unrealistically. React emotionally to a stressful problem than to address it. Emotions (e. g. crying and sadness) are produced mainly by an interaction of thoughts, feelings and beliefs (TFBs) and are thus difficult to control. This implies that research participants in this study who scored high on the emotion-oriented coping scale might benefit from counseling strategies that utilize cognitive-behavioral therapies to provide insights into why emotions, automatic thoughts, and irrational beliefs are never the best way to solve stressful problems. In their study, Yates et al. (2008) recommended that pastoral care mechanisms in higher education institutions need to be enhanced to identify and support potentially vulnerable students. The avoidance-oriented coping strategy was the second most used coping method by participants in this study. In the context of this study avoidance-oriented coping refers to activities and cognitive changes aimed at avoiding the stressful situation. This may occur via distracting oneself with other situations or tasks or via social diversion as a means of alleviating stress. The strategy may provide temporary relief from a problem but is ineffective since it leaves the stressor(s) unresolved. The avoidance-oriented coping strategy appealed most to female and older PGCE students with T-scores of 66 and above (Table 4). In addition PGCE students scored significantly higher on the avoidance coping variable than BEd students. These differences might partly be explained by previous research which indicates that Asian students like the avoidance-oriented coping strategy particularly the social diversion component (see Pabiton, 2004, 2007; Chan Lim, 2006). However, according to Frydenberg Lewis (2001) nonproductive and avoidance coping are not effective strategies. Age, gender and program of study were not significantly related to the three coping strategies (task, emotion and avoidance) according to evidence from this study. In view of this, these three demographical variables could not effectively be used in predicting the coping strategies of the research participants. This therefore implies that further research needs to be conducted to identify predictors of coping strategies in the Brunei context. Such information would be useful in planning appropriate counseling interventions. In the present study, the three coping strategies (task, emotion and avoidance) were quite independent of each other (as shown by the inter-scale correlations) and Brunei student teachers appear to have used them distinctively. This finding suggests that adherents to different coping strategies need different therapies when helping them through counseling. 5. Conclusion The knowledge of how people resolve their problem(s) is essential when counseling and helping individuals or groups to address their concerns. The present study investigated the extent to which Brunei trainee teachers used three coping strategies for stressful situations. Evidence showed that the task-oriented strategy was the most used coping method followed by the avoidance-oriented strategy. The emotion-oriented strategy was the least used. Participants did not differ significantly by either gender or program of study in the way they used the task and emotion coping strategies. However PGCE students scored significantly higher on the avoidance coping scale than their BEd counterparts. The results suggested that participants could benefit from counseling strategies that were non-overlapping but distinctively addressed each coping strategy. Further research was recommended to determine the specific ways in which participants used the task, emotion, and avoidance coping strategies including other alternative coping avenues. 6. Limitations of the study The exploratory study had some limitations. First, it was based on one small group of trainee teachers who took a course taught by the researcher. As such, the study had low external validity and the results could not be generalized to all the other student teachers at UBD. Second, interviews were not conducted to probe the reasons why students used the preferred coping strategies. Qualitative information might have helped identify other common coping strategies used by students in Brunei and reveal the extent to which their responses in the interview matched, differed from, or added to the data gathered by the CISS survey instrument. In so doing findings from the qualitative component would have enriched interpretations of the results from the quantitative survey. Third, the subscales were not correlated with other scales that measure similar constructs. Criterion-related validity would have demonstrated further the suitability of the subscales for use in the Brunei student teacher context. Despite these limitations the findings are useful in informing and guiding future studies 84 International Journal of Psychological Studies Vol. 2, No. 1; June 2010 on this topic in Brunei. The study used the CISS instrument for the first time in Brunei. References Amchin, J. (1991). Psychiatric Diagnosis: A biopsychosocial approach using DSM-III-R. Washington, DC: American Psychiatric Press. American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders, 4th edition Text Revision, DSM-IV-TR. Washington, DC: American Psychiatric Association. Australian Counselling Association. (2007). Mental health information for health professionals and the public: Stress fact sheet No. 4. [Online] Available: www. theaca. net. au. Accessed (20 November 2007). Bartlett, D. (1998). Stess perspectives and processes. Buckingham, Philadelphia: Open University Press. Benton, S. A. , Robertson, J. M. , Tseng, W. C. , Newton, F. B. , Benton, S. L. (2003). Changes in Counseling Center Client Problems Across 13 Years. Professional Psychology: Research and Practice, 34, 66-72. Bouteyre, E. , Maurel, M. , Bernand, J-L. (2007). Daily hassles and depressive symptoms among first year psychology students in France: The role of coping and social support. Stress and Health, 23, 93-99. Burnard, P. , Edward, D. , Bennett, K. , Rahim, T. A. , Tothova, V. , Baldacchino, D. , Bara, P. , Mytevelli, J. (2007b). A Comparative Longitudinal Study of Stress in Student Nurses in Five Countries: Albania, Brunei, the Czech Republic, Malta and Wales. Nurse Education Today, 6 June 2007. Burnard, P. , Rahim, T. A. , Hayes, D. , Edwards, D. (2007a). A Descriptive Study of Bruneian Student Nurses’ Perceptions of Stress. Nurse Education Today, 27(7), 808-818. Burns, R. (2003). Unwind: 10 Ways to manage stress and improve your well-being. Sydney: Allen and Unwin. Carmines, E. G. , Seller, R. A. (1979). Reliability and validity assessment. Beverly Hills, CA: Sage. Chan, W. M. , Lim, K. M. (2006). Adolescent foreign students’ preferred sources of help for academic and interpersonal problems. Journal of Applied Research in Education, 10, 87-95. Cohen, S. , Kamarch, T. , Mermelstein, R. (1983). A Global Measure of Perceived Stress. Journal of

Lift Every Voice And Sing By James Weldon Johnson Essays

Lift Every Voice And Sing By James Weldon Johnson The author of Lift Every Voice and Sing (often called the Negro National Anthem), James Weldon Johnson had a long career as a creative writer, black leader, teacher, lawyer, diplomat, and executive secretary of the National Association for the Advancement of Colored People. Through his writing he protested racial injustice, encouraged black achievement, and added immeasurably to the wealth of American literary art. A native of Jacksonville, Florida, Johnson attended Atlanta University through graduate school. In 1901 he became the first African American admitted to the Florida Bar, but he did not re-main in Florida very long. Forming a creative partnership with his younger brother Rosamond, a writer of popular music, he began to write lyrics. They moved to New York and found fame as the ragtime songwriting team of Cole and Johnson Brothers. and founded a short-lived newspaper called The Daily American. For ten years, he wrote editorials for the New York Age, a prominent African-American newspaper. He was one of the founders and a charter member of the American Society of Composers, Authors, and Publishers, and he became field secretary for the NAACP in 1916. The song was originally written for schoolchildren at an Abraham Lincoln birthday celebration in 1900. The Creation James Weldon Johnson James E. Ransome (Illustrator) Format: Hardcover, 1st ed., 32pp. ISBN: 0823410692 Publisher: Holiday House, Inc. Pub. Date: March 1995 Edition Desc: 1st ed Songwriter, poet, novelist, journalist, critic, and autobiographer. James Weldon Johnson, much like his contemporary W. E. B. Du Bois, was a man who bridged several historical and literary trends. Born in 1871, during the optimism of the Reconstruction period, in Jacksonville, Florida, Johnson was imbued with an eclectic set of talents. Over the course of his sixty-seven years, Johnson was the first African American admitted to the Florida bar since the end of Reconstruction; the co-composer (with his brother John Rosamond) of 'Lift Every Voice and Sing,' the song that would later become known as the Negro National Anthem; field secretary in the NAACP; journalist; publisher; diplomat; educator; translator; librettist; anthologist; and English professor; in addition to being a well-known poet and novelist and one of the prime movers of the Harlem Renaissance. As the first son of James Johnson and the former Helen Louise Dillet, James Weldon inherited his forebears' combination of industrious energy and public-mindedness, as demonstrated by his maternal grandfathers long life in public service in the Bahamas, where he served in the House of Assembly for thirty years. James, Sr., spent many years as the headwaiter of the St. James Hotel in Jacksonville, Florida, where he had moved the family after his sponge fishing and dray businesses were ruined by a hurricane that hit the Bahamas in 1866. James, Jr., was born and educated in Jacksonville, first by his mother, who taught for many years in the public schools, and later by James C. Walter, the well-educated but stern principal of the Stanton School. Graduating at the age of sixteen, Johnson enrolled in Atlanta University, from which be graduated in 1894. After graduation, Johnson, though only twenty-three, returned to the Stanton School to become its principal. In 1895, Johnson founded the Daily American, a newspaper devoted to reporting on issues pertinent to the black community. Though the paper only lasted a year (with Johnson doing most of the work himself for eight of those months) before it succumbed to financial hardship, it addressed racial injustice and, in keeping with Johnson's upbringing, asserted a self-help philosophy that echoed Booker T. Washington. Of the demise of the paper he wrote in his autobiography, Along This Way, The failure of the Daily American was my first taste of defeat in public life. . . . However the effort was not a total failure, for both Washington and his main rival, W. E. B. Du Bois, became aware of Johnson through his journalistic efforts, leading to opportunities in later years. Turning to the study of law, Johnson studied with a young, white lawyer named Thomas A. Ledwith. But despite the fact that he built up a successful law practice in Jacksonville, Johnson soon tired of the law (his practice had been conducted concurrently with his duties as principal of the Stanton

Moral Crusade or Personal Vendetta Essays

Moral Crusade or Personal Vendetta Essays Moral Crusade or Personal Vendetta Essay Moral Crusade or Personal Vendetta Essay Abigail is not the only opportunist in Salem. The Putnams, whose daughter was one of the young women dancing in the woods, also seize the opportunity. Thomas Putnam is a greedy landowner in Salem. He systematically accuses his neighbours of witchcraft so that he might purchase their land after they hang. Like Abigail, there is a hidden agenda guiding Thomas Putnam, namely his greed for land. He too will stop at nothing to satisfy his greed. Miller has incorporated this into the play as The Royal Charter was revoked in 1692 and land ownership deeds became invalid creating a crisis of property rights. Individuals no longer felt secure with their landholdings thus feuds broke out regarding property rights and deeds of ownership. Ann Putnam also used the witchcraft trials for her own means. Mrs Putnam believes that a witch is responsible for the deaths of her seven infant children. She is resentful of Rebecca Nurse who has a large family and who has a reputation for good Christian deeds. Reverend Parris is the minister of the Christian puritan society in Salem. At the start of the play he discovers the girls dancing in the woods. One of the girls is his daughter, Betty, who falls ill after the event, and Abigail is his niece. Therefore, Reverend Parris is terrified of the consequences of their actions. This is more so as he feels that he is unpopular with many of the congregation I have fought here three long years to bend these stiff-necked people to me, and now, just when some good respect is rising for me in the parish, you compromise my very character. Parris has used his sermons to demand money and possessions and thus divided the village. He believes people are plotting against him and a faction plans to force him to leave Salem so he attempts to strengthen his authority through the witch trials thereby using them for his own means. After Parris receives a death threat, and hears of a rebellion against the court in Andover, where there have been similar witch trials, Parris fears that the hanging of two such upstanding citizens as Rebecca Nurse and John Proctor will incite a rebellion in Salem, similar to the one in Andover. The reason he gives is that postponement now speaks of floundering on my part. He is not so much concerned about the lives of those condemned as about his own reputations. To determine if witchcraft is to blame for Bettys illness, Parris summons Hale, a Reverend from the Boston area. Unlike most of the other characters, Reverend Hale has nothing to gain from the trials and executions. He is a well meaning scholar with a reputation for knowledge and expertise symbolised by the many books he carries on entering the play. He also feels he can put the people of Salem at ease regarding their concerns about witchcraft. He does this by exhorting Tituba, the black slave, and the other girls to confess and denounce others to save themselves. When he succeeds he cries, glory to God, it is broken, they are free! Reverend Hale is on a moral crusade, striving for justice unlike many of the other characters. He is impressed by Elizabeth Proctors strong Christian faith. He is critical of John Proctors poor record of attendance at church and is dismayed at finding that John Proctor cannot remember the Ten Commandments. Ironically, the only of the Ten Commandments that he cannot name is, Thou shalt not commit adultery. Although Hale remains determined not to declare witchcraft unless he can prove it, he is taken in by the expectations of the people of Salem and begins by taking their evidence at face value. Later on, however, he attempts to correct his shortcomings when he realizes that Abigail is a fraud. Hale then devotes himself to attempting to persuade the other prisoners to confess in order to avoid executions. However, he does not realise that lies would only reinforce the slanders the court has already committed. Hales faith is severely tested in the play but although he questions his own faith he does not abandon religion altogether. The other character in the play who does not use the trials for his gain is the Deputy Governor, Danforth, who represents the authority of church and state. Danforth refuses to admit possibilities outside the strict confines of the church and he applies the law with a rigid harshness. Although he may be viewed as a villainous character who does not want to open his mind to the reality of the court being duped by a group of teenage girls after signing so many death warrants, he may also be viewed as someone on a moral crusade which results in his ruthless character. Although not on a moral crusade themselves, characters such as Rebecca Nurse and Elizabeth Proctor are morally upright within the community. They are honest and will not confess to witchcraft as they would be confessing to something they had not done. Rebecca Nurse serves as a symbol of goodness and reason. Her character is impeccable, and her reputation flawless. At the outset she dismisses the behaviour of the young girls as part of their adolescence. She makes it quite clear that any searching for the devil based on the behaviour of the girls is, in itself, evil. Elizabeth and Rebecca Nurse show courage and calmness amidst the climate of fear and hysteria. The character analysis of the main people and their motives in the witch hunt trials shows Millers ability to create complex characters. Although Miller wrote a historical play set in the Puritan period, by inference, the McCarthy period, it is essentially a play about people and the human condition. Miller is adept at removing the outer covering of his characters to expose the inner workings as in a crucible. However, the historical setting of the play has affected style of language and the way the play has been written. He comments, No one can really know what their lives were like, neither can anyone know exactly how they spoke. Miller does not claim to have written a historically accurate play but he uses expressions which may have been used by the Puritan community. These include the use of Goody instead of Mrs; Id admire to know, instead of Id like very much to know, and open with me, instead of tell me the truth. Miller also makes some grammatical changes from modern usage; the verb to be is often changed; it were for it was and it be for it is. The tense of a verb is sometimes changed She gives instead of She gave. Furthermore, the West Indian slave, Tituba, is given her own dialect Devil, him be a pleasure, man in Barbados, him be singin and dancin Miller also drops the g at the end of words such as goin, beatin to denote a dialect. To add to the Puritanical setting Miller makes references to events in the Bible. Reverend Hale trying to persuade Elizabeth to confess says I have gone this three month like our Lord into the wilderness. Earlier, speaking of Abigail, Elizabeth Proctor says, where she walks the crowd will part like the sea for Israel. Thus, without claiming to be totally accurate, Arthur Miller has created the impression of a rural, deeply religious society. As well as the language, rooms are sparsely furnished and severe Puritan costumes are used. This creates an austere tone. Moreover, even more important than the language and setting, Miller makes some of the characters morally vocal. People had principles and lived and died by them. Faith, conduct and society pervaded their lives. This is demonstrated particularly by the character of Goody Nurse and also John Procter who works hard to build a defence for those accused and finally decides to die rather than lose his good name by admitting to witchcraft. Miller uses the historical setting as an opportunity to express the dramatic use of hysteria. The general hysteria that spreads through the community of Salem after the first mention of witchcraft is used to induce an atmosphere of anxiety and guilt which brings out superstitious fears. The witchcraft is both caused and fuelled by fear and it is this fear that is the motivating force that leads neighbour to accuse neighbour and generates hysteria. The most powerful and dramatic of these is the girls hysteria when they pretend to be possessed. The climax to this hysteria appears at the end of Act III in the court when reverend Hale feels anguished at the way the witch hunt is being carried out. Despite John Proctors admission of adultery and his wifes lying to deny it, Reverend Hale is prepared to defend them and starts accusing Abigail of falsehood and pretence. This is a dangerous moment for Abigail and the other girls. She starts looking up at the ceiling and screams at a yellow bird which she says is Mary, trying to scratch her face. The other girls gape at the ceiling, seeing the bird, they start repeating every word that Mary says. This has a terrifying hypnotic effect on Mary, and also the audience. The action at the end of this scene is a demonstration of the power of hysteria to paralyse thought. This is one of the dramatic climaxes of the play. The important technique of delaying is used to great effect. To build up a climax, hints, clues and suggestions must be given earlier in the play, many of them left purposely unanswered so that the audience is kept wondering. An example of the way Miller develops climax within an act is Elizabeths fears at the beginning of Act Two; Marys reporting, later in the act, that Elizabeths name had been mentioned in court; Hales questioning of John and Elizabeth until she denies the existence of witches; Giless report that his wife and Rebecca Nurse had been arrested; and the climax to the act, Elizabeth being arrested herself. Millers use of lighting adds another dimension to the symbolism of the novel. The play begins in Act One with the morning sunlight, which streams through the leaded panes of the narrow window. There is a candle which still burns. The atmosphere is dim and dark to signify ignorance and evil. In Act Two, the door opening on the fields outside, must give a feeling of light and space and the stage direction to Act Three, which is the General Court indicates there is sunlight pouring through two high windows. This shows some goodness and truth trying to vanquish ignorance and evil. Act four opens in darkness but for the moonlight seeping through the bars of the cell; but by the end of the act, when Elizabeth grips the bars of the window, the new sun is pouring in upon her face. The word new in this last stage direction is a clue to the effect Miller wants the lighting to create. The narrow minded community cannot shut out the sun and moon. The new sunlight and gentle moonlight are symbols of an unconfined world outside and are emblems of hope in a world gone mad. The light which is a symbol of truth and hope floods in at the end because Proctor chooses to go to his death rather than sign a false confession. In The Crucible, Arthur Miller has created a work set in a historical period of Puritan Culture. He has used themes and events concerning witchcraft, superstition, the devil and fear, which were largely true in colonist America in the 1690s. He has also drawn parallels with the Puritan culture and that of the McCarthy trial during the 1950s. Miller has done this though narrative techniques which contain long comments on the background and on the characters which are given details by use of language, tone and setting. Therefore, this detailed characterisation makes The Crucible much more than a play in two parallel historical settings. It transcends historical backgrounds. Miller has produced a play which explores repression, resolution, fear and the response to it by the human conscience. It is a play in which private grudges and feuding erupts into controversies that overwhelm an entire community. The problems of a single man, according to Miller, are not enough to contain the truth of the human situation. Proctors conscience is the focus of the play. The initial situation of the play is well devised to prevent the social forces that later provide the major conflict for Proctor as he becomes aware of the witch hunts and reveals his temper, his strengths and weaknesses. At times it seems that evil may win over blind justice. Proctor is a proud and strong man whose one mistake causes his own downfall. The relentless forces of evil in this melodrama are inevitable. The balance between order and freedom, which once existed, as displayed by the character of Proctor is being destroyed. Social and personal conflicts are dramatised in his destruction. This is done by fraud and a self-imposed hypnotism on the part of a society in panic. The climax suggests a symbolic end of an era, the waste of human lives and the confused state of a mankind whose personal disaster shatters the balance of the world. Order to this shattered state is restored by the hero making a personal sacrifice. Some of the characters in The Crucible respond by behaving as though they are on a moral crusade and morally upright characters like Rebecca Nurse and John Proctor end up facing dilemmas of conscience and in conflict with authority. They would rather die than lose their good name by signing to witchcraft. However, a majority and insecurity are driven by fear to manipulate the situation for their own purposes and misinterpret events for their own end, until finally the situation and the events are out of control. An atmosphere of hysterical suspicion is created which drives people. Miller has created this. Miller has created this atmosphere in The Crucible by the use of technical features such as characterisation, language, stage directions and lighting.

Human Resource Management Essay Example | Topics and Well Written Essays - 2750 words - 1

Human Resource Management - Essay Example 7 Diversity and Employee Retention †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 8 Legal and ethical issues specific to strategic talent management †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 9 Diversity issue at Cityside Financial Service- Case Summary †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 9 The legal issue †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 10 Ethical Issue †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 11 Managing the legal and ethical issues of Diversity †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 12 Conclusion †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 13 References †¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 14 Introduction Successful management especially in today’s increasingly diverse workforce is one of the most important global challenges that human resource management and corporate leaders face. Immigration, employees’ migration and gender, class, religious and ethnic differences continue to dramatically impact the composition of workforce and hence corporate managers are unable to fully comprehend its dynamics and unleash the potential that is embedded in a multicultural working environment. Human capital for no doubt is the most valuable and powerful assets of an organization. Effectively managing the human resources is therefore extremely critical to the success of a firm to help it gain competitive advantages and achieve all other organizational goals. Managing diversity and business-success ar e closely related because, when diversity in an organization can be effectively managed, the outcome will be that the workforce will be very productive, highly satisfied, extremely happier of the working environment. Many of the large multinational companies depend on different types of staffing like ethnocentric, geo-centric and polycentric and all these approaches in turn create more diverse workforce making it harder to effectively manage it. This research paper explains general impacts of diversity on human resources management and organizational development. This paper will detail some specific issues that diversity in an organization can pose for hiring, management, retention and development etc and described legal as well as ethical issues in relation to the strategic talent management at City-side Financial Services. Managing Diversity There have been greater efforts to implement various programs and activities to be used in organizations as part of diversity management. Man aging diversity actually constitutes most important area of global corporate efforts and it can be considered as relatively new organizational paradigm. It encompasses innovative thoughts, evolution and knowledge that management can integrate and incorporate these elements for a better practice of diversity management (Ozbilgin and Syed 2010, p. 1). As Ciscio (2002, p. 121) stressed, managing diversity is establishing and developing a heterogeneous workforce so that employees’ potential can be performed in an equitable work environment, and a member or group of members gain no advantage or disadvantage over others. More specifically, people in an organization may belong to very different age, gender, class, religion, ethnicity, education, culture and social background. Human resource managers are expected to manage them all in equal consideration, as no one among them gains advantage over others. Managing diversity thus ensure equitable work-environment for all its people. Di versity

Case study Essay Example | Topics and Well Written Essays - 1250 words - 2

Case study - Essay Example Then came the contributions of Lee Gordon along with other famous American idols such as Jerry Lee Lewis, Eddie Cochrane, and Gene Vincent whose musical styles helped lay foundations to the pop culture of rock & roll in the country (Jitterbug, 2009). By the start of a new decade in the 60s, a significant number of the youth population in Australia were engrossed about the American ‘Rock and Roll’ which started hitting their airwaves also through artists like Buddy Holly, Chuck Berry, and Bill Haley and His Comets who inspired the Australians to initiate modern popular music recordings (Creswell & Fabinyi, 1999). As one product of this shared genre, Johnny O’Keefe became the first Australian rock star to have notched the first in the charts. Australians further gained appreciation of the ‘Twist’ and the ‘Stomp’ fads, the latter being based on American surf culture and about this time, 'The Beach Boys' earned wider acclaim on touring Aussie populace. Out of this influence emerged the surf rock band Billy Thorpe and the Aztecs. ‘The Beach Craze’ likewise was drawing Australian teenagers to consider spark for surfing and this new heap idea did make it to a trend among the youth at the time who looked up to Midget Farrelly after winning the Surfing World Championships at Bondi aside from the relevant music of ‘The Beach Boys’ and Little Pattie (Batstone & Pyne) which all the more enhanced the ‘Stomp’ fad era. The presence of Bob Dylan and Elvis Presley in the scene of pop culture and world tour served as another blast of sensation for Australian followers of the enduring American ‘Rock and Roll’. Because the American craft with music as such truly bore heights of motivation for the Australians to establish their own identity with rock & roll, the level of enthusiasm rose up in quest of individuals with the right set of potentials. Besides Johnny O'Keefe and Billy Thorpe and the Aztecs, Jimmy Little also managed to have gone the same way, becoming known with ‘Royal Telephone’ (Creswell & Fabinyi, 1999) and these Australian artists obviously adhered or at least exhibited significant inclination to American themes as reflected in the contents of their songs and general outfit thereof. Invasion of Australian culture by the British, in the similar manner, amounted to an equivalent degree of reception marveling at ‘The Beatles’ which essentially made Australians begin weighing options in the market where British and American alternatives coexisted. Billy Thorpe and the Aztecs dominated the Australian Top Ten charts with the Beatles. British acts had turned out to be more influential over the American acts in the long run especially upon the arrival of ‘The Rolling Stones’ to the sellout crowds and such events with the British idols marked the reception of Britain's prevailing ‘Mod’ fad during the mid-1 960s in major cities as Sydney, Melbourne, Brisbane, Adelaide, and Perth (Creswell & Fabinyi, 1999). ‘Beatlemania’ obtained enormous fanaticism of hundreds of thousands while several other bands from Liverpool like the ‘Merseyside’ (Batstone & Pyne) also made quite a remarkable impression to still numbers after numbers. As another consequence, Australian rock & roll group AC/DC was formed in 1967 through Malcolm and Angus who obtained production support from their guitarist brother, George Young of ‘The Easybeats’ whose pop song ‘

Ways of quitting smoking Essay Example | Topics and Well Written Essays - 500 words

Ways of quitting smoking - Essay Example year because of smoking related illnesses and cigarettes contain at least 43 cancer-causing chemicals in addition to the poisonous carbon monoxide that’s also inhaled. Every year approximately 46% of regular smokers attempt to quit, with only about 10% being successful in the short term1Research has shown that only 3-5% of smokers are successful using will power alone (Hughes et al, 2004) Smokers have an extremely difficult time to quit cigarettes because of the nicotine contained in the tobacco cigarettes. Nicotine is one of the most addictive substances known to man, and it acts directly on the pleasure centers of the brain by releasing dopamine which causes the individual to feel good, while also reducing anxiety, tension and appetite5.Regular use affects the brains reward system, so that when there is no nicotine, the dopamine levels will fall and withdrawal starts. The main withdrawal symptoms associated with smoking cessation are: These nicotine withdrawal symptoms and not will power are the main reason smokers find it so difficult to quit. Although most symptoms subside within a few days to two weeks, the most troublesome one, the Cravings sometimes can last for years, and that’s is the biggest hurdle. There are many alternatives available to help the smoker quit. The alternatives range from prescription drugs like Zyban (also an antidepressant) and Chantix which is supposed to target the nerve receptors from the effects of nicotine, to â€Å"nicotine replacement therapy† products such as gum, patches or inhalers. Unfortunately these products have had little success in achieving permanent smoking cessation from its users. The other main reason for its lack of success lies directly in the fact that these products provide a very low dose of nicotine administered over a longer period of time ,which is totally opposite to the instant rush of nicotine a smoker feels within 7-10 seconds after inhaling a puff from a tobacco cigarette. So in simple terms,

1948 Arabâ€Israeli War

1948 Arab–Israeli War There were various causes which led to the 1948 Arab-Israeli war, most of which stem from the conflicting views regarding Palestine between the Arabs and Jews. This essay will serve to explain the long term causes, and immediate causes and outcomes of the 1948 Arab-Israeli war. The Arab-Israeli conflict emerged following the end of World War I and the fall of the Ottoman Empire, wherein two separate ethnic groups emerged in Palestine: Arab Palestinians, who traced their ancestry back 3000 years in Palestine; and Zionist Jews, who claimed Palestine as the homeland given to them by God. Zionists believed that the Jews constituted a nation, not just an ethnic or religious community, and called to establish a national home in Palestine. The Palestinians however, felt Palestine was theirs, and desired to establish themselves as an independent state. The legacy of the Arab-Israeli conflict continues after 60 years. The 1948 war can be seen as a triumph and tragedy: triumph for the Israelis and tragedy for the Arabs.  [1]  This essay will investigate and discuss the main causes of the 1948 Arab-Israeli conflict, and its immediate outcomes. It will begin by exploring the social, religious and ideological roots of the conflict, and will also provide a contextual background to the war. The establishment of Zionism, the impact of World War I and the role of the British mandate will be explored, in order to understand the separate aims, tactics and motivations of the two groups, and the developments that followed. There will be a focus on the 1948 Arab-Israeli war, the long term and immediate causes of the conflict, and its immediate aftermath and legacy. Contextual Background: The fall of the Ottoman Empire The Ottoman Empire was founded in the 14th century by the Ottoman Turks, and came to include the majority of the countries of the Middle East. Palestine was under the rule of the Ottomans through the rapid military expansion of the empire in the early sixteenth century, and it remained under Ottoman rule for almost four hundred years, from 1516 to 1917.  [2]  Throughout this period, the Ottoman attention was directed to preserving the empire in Europe, to the neglect of Palestine,  [3]  as the province was of very little strategic importance. The conclusion of the First World War resulted in the fall of the Ottoman Empire, and the empire was officially abolished in 1922.  [4]   When the Ottomans joined the Central Powers in 1914 during World War I, the United Kingdom and France plotted the division of the Middle East in accordance to their strategic interests and preferences. The Sykes-Picot agreement of 1916 was an agreement between the governments of France and Britain, defining their respective spheres of influence and control in Western Asia after the expected downfall of the Ottoman Empire during World War I.  [5]  Palestine was eventually placed under British administration. The Zionist Movement and the Persecution of Jews in Europe An important Jewish belief is the anticipation of the Messiah. Klausner defines the Messianic expectation as the Prophetic hope for the end of this age, in which there will be political freedom, moral perfection, and earthly bliss for the people of Israel in its own land, and also for the entire human race.  [6]  This anticipation was fundamental in the creation of Zionism in the late 19th century. According to Tessler, Jewish doctrine asserts that God has granted His chosen people dominion over the Land of Israel, Eretz Yisrael, in order that they possess a country in which to construct their commonwealth based on His law.  [7]  The Jews held Israel as their ancestral and biblical homeland, and the concept of Messianism drove the hopes of the Jewish population for the capture of their Holy Land. As this theory developed throughout the 19th century, the establishment of Jewish colonies in Palestine was a significant step in preparation of a homeland for the Messiah. Zionism w as thus established by Theodore Herzl in the late 19th century, as a movement to create a national home for the Jews in Palestine.  [8]   Judaism is closely associated with nationalism. The basis for the concept of Israel as a state emerged from the Bible and the belief that Eretz Yisrael was promised to the Jews by God. It was believed to be a territory in which the Jews, the chosen people, could live by Gods commandments by building a model state based on His laws, and thereby act as a guide for other states. Zionism emerged from the belief that the coming of the Messiah would not happen in the absence of several preparatory events, including the re-emergence of Eretz Yisrael. Therefore, religion became an important aspect in the foundation of the Jewish state. The 19th century saw a rapid spread of Jewish Nationalism throughout Europe. Judaism set the Jews apart from the rest of Christian Europe, and this religious distinctiveness led to the perception that the Jews were a nation without a state. Thus, the need for Palestine as a Jewish homeland became greater. Along with the nationalist and religious motives in forming a Jewish homeland, there was also the issue of security. During the 19th century, anti-Semitism and the persecution of Jews became widespread in Europe. Herwitt states that throughout their history in Eastern Europe, Jews were confined to small, isolated communities and subject to various attacks, or pogroms. Realizing that life in Russia was intolerable, the Jews looked to acquire territory elsewhere, with many envisioning a return to Palestine.  [9]  One of the benefits of a Jewish homeland would be security for the Jewish nation. Due to the increasing violence and persecution that Jews were subjected to throughout Europe, the Zionist movement continued to grow, encouraging Jews to migrate to Palestine. Due to the widespread anti-Semitism in Europe, the Jews started to consider returning to their religious homeland of Israel and resettling, gaining political control and creating a Jewish state.  [10]   Zionism formed the basis for the creation of Israel: it provided both a nationalistic and religious drive for the Jewish community. The urgency for a homeland continually increased, for both a fulfilment of their spiritual needs, and for the establishment of security for the Jews. The political framework of Europe was unable to provide a place within it for the Jews as a distinct group,  [11]  intensifying the need for the establishment of Israel. This ideology characterized the Jewish community and provided nationalistic ties to a Holy Land that represented their culture, identity and religion. Long Term Causes of the 1948 Arab-Israeli War: Balfour Declaration In 1897, The First Zionist Congress was held in Basel, Switzerland from August 29th to the 31st.  [12]  The congress formulated the Basel Program, and founded the Zionist Organization. The program set out the goals of the Zionist movement, which included various preparatory steps towards achieving its ultimate aim: to create for the Jewish people a home in Palestine secured by public law.  [13]  The Zionist movement continued to rally support for its cause until the First World War. Towards the end of 1916, the British support for the Zionist cause grew significantly. Their assistance in the cause entailed the support of influential Zionists. This support was significant to the British in both their aims to encourage America to enter the war via pressure by American Jews,  [14]  and the support also appealed to Russian Jews, who were influential among Russian revolutionaries,  [15]  as the British feared that Russia would withdraw from the war. Thus in 1917, the British Foreign Secretary, Arthur Balfour, issued the famous Balfour Declaration, which promised the establishment of a Jewish homeland in Palestine.  [16]  The Balfour Declaration was the first promise by Britain to give the Jewish people a national home in Palestine. As the Zionists worked to create a Jewish state, the support of one of the worlds strongest powers, which was soon to take over Palestine, was crucial. The Balfour declaration entailed the establishment of a national home for t he Jewish people, while promising to safeguard the civil and religious rights of its majority Arab inhabitants.  [17]   However, during the First World War, Britain encouraged the Arabs to go against the Ottomans and support the British, and in return the Arabs were promised independence. This was agreed between Henry McMahon, the High commissioner in Egypt, and Sharif Hussein of Mecca.  [18]  Through the McMahon-Hussein correspondence, McMahon promised the independence of the Arab countries and their inhabitants, and [British] readiness to approve an Arab caliphate upon its proclamation.  [19]  The promises were not honoured, as they directly contradicted the promises made to the Jews through the Balfour Declaration and between the British and French in the Sykes-Picot agreement. The British Mandate in Palestine, 1922-1948 The Mandate system originated after the conclusion of the First World War. A mandate was a commission given to a nation to administer the government and affairs of another nation, and to prepare them for independence. Advanced countries were to administer the countries on the brink of independence, and to manage their affairs until they were ready to manage their own. Each country was assigned the role of a Mandatory Power, and were supervised by the League of Nations, an international organization established after the First World War. Palestine constituted the spiritual home of Judaism, Christianity and Islam, and the future of Palestine concerned a number of countries and groups. Both the Arabs and Jews had claimed they were promised Palestine; the Arabs through the McMahon correspondences, and the Jews through the Balfour Declaration. These conflicting promises created most of the ongoing tensions. The Sykes-Picot agreement entailed that Palestine was to be under international administration. However, Britain arranged for the League of Nations to make Palestine a British mandate, as it realized that its economic and strategic interests were better served if Palestine came under its direct rule.  [20]   The San Remo conference, held in 1920, decided that Britain would be the Mandatory Power for Palestine. The conference recognized the Balfour Declaration, and to the disappointment of the Arab Palestinians, the declaration was honoured by Britains allies. The declaration was accepted by the League of Nations, and was embodied in the mandate that gave Britain temporary administrative control of Palestine. The provisions for the Mandate entailed that Britain and her Allies were in favour of the establishment in Palestine of a national home for the Jewish people, it being clearly understood that nothing should be done which might prejudice the civil and religious rights of existing non-Jewish communities in Palestine,  [21]  and that the Mandatory shall be responsible for placing the country under such political, administrative and economic conditions as will secure the establishment of the Jewish national home.  [22]   The role of Britain in the Arab-Israeli conflict was detrimental to both nations. According to Khouri, British politics frequently did more to aggravate the deteriorating situation than to ameliorate it.  [23]  Britain constantly tried to appease both groups, the Jews and Arabs, living within Palestine under its mandate. Due to heavy Zionist influence, pressure and intense lobbying, it was extremely difficult for the British to pass laws in favour of the Arabs, such as setting aside lands for Arabs and capping immigration by Jews to Palestine.  [24]  Mandatory Palestine formed the construction of the conflict between the two communities of Arabs and Jews, and under the immediate consequence of the removal of the Mandate was the establishment of Israel. Jewish Migration and Land Appropriation The admission of Jewish migration to Palestine increased due to the Balfour declaration and the British mandate, which seemed to promise new opportunities for Zionist development.  [25]  In 1917, the Jewish population in Palestine amounted to 57,000, and constituted 3% of the total population. Despite the influx of Jewish immigration throughout the British mandate, the Arabs still constituted a majority of the population, and by 1940 they accounted for 70% of the total population. There existed a dual society in Mandatory Palestine, and the ethnic make-up of the land included two rival groups: the Jews and the Arabs. Despite their religious differences, the main cause of the 1948 war was the struggle for the land. Palestinian Arabs claimed the land as theirs based on continuous residence in the country for many hundreds of years, and the fact that they represented the demographic majority. The newly established, and slowly growing, Jewish community claimed the land theirs based on Biblical ties to the land and the ideologies associated with Zionism. The immigration of Jews into Palestine was the major source of conflict between the two groups. The increasing influx of Jewish residents into Palestine increased the possibility of the creation of Israel, much to the contempt of the Arabs. Due to Arab resistance, the mandate failed to provide a specific independent Jewish state; thus, the large-scale Jewish immigration could have potentially put Jews into the majo rity. There was a prominent social difference and political separation between the Arabs and Jews. Jewish migration to Palestine and their increased land appropriation met resistance from the Arab inhabitants. Palestine under the British mandate required the Arabs and Zionists to live within the same vicinity, yet the contact between the two communities was limited.  [26]  Each community was driven by increasing suspicion and fear of each other, and this translated into a violent collision between the two groups. Economic, social and political tensions drove the increasing anxiety between the Arab and Jewish communities, which later translated into violence and hostility. Communal violence erupted in 1929,  [27]  and as the years under the Mandate went by, any chance of peaceful co-existence between the two groups was eradicated. According to Khouri, during the mandate the Jews in Palestine enjoyed many formidable advantages over the Arabs,  [28]  including social, political an d economic benefits. This was due to the Jewish advancements and improvements in political and economic maturity in comparison to the Arabs, who in contrast were not as politically or educationally advanced. Musa Alami, a respected Palestinian politician, describes the growing estrangement of Arabs and Palestinians in his biography. As he recounts the increasing hostilities between the two communities, his biography offers a sad testimony to the steadily diminishing chances of cooperation between the two peoples. After returning to Palestine after World War I, in among the growing population of Jews under the British mandate, he found the old friendless and classlessness, the tolerance between the races and creeds had evidently gone forever.  [29]  Shimon Peres, the current president of Israel, describing his encounters with the Arabs as a teenager in the 1930s, states: Our attitude towards the Arabs was mixed. They seemed so strange to us, so terrifying, and yet the creatures closest to nature.  [30]  Both are witnesses to the social and cultural chasm between the Jews and Arabs, and the growing estrangement between the two groups. Immediate Causes of the 1948 Arab-Israeli War: U.N. Partition Vote By the end of World War II, Mandatory Palestine continued to be plagued by problems and complications. Tensions between the Arab and Jewish community persisted, violence between the two intensified, and both groups were continually displeased with the Mandate. By 1946, the situation in Palestine was becoming increasingly unsustainable for the British mandate. The Jewish leadership in Palestine wanted unlimited immigration.  [31]  Tension and violence were escalating between the Jewish and Arab communities, and there was growing resentment towards the British by both groups. Under Arab pressure, the British limited Jewish immigration to Palestine. After the Nazi persecutions in 1933, the immigration of Jews, both legally and illegally, rose to 30% of the total population. By February 1947, the British requested help from the United Nations in reference to the Arab-Jewish conflict, while retaining its mandatory responsibilities. The UN Security Council was asked to investigate the question of Palestine and come up with a plan that would resolve the problem.  [32]  Hence the UNSCOP, the United Nations Special Committee on Palestine, was formed. The UNSCOP consisted of seven neutral countries, which were to investigate the conflict and deliver their findings. The UNSCOP agreed on ending the British Mandate, and the partition of Palestine to a Jewish and Arab state. The Jewish state was to be larger than the Arab state, despite the Arab population of Palestine being the majority; thus, the proposals were denounced by the Arabs. The Zionist General Council expressed some satisfaction with the partition recommendation,  [33]  yet felt that too little territory was assigned to the Jews. The Arabs protested the partition, debating the moral grounds of the plan, and denied the legal and moral right of the UN to partition Palestine against the wishes of the majority of the inhabitants.  [34]  The final General Assembly vote took place on the 29th of November 1947. 33 countries supported the plan; 13 countries voted against the plan; and 10 countries abstained from voting.  [35]  On the 14th of May 1948, the British Mandate in Palestine came to an end; and on the same day, the Jewish population proclaimed the state of Israel, and the Arab states invaded the State of Israel.  [36]   The 1948 Arab-Israeli War The May 1948 Arab-Israeli War commenced following the termination of the British Mandate in Palestine, and the Arab rejection of the United Nations partition plan. The rejection of the plan culminated in five Arab states Iraq, Syria, Lebanon, Egypt and Jordan invading the newly formed Israel.  [37]  Their objective was to restore a unitary Arab Palestinian state. Despite the Israeli forces being significantly smaller in number, they were successful in battle and ultimately won the war. According to Beinin Hajjar, the Arab military forces were poorly organized, trained and armed,  [38]  in contrast to the Israeli forces which were superior in these areas. There were various factors which led to the defeat of the Arabs in the 1948 war. The supporting Arab countries all held different motivations and territorial designs on Palestine, with each country distrustful of the others motives.  [39]  The Arab states lacked the unity that was fundamental for their success. The Israeli army exhibited this unity, and were determined in fighting for their liberation, independence and defending their state.  [40]  The Israelis were also better equipped in terms of arms, and were more organized and trained in battle. In 1949, the war between Israel and the Arab states concluded with the signing of the Armistice agreements. Palestine was separated into three parts; each under separate political control, with the state of Israel encompassing 77% of the overall territory.  [41]  The conclusion of the war saw the splitting of the Arab League, the creation of Israel and the loss of British influence in the area. Consequences of the 1948 Arab-Israeli War: The Palestinian Refugee Crisis The 1948 Arab-Israeli saw the victory of Israel, and resulted in the creation of the Palestinian refugee crisis and territorial gain for Israel. In 1947, the year before the war, one million Palestinians lived in the region that would become Israel the following year. Following the war, 75 per cent of them had left to become refugees, and most of them have remained in camps ever since.  [42]   The Palestinians refer to the defeat of 1948 as al-Naqba, the catastrophe. Most of the Palestinian owned land was proclaimed as part of the Jewish state in consequence of the Arab defeat, and the territorial dimensions of Israeli land increased by approximately one-third. According to the Palestinian perspective, the creation of refugees was a result of the forceful tactics used by Israel, as Arabs were expelled from the newly established state of Israel. The evidence used for this viewpoint includes the Dier Yassin, and the concept of ethnic cleansing as employed by the Jews. From the Palestinian perspective, the war represented not only a Palestinian defeat, but also the loss of a large portion of their homeland to Israel.  [43]   The Palestinian diaspora, the forced dispersion of the Palestinians into other countries, is the most catastrophic and distressing consequence of the 1948 war. The impact of the war and the continual confliction between the Arabs and Jews is validated through the refugee crisis. The structural framework of the newly divided State of Israel could not allow the capacity of Palestinians to live in Israel. The diaspora and the refugees forced to depart Palestine are symbolic of the loss of a nation, and the failure of the Arabs experienced through the war. Territorial Gain for Israel While the Palestinians lamented their defeat and exile, the Jewish community were rejoiced with their success in war. Their victory allowed the immigration of more Jews into Israel. Through military force, Israel retained some territory originally assigned to the Arabs according to the partition plan. In 1949, Israel occupied almost 80 per cent of the area of the original Palestinian mandate, and 20 per cent more than she had been promised in the partition plan.  [44]   The most important consequence of the 1948 Arab-Israeli war from the Jewish perspective is that is consolidated the Zionist aim of a Jewish state in Palestine. By the end of the war, the Jewish population in Israel exceeded a million, with Jews all around the world returning to EretzYisrael, their newly established national homeland.  [45]  The Jewish immigration made Israel a viable Jewish state, and forbade a return of Palestinian refugees to claim land and property that once belonged to Palestinians.  [46]  The Jews were motivated by Zionism, creating a Jewish state of Israel in their biblical home land of Palestine. Zionisms success is manifested in the establishment of the State of Israel and the territorial gain of the 1948 Arab-Israeli war. Conclusion: This essay served to discuss the long term causes, and immediate causes and outcomes of the 1948 Arab-Israeli War. The 1948 war was the first full-scale war between the Arab states and the Jewish population, and resulted after a series of conflicts between the Arabs and Jews over Palestine. The long term causes of the war gave rise to increasing tensions and hostilities between the Arabs and Jews, and the U.N. Partition Plan of 1947 ignited the flame. The culmination of the war saw a great victory for Israel, in terms of territorial increase and national pride, and loss of land and pride for the Arabs. The Arab-Israeli war of 1948 represents two drastic turning points in two colliding communities. After decades of continual confliction and increasing antagonism between the two groups, the conclusion of the 1948 war saw the creation of a new state, after the outbreak of a bloody and long-running conflict. The war has two completely different outlooks. For the Jews, the war is celebrated and represents the re-creation of a Jewish state in Palestine. For the Arabs, the war represents a political and psychological failure and defeat. The prospect for creating a Jewish state in Palestine was won, and the hopes for the re-obtainment of Palestine for the Arabs were lost. The Palestinians were scattered around the Middle East and Arabia after the war, while Jews around the world were able to return to their homeland of Israel. As reported by Jamal Abdul Nasser in 1963, the Palestinian battle was a smear on the entire Arab nation. No one can forget the shame brought by the battle of 1948.  [47]  Despite the thwarted nationalist aspirations of the Palestinians, the war also represented a grave military defeat and significant loss of land to Israel. This is displayed through the Jewish diaspora, and the refugee crisis of the Palestinian peoples that is still in continuation today. The territory awarded to Israel represents their establishment of the main aims of Zionism, and their national success that is celebrated in the legacy of the war. The 1948 war led to a series of wars and conflicts between the two groups. After decades of conflict, multiple wars and millions of casualties, the conflict between the two communities ceases to stop. The Arab-Israeli conflict is still in continuation today, taking international dimensions and influencing a string of other countries and nations. If the Arab-Israeli conflict is resolved peacefully and permanently, many other conflicts will be resolved automatically. Peace talks have been considered for decades, but no clear resolutions have been created, with the various obstacles to peace clouding the prospect of the two groups living harmoniously. References: Work Cited: Books Antonius, G. 1938, The Arab Awakening: The Story of the Arab National Movement, Simon Publications, New York. Cannon, M. 2009, IB Course Companion: 20th Century World History, Oxford University Press, Oxford. Davis, M. 1980, Zionism in Transition, Arno Press, New York. Habibi, M. 2010, IB Course Companion: History of Europe and the Middle East, Oxford University Press, Oxford. Hall, E. 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