Catch-22 Essay

Joseph Heller was a famous and well-renowned author in the United States, often remembered for his most famous book Catch-22. Heller was born on May 1, 1999 in Brooklyn, New York to first generation Russian-Jewish immigrants. When he was five, his father died due to an unsuccessful surgery, and his mother and siblings struggled to survive in the carnival-like atmosphere in Coney Island; some scholars hypothesize that this environment was a major source of Heller’s wry humor and irony that eventually made him famous. Though it is largely unconfirmed if Heller was an aspiring author during his childhood, many people credit The Illiad as a notable book that was influential to him in his youth. A year after Heller graduated from high school, he enlisted in the Army Air Corp, and by 1944 Heller flew 60 combat missions for the Allied forces in World War II. He was awarded an Air Medal and a Presidential Unit Citation. After the war, Heller married Shirley Held in 1945 and they had two children. Heller also took advantage of the G.I. Bill which allowed him to study English at the University of South Carolina and New York University. By 1949, Heller had received an M.A. from Columbia University as well. He spent some time as a instructor at Penn State University and also at Yale University before working as a copywriter, most notably for Time Magazine. Heller’s most celebrated book is Catch-22. Published in 1961, it is a novel about a World War II pilot who tries desperately to get out of combat flying, but continually finds himself doing just that. Initially, the novel was slow to be recognized in the United States, but eventually it was critically acclaimed and eventually sold over ten million copies. It is often noted for it’s satire and dark comedy. The book became so popular that even the title was coined into an everyday term to describe an impossible solution to a dilemma. The idea for Catch-22 came from Heller’s personal experiences from World War II. The feelings that Yossarian and the other bomber pilots felt were taken directly from his own personal feeling and problems he suffered while on duty. Heller was able to make it out of the war, but the experience tortured him and it took until 1953 before he could start writing about it. The war experience turned Heller into a â€Å"tortured, funny, deeply peculiar human being†. After publication in 1961, Catch-22 became very popular among teenagers at the time. Catch-22 seemed to embody the feelings that young people had toward the Vietnam War. It was joked around that every student who went off to college at the time took along a copy of Catch-22. The popularity of the book created a cult following, which led to over eight million copies being sold in the United States. In addition to Catch-22, Heller wrote about another half-dozen novels, along with a number of plays, screen writings and short stories. Most notable was his second novel, Something Happened, published in 1974, as it went on to be listed on New York’s Best-selling novels. Though it is not as popular as Catch-22, some scholars suggest that Something Happened was the more sophisticated and better written piece of literature. Catch-22 The story follows Captain Yossarian of the Army Air Corps, a B-25 bombardier who is stationed on the island of Pianosa off the coast of Italy during World War II. Yossarian and his bomb squadron friends endure a farcical, absurd existence in where bureaucracy and moronic superior officers prevent them from ever leaving the dangers of war. Yossarian wishes to be evaluated as insane by the squad flight surgeon, rendering him unfit to fly. However, to be evaluated, he must request the evaluation, an act that is considered sufficient proof for being declared sane (Heller 55). This was the first of many lose-lose situations, or Catch-22’s shown in this story. Throughout the novel, Yossarian’s main concern is that people are trying to kill him. Clevinger, a highly educated fellow airman who’s optimism causes Yossarian to hate him, and accuse each other of being crazy. In a conversation with Clevinger, asks â€Å"Who, specifically, do you think is trying to murder you? † â€Å"Every one of them,† Yossarian told him. â€Å"Every one of whom?† â€Å"Every one of whom do you think?† â€Å"I haven’t any idea.† â€Å"Then how do you know they aren’t?† (24) Yossarian and the other airmen are particularly distraught by the rising number of missions required to have fulfilled their military duties and be sent home. Despite Yossarian’s desperate measures to avoid more combat flights, he always ends up back in the plane. As the novel progresses through its loosely connected series of recurring stories and anecdotes, Yossarian is continually haunted by his memory of Snowden, a soldier who died in his arms on a mission when Yossarian lost all desire to participate in the war. After a darker tone is established for the last four chapters, including the deaths and disappearances of many of his friends, Yossarian rebelliously refuses to fly more missions. Colonel Cathcart offers Yossarian a deal: Yossarian will be sent home if he promises to praise his commanding officers. If he refuses, he will be court martialed. Realizing that such a bargain would betray his fellow soldiers, Yossarian refuses to sell-out. The story ends on a slightly optimistic note; Yossarian tries to escape this conflicting choice by fleeing to neutral Sweden, where he would be live in danger of being court martialed for desertion. Key plot points are scattered intermittently throughout the book in a non-chronological manner. These are told from differing points of views, and slowly the reader learns more of each event from each iteration, with the newly revealed information telling something deeper about the situation – its cause, its consequences, when it happened, or the punchline for a joke set up in prior references to that situation. Heller tends to repeat things a lot – words, catchphrases, references to events, and important scenes. These repeated events serve as touchstones through which readers can become oriented again in a story that is often wildly absurd, circular, and difficult to follow. For example, the death of Snowden is rendered in all of these ways, first as the subject of casual comments (where it is not even clear that Snowden has died), then as the occasion for brief, inconclusive scenes, finally as the novel’s most powerfully dramatized episode (337-340). The early references are naturally confusing because they allude to a scene not yet fully rendered. Mr. Heller died a long time ago, so it is impossible to know for sure, but I sincerely doubt that the relative lack of structure of Catch-22 is an accident. It’s a parallel to the chaos, muddle, and ineptitude of bureaucracy. Parts that stood out to me AKA Ideas Catch-22’s In Catch-22 The most infamous example of this paradoxical situation was summed up earlier. However, there are many other catch-22’s that can be inferred from the behaviors and interactions of these cartoonish characters. When Yossarian is courting the prostitute Luciana, he thinks he falls in love with her. He express his desire to marry her, but she replies that she will not marry him. He asks why not, and she replies that he is crazy. When he asks why she thinks he is crazy, she responds that he must be crazy if he wants to marry her. Just as he cannot avoid flying dangerous combat missions, he cannot convince Luciana to marry him. The military police chase the whores away from Yossarian’s favorite place in Rome. When asked what right they have to do this, they reply, â€Å"Catch-22.† Catch-22 says they have a right to do anything that you can’t stop them from doing (407).† â€Å"And if you ask to see Catch-22, the law says they don’t have to show it to you.† â€Å"What law says they don’t have to?† â€Å"Catch-22†³Ã¢â‚¬â„¢ (p. 398). Major Major is a commander who doesn’t command. He hates dealing with people, and is somewhat frightened of them. He therefore instructs his receptionist/orderly that, whenever he is in his office, any visitors should be told he is out. When he leaves his office (sneaking out the back window), the receptionist can send visitors in to see him. In short, the only time you can see Major Major in his office is when he’s out. If he’s in, you can’t see him. â€Å"That’s some catch, that Catch-22,† he observed. â€Å"It’s the best there is,† Doc Daneeka agreed (55).† Snowden’s Secret While building up to the book’s powerful emotional climax , Yossarian’s vague recollections of Snowden and Snowden’s secret are stated. Yossarian is motivated not by a selfish instinct for survival but by his final understanding of Snowden’s secret. One must say final because a first version of this secret is offered in an earlier rendering of Snowden’s death: â€Å"That was the secret Snowden had spilled to him on the mission to Avignon – they were out to get him.† (172). Much later, Snowden’s secret is significantly redefined. It is revealed that Snowden was hit with flak, and literally spilled his guts on Yossarian. He felt goose pimples clacking all over him as he gazed down despondently at the grim secret Snowden had spilled all over the messy floor. It was easy to read the message in his entrails. Man was matter, that was Snowden’s secret. Drop him out a window and he’ll fall. Set fire to him and he’ll burn. Bury him and he’ll rot, like other kinds of garbage. The spirit gone, man is garbage. That was Snowden’s secret. Ripeness was all (440). It is the spirit which counts, not matter. To capitulate to Cathcart would be to kill the spirit, to deny the distinction between man and other forms of garbage. Yossarian cannot do this even though it would insure the physical safety he has pursued so zealously, for he has finally learned the secret embedded in the entrails of all the Snowdens: men and women must protest against the forces that would render them garbage or they are indeed nothing more than droppable, burnable, bury-able matter. This event, not revealed until the penultimate chapter, and the revelations that spilled out of it explain Yossarian’s supreme fear of dying. â€Å"He had decided to live forever or die in the attempt, and his only mission each time he went up was to come down alive.† (29). It is the same priority of self-preservation that creates conflict within Yossarian. He is determined to save his life at all costs, but genuinely cares deeply for his friends in the squadron and is traumatized by their deaths. His nightmarish flashbacks to the horror of Snowden’s death came from the realization that his own body was just like Snowden’s – as destructible and fragile as his. In the end, when Yossarian is offered safety for either himself or his entire squadron, he is unable to choose himself above others. So he is stuck in one final catch-22: life is not worth living without moral concern for the well-being of others, but a moral concern for the well-being of others can put your own well-being at risk. On a semi-related note, it was much more difficult to google Snowden because of the recent news on the NSA and how they [comment removed]. Absurdity Absurdity in the form of a character’s actions is a common theme in Catch-22. Yossarian’s strategies for surviving the war, mess officer and syndicate-running Milo, Cathcart’s blind ambition, and the background of Washington Irving all reflect unreasonable behaviors. In the order of most understandable to least understandable actions, Yossarian constantly tries to avoid combat flight with an â€Å"by any means possible† approach. He frequently checks into the hospital for â€Å"a pain in his liver that fell just short of being jaundice,† the fictitious Garnett-Fleischaker syndrome, and exploiting his unnaturally high running temperature of 101 degrees (7). He orders his pilot to perform extreme evasive action at the earliest signs of flak, peaking when he threatens to kill pilot and close friend McWatt during some risky aerial maneuvers. After he made up his mind to spend the rest of the war in the hospital, Yossarian wrote letters to everyone he knew saying that he was in the hospital but never mentioning why. One day he had a better idea. To everyone he knew he wrote that he was going on a very dangerous mission. â€Å"They asked for volunteers. It’s very dangerous, but someone has to do it. I’ll write you the instant I get back.† And he had not written anyone since (8). He postponed a dangerous mission during the Great Big Siege of Bologna by poisoning the whole squadron. Yossarian also snuck into his squadron’s operations tent and moved the bomb line on the map forward, leading to his superiors believing that their air raid was no longer necessary. Even though Yossarian is the protagonist and one of the sanest characters introduced, he is still prone to behave in absurd fashion. Milo had used his business acumen to take advantage of markets in the entire theater of war, and had consolidated his influence and wealth into the M & M Enterprises. In a short while, he controlled the international black market, played a role in the global economy, and used air force planes from all over the world (Axis and Allied) to deliver his shipments. And everybody had a share. Milo contracts with the Americans to bomb the Germans, and with the Germans to shoot down the incoming bombers. One evening after dinner, Milo’s planes begin to bomb Pianosa; he had landed another contract with the Germans. Many men were killed or injured in the attack. Everyone demands that M & M Enterprises be disbanded forever, but Milo shows them how much money they have all made, and the survivors quickly forgive him. An example of absurd leadership is seen in Colonel Cathcart’s ambition to become a general. Seen as nothing more than inhuman resources, Cathcart volunteers his bomber group for every mission, even the most dangerous. On these bombing runs, it was deemed more important to get good aerial photography of explosions rather than to actually hit the target. While other bomber groups only required 50 missions to go home, Cathcart keeps raising the amount of required missions to 60, 65, 70, 80 missions. Cathcart hates Yossarian almost as much as Yossarian hates him. When Yossarian publicly refuses to fly any more missions, Cathcart jumps at the opportunity to have him court martialed, but his right hand man, Colonel Korn, talks him out of it, advising him that a dismissal from the military is exactly what he wants; Cathcart instead decorates him to ensure that he will stay in the service. First signed as a forgery by Yossarian in the hospital, the name Washington Irving (or Irving Washington) is soon adopted by Major Major, who signs the name because the paperwork with Irving’s name on it never comes back to him. Washington Irving is a figment of the imagination who is, in a sense, the perfect person to deal with bureaucracy: because he does not exist, he is ideally suited to the meaningless shuffle of paperwork.

Acquisition Of Metaphor Through Teaching Culture Education Essay

The research survey will critically analyse the acquisition of metaphor through teaching civilization to Iraqi scholars of English as a 2nd linguistic communication. Additionally, the research will convey to illume the assorted challenges confronting different Iraqi scholars when analyzing English as a 2nd linguistic communication through metaphors. It will besides seek to supply recommendations that will assist get the better of the challenges every bit good as how best to utilize metaphors in assisting Iraqi scholar learn English. Due to globalization characterized with free motion of people, capital goods and services, it has come to be of paramount significance for all human races to endeavor to larn at least a foreign linguistic communication ( MacArthur & A ; Littlemore, 2008 ) . As a consequence a figure of states particularly in Middle East have resorted to larn such linguistic communications as English to assist them get by with the bubbling phenomenon of globalisation. However their desire has been marred with a figure of challenges particularly when such mechanisms as utilizing metaphors are used. It is deserving observing that bookmans such as Straub, 1999 suggested that the best manner to learn a foreign linguistic communication to pupil is to utilize their civilization. This can be done successfully when the pupils are made cognizant of their civilization every bit good as supplying them with some sort of meta-language in order to speak about civilization ( Low et al.2008 ) . The research is of a batch of importance as it closely analyzes acquisition of metaphors by non English speech production Iraqi pupils. The findings will be of importance to assorted stakeholders such as instructors of English as Second Language ( ESL ) , pupils, instruction sectors, other research workers and larning establishment at big every bit good as Non-governmental Organization, The developed recommendations will be adopted by larning establishments to assist them successfully teach pupils English, a linguistic communication that is non native to them. Not transporting out this research will clearly picture that the assorted ways of integrating metaphors in learning English, the challenges faced will non be brought to visible radiation. Research inquiry Based on the research subject, three major inquiries were developed to steer the survey. These are How are metaphors used through teaching civilization to assist Iraqi pupil learn English? ( Littlemore, 2009 ) What are the challenges confronting both instructors and pupil when utilizing metaphors? What are the major recommendations that will assist control the above said challenges and surrogate English acquisition? Literature reappraisal The chief aims of learning civilization to pupil are it assist them to develop a clear comprehension of the fact that all show behaviours that are profoundly rooted from civilization, societal variable/ demographic features do every bit good as topographic point of abode do impact on how persons communicate, stimulate their rational wonder with respects to certain civilization hence promoting empathy towards others, developing ability to advert but a few ( Littlemore, 2003 ) . This therefore was seen as an avenue that can be successfully used to learn English via metaphors. It is of import to bear in head that legion theories have been brought Forth to assist reply the inquiry, how do scholars get foreign linguistic communication? Traditionally, grammar interlingual rendition methods were used to learn pupils foreign linguistic communications. It entailed memorisation of long list of vocabularies that were translated. Later in the old ages, the focal point shifted to coming up with linguistic communication accomplishments such as authorship, listening, reading and speech production. Whether wittingly or unwittingly the phase of learning foreign linguistic communications actively involved utilizing metaphors ( Littlemore, 2004. One renowned bookman, Light created a metaphor with the purpose of assisting set up the assorted elements of grammar so that it could be used to learn English as 2nd linguistic communication. Leeboard held that metaphors and associating theories, â€Å" portion the attempt to form thought by puting in gesture an interaction between familiar and or comprehensible on one manus and the thing to be explained on the other. † Metaphor has the ability of showing significance by mentioning to a different conceptual sphere and has been thought as a vehicle through which cognition is transmitted. Harmonizing to Laoff & A ; Johnson, 1980 metaphors are â€Å" poetic imaginativeness and the rhetorical flourish – a affair of extraordinary instead than ordinary linguistic communication. † The major types of conceptual metaphor normally used are structural metaphor, â€Å" the beginning sphere supplies a moderately drawn-out cognition construction for the mark construction † . They help increase linguistic communication understanding. Ontological metaphors are those that have abstraction and represent something deep for case objects or a individual. Learners are made to visualise experiences via objects. Last, orientation metaphors provide even less conceptual construction for mark constructs than ontological 1s. Their cognitive occupation, alternatively, is to do a set of mark constructs coherent in our conceptual system ( Kovecses, 2002 ) . Data aggregation The research will use a assorted research design method. It is of import to observe that theoretical survey calls for deeper excavation of assorted literatures runing from diaries, publications, books, other signifiers of literature and from the cyberspace ( Boers & A ; Littlemore, 2000 ; ) . Qualitative research will besides be employed in the survey ; the attack seeks to contextualize the research by plunging the research worker into the survey scenario every bit good as with the survey topics. Hypothesiss are developed and informations is collected and the consequences tend to be subjective. A instance survey as a sub type of qualitative research is used to guarantee that the survey is flexible plenty to give the research worker room to look into issues that were non antecedently thought of and could be deserving being brought to visible radiation ( Tabachnick & A ; Fidell, 2000 ; Littlemore, 2004 ) . Anterior to existent aggregation of informations, a pilot survey will be carried out in order to assist set the questionnaires whenever deemed necessary. Questionnaires will be used to roll up relevant information ; I will administer them to respondent situated in the targeted establishment of higher acquisition and would be collected subsequently at an in agreement day of the month. Harmonizing to Beiske, ( 2002 ) questionnaire covers a big population at a clip as they would be distributed to different participants at a clip and be collected subsequently or at the same twenty-four hours depending on the willingness of the responded in turn toing the inquiries, due to it being standardized they are more nonsubjective, informations collected from questionnaire are easy to analyse, due to acquaintance with the tool, responded will non be discerning, it is besides really cost effectual as compared to confront to confront interviews, the tool besides reduces prejudice. The questionnaires will be issued to who are in a place to Iraqi pupils in higher instruction as they are in a better place to supply the needed set of informations. Additionally, instructors will besides be sought after to give more penetration. Harmonizing to Littlemore, 2001 the major job with questionnaires as a tool of informations aggregation is that there is inclination of respondent to bury critical information, they may reply the inquiries superficially when it is a long one, to counter this I developed a short but really inclusive questionnaire, due to standardisation, there is no room for account incase respondents misinterpret or make non understand the inquiries ( Littlemore, 2005 ) . The information will be collected from Iraqi pupils in higher instruction and will be done over a span of one month. As indicated by Littlemore, 1995 ; Littlemore & A ; Chevalier, 1997 some of the ethical consideration includes the followers ; the targeted sample populations that will be involved in the survey to supply relevant information are to be informed about the same in progress. The grounds for transporting out the study every bit good as how they stand to derive from the survey will besides be brought out clearly. As good, research moralss demands that the information be sought after by the research worker will be provided in good religion, and voluntarily without any influence be it pecuniary or otherwise for case giving of inducements, wagess, and gifts. It is of import to observe here that the rights and public assistance of the participants involved in the survey must be protected and guaranteed. To make this, their individualities will be kept confidential. Furthermore, the information collected while beging for informations is to be kept confidential and opt non to be used in any other purpose apart from what was ab initio intended for ( Low & A ; Littlemore, 2009 ; Littlemore, 1995. ) . Methods of analysis After informations aggregation, coding will be done. SPSS statistical package will be used in analysing informations. To set up which point airs as being the greatest challenge in utilizing metaphor in learning English, a cross tabular matter analysis will be done. Similarly, correlativity and arrested development analysis will be done to prove the relationship between the challenges and acquisition of metaphor through civilization instruction. Descriptive statistic will be used to picture demographic features every bit good as other variables. This will be in signifier of tabular arraies, graphs and charts ( Chambers et al. , 2004 ) . Original part The paper will make full the spread in literature sing major challenges confronting metaphor acquisition through teaching civilization. More significantly, the recommendations to control these challenges will be a encouragement to the literature in linguistics. The research subject has non been tackled and presented for an award of any grade in any establishment of higher acquisition hence it is my ain piece of work. It will put land to further understand the whole issues with respects to challenges and what can be done in future to control such jobs in linguistic communication acquisition particularly English to non native talkers ( Boers & A ; Littlemore, 2000 ; Littlemore & A ; MacArthur, 2006 ) .

Bowling for Columbine

According to Megan McArdle, â€Å"Since 1982, there have been at least 62 mass shootings* across the country, with the killings unfolding in 30 states from Massachusetts to Hawaii. Twenty-five of these mass shootings have occurred since 2006, and seven of them took place in 2012. † Violence in schools as well as the country is on the rise at an alarming rate, raising questions about gun control. After viewing the documentary Bowling for Columbine, I was intrigued. What follows is a summary of the documentary viewed and my thoughtful reaction.First, the shocking information and summary of school shootings and gun control must be understood. Throughout the documentary, shocking information on school shootings is shown. On April 20, 1999, the town of Littleton, Colorado was changed forever by the violent acts of two students at Columbine High School. According to the documentary, Eric Harris and Dylan Klebold started their morning off by bowling at a local bowling alley. Harris a nd Klebold then proceeded to the high school equipped with ammunition and guns legally purchased at Kmart.Along with the firearms and ammunition, Harris and Klebold were dressed in long, black trench coats, earning them the name, â€Å"Trench Coat Mafia†. Once at the school, pipe bombs were set-off, ensuing mass chaos. Harris and Klebold then fired over 900 rounds of ammunition on students and teachers, killing 12 students and 2 teachers followed by committing suicide. After ignoring pleas, the National Rifle Society (NRA) held a pro-gun rally in Littleton, Colorado a mere Ten days after the school shooting at Columbine.Charleston Heston, NRA President, caused quite a stir when asked to leave and take his guns with saying, â€Å"you can pry them from my cold dead hands†. After Columbine, schools locked down on their students. Many schools enforced new uniform policies to ensure weapons could not be concealed in clothing or other places. Along with clothing options, the definition of weapons changed from guns and knives to paper, chicken strips, hair color, paperclips, kilts, and even finger pointing while saying ‘pow-pow’. Numerous things have been blamed for the violence that occurred at Columbine.Some of these things include music, video games, movies, race, the media, bullying, and in Littleton, Lockheed Martin. Lockheed Martin is the world’s largest manufacturer of weapons and is responsible for many of the weapons used in wars. On April 20, 1999, President Clinton dropped the biggest assault on Kosovo the war had seen. Lockheed Martin built the majority of the bombs and missiles used. Columbine was not the first and sadly, not the last of school shootings and violence in America. Before the Columbine shooting, Timothy McVey, Terry Nichols, and James Nichols bombed a federal building in Oklahoma City, killing 168 people.James Nichols was the only member that was not convicted, although all of the planning and bomb construc tion was done on his organic farm in Decker, Michigan. Moore went to visit Nichols on his farm to interview him on his stance on gun control and the Oklahoma City Bombing. Nichols, along with Klebold and Harris, used the Anarchist Cookbook to make many of the bombs used in their acts of violence. When asked why not use words instead of violence, Nichols replied, â€Å"The pen is mightier than the sword. But you need to have a sword too if it doesn’t work†.Gun Control in America is a very controversial issue. While many states have laws against guns, Virgin, Utah mandates that all citizens must own a weapon. Every year, the United States has over 11,127 killings by guns, while German, France, Canada, U. K. , Australia, and Japan have a combined total of 973 killings per year. Many things such as divorce, poverty, violent music and video games, and a history of violent behavior in the United States have all been speculated as causes for school violence.While there have b een many things blamed as a cause for violence, statistics show that murders have decreased by 20% but the media coverage has gone up by 600%. Each night, the media portrays America as a scary place full of nightmares around every corner, ensuing fear and panic in the general public. In Canada, new coverage is more positive and viewers are not being pumped full of fear daily. While the factors are the same, the rates for violence are far fewer. There is a misconception that Canadians do not own guns, but each family has an average of 7 guns per household.With less fear and violence, it is common for Canadians to keep their doors unlock, a theory tested and proved to be true by Moore. Once again tragedy struck in Flint, Michigan on February 29, 2000, when 6-year-old Dedrick Owens shot and killed his classmate, Kayla Rolland. Flint, Michigan has close to 87% of people living below the poverty line and many are enrolled in the ‘Welfare to Work’ program. The welfare program has many single parents riding a bus for over an hour one-way to a minimum wage job, often leaving children unattended, being the case with Dedrick Owens.Left unsupervised, Owens was able to access a gun and bring it to school. Many people wanted Owens tried as an adult, although he was only 6 years old. Eight months after the shooting, Heston and the NRA arrived in Flint, Michigan for the â€Å"Get Out and Vote† campaign. Heston was criticized for, once again, showing up to a town of a recent school shooting. When interviewed by Moore, Heston became very upset and stopped the interview when asked why he comes to towns to hold rallies after school shootings. Next, my thoughtful reaction to the documentary along with questions.While I found the documentary to be very interesting, I feel that it focused too much on being a smear campaign towards the NRA and showed very little on Columbine, yet the title was Bowling for Columbine. Instead of conveying the severity of the massac re, Moore downplayed the situation by calling Harris and Klebold ‘boys’. By doing this, Moore made it seem as though Harris and Klebold did not understand what they were doing as well as making them seem more innocent. In reality, Klebold and Harris â€Å"had begun thinking about a large massacre as early as April 1998 – a full year before the actual event† (Rosenberg 1).Throughout the documentary, Moore creates a lot of false impressions, many of them being with Charleston Heston. For instance, Moore splices many of Heston’s speeches to make it seem as though he is a villain. One particular quote, â€Å"From my cold dead hands† was taken from a speech done one year later in South Carolina, not at the rally held 10 days after in Denver, Colorado shown in Bowling for Columbine. Moore also makes Heston seem like a racist when in fact, Heston worked with Martin Luther King Jr. in protests and helped break Hollywood’s color barrier (hardyl aw. net).Along with false impressions, I was left wondering where Moore got his statistics and information seeing as he listed no sources. According to Moore, in 2002 there were 11,127 deaths by guns in the United States when it is actually closer to 8,000 (Hardy 1). While the documentary had many things I did not agree with, there were a few that I appreciated. The film opened my eyes to the violence that goes on each day throughout the World. Gun control is a major issue that needs to be addressed, especially the issue of determining how people can obtain weapons and ammunition.At the end of the film, Moore and two survivors from Columbine get Kmart to stop selling weapons and bullets. Personally, I think this was the most honest and sincere part of the entire documentary. In conclusion, there are many things that I learned after viewing Bowling For Columbine. What followed was a summary of the documentary along with my thoughtful reactions. When asked what he would say to Harris and Klebold if he had the chance, Marylin Manson replied, â€Å"Nothing! I would listen, that’s what nobody did†. Perhaps violence in schools, as well as life, could be reduced if people just took the time to listen.Works Cited Hardy, David T. Bowling for Columbine. David T. Hardy, Apr. 2003. Web. 12 Mar 2013. McArdle, Megan. Department of Awful Statistics: Are Mass Shootings Really On the Rise? The Daily Beast, 28 Jan. 2013. Web. 12 Mar. 2013. Rosenberg, Jennifer. Columbine Massacre. About, N. d. Web. 12 Mar. 2013 Bowling for Columbine According to Megan McArdle, â€Å"Since 1982, there have been at least 62 mass shootings* across the country, with the killings unfolding in 30 states from Massachusetts to Hawaii. Twenty-five of these mass shootings have occurred since 2006, and seven of them took place in 2012. † Violence in schools as well as the country is on the rise at an alarming rate, raising questions about gun control. After viewing the documentary Bowling for Columbine, I was intrigued. What follows is a summary of the documentary viewed and my thoughtful reaction.First, the shocking information and summary of school shootings and gun control must be understood. Throughout the documentary, shocking information on school shootings is shown. On April 20, 1999, the town of Littleton, Colorado was changed forever by the violent acts of two students at Columbine High School. According to the documentary, Eric Harris and Dylan Klebold started their morning off by bowling at a local bowling alley. Harris a nd Klebold then proceeded to the high school equipped with ammunition and guns legally purchased at Kmart.Along with the firearms and ammunition, Harris and Klebold were dressed in long, black trench coats, earning them the name, â€Å"Trench Coat Mafia†. Once at the school, pipe bombs were set-off, ensuing mass chaos. Harris and Klebold then fired over 900 rounds of ammunition on students and teachers, killing 12 students and 2 teachers followed by committing suicide. After ignoring pleas, the National Rifle Society (NRA) held a pro-gun rally in Littleton, Colorado a mere Ten days after the school shooting at Columbine.Charleston Heston, NRA President, caused quite a stir when asked to leave and take his guns with saying, â€Å"you can pry them from my cold dead hands†. After Columbine, schools locked down on their students. Many schools enforced new uniform policies to ensure weapons could not be concealed in clothing or other places. Along with clothing options, the definition of weapons changed from guns and knives to paper, chicken strips, hair color, paperclips, kilts, and even finger pointing while saying ‘pow-pow’. Numerous things have been blamed for the violence that occurred at Columbine.Some of these things include music, video games, movies, race, the media, bullying, and in Littleton, Lockheed Martin. Lockheed Martin is the world’s largest manufacturer of weapons and is responsible for many of the weapons used in wars. On April 20, 1999, President Clinton dropped the biggest assault on Kosovo the war had seen. Lockheed Martin built the majority of the bombs and missiles used. Columbine was not the first and sadly, not the last of school shootings and violence in America. Before the Columbine shooting, Timothy McVey, Terry Nichols, and James Nichols bombed a federal building in Oklahoma City, killing 168 people.James Nichols was the only member that was not convicted, although all of the planning and bomb construc tion was done on his organic farm in Decker, Michigan. Moore went to visit Nichols on his farm to interview him on his stance on gun control and the Oklahoma City Bombing. Nichols, along with Klebold and Harris, used the Anarchist Cookbook to make many of the bombs used in their acts of violence. When asked why not use words instead of violence, Nichols replied, â€Å"The pen is mightier than the sword. But you need to have a sword too if it doesn’t work†.Gun Control in America is a very controversial issue. While many states have laws against guns, Virgin, Utah mandates that all citizens must own a weapon. Every year, the United States has over 11,127 killings by guns, while German, France, Canada, U. K. , Australia, and Japan have a combined total of 973 killings per year. Many things such as divorce, poverty, violent music and video games, and a history of violent behavior in the United States have all been speculated as causes for school violence.While there have b een many things blamed as a cause for violence, statistics show that murders have decreased by 20% but the media coverage has gone up by 600%. Each night, the media portrays America as a scary place full of nightmares around every corner, ensuing fear and panic in the general public. In Canada, new coverage is more positive and viewers are not being pumped full of fear daily. While the factors are the same, the rates for violence are far fewer. There is a misconception that Canadians do not own guns, but each family has an average of 7 guns per household.With less fear and violence, it is common for Canadians to keep their doors unlock, a theory tested and proved to be true by Moore. Once again tragedy struck in Flint, Michigan on February 29, 2000, when 6-year-old Dedrick Owens shot and killed his classmate, Kayla Rolland. Flint, Michigan has close to 87% of people living below the poverty line and many are enrolled in the ‘Welfare to Work’ program. The welfare program has many single parents riding a bus for over an hour one-way to a minimum wage job, often leaving children unattended, being the case with Dedrick Owens.Left unsupervised, Owens was able to access a gun and bring it to school. Many people wanted Owens tried as an adult, although he was only 6 years old. Eight months after the shooting, Heston and the NRA arrived in Flint, Michigan for the â€Å"Get Out and Vote† campaign. Heston was criticized for, once again, showing up to a town of a recent school shooting. When interviewed by Moore, Heston became very upset and stopped the interview when asked why he comes to towns to hold rallies after school shootings. Next, my thoughtful reaction to the documentary along with questions.While I found the documentary to be very interesting, I feel that it focused too much on being a smear campaign towards the NRA and showed very little on Columbine, yet the title was Bowling for Columbine. Instead of conveying the severity of the massac re, Moore downplayed the situation by calling Harris and Klebold ‘boys’. By doing this, Moore made it seem as though Harris and Klebold did not understand what they were doing as well as making them seem more innocent. In reality, Klebold and Harris â€Å"had begun thinking about a large massacre as early as April 1998 – a full year before the actual event† (Rosenberg 1).Throughout the documentary, Moore creates a lot of false impressions, many of them being with Charleston Heston. For instance, Moore splices many of Heston’s speeches to make it seem as though he is a villain. One particular quote, â€Å"From my cold dead hands† was taken from a speech done one year later in South Carolina, not at the rally held 10 days after in Denver, Colorado shown in Bowling for Columbine. Moore also makes Heston seem like a racist when in fact, Heston worked with Martin Luther King Jr. in protests and helped break Hollywood’s color barrier (hardyl aw. net).Along with false impressions, I was left wondering where Moore got his statistics and information seeing as he listed no sources. According to Moore, in 2002 there were 11,127 deaths by guns in the United States when it is actually closer to 8,000 (Hardy 1). While the documentary had many things I did not agree with, there were a few that I appreciated. The film opened my eyes to the violence that goes on each day throughout the World. Gun control is a major issue that needs to be addressed, especially the issue of determining how people can obtain weapons and ammunition.At the end of the film, Moore and two survivors from Columbine get Kmart to stop selling weapons and bullets. Personally, I think this was the most honest and sincere part of the entire documentary. In conclusion, there are many things that I learned after viewing Bowling For Columbine. What followed was a summary of the documentary along with my thoughtful reactions. When asked what he would say to Harris and Klebold if he had the chance, Marylin Manson replied, â€Å"Nothing! I would listen, that’s what nobody did†. Perhaps violence in schools, as well as life, could be reduced if people just took the time to listen.Works Cited Hardy, David T. Bowling for Columbine. David T. Hardy, Apr. 2003. Web. 12 Mar 2013. McArdle, Megan. Department of Awful Statistics: Are Mass Shootings Really On the Rise? The Daily Beast, 28 Jan. 2013. Web. 12 Mar. 2013. Rosenberg, Jennifer. Columbine Massacre. About, N. d. Web. 12 Mar. 2013 Bowling for Columbine According to Megan McArdle, â€Å"Since 1982, there have been at least 62 mass shootings* across the country, with the killings unfolding in 30 states from Massachusetts to Hawaii. Twenty-five of these mass shootings have occurred since 2006, and seven of them took place in 2012. † Violence in schools as well as the country is on the rise at an alarming rate, raising questions about gun control. After viewing the documentary Bowling for Columbine, I was intrigued. What follows is a summary of the documentary viewed and my thoughtful reaction.First, the shocking information and summary of school shootings and gun control must be understood. Throughout the documentary, shocking information on school shootings is shown. On April 20, 1999, the town of Littleton, Colorado was changed forever by the violent acts of two students at Columbine High School. According to the documentary, Eric Harris and Dylan Klebold started their morning off by bowling at a local bowling alley. Harris a nd Klebold then proceeded to the high school equipped with ammunition and guns legally purchased at Kmart.Along with the firearms and ammunition, Harris and Klebold were dressed in long, black trench coats, earning them the name, â€Å"Trench Coat Mafia†. Once at the school, pipe bombs were set-off, ensuing mass chaos. Harris and Klebold then fired over 900 rounds of ammunition on students and teachers, killing 12 students and 2 teachers followed by committing suicide. After ignoring pleas, the National Rifle Society (NRA) held a pro-gun rally in Littleton, Colorado a mere Ten days after the school shooting at Columbine.Charleston Heston, NRA President, caused quite a stir when asked to leave and take his guns with saying, â€Å"you can pry them from my cold dead hands†. After Columbine, schools locked down on their students. Many schools enforced new uniform policies to ensure weapons could not be concealed in clothing or other places. Along with clothing options, the definition of weapons changed from guns and knives to paper, chicken strips, hair color, paperclips, kilts, and even finger pointing while saying ‘pow-pow’. Numerous things have been blamed for the violence that occurred at Columbine.Some of these things include music, video games, movies, race, the media, bullying, and in Littleton, Lockheed Martin. Lockheed Martin is the world’s largest manufacturer of weapons and is responsible for many of the weapons used in wars. On April 20, 1999, President Clinton dropped the biggest assault on Kosovo the war had seen. Lockheed Martin built the majority of the bombs and missiles used. Columbine was not the first and sadly, not the last of school shootings and violence in America. Before the Columbine shooting, Timothy McVey, Terry Nichols, and James Nichols bombed a federal building in Oklahoma City, killing 168 people.James Nichols was the only member that was not convicted, although all of the planning and bomb construc tion was done on his organic farm in Decker, Michigan. Moore went to visit Nichols on his farm to interview him on his stance on gun control and the Oklahoma City Bombing. Nichols, along with Klebold and Harris, used the Anarchist Cookbook to make many of the bombs used in their acts of violence. When asked why not use words instead of violence, Nichols replied, â€Å"The pen is mightier than the sword. But you need to have a sword too if it doesn’t work†.Gun Control in America is a very controversial issue. While many states have laws against guns, Virgin, Utah mandates that all citizens must own a weapon. Every year, the United States has over 11,127 killings by guns, while German, France, Canada, U. K. , Australia, and Japan have a combined total of 973 killings per year. Many things such as divorce, poverty, violent music and video games, and a history of violent behavior in the United States have all been speculated as causes for school violence.While there have b een many things blamed as a cause for violence, statistics show that murders have decreased by 20% but the media coverage has gone up by 600%. Each night, the media portrays America as a scary place full of nightmares around every corner, ensuing fear and panic in the general public. In Canada, new coverage is more positive and viewers are not being pumped full of fear daily. While the factors are the same, the rates for violence are far fewer. There is a misconception that Canadians do not own guns, but each family has an average of 7 guns per household.With less fear and violence, it is common for Canadians to keep their doors unlock, a theory tested and proved to be true by Moore. Once again tragedy struck in Flint, Michigan on February 29, 2000, when 6-year-old Dedrick Owens shot and killed his classmate, Kayla Rolland. Flint, Michigan has close to 87% of people living below the poverty line and many are enrolled in the ‘Welfare to Work’ program. The welfare program has many single parents riding a bus for over an hour one-way to a minimum wage job, often leaving children unattended, being the case with Dedrick Owens.Left unsupervised, Owens was able to access a gun and bring it to school. Many people wanted Owens tried as an adult, although he was only 6 years old. Eight months after the shooting, Heston and the NRA arrived in Flint, Michigan for the â€Å"Get Out and Vote† campaign. Heston was criticized for, once again, showing up to a town of a recent school shooting. When interviewed by Moore, Heston became very upset and stopped the interview when asked why he comes to towns to hold rallies after school shootings. Next, my thoughtful reaction to the documentary along with questions.While I found the documentary to be very interesting, I feel that it focused too much on being a smear campaign towards the NRA and showed very little on Columbine, yet the title was Bowling for Columbine. Instead of conveying the severity of the massac re, Moore downplayed the situation by calling Harris and Klebold ‘boys’. By doing this, Moore made it seem as though Harris and Klebold did not understand what they were doing as well as making them seem more innocent. In reality, Klebold and Harris â€Å"had begun thinking about a large massacre as early as April 1998 – a full year before the actual event† (Rosenberg 1).Throughout the documentary, Moore creates a lot of false impressions, many of them being with Charleston Heston. For instance, Moore splices many of Heston’s speeches to make it seem as though he is a villain. One particular quote, â€Å"From my cold dead hands† was taken from a speech done one year later in South Carolina, not at the rally held 10 days after in Denver, Colorado shown in Bowling for Columbine. Moore also makes Heston seem like a racist when in fact, Heston worked with Martin Luther King Jr. in protests and helped break Hollywood’s color barrier (hardyl aw. net).Along with false impressions, I was left wondering where Moore got his statistics and information seeing as he listed no sources. According to Moore, in 2002 there were 11,127 deaths by guns in the United States when it is actually closer to 8,000 (Hardy 1). While the documentary had many things I did not agree with, there were a few that I appreciated. The film opened my eyes to the violence that goes on each day throughout the World. Gun control is a major issue that needs to be addressed, especially the issue of determining how people can obtain weapons and ammunition.At the end of the film, Moore and two survivors from Columbine get Kmart to stop selling weapons and bullets. Personally, I think this was the most honest and sincere part of the entire documentary. In conclusion, there are many things that I learned after viewing Bowling For Columbine. What followed was a summary of the documentary along with my thoughtful reactions. When asked what he would say to Harris and Klebold if he had the chance, Marylin Manson replied, â€Å"Nothing! I would listen, that’s what nobody did†. Perhaps violence in schools, as well as life, could be reduced if people just took the time to listen.Works Cited Hardy, David T. Bowling for Columbine. David T. Hardy, Apr. 2003. Web. 12 Mar 2013. McArdle, Megan. Department of Awful Statistics: Are Mass Shootings Really On the Rise? The Daily Beast, 28 Jan. 2013. Web. 12 Mar. 2013. Rosenberg, Jennifer. Columbine Massacre. About, N. d. Web. 12 Mar. 2013

Movie review Essay Example | Topics and Well Written Essays - 500 words - 9

Movie review - Essay Example car crashing in the start of the movie while she was driving to get her son from the center, I was eagerly looking forward to what kind of a woman she was. However, unfortunately but yet interestingly, I found out how gruff she was when I listened to her â€Å"hello† over the phone call in the car crash scene. She was very non-sexy yet elegant in her own style. Moreover, when she was in the center where she had to take the custody of her son Steve, she was in conversation with the governess or the headmistress whosoever she was. That woman was a normal looking, kind lady. Die also got into harsh conversation with her. I can tell that because she was not talking nicely with her, and her body language showed how irritated she was. However, when she received her son and the two were walking down the street, Die kissed him on the cheek and forehead which showed that she had that kind of a heart that is stereotype of a loving mother. Die showed her fondness toward her son through these gestures no matter how harsh she herself was. Later on, I saw her with her son resting his head on her lap. This was very interesting for me, and I could see a totally different woman inside the embodiment of a strong and sturdy man-ish character. This different woman was a bit kind, gentle, loving and affectionate. Die smiled at that point like a normal, fragile lady. She talked to her son like a good communicative mother. This shows that man is a versatile creature who can act and react in a myriad of ways, depending upon his moods and the circumstances. For me, Die is a strange and creepy character because I am not able to figure out properly in which category of human nature I should fit her in. She is harsh but gentle, non-se xy but fragile, all at the same time. Hence, the mother and her son walking toward their home was the most interesting sequence for me as it helped me reveal different aspects of Die’s nature as a human being and as a mother. Although the whole movie was

Religous Profile Report Research Paper Example | Topics and Well Written Essays - 1000 words

Religous Profile Report - Research Paper Example All the next Gurus worked on the teaching of Guru Nanak and developed the faith and trust of Sikhism over next four centuries and made the religious history of approximately 400 years. Fifth Guru, who was named guru Arjan complied the first holy book of Sikhism (BBC Religion). He also established the first estate â€Å"Amritser† for Sikh Community. All ten gurus devoted their lives for the establishment of the Sikh Religion due to their efforts. Sikhism is one of the fastest growing religion in the world. Belief about GOD: The concept of GOD in Sikhism is very clear. Sikh Community believes that there is only one GOD. He is the only creator of the entire Universe. Sikh community believes that GOD has not any specific gender. In addition, they believe that GOD can be accessed by everyone (BBC Religion). Equality: Equality is one the major beliefs of Sikhism. Teachers of Sikhism state that all the human beings are equal. All people have the same rights. None has any priority over other (kwintessential.co.uk). Other Beliefs: Sikhism aims to make the environment peaceful. Sikhism states that the truth is the key of all virtues. The religion encourages that truth and justice is a key for a peaceful life. The Sikhism also state that if a person wants to feel the pure feelings to GOD, then he must switch his attention from all other material things to only one GOD. That is the only way in which human achieves the maximum level of liberation. In addition, the teachings of the Guru Nanak also state that GOD does not have a gender and cannot be understood by everyone easily. Love and worship is the only way to know the real means of GOD. Sikhs believe that their own souls and hearts are the best tools to find the GOD. Sikhs believe that they can feel the real pleasure and travel on the way of liberation by avoiding certain things such as lust, anger, pride and attachment to the things in this world. The

Spyware and Adware Essay Example | Topics and Well Written Essays - 1000 words

Spyware and Adware - Essay Example They can enter the computer through ports or by downloading freeware software or any game from the internet (Michael 2010). For the safe working of the computer it is very necessary that the computer has some antidotes for such malicious soft wares and viruses. Because these malwares and viruses are very harmful for your computer as it can completely make your computer useless. Many anti-spyware soft wares, antivirus soft wares, firewalls are easily available on the market. But here a question arise, which software to choose for the better and complete protection of the computer? The two most commonly available soft wares are antivirus software and firewall. Firewall is software that runs on your computer and provides you with first hand protection. It controls and manages all the network traffic and clearly monitors which data is to be forwarded and which not. This action will be performed according to a set of predefined instructions. A firewall will stop all internet traffic from unauthorized sources; it will even block your internet connection first and will allow access to only a limited number of trusted sites. However, slips can occur at a port and then your computer will be at a risk if you do not have any further protection on your computer (Elizabeth 2010). On the other hand antivirus software is software that scans the computer for any viruses, hackers or malicious soft wares such as Trojans and worms and removes it from the computer. It will alert you if you are downloading any free ware software, games, songs or videos or opening a website containing a virus. It will tell you to immediately terminate your activity and will then run a check and remove the virus (Gordano 2012). A firewall can only protect you from hackers and some malicious soft wares or any other internet traffic entering from the port. However it will not be able to protect your computer if any malware manages to enter the computer or any virus enters the computer through downloade d software or game. An antivirus is very necessary for your computer so that it can scan through your hard disk and computer and detect any malware and virus. A malware or a virus can enter your computer through a USB or a CD; it can enter the computer through a downloaded software or game as well. If the virus enters this way a firewall alone cannot manage to remove the virus or malware. However, the antivirus software can alone manage to remove the viruses and malicious software no matter by what means the virus or the malware enters the computer. However, for the complete protection of your computer it is recommended that you have both firewall as well as antivirus software (www.antivirusfirewallsoftware.org 2007) Task2 For people who are new to using computer, they are generally unaware of the different soft wares and facilities that are available for the protection and increased efficiency of the computer. A new comer is also unaware of the threats to which a computer is liable and the extent to which a computer can suffer due to a virus or a malware. He can use a computer without installing any protection software and can cause the computer to hang or even the computer can get into a condition in which it becomes completely useless. Therefore it is necessary that when you are new to using a computer you get help and guidelines from an expert or at least the one who has been using a computer from a quite a lot of time about all the needs of a computer, the threats that a computer can face and the various solutions

Final Exam Coursework Example | Topics and Well Written Essays - 500 words - 2

Final Exam - Coursework Example Since the northern states had more private wealth of their own, the southern government had to borrow money from them and help restore their economy (Knowles & Healey, 2006). By the time the civil war was coming to an end, the value of the Confederate dollar had really dropped in comparison to the Union money. Life became so expensive in the south and people started starving due the inflation of the price of even basic needs including food commodities. Slavery was also legalized with most slaves being African Americans who worked nonstop in their employers’ cotton. With the slaves no longer available, it meant that no more cotton was being produced hence no income from it (Harris, 2008). In the political realm, southern leaders came back to the Washington capital and the federal government controlled each of the southern sates one by one. Abraham Lincoln initialized strategic plans for reconstructing the southern states. In the year 1865, he introduced a bureau that gave the once slaves a right to get educated, be employed with better jobs and get good healthcare. An amendment was also introduced that totally did away with the once legalized slavery. On my own individual account, I would have liked to live from the years 1866 onwards due to the good leadership implemented by Lincoln because there were job opportunities, good healthcare facilities and also the southern and northern states were united (Gillman, 2002). In the 20th century, the U.S historical course changed whereby a great industrial revolution took place, to the extent of becoming the best in the world in terms of industrial management and output. Availability of land, labour, natural resources, capital and good transport networks lead to production and transport of many goods and services that increased the annual income of the citizens after the previous inflation. The present-day America has got large and

The Common Agricultural Policy of the European Union Assignment

The Common Agricultural Policy of the European Union - Assignment Example In the EU farmers are guaranteed a certain price by their government. This is achieved mainly through the use of buffer stocks. These refer to the previous season’s stocks that were not absorbed by the market hence stored by the governments for future eventualities in the market prices. The government buys excess stock in the market to maintain a certain price if there is over supply and releases extra produce to the market to keep the prices at the agreed rate in case of shortage pushing the prices up (Swinbank, & Tranter, 2004). Whenever there is an overwhelming supply of farm products on the market, the excess supply tends to push down the average prices of the produce leading to reduced profits for the farmers or even end up making losses. The E.U sets quotas for such products so as to protect farmers from these problems. The dairy sector is one such agricultural sector that has set quotas imposed on it by the E.U. A quota is represented on the graph by a vertical supply curve at the time the quota is binding. The response of the producers to changes in prices is asymmetrical. Supply will reduce in response to fall in prices and this is represented by the left side of the quota. On the other side ,the right side, when the price rises the farmers are prevented from raising production making the supply curve to become inelastic in nature. (www.economicsonline.co.uk) The elasticity of the demand curve will determine if the farmers will benefit from the production quota. The farmers will be at a benefitting position after the quota if the curve is inelastic around the initial set price. When a market economy is restricted, the quota that is set on production always leads to quota rents. This can be depicted as the a+b in the graphic representation. They are referred to as rents because the farmers get an extra return of Pd. If the farmers manage to sell or lease their quota rights, it gives a capital value to the quota which is equal to the discounted

Questions Essay Example | Topics and Well Written Essays - 1000 words - 9

Questions - Essay Example It cannot be described as sufficient in order to generate or even create changes with the impact that it has. As GREAT DOCS, eGov is just but the use of modern information as well as communication technologies that exists in public organizations with a bid to support or even redefine the existing or even future relations with key stakeholders in the external and internal environment and creating value. eGov might very useful when it comes to the formation of GREAT DOCS plans, actions and programs. This is because the eGOv will provide lines of creating ways in which there can be improvement of government efficiency as well as effectiveness. Further, there will be actions and programs that will be centered towards back office consolidations, the reduction of the number of duplicative systems as well as the general streamlining of the processes that exist in the government. This will give GREAT DOCS a head start as it will find it easier interacting with the government when it comes to the arranging of programs, actions and plans. Further, from a GREAT DOCS perspective, the time that is spend on the identification as well as the access to relevant information in regards to benefit programs that match GREAT DOCS specific needs is also catered for. eGov allows the local government or even the social service caseworkers to effectively identify as well as match alternative programs which can be said to stick to individual specific needs. Therefore, there is a need for the future CIO to take in mind the risks that come with eGOv, however, there is always a need to ensure that the company is strategically placed in terms of eGOv. This is because the GREAT DOCS initiative will sometimes need the intervention of eGOv and consequently there is a need for the future CIO to have a positive attitude with the initiative. (a) There are several goals and objectives that the government has when it comes to driving the process that is required in Capital planning

Law of Trade Marks and Brand Names Essay Example | Topics and Well Written Essays - 1000 words

Law of Trade Marks and Brand Names - Essay Example ng (1) it is justifiable based on the premise of customer welfare and informed decision of consumers (2) it is not justifiable since it creates unfair competition. Before 1994, a number of English laws have been restricting but never prohibiting comparative advertising. For instances, under section 4(1) (b) of the Trade Marks Act 1938, it is considered an infringement of trademark if a third party uses the trademark of another in its advertising regardless of the nature of such advertisement. However, this all changed when Trade Marks Act (TMA) 1994 was enacted, English law then took a firm stand on comparative advertising. Following the provisions of s 10(6) of the TMA, comparative advertising is now permitted. Section 10(6) of the TMA has been interpreted as to allow comparative advertising â€Å"as long as the use of the competitor’s mark is â€Å"honest†.2 In the words of Laddie J is the case of Barclays Bank v RBS Advanta (1996) 3, â€Å"there is nothing wrong with telling the public of the relative merits of competition goods and services and using registered trademarks to identify them.† In most cases brought before the Courts, the question has been on the issue of justifiability of unfavourable comparisons employed by competitors. Would unfavourable comparisons be a kind of breach to the benchmarks of honesty as indicated in Section 10(6) will result to infringement of trademarks? â€Å"If the use is considered honest by members of a reasonable audience, it will not infringe†.4 In the Court’s decision in the case of British Airways Plc V Ryaniar Limited, Jacob J said that people are already very much exposed to advertising and already know better that believe everything that is being said in advertisements. â€Å"They expect hyperbole and puff.5† The fact that â€Å"the advertising pokes fun†6 at the competitor’s goods and services with great emphasis on the benefits offered by the advertiser is not enough to warrant infringement as this considered normal

Information Security Essay Example for Free

Information Security Essay Information Security is a fundamental function of any organization expecting to be competitive in the global market. As more and more developing countries make the leap into capitalism, competiveness will only become more essential. With Asian nations like China, Korea and India stepping up to make their presence noticed taking more of the market share than ever before other organizations must remain competitive which means keeping their piece of the pie safe and secure. Organizations’ proprietary information if left unsecure could mean loss of their competitive edge. In the IndustryWeek. com article by, â€Å"Manufacturers Must Think Virtually to Ensure Data is Protected† Chris Benco contends; â€Å"Data is what all manufacturers rely upon, and with the ever-increasing influx of it, companies need to ensure that it is protected in the event of a natural disaster, human error or other problems. With this heavy reliance on data to maintain day-to-day operations, manufacturers cannot afford to overlook data protection as it is the key in maintaining production, optimizing productivity and guaranteeing profit. Information security though takes on another aspect when you consider an often over looked key element of corporate information. We think of information security in terms of protecting what is on paper and in data bases, but knowledge is much harder to nail down. Knowledge, information that is stored in the minds of the organization’s personnel is just as important as any other data or product information and should be gathered and stored just the same. As we could see in the reading material for this case assignment there are many methods for obtaining, sharing, and storing knowledge information. Some such methods were discussed by Ann Field in her article â€Å"Locking Up What Your Employees Know†. The step according to Ms. Fields are to first Create a knowledge profile, then foster mentoring relationships, encourage communities of practice, ensure that passing knowledge on is rewarded, Protect peoples privacy, and decide whether youre interested in recorded knowledge as well.

Digital Photography Coursework Essay Example for Free

Digital Photography Coursework Essay For this coursework we had to design a book cover on a theme of our choice that comprises of our own original digital photography. The theme I have decided to base my book cover on is â€Å"Poverty†. I wanted to make a book cover with a visual integrity, which means that I wanted the reader to get the theme of the book by just looking at the cover. I wanted a simple but elegant piece of work. In order to make a great book cover I had to first of all has a great photography based on my theme. Luckily, my father organised a trip to India during the Christmas holidays. I decided to use this opportunity to bring my camera and take some pictures. I have a Canon 600D camera with the 55-70mm kit lens. I am always passionate by photography. I like taking pictures during my free time and upload them on my social page. During the trip I went to a small village called â€Å"Kichocha† in Lucknow, New Delhi. It is a really poor village with people living in huts. I then took a Cycle Rickshaw also known as a â€Å"Pedicab† and ride through the villages taking pictures. In order to get good pictures while in a vehicle I used the sport mode on the camera, because the sport mode uses a higher shutter speed to help stop fast actions. I took some great photographs during the trip that shows the true lives of the Indian. When I was back from my trip, I went through all the pictures I have taken and chose the right one suitable for my book cover. I have chosen that particular pictures because, it was one of my favourite and also was the most likeable by my friends on my social page. It also has a lot of spaces to input my texts. I also wanted a picture that the people will notice and remember. The reader always remembers powerful images on a book cover. I think this picture has done the job based on the likability of my friends. I then started editing the pictures. The software that I have used is Adobe Photoshop CS6. The reason I have chosen this software is because I am very familiar with this program since I have used it several times for previous works. I find it a very professional image-processing tool that is easy to operate. During the editing phase, I first of all had to crop the image since the work should be submitted in A4 layout. I have cropped the image in a way that I get the interesting part of the pictures in focus and also leaving space for the texts and book spin. I then did some research online of book covers of how they place their titles, subtitles, authors etc. I then created my title. I based my title from the theme of the picture itself, named â€Å"The Little Indian†. I wanted the book to look like a novel based on the life of that little boy climbing the wall. For the title, I have decided to place it at the top because there was nothing interesting to show the audience from on top of the image apart from buildings. For the font I wanted a typography that are clean, readable and that match with the theme of the photography. I have used Lucida Black Letter for the word â€Å"India†. I find it a bit like Indian style fonts. I then used different fonts for the word â€Å"The† and â€Å"Little† to make it look like a logo instead of a basic one-line sentence. For the colours I have chosen colours that make the texts pop out from the image, since the image is already very colourful. I find that green, red and yellow work well together for the title. I also applied stroke and shadow to the text to make it more easily for the viewer to read. I then designed the subtitle. I firstly did some research online to find a good phrase for my subtitle that reflects my theme. I then came up with â€Å"A true story of Poverty and Wealth†. I think subtitle is important in book cover, because it reflects the tone and emotion of the book with just a single line. I then came up with the idea of making the subtitle perspective with the wall. In order to attain this effect, I used the Vanishing Point Filter with the help of some tutorials online. I think it makes it look cool and interesting to read. This will keep the viewer interested with the way the text is attached to the picture. I then made the author name, using white impact front. The reason I have chosen Impact front is because I find it popularly used by designers and also it is easy to read and grabs the attention of the viewer. For the spin, I made the background in black colour so that the title on the spin is readable. I have used impact as font for the title and author name. I made the title on the spin same colour as the original logo title on the book cover to make it look more attractive on the shelves. I additionally add a publisher logo on the spin to make it look more realistic for a book cover. What I have learnt during the design process is planning and time management. I think both are important in making projects efficient. I have also improved my Photoshop Skills. I have learnt how to use the Vanishing Tool with the help of some tutorials online. For the camera, I could have much better pictures if I had a Zoom Lens for my camera instead of the kit lens. I could also have a better title logo if I knew how to use other software like Adobe Illustrator, which is more specialised in creating logos. I also feel that I lack some knowledge in using the correct colours for the fonts. However I manage to make it look good with the help of some friends’ feedbacks. Overall I am satisfied with the project.

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. Wilson, L. 2006, Power, people and ideas: VCE international politics units 1 2 (2rd ed.), Social Education Victoria, Melbourne. Harkabi, Y. 1974, Arab attitudes to Israel, Halsted Press, New York. Khatib, H. 2003, Palestine and Egypt Under the Ottomans: Paintings, Books, Photographs, Maps and Manuscripts, I.B. Tauris Publishers, London. Klausner, J. 1956, The Messianic Idea in Israel: From its Beginning to the Completion of the Mishnah, G. Allen Unwin, London Morris, B. 2004, The birth of the Palestinian refugee problem revisited, Cambridge University Press, Cambridge. OsmaÅ„czyk, E. J. Mango, A. 2003, Encyclopaedia of the United Nations and International Agreements: A to F, Routledge, New York. Robinson, G. 2000, Essential Judaism: a complete g