Reading response Essay Example | Topics and Well Written Essays - 250 words - 39

Reading response - Essay Example Bridal understands that respect is invaluable and someone who wants to succeed must accept the consequences of disrespect. She tells Fragrance, â€Å"A tutor for a day is a father for a lifetime† (Mair 226). This shows how much she believes and respects Ch’en. It is not always wrong to question authority or do things differently. Bridal presents to Ch’en a set of stationery that Ch’en had never seen and a portrait with weeping eyes (Mair 225). When Ch’en dismisses them, Bridal accepts it and uses what Ch’en approves. As a result of following her tutor’s instructions, she become so good at writing that Ch’en admitted that he had never seen such good writing. I personally believe that taking corrections positively is one way of progressing in life. This scene thus corresponds with my belief. The schoolroom scene is very entertaining. There is adequate use of stylistic devices such as rhyme that give it a poetic feel (Mair 223). In addition, it emphasizes the need for mutual a working relationship between people in authority and those under them, based on trust and

Analysis OF D2 Essay Example | Topics and Well Written Essays - 3000 words

Analysis OF D2 - Essay Example Therefore, it is necessary that the change to be implemented must be congruent with the complexity, dynamism and uniqueness of the organization. The rapidity of change which is taking place in economic, social and political environments is having a strong impact on the individuals as well as the organizations. Although change is s constant process, the velocity and promptness have always differed. As a result of the changes in the external environments, organizations are forced to make various changes in their system of operation. Thus, we find a number of companies undergoing strategic changes in order to cope with the prevailing challenges. A strategic change is defined as change process where a company restructures its marketing or business plan on a broader context. The principal intention for making strategic changes is to satisfy organizational goals and harmonize the organizational activities with the external business environment. However, strategic change does not always mea n alteration in the entire business plans; sometime it also refers to small scale changes. According to Chen et al. (2013) organizational change management is a crucial activity of the organizations. Jones (2004) stated that organization mainly changes for two reasons. One of reason can be the response to the changing external environment and another reason can be the reaction of the company to a particular crisis situation. Haveman, Russo & Meyer (2001) states that organizational change also becomes evident when companies undergone a shift or change in executive power. According to several studies, there are numerous causes for an organization to embrace change within the internal environment. One of the major causes is the implementation of new technology. In this fast moving and cut throat competitive environment, organizations have no options, but to remain at par with the competitors. In order to achieve it, companies often make technological developments improve organizationâ €™s capabilities and enhance the efficiency of operation. Some of the other common reasons for embracing change are satisfying the dynamic needs of the consumers, to support the economy and also to grab growth opportunities (Corneliusassoc, n.d.). According to Anderson (2012), organizations undergo different type of changes and the most common ones are development change, transitional change and transformational change. However, it depends on the situation and need of the organization. Although change is a necessary process for the purpose of growth and development, but companies often face difficulties in implementing those intended changes. One of the biggest obstacles to the implementation of change within organization is the resistance of employees. Employees have a belief that with new system, their existing state may get disrupted and can destabilize their position in the organization. Moreover, if also leads to dissatisfaction of the employees and can seriously impede org anization’s growth. Figure 1 The present study seeks to investigate the problem of change management in D2, the auto-components manufacturer. The case sheds light on the fact that the company is currently facing a large number of issues pertaining to the cost of operation. The economic downturn further worsened the scenario and the company struggled to survive in the market place. The company therefore focused on the formulation of new strategies which is to achieve economies of scale. However,

Imparting or acquiring general knowledge

Imparting or acquiring general knowledge The supposed purpose of education, as marketed by the education industry, is career advancement, higher pay, and empowering a college graduates job search. [However, this should be considered only as] the current personal importance of education (BFuniv.com, 2010, para. 2) and the result of being educated for the selfish benefits of the individual instead of the society instead of being the purpose of education. The purpose of education, or of being educated, is more than that. In the past, the purpose of education is to pass on social, cultural and moral values, traditions and religions, and skills to the next generation (Kendall, D., Murray, J. Linden, R., 2004) to ensure the survival of the culture and future generation. Today, education is still widely viewed as a mean to impart knowledge and skills, and to help people develop the ability to make the correct choices and decisions. However, as stated in Confucianism, in order to be truly educated, one must first and foremost be able to learn extensively, enquire accurately, reflect carefully, distinguish clearly and last but not less, practice earnestly (Yao, 2001, p. 212). From this, the purpose of the education can easily be concluded as to create morally upright, knowledgeable, analytical and action-initiative citizens and leaders who are able to contribute to the different aspects social, economical and political of a society. The first aspect of the purpose of education is to instill knowledge in the learners. There are two different kinds of knowledge, the scientific knowledge and the history and cultural knowledge. Scientific knowledge consists of facts and information that are acquired through long tedious process of testing and reviewing before it is accepted and acknowledged by the society (BusinessDictionary.com). History and cultural knowledge, on the other hand, are records of past events and ideas that are gained from past experiences (Hoerr, 2007, para. 1). One can only be considered as knowledgeable when one has the combined understanding and awareness of both scientific and history and cultural knowledge. However, equipped with only knowledge, it is not enough for an individual, even only as a follower, to contribute much to the society. Equipped with knowledge, the next aspect of the purpose of education is to nurture these knowledgeable individual to be analytical people. Education does not desire the production of a generation of people whose brain are so packed with only knowledge and the sole ability to memorize and regurgitate facts. With the ability to analyze every piece of knowledge gained from books or experiences and learn from it, one need not have fear when faced with problems and challenges in life as they can be overcome through careful analysis, followed by suitable applications of knowledge and skills. Individuals who are successfully equipped with these two aspects of the purpose of education will be able to think out of the box and contribute to the society economically or even politically. With the rise of countries like China and India who have an abundance of cheap labour, Singapore can no longer compete effectively in the labour-intensive manufacturing market. As quoted by Alvin Toffler (1990), The most important economic development of our lifetime has been the rise of a new system for creating wealth, based on longer on muscle but on mind. (p. 9). To ensure its survival, Singapore shifted its focus to working towards a knowledge-based society which calls for creative and critical thinking skills. The change from a labour-intensive industry to a service-driven market affects the demand for education, the uses put to education, and the demands made on education for tailoring the workforce to those demands. (Riddell, 1996, p. 1363). In other words, this change calls for more independent learning, creativity and innovations. Hence, the Teach Less, Learn More1 scheme (TLLM) that is started in 2006 under the Thinking School, Learning Nation2 (TSLN) vision is implemented in the Singapore education system to fulfill the first two aspects of the purpose of education. Teach Less, Learn More is about teaching better to engage the learners and prepare them for life, rather than teaching more for tests and examinations (MOE). It builds on the foundation laid in place under the TSLN vision and the spirit of Innovation and Enterprise3 (IE). The relationship between TSLN, IE and TLLM can be seen in the Figure 1 (taken from MOE website) below. Figure 1: Chart showing the relationship between TSLN, IE and TLLM Figure 1: Chart showing the relationship between TSLN, IE and TLLM TLLM aims to help learners broadened their scope of knowledge, other than the ones needed to score well in tests and examinations, and also encourage learners to be analytical as it is no longer about memorizing and regurgitating facts and data. While IE also encourages learners to be analytic, its main aim is to promote the willingness to try new and untested routes without fear of failure and produces leaders who are prepared to be flexible, to multitask, to take responsibility and to inspire teams and organizations to take leaps of innovation (MOE). As quoted by Riddell, he believes that the most important skill that education can inculcate in the learner is flexibility (1996). This leads to the third aspects of the purpose of education which is to cultivate leadership, initiative and flexibility in the individual. This is to ensure that there will always be a group of leaders that is willing to take the first step out and lead the rest of the society towards success in the uncertain future by being flexible and open to new untested ideas when travelling the road to victory. These three aspects of the purpose of education will of course have several implications on the teachers and students in Singapore. Teachers have to be innovative in teaching so as to make sure that learning was meaningful and enjoyable to the students (Ho, 2009) and effectively encourage self-directed learning in all students. This means that there should be less dependence on drill, practice and rote learning (MOE). Thus, the role of a teacher should be that of a mentor, facilitator and model instead of being someone who only do teacher talk and lecturing (MOE). Teachers are also required to be prepared in curriculum development, research and pedagogical skills by attending workshops on curriculum development and various pedagogies, and with the establishment of the Research Activist Scheme, teachers can learn more on research methodologies (Ho, 2009). All these preparation and learning is to ensure that teachers are able to recognize and cater better to students unique and differi ng learning needs. For the students, they will no longer to be spoon-fed by the teachers. This calls for self-directed and self-motivated learning which is in tune with the Desired Outcomes of Education. Students now have to take up the mantle of being a self-directed learner who takes responsibility for his own learning, who questions, reflects and perseveres in the pursuit of learning (MOE) and an active contributor who is able to work effectively in teams, exercises initiative, takes calculated risks, is innovative and strives for excellence (MOE). Furthermore, as syllabuses will be trimmed, students will have more time and energy to focus on core knowledge and skills (MOE) or even to widen their scope of knowledge. Students will also be required to know how to apply their knowledge to solve or overcome the problems and challenges presented to them. Merely memorizing and regurgitating knowledge will not be enough to score well. An example of this Problem-Based Learning will be the Project Work4 intr oduced into the Junior College syllabus to encourage knowledge analysis and applications. The above three aspects of education may successfully mold a generation of globally competitive citizens much sought after by the global market but it does not automatically ensure that these capable people would not use their intelligence to create trouble for the society or even just abandon their homeland to pursuit a high-flying career. As Teo said, Of what use is the education system if it produces smart crooks or selfish individualists who feel no obligation to society, or loyalty to nation? Education must imbue the next generation with the right value system. Through values education, we must develop future citizens with upright character who can contribute to their community. We must also inculcate in our young a deep sense of bonding to the nation, so that they will be prepared to stay and fight in times of adversity. (1998). This leads us to the last and most important aspect of the purpose of education which is to create morally upright individuals that is devoted to serving and contributing to their country. As values are a set of social norms that guides the actions of an individual and the society, values education is thus used as a mean to instill a sense of morality in the learners. Values à ¢Ã¢â€š ¬Ã‚ ¦ are either innate or acquired. Innate values are [the] inborn divine virtues such as love, peace, happiness, mercy and compassion as well as the positive moral qualities such as respect, humility, tolerance, responsibility, cooperation, honesty and simplicity. Acquired values are those external values adopted at [ones] place of birth or place of growth and are influenced by the à ¢Ã¢â€š ¬Ã‚ ¦ environment. (Reddy). Hence, values education consists of character education, which builds on the innate values, and the national education, which can be considered as a part of the acquired values as it is influenced by the government of the country. Character education ensures that the individual will abide by the law and protect the peace and harmony of the society through social and emotional learning, moral reasoning/cognitive development, life skills education, health education; violence prevention, critical thinking, ethical reasoning, and conflict resolution and mediation (Lickona, 1998). The well-being of the society and the health and benefits of the other individuals will be made certain. National education seeks to inculcate national loyalty and a sense of belongingness in the learners. This is vital in the economic and social development of a society as the survival of a country depends heavily on the contributions of its citizens be it working to keep ones country ahead of others in the global market or being the next educator to the future generations. In Singapore context, values education takes the form of the curriculum subject Civics and Moral Education5 (CME), National Education6 (NE) initiatives (2008) and Social Studies7. Especially at the edge of the 21st century and with the spread of globalization, students are more likely to exhibits traits like materialism and unhealthy consumerism which may have severe economic repercussions in the future for a resource-limited small country like Singapore (2008). The job of the teacher in this case would be to instill a sense of thriftiness in these students and at the same time. During these lessons, instead of merely preaching about good governance, teachers should allow the students to identify the pros and cons of certain policies like the implementation of the Central Provident Fund7 (CPF) or the Electronic Road Pricing8 (ERP) and get them to see the need for these policies in the perspective of the government so as to [foster] social cohesion and rootedness to Singapore. Moreove r, instead of merely droning on and on about the moral issues and values that arises in Singapores society, teachers can attempt to interest the students by getting them to think critically about these issues and draw up possible solutions. To successfully engage students in values education, teachers themselves should play an active role in imparting the values to the students and not use the NE or CME classroom period[s] à ¢Ã¢â€š ¬Ã‚ ¦ for revision of other academic subjects (2008). Students should not study Social Studies for the sake of scoring well in the compulsory and examinable subject. Values should be learn and taken away to be applied in the later part of their life when they step into the society of virtues and vices. In conclusion, in order for a country or society to flourish, it is crucial that the educational policies implemented by the country leaders must be in line with the purpose of education. This is especially significant when a nation wants to prepare and equip its citizens with the necessary tools to combat the challenges of globalization. Education in the 21st century will be flexible, creative, challenging, and complex as it addresses the many issues that will arise from the rapid evolution of the world (21st Century Schools, 2008, para. 3) but there should also be a greater emphasis of values education so as to counteract any undesirable traits that are bound to show up in the whirlwind of seemingly impossible changes. The future of Singapore rests in the hands of its future citizens; hence the education of todays youth must not be taken lightly.

My favourite and least favourite characters from The Canterbury Tales :: English Literature

My favourite and least favourite characters from The Canterbury Tales My favourite character from Chaucer's Canterbury Tales is the Reeve. The Reeve comes across as a 'shady' or 'dark' character who's intentions are not fully recognised even when his prologue is finished. We don't get too much about his background but a lot on his appearance and the way he works. We already know that he is the farm bailiff. His appearance already gave a gripping edge to his personality, "His berd was shave as ny as ever he kan; "His beard was shaved as close as could His heer was by his eris ful round shorn; His hair was cut round his ears His top was dokked lyk a preest biforn. The top of his head was like a priest Ful longe wre his legges and ful lene," He had very long and skinny legs" His appearance gives the impression of an almost 'evil' looking character, with skinny, no calf legs and the phrase.. "His berd was shave as ny as ever he kan" gave the impression that he had a 'rugged' look to his face, a rough look which gives the impression that the others on the pilgramge might have looked up to him not in a role model way but rather a respectful and weary one. But then again he is given a holy like look as the top of his head is cut short like a priest giving the Reeve a holy look, which gives a clash of two worlds, the holy and the dark rugged side of life, but from examples from "The Summoner" and "The Monk", the chuchmen of the time were not see as very respectful men either and some could say the dark world was the world of the holy. This rugged, dark and ominous look is one of the things that makes me admire the Reeve, it is as if he is hiding his own real feelings, opinions on life within himself and that his face, this rough face is a mask hiding those feelings inside of him. It is as if you need to crack him to find more from him and his face gives no answers aiding to that. He also has a very clever and cunning nature which I admire in The Reeve. "Wel koude he kepe a gerner and a binne; Ther was noon auditour koude on him winne." "He could keep a granary and a cornbin well; No auditor could catch him out." This shows that the reeve had a cunning edge, clever at his job and also very stable in his job and with money as no accountant could ever

Walker: White People and Well-educated Black Man

A well-educated black man, with dreams of making it in the world, is What Jerald Walker was determined to do. Walker had grown up in a community where opinions about â€Å"whites† were shared by everyone. Whites discriminated against black people and anything that was believed as bad by black people, was blamed on the white people. In order to succeed, Walker would have to â€Å"Be† like his brother Clyde. Clyde did not fit the â€Å"stereotype†, of a regular black man. His brother said things like, â€Å"whites aren’t an obstacle to success† and â€Å"only you can’t stop you†.In Scattered Inconveniences, Jerald Walker is up against what seems to be a â€Å"redneck cowboy† that is trying to intimidate and scare because his family wasn’t from that part of the country. it turns out that the guy honking his horn and riding his bumper, is just a good Samaritan trying to prevent a washer from falling out of the back of Walkers truck. I think that Walker is talking from his own experience, when he states that everyone is a racist just by nature, he is saying that we all learn stereotyping from the people around us.I don’t think that his statement is necessarily being a racist, I feel that everyone is discriminated against for something whether it be the color of our skin, the clothes that we wear, or the place that we live. I see myself being like Walker, just assuming this guy is out to hurt me and my family just because I’m a different race. Not fitting the stereotype, I would probably react the same, just get mad and then feel really bad for just automatically thinking the worse first.

A Brief History of the Palestine Israeli Conflict

Palestine sits upon the Mediterranean Sea between Egypt, Syria, and Arabia; the land has switched hands many times over the past few thousands of years. Being a holy land for all three Abrahamic religions has led to a brutal conflict between them since their formation. The current conflict in Palestine has been raging for about three quarters of a century, but before it can be addressed some history must be known.For four centuries the land had been ruled by the Ottoman Empire, and as it began to collapse in the late 19th century ethnic Jews worldwide started a semi secular nationalist movement called Zionism which called for a return to their homeland of Israel which was promised to them by g-d in the Torah. In the First World War the Ottomans were on the losing side, and in 1917, with the Zionist movement growing, the United Kingdom’s Prime Minister Arthur Belfour declared that Britain backed the idea of establishing Palestine as a â€Å"national home for the Jewish people. †At the end of the First World War Britain was gifted the newly formed Mandate for Palestine which in its creation carried Belfour’s promise. Not a state, not the sole national home like Zionists wanted, but a place where any Jews who wanted to could go without fear of the persecution that had hounded them for millennia. A few years later the revolt of the Arab people against the imperialist occupation of Great Britain began. Many innocents were killed on both sides, but Britain’s response was incredibly brutal leading to the death, maiming or exile of a tenth of the adult male population.In response The British attempted some reconciliation with the Arab community by creating policies to limit Jewish immigration and property purchase. After the Second World War this limitation on immigration kept nearly a hundred thousand displaced Jews from coming into the country. After a series of uprisings by the Jews in Palestine, and general international disapproval on t he continued immigration policy, Britain decided to end their occupation and leave the question of Palestine to the U. N. Shortly thereafter the U. N. oted in favour of the creation of two separate nations of Israel, for the Jews, and Palestine, for the Arabs. The plan was rejected by the Arabs, and soon thereafter a 5 month civil war between the Jews, Arabs, and the British began. In Mid 1948 the United Kingdom withdrew the last of its troops and the new Jewish state declared its independence which signaled the start of the first Arab-Israeli War. A day after independence was declared Iraq, Syria, Transjordan, Lebanon and Egypt declared war on the newly formed state of Israel.Although outnumbered the better organized and better armed Israelis eventually won the war capturing half of the territory that had been mandated to the nation of Palestine. The rest of the country was split between Jordan and Egypt. Hundreds of thousands of Palestinians, more than three quarters of the Muslim population, were forced out of their country in a day now known to the Muslim world as al-Nakba. In response to this there were a series of pogroms against Jewish people in Arab states leading to close to a million Jews fleeing their homes and nearly 700,000 of them settling in place of the displaced Palestinians.More and more displaced Jews found their way into Israel in the succeeding years and tensions rose higher and higher between Israel and the Arabs. Palestinians given some autonomy from Egypt in the Gaza Strip launched frequent attacks against the occupying forces. In the early 60s relations reached a new low; the Arab world refused to recognize Israel as a state, and in 1967 the Holy Land was once again preparing for war. On June 5th 1967 Israel launched preemptive strikes against Egypt, Syria, and Jordan crippling their air forces.With air superiority assured the western equipped Israeli army slaughtered the Arabs and suffered less than a thousand deaths. Israel captured the Gaza strip and the Sinai Peninsula from Egypt, the West Bank from Jordan, and the Golan Heights from Syria. This is when settlers started popping up in the occupied territory. Jews from around the world began to set up housing in the former Arab land; a form of colonialism which lasts to this day. Around this time the Palestine Liberation Organization formed.The PLO is a political and paramilitary representative of the Palestinian people comprised of a number of different political parties. The largest of which are Fatah, a left wing nationalist party then led by Yasser Arafat, and the Popular Front for the Liberation of Palestine. PLO members in the surrounding Arab countries, especially Jordan, attacked Israelis in a number of rocket attacks, bombings, etc. ; this prompted a series of bombings and assassinations perpetrated by the Israeli army and Mossad aimed towards thinning the ranks of the PLO.After Israel attacked Jordan to flush the PLO out Jordan withdrew all support fr om the Palestinians and most of the PLO fled towards Lebanon where they were granted an autonomous region in the south. After six years of failed â€Å"diplomatic† efforts following the six days war another war began during the Muslim month of Ramadan on the most important Jewish holy day Yom Kippur. Egypt, Syria, Iraq, and Jordan attacked Israel who received support from the U. S. After only 19 days of fighting Israel once again won, but it no longer was the invincible bastion against the Arab world that it once thought it was; they had been shaken.On the other hand the Arabs, which had had early success in the war, now felt like they had more of a chance. This combination of events led to the Camp David Accords in 1978 between Egypt and Israel; this was the first peace agreement between an Arab state and Israel. Egypt got the Sinai Peninsula back and in return recognized Israel. . In 1982, in an effort to stamp out the PLO and aid the Christian government, Israel invaded So uthern Lebanon. After eleven months Israel achieved victory against the PLO and their allies, and the PLO subsequently fled to Libya.The PLO continued to represent Palestine in exile much to the chagrin of Israel; a few years later they would bomb their headquarters in Libya completely destroying it and killing hundreds of people. In December of 1987 The First Intifada, a collective uprising of the Palestinian people against the occupiers, began. An increasing series of incidents between Palestinians and Israelis in the occupied territories lead to isolated rioting that soon evolved into a large scale conflict. The PLO and its associates at home quickly assumed control and began guiding the fighting as best they could.The PLO had always been widely secular, and during the Intifada more and more Islamist Palestinian groups began gaining power including Fatah’s main rival Hamas; who, much like the Taliban, received funding and support from Israel to foster discord among Palesti nians. Palestine suffered greatly during the uprising, suffering many times the losses of Israel, but it had some results that seemed promising. The most important was the Oslo Accords; the first true face to face attempt at finding an agreement between Israel and the PLO.The Oslo Accords, on condition of the PLO renouncing terrorism and disarming, established the creation of an interim government for Palestine called the Palestinian National Authority, recognition of Israel by Palestine and vice versa, withdrawing the IDF from what they deemed occupied territories, and set a date five years in the future to finish negotiations and set up a permanent government in Palestine. The PFLP and other hardliners in the PLO rejected the Oslo Accords, refused to disarm, and continue to boycott the PLO to this day.Settlers continued to move into the West Bank and Gaza Strip, atrocities continued on both sides, and the five year deadline quickly sailed by. Late in 2000 a very different Intifada happened; instead of the stone it had become the gun and the suicide bomb. The Oslo Accords had been broken and open warfare began. During the four year conflict thousands were killed on both sides; however, once again Palestinian deaths outnumbered Israeli almost three to one. Towards the end of the conflict Yasser Arafat passed leadership of Fatah over to Mahmoud Abbas and in late 2004 died from polonium poisoning.In 2005 the conflict was declared officially over; later in the year Israel withdrew all their settlers from the Gaza Strip and from four settlements in the West bank. The Gaza strip was in hands of the Palestinians for the first time in half a century. In the 2006 elections Hamas and Fatah won forming a coalition government, and in 2007 this broke down into armed conflict when Hamas took over the Gaza Strip. This week open warfare between Palestinian extremist groups, both secular and Islamist, and Israel in the Gaza Strip began again.For the first time in 21 years air raid sirens are going off in Tel Aviv. Mahmoud Abbas and Fatah still control what little of the West Bank that isn’t occupied. He is going to the U. N at the end of the month in an effort to get recognized as a non-member observer state and make his point for returning to the borders before the six day war; they have the majority needed for state hood, and because they aren’t going for full member status again the Security Council can’t veto. What solution can be found to such a deep rooted conflict? The most widely accepted solution is one of two separate states.A poll taken in Palestine in 2011 showed 34% of Palestinians accepting the two state solutions, but it has much more support in moderate circles in Israel. There are some serious issues that need to be addressed for something like this to happen. What borders would they choose? More than likely would be a return to the pre-1967 borders, only 22% of historic Palestine. What happens to the five million P alestinian refugees around the world when they can’t return to their homes inside de facto Israel? What happens to the Arabs left inside of Israel’s borders? To Palestinians a two state solution is looking less and less likely.The same poll showed 66% support for this solution but as of now support is growing. In this solution, which I will be advocating, a single nation of â€Å"Israstine† would exist upon the historic Palestinian borders. Arabs and Jews would be equal citizens coexisting and both taking part in the government. Israel does not like this plan; Palestinians would swiftly outnumber them and remove their identity as the sole Jewish majority. Unlike the two state solution the problem of getting caught in the wrong borders and having to uproot yourself doesn’t exist. Palestinians in exile could return to their homeland freely.There are of course hard liners on both sides that advocate other solutions: hardliners in Israel that just want to gob ble up the rest of Palestine; hardliners in Palestine that want to completely destroy Israel. Although these will have to be addressed the main focus has to be on the two state vs. binational solution. As I write this rockets are killing civilians; cease fires are being broken; crimes against humanity are being committed. If an agreement can’t be found soon it isn’t going to end well for anyone. A fraction of my Sources Farsakh, Leila. â€Å"The One-State Solution And The Israeli-Palestinian Conflict: Palestinian Challenges AndProspects. † Middle East Journal 65. 1 (2011): 55-71. Academic Search Complete. Web. 16 Nov. 2012. Hoffman, Gil. â€Å"6 in 10 Palestinians Reject 2-state Solution, Survey Finds. † Www. JPost. com. N. p. , 15 July 2011. Web. 10 Nov. 2012. . Kattan, Victor. From Coexistence To Conquest : International Law And The Origins Of The Arab-Israeli Conflict, 1891-1949. n. p. : Pluto Press, 2009. eBook Collection (EBSCOhost). Web. 14 Nov. 201 2. Morris, Benny. One State, Two States : Resolving The Israel/Palestine Conflict. n. p. : Yale Univ. Press, 2009. eBook Collection (EBSCOhost). Web. 12 Nov. 2012.

Aboriginal Resistance Essay Example

Aboriginal Resistance Essay Example Aboriginal Resistance Essay Aboriginal Resistance Essay Aboriginal Resistance BY soulktngl 23 Puthiyaveetil, Sreerag Maximum hatred can be caused from an insignificant reason, and racism is one of the main reasons that plays a role in the distrust between people. The Aboriginals and the governments around the world have been constantly fighting for many centuries and they are still fighting today. Moreover, the Aboriginals created resistances which consist of Aboriginal tribes protesting to get their freedom in their respective countries. Unfortunately, the governments would not give them their freedom, which caused a lot of riots, deaths, and caused the governments to lose a ot of money. In Canada, there were many Aboriginal tribes such as the Metis, the Mohawks, and many others that were reduced in numbers because of the government. Before, if one were to walk outside, they would see many Aboriginals, but now Aboriginals are barely seen. This proves how cruelly the governments have been acting towards these people. The dishonesty of the Government of Canada in dealing with Native land claims, and the racism inflicted upon the Native people, can be recognised in the Oka Crisis, the Ipperwash Crisis, and the North-West Rebellion. Equality is the state of being equal especially in status, rights, and opportunities, which is one of the most important rules in running a country, but in Canada, the Oka Crisis portrays the Government of Canadas racist and dishonest behavior towards the Aboriginals. On Julyl 1, 1990, the town of Oka, Quebec, wanted to expand their golf course by taking down a cemetery owned by an Aboriginal tribe called the Mohawks. The Mohawks protested peacefully by barricading themselves in the golf course. However, it turned into a riot with the Quebecs Police Force (SQ), and the Royal Canadian Mounted Police (R. C. M. P) charging in. There were a lot of casualties, including the death ofa police officer named Marcel Lernay. This riot ended in September 26, 1990, with a victory for the Mohawks. In 1986, part of the Mohawks land was taken away by the people of Oka by a private bill and turned it into a golf course. (Oka Crisis, 1989) This proof suggests that even before the Oka Crisis, the government took more from the Aboriginals land. This shows the distrust between the Mohawks and the government, and it also shows how the government takes uthority of someones land and never intended to give it back. In addition, Massari (1990) states that there were racial conflicts between the R. C. M. P and the Mohawk warriors. Massari is asserting that even during the chaos, the government is racist and created more conflicts. The government should not be fighting against the Mohawks because it cost the government $180 million for reparations, as well as the death of a police officer. This could have been prevented if the government agreed not to expand the golf course right at the beginning. The dishonesty and racist character of the Government of Canada, caused an unnecessary riot at Oka and for the same reasons, the Government of Canada also caused conflicts between the Stoney Point Natives tthroughout the Ipperwash Crisis. During the Ipperwash Crisis, the Government of Canada were racist and dishonest to the Native people. In September 1995, a group of Aboriginals called the Stoney Point Natives were protestlng to protect tnelr lana wnlcn was a Durlal ground, D Government 0T Canada wanted to use it for a military camp, so they forcefully took their land. Later on, the Stoney Point Natives protested for their land claim, but the government rejected it which caused a riot and resulted with the death of Dudley George, leader of Stoney Point Natives, and an inquiry to be summoned. According to Mike Harris, the premier of Ontario, he said l want the fucking Indians out of the park. (Ipperwash Inquiry, 2007) This quote refers to when the inquiry was summoned for the government to pay for Dudleys death, and from his quote, the word Indians is racist to the Stoney Point Natives. Mike Harris swore in front of any citizens at Ipperwash and to the Stoney Point Natives. This is not how a premier is supposed to act towards his citizen. In addition, the Government of Canada said that they were going to give back the land after the war ended, but it was withdrawn. (Ipperwash Inquiry, 2007) This evidence suggests that under the War Measures Act 1912, they could take land and use it for war, and it is to be returned after a war, but in this case it was not. To promise to return a land, but then later decide not to give it back is unfair, which created a huge riot and cost the overnment between $150 OOO- $400 000. This could have been averted if the government returned the land to the Stoney Point Natives. Therefore, when dealing with Native land claims and treating the Stoney Point Natives, the Government of Canada is Just dishonest and racist, which is ssimilar to how they treated the Metis of the Red River Settlement. Although Canada is supposed to be a multicultural country, the North-West Rebellion depicts the Canadian Government to be dishonest and racist in the early formation of the century. The Canadian Government have een taking land illegally from Ruperts land which was owned under an Aboriginal tribe called the Metis. Due to the fact that the Metis had no power over the government, a man named Louis Riel, who is also a Metis, came to charge and went against the government. He created his own government, a Red River Resistance which consists of Metis and other tribe members such as Big Bear, and led them to a rebellion against the governments betrayal. According to Louis Riel, Scott wasnt the sort of man who cultured civil relationship, so he screams racial insults to the uards. (Asfar Chodan, 2011, pg. 57) This quote implies to when Louis Riel created his own Provisional government, there were people who opposed to it and one of them was Thomas Scott, so Louis Riel sent him to Jail. Unfortunately he was executed due to his racist behavior towards the guards. In addition, in 1980, Daves states that even though the Canadian Government passed the Manitoba Act, which was to keep their land and customs, the government lied and built a railway through their land. The evidence suggests that after Riel made his own government, and ade negotiations with the government to pass the Manitoba Act, but soon after Riel was exiled for executing Thomas Scott, the government betrayed their trust and built a railway. The way how Scott is racist to the Metis and the Canadian Government is dishonest to the Metis, proves how the government should not be involved or fighting since it caused a rebellion which endangered many lives all because the Metis Just wanted to protect their land and cultural beliefs. This could have been evaded if the government cooperated and negotiated properly to the Metis and came to a decision here everyone is treated equally. As a result, Louis Riel lost the rebellion, was nangea ana tne government Is s Ill t Olsnonest ana raclst to tne Metis. I ne Oka Crlsls, the Ipperwash Crisis, and the North-West Rebellion demonstrate the dishonesty and the racism of the Canadian Government in settling the land claims with the Natives. During those three major events, the Canadian Government took Native land without their permission and decided not to give it back. This caused tremendous problems such as creating barricades (making a battlefield), a rebellion, and a peaceful protest one amok, which caused the government to lose a lot of money for reparations. This could have all been avoided if only the Canadian Government would treat them with respect as they would for regular citizens and allow the Aboriginals to follow their customs including as to giving back their land. Unfortunately, to make it even worse, the government introduced the Indian Act, which the word Indian is already racist. Even though Canada might seem to be peaceful and multicultural on the outside, in the inside, Canada is racist and dishonest when dealing with the Native people.