Why was Africa colonised in the years 1870-1914?

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Introduction

Before 1870 the African continent was not unknown to the rest of the world. Africans had been trading directly with the Europeans and Americans before 1500. The possible reasons behind colonialism that have been suggested include missionary, technology, and Imperial rivalry.

It is important to try to distinguish between the difference in the terms colonialism and imperialism. They have often been exchanged such that they follow the same meaning. However the English Oxford dictionary definition implies that colonialism is a method of establishing colonies while imperialism is defined as a policy or practice of extending a states rule over other territories.

To remain a great nation or to become one, you must colonise French statesman Leon Gambetta (Joll 10, p.81) Write your Why was Africa colonised in the years 1870-1914? research paper

The interest in Africa had begun long before 1870. The British had a key interest in Egypt while the French had occupied Algeria since the Early 180s. However regardless of the fact that the Europeans had a foot in Africa they still felt the need to set some ground rules for the scramble of her land. This was achieved via the international Berlin Conference during 1884-1885. One of the main reasons behind the conference seemed to be due to be the British occupation of Egypt in 188. This had aggrieved other powers, as they wanted to claim terriorty elsewhere.

The reasons for the colonisation of Africa are vast, as the demand and manner of colonisation varied from country to country.

It has been argued that one of Britains main needs for land in Africa was result of her need to protect India from political threat and secure routes to India. India was the Brightest Jewel in the Imperial Crown (Hobsbawn 1, p.6), which resulted in her being a focal point in the British foreign policy. This seemed to drive the British scramble for Africa during 1880s and 180s. An example of this was the construction of the Suez Canal, which resulted in the formation of a much shorter and safer route to India after 186. Thus Egypt became a great stragertical importance to Britain. Although British occupation of Egypt in 188 had originally been the result to protect investor interest in Egypt, its retention was seen to be due to the fact that it was of vital section to the route to India. The further expansion in Central and East Africa appeared to be the result of British preoccupation with regards to the security of Egypt. Of significant importance was the Upper Nile, as control of this by a rival power would lead to the loss of control of the water supply on which the whole of Egyptian economic life depended.

Germany and Italy need to expand into Africa seem to be a matter of national prestige rather then an economic advantage. During the late 1880s and early 100s Italy was a vastly overpopulated nation. A great number of the Italian citizens travelled abroad to find work. Thus the concept of having an empire in North Africa (Tunisia being less then 100 miles away from Sicily) was seen an opportunity for land in which the Italians could settle, similar to the French settlers in Algeria. However most importantly it provided an opportunity to create a new Roman Empire in terriority that had been once of Ancient Romes richest provinces. The Italian idea was destroyed when the French had obtained a protective over Tunisia in 1881. By 180 the Italians had control in Eritrea and Somaliland. After the Emperor of Ethiopia had denounced his treaty with the Italians, they chose to attack Ethiopia, which lead to there defeat at Adowa. This had lead to a hatred of the idea of colonies in Italy and the embarrassment felt by many Italian people played a significant part in why Mussolini attacked Ethiopia in 15.

The Germans need for African land was not the result of economic requirements but more a sense of dissatisfaction at his position in the world during the end of the 1th century. The colonies Germany obtained in South West Africa and Tanganyika were a symbol to the Germans that had achieved the status of world power. However the Germans associated the construction of a large navy with the acquisition of colonies (an idea held The Kaiser). The building of the navy was seen by many Germans as the only true method of gaining world status since its interest in Africa were mainly in terriority occupied by the British. Although the British were suspicious of the German Navy the Germans saw this as a means of breaking the British worldwide dominance.

After 1870 the French extended her North African, where Algeria had already attracted a number of French settlers, by placing a protectorate over Tunisia in 1881. The French had also played a protectorate over Morocco in 11. The French reasoning behind this was because disturbances on the Algerian border required French action in Morocco as a way to keep order. The French scramble for Africa was comparable to the British in terms of terriorty, but as it was on mainly situated around the lands of the Sahara, it offered little opportunity for French investment.

Throughout the 180s the Anglo-French rivalry in Central Africa was the main theme in the diplomatic relations between the two countries. Part of these relationships involved the French gaining concessions and favourable commercial and frontier agreements from the British, as the British trying to keep as much of Africa open to the greatest possible amount of British trade and influence. Their rivalry came to a head in 188 with a confrontation at Fashoda on the Upper Nile. The conflict arose due to the meeting of a French expedition that was sent across Africa to stake a claim to the territory, with a British force that had just successfully reconquered Sudan. The French realise that to oppose the British in Africa was not there means, unless they had the support of Germany in Europe, the cost of which would be the renunciation of Alsace- Lorraine for good. It was felt that this was far to high a price to pay for any French Government. This stance was further backed by the fact that the French Government never had its publics backing for its quests into Africa. Algeria (a French colony) had a large population of French settlers, and under the Third Republic this was thought of as a part of France rather then a colony. Frances other ally Russia was reluctant to aid the French outside Europe.

It is unfair to assume that the colonisation of Africa did not bring some economic advantage to those European nations that engaged in such adventures. A critic of imperialism, J.A Hobson, (Joll 10, p.7) attributed it to economic pressure. Lenin gave a more controversial analysis suggesting that it be due to the saturation of the European markets. He postulated that the only reason for introducing new industrial markets, (a situation that brought all the great European powers into competition with each other) was through applying a large amount of force to territory. This caused rivalry between the European powers that would therefore lead to war. Although the First World War was ultimately fought over European issues, the hope of European gain played a significant part. However there were ways by which the imperialist movement, before 114, had created an atmosphere in Europe that made the possibly of war an reality. The most important of these seemed to be the colonial rivalries and arms race that accompanied them had significantly altered the ways of the international arena. The imperialist movement is also had thought to have encouraged ideas of racial superiority which along with the concepts of an crude evolutionary theory had created a method of justifying world dominance in terms of colonialism.

Perhaps a more convincing argument relating the need for colonial expansion could be found in the fact, that in the case of Britain, it was a method of overcoming depression. The general idea of British businessmen during the 1880s was that a method of overcoming the overproduction of the Great Depression could be solved by a large export into this unknown land.

The economic advantages brought through colonisation can be seen in the development of technology in the European nations. For example the rubber needed for the internal combustion engine came from the rainforests of the Congo. Copper needed for the new electrical and motor industries were found in Zaire and Zambia. Perhaps the most significant find for imperialist came in South Africa, which became the Worlds greatest gold producer and it also had its far share of diamonds. A consequence of this was to be found in the construction of side railways, the profit from such mines was that vast (perhaps a more telling consequence of the demand for diamonds and gold was the South African War of 18-10.). The demand for vegetable oil in Africa played a role in the development of the soap industry.

The colonisation of African land seemed to be made easier through the presence of technologies such as steamships and railways. The accessible of quinine also decreased the death of European in African tropics. It has been argued that the machine may not have evolved as quick as it did if it had not been used in such expeditions.

In 180 Christian missionaries had barely touched the shores of Africa; but the next forty years saw a complete penetration into the African subcontinent. The influence of the missions in order to gain territory in Africa is unknown, as there was no real quest from missionary headquarters in Europe to gain secular empires. However rivalry between Catholic and Protestant missionaries could easily develop; for example, into rivalry between the French and the British governments.

Conclusion

It is difficult to attribute the colonisation of Africa to one particular reason. The four countries that held the majority of African land have been discussed however there were others such as Belgium (Congo) and Portugal (Mozambique). Each country had its own means and reasons for colonisation which was added by the attitude developed by the people of that country (such as Britain) or hindered such as Italy (after the defeat to Ethiopia) and France (after defeat to the British at Fashoda). There were other benefits to the European natures that colonised Africa such her contribution to European painting (initiated by Pablo Picasso around 107) and to a certain degree the science of Anthropology was developed at a rapid pace. However in weighing up the benefits of colonialism, one must question the effect, as its legacy is apparent in the problems of Africa today (Zimbabwe).

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The Thorn Birds - Synopsis

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The Thorn Birds begins in 115 and spans three generations of the Cleary family, living, for the most part, in the Australian outback. It was not until I began reading this book that I realized that it's impossibly long and detailed, and that an entire miniseries based on it couldn't fit all of the various subplots and details from the book. Regrettably,

The main character, if one can be clearly defined, is Meggie. She is six when the book begins, and some background is given about her father, Paddy, and her mother, Fiona. Fiona seems cold and distant, but a devoted mother and housewife, going to bed exhausted every night but never complaining. In fact, she rarely talks at all. She favors her eldest son Frank out of all of her children; he is in his late teens in the beginning of the book. It is hinted that Frank isn't entirely "legitimate," and it isn't until much later that it is formally revealed that he wasn't fathered by Paddy. The circumstances around Fiona and Paddy's marriage are also revealed�Frank was born out of wedlock, the child of a famous politician Fiona had been involved with. This disgraced Fiona's well-to-do family, and they were anxious to have somebody marry her and get her out of their lives. Frank does a lot of work for his mother but doesn't really have a life of his own. The lives of Meggie's other brothers aren't really explored. Frank cares for Meggie deeply and gives her the most attention out of anyone in their family, and she is clearly devoted to him. Frank takes his intense dislike and anger at Paddy, and his "mistreatment" of Fiona (Frank doesn't think Paddy deserves her), out on people in town whom he gets into fights with. Despite his described small stature, his anger makes him dangerous and this is what begins his career as a boxer, later on in the story. Around this time, Paddy receives a telegram from his sister, Mary Carson, who he hadn't talked to in years. She asks him and his family to join her in Drogheda, Australia to work, and it is assumed, so she can get to know them before she dies. Paddy is eager to relocate to Australia from New Zealand, as there were more opportunities for productive and rewarding lives than in New Zealand.

After they have relocated to Australia, Mary Carson is introduced as a cynical, cold, angry, and bitter aging woman who only enjoys the company of the local priest, the young, handsome, and earnest Ralph de Bricassart. He immediately takes a liking to Meggie, much to the distaste of Mary. Ralph's affection towards Meggie haunts him throughout his life, as does her affection towards him. To zip forward most unabashedly, Frank leaves home to become a boxer, and Meggie moves away into a miserable marriage with Luke O'Neill, a worker from Drogheda. She grows to despise him, rarely sees him as he's always working (they don't even live together) and is completely depressed. Ralph comes to visit her once during this unhappy period in her life, and this happens to be when she is giving birth to Luke's daughter, Justine. She releases a lot of pent-up frustration with Ralph, and he is horrified by this direct contrast to the sweet-natured Meggie he had been so accustomed to.

The next time that Ralph and Meggie meet is at a honeymoon resort island, where after years of denying their intense feelings for each other, they engage in a whirlwind, soul-searching affair. Meggie leaves her husband upon her return home, and goes back to Drogheda pregnant with Ralph's child. She sees this as a major victory, since she cannot ever be happy with Ralph in the way that she wants (a husband) she is gleeful with the notion of having his son, the child of a priest, a triumph over God himself, who, Meggie is certain, must despise her.Cheap University Papers on The Thorn Birds - Synopsis

Meggie is now middle-aged, Dane has become a priest, and Justine is in London, an accomplished and brilliant actress. Dane has been under Ralph's wing during his aspiring priesthood, but neither of them knowing that they are father and son. In a cruel twist of fate, Dane dies rescuing someone he doesn't know from drowning. This hits both Justine and Meggie very hard, Justine saw him as the only person who she loved and who loved her unconditionally. Meggie is, understandably, also devastated. She finally sees Ralph again, and tells him that Dane was his son. This is the last time that Ralph and Meggie see each other; Ralph dies soon after the death of his son.

Justine is in London, getting engaged and whatnot, she has very little interest in Drogheda or the family she left behind there. Meggie has reached the conclusion that the Clearys "fizzled out," and that one would've thought that when they moved to Drogheda, they would have had at least a hundred grandchildren by now, but there's only Justine. Meggie decides that it's best that they leave Drogheda, let new people begin their lives there.

And so concludes the expansive story of the Clearys and their descendants. My report does this book little justice; there are so many mini-storylines in this book that would be impossible to work into a paper of reasonable length. This book sucked me in and it was a refreshing change from the snarky cynicism that I'm so familiar with, and is a common attitude in many of the books I've read and enjoyed. It was a heart-wrenching romance story which didn't make me puke, and made a priest breaking his vows of chastity seem romantic without a trace of perversion. I even read his denial of "tampering with children" (which he hadn't) without a thousand Catholic priest jokes springing to mind. (At least not right at that second.) The Thorn Birds also gave me a very honest view on mortality, following Meggie from the carefree age of six to her worn and disillusioned middle age was depressing but also provided some welcome contemplation of life. All in all, I thoroughly enjoyed this book, but wouldn't recommend it to anyone who doesn't want to be completely and unashamedly wrapped up in the lives of the characters.

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Spanish Lesson 8

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Acrobat el/la acróbata

band La banda

ticket El boleto

circus El circo Write your Spanish Lesson 8 research paper

skill La destreza

line/row La fila

cage La jaula

teddy bear El oso (de peluche)

clown El payaso

roar El rugido

ticket office La taquilla

tree El árbol

forest El bosque

donkey El burro

sky El cielo

rabbit El conejo

horn El cuerno

stable El establo

star la estrella

ranch la finca

hen la gallina

rooster el gallo

moon la luna

sheep la oveja

bird el pájaro

paw la pata

duck el pato

turkey el pavo

feather la pluma

pig el puerco

tail el rabo

rat el ratón

bull el toro

cow la vaca

to escape escapar

to bark ladrar

to occurr ocurrir

to roar rugir

to jump saltar

to fly volar

behind detrás de

exciting emocionante

above; over; on top of encima de

big; great gran

to end up ir a parar

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grande - grandísima; sucia - sucísima [drop tha vowel]

amable amabilísima [change tha ble to bil]

deficil - deficilisma [if it ends in a consonant jus add it on]

c  q [comico-comiquisimo] | g  gu [larga-larguisima] | z  c [feliz-felicisimo]

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permanant characteristics adjectives go befo the noun

ex la blanca nieve (becuz nieve is always be blanca)

demonstrative adj (ese, esa, aquel), quantative adj (mucho, poco), cardinal #s (dos, tres) go before the noun

exs ese nino; pocos gorillas; cuatro elefantes

BUENO CHANGES TO BUEN AND MALO CHANGES TO MAL when used.

ex buen circo; mala muhcacha

GRANDE can change to GRAN and go befo the noun to say "great" but it can go after the noun in the form of grande to make it say "big"

Ex circo grande (large circus) VS gran circo (great circus)

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HONDURAS

-North of Mar Caribe, south of Nicaragua and has coasts in pacific ocean and golf of fonesca

- Capital is Tegucigalpa with 700.000 ppl

- Has a large history with the Mayan Empire

- 181 declares its independence

- 18 Mitch destroyed n caused losses of 800 mil and need for bill

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Tort Law

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1) The dispute which I attended to was heard at the County Court of Victoria.

) The parties which were involved in this dispute were Kimberly Kaye Hanvin which is the plaintiff however because she is an infant she is suing by her litigation guardian Kaye Julie Hanvin.

The defendant in this matter is the State of Victoria.

) The material facts of the dispute are as follows;Buy Tort Law term paper

During the luncheon recess on 0th October 000, students dismantled a college clock to the point that one of the dismantled parts was the clock face. The clock face was then used as a frisbee. It was then thrown by one of the students over the roof of one of the schools buildings and then struck the Plaintiff who was standing on the other side of the school.

The injury which occurred due to the incident was a jagged wound to the wrist which dissected a number of tendons and the partial dissection of another. The wound immediately began to bleed. The Plaintiff was then taken to the sick bay where her wounds were bandaged.

On Saturday, 1 November 000 she went to a party with her parents where there she realized she could not move some of her fingers and was taken to Alfred Hospital where she was referred to a specialist who decided upon surgery. On 6 November 000 she was admitted to Austin Hospital.

She was discharged from hospital two days after the surgery when the plaster was removed from her arm. 17 November she was back at college, a laptop computer was provided to her because she was unable to use her hand to write. She completed year 7 successfully but was unable to complete assignment tasks in art, painting and graphics for mathematics.

After physiotherapy was undertaken for approximately two months she regained movements in her wrist and gradually recovered, however the scaring from her surgery remained.

4) During this case many kinds of evidence were produced. The plaintiff displayed the actual object which had caused the damage to her wrist and consequently left the scaring on her wrist.

Medical reports were also displayed to the court to prove that the injuries that she was claiming for were real and could be proven.

Reports were also written by expert's in the field to show the court and the judge that the scars which eventuated from the operations the plaintiff will be there forever and there is no way that plastic surgery would be able to remove it therefore forever blemishing her beauty.

The schools policy was also admitted as evidence as if would help prove that a duty of care was owed by the school to the plaintiff.

5) The main issues before the court in this matter are the tort of Negligence. The plaintiff's allegations are against the servants or agents who basically are the teachers and staff and any other employee which was working at the school at the time. The following are the particulars of the plaintiffs case.

a) failing to supervise or adequately supervise the said college,

b) failing to supervise or adequately supervise the luncheon recess,

c) failing to provide any or any adequate system for adequately patrolling the school grounds during the luncheon recess,

d) failing to confiscate from the student the said metal part,

e) failing to inspect the grounds of the college during luncheon recess,

f) failing to keep any or any proper lookout,

g) failing to monitor the activity of students during the course of .the luncheon recess.

The defendants barristers to prove there case that the defendant did not own any duty of care to the plaintiff tried to apply a previous case with similar facts, Richards v State of Victoria (16) VR 16.

This case which was heard in the Full Court of the Supreme Court of Victoria establishes that a schoolmaster owes to each of his or her pupils while under his or her supervision or control a duty to take reasonable care for the safety of the pupil. Such a duty requires the schoolmaster to take reasonable steps to protect the pupil against risks of injury which the schoolmaster should reasonably have foreseen.

The Barristers of the defendant further argued that there is no duty to avoid all accidents or injuries which may befall pupils while they are in attendance at the school. It is not a duty to ensure against harm but rather it is a duty to take reasonable care to avoid harm being suffered.

The plaintiff's barrister then read out the policies of the school which stated that during all breaks the school yard should be adequately supervised. He further argued that if the yard had been supervised "adequately" then the pupils would not have had time to dismantle the clock.

6) The courts decision was as follows.

The judge held that a clock that size could be dismantled and thrown just shows the lack of supervision of the students in the school yard. The judge also stated that dismantling the clock would have taken a space of time which was longer than was required for its detection if a proper system of supervision or proper supervision per se had been in place at the time.

The court also held that it was reasonably foreseeable that once the clock face was removed from the clock it was likely to be thrown in frisbee mode by one of the students. He considered that the element of causation had been proved.

Damages the Plaintiff is entitled to recover damages representing fair and reasonable compensation for the pain and suffering and loss of enjoyment of life suffered by her in the past and in the future and for the physical damage caused by this incident as well as damages being reasonable compensation for the cosmetic disability which has resulted and which, as a matter of probability, will be permanent.

The plaintiff was awarded $4,584. The judge came to this figure by assessing damages and had arrived at the figure of $40,000 compensation for the Plaintiff in all the circumstances. To this sum he added total sum of $584 to represent the medical and like expenses which have been paid by the litigation guardian, a sum of $64 which must be repaid to the Health Insurance Commission and a sum of $500 which the judged assessed as the damage suffered by the litigation guardian in terms of loss of employment in order to care for the infant Plaintiff.

Please note that this sample paper on Tort Law is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Tort Law, we are here to assist you. Your persuasive essay on Tort Law will be written from scratch, so you do not have to worry about its originality.

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"THE ARAB–ISRAELI WARS HAVE RESOLVED NONE OF THE ISSUES THAT LED TO THE OUTBREAK OF THE FIRST WAR 1948" DISCUSS

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After World War Two there was great sympathy for the Jewish peoples and the Zionist quest for a homeland received world wide attention. It was decided that the Jewish homeland should be found in Palestine. However this intended solution to the Zionist struggle and the Palestine conflict ended up doing more harm than good. It sparked a whole new wave of conflicts which up to this day still exist in the middle east, and remain a constant cause of economic, political, and religious turmoil in world affairs.

The land of Palestine has been subject to conflicts for centuries due to the different world religions coming together there. The struggle here between the Jews and Arabs goes far back to ancient times; the Jews claimed that it was there "promised land" which was given from God to Abraham, the Arabs on the other hand claimed it to be the land of their forefathers which they had long before the Jews. After World War One the League of Nations assigned Palestine to Great Britain as mandated territory with the assignment to create a Jewish homeland there. The British government proposed the idea of a binational state of Palestine, one Jewish the other Arab, to the United Nations in February 147. This proposal was voted on in November that same year by the U.N. General Assembly, and was passed with a / majority. This proposal however was very improbable, as it not only proposed to take a large portion of land away from the Arabs and give it to their most hated opponent, forcing them to flee, but it also gave 54 percent of the land to the Jews although they were outnumbered three to one. Clearly this "solution" was all but acceptable for the Arabs, and they prepared to fight back. Although a large portion of the land given to the Jews was desert, it is still very likely that this "unjust" division was the result of post-World War Two sympathy for the Jews and the world wide call for a homeland.

On May 14th148 the state of Israel was announced, the Arab League Secretary, General Azzam Pasha declared jihad. He said, This will be a war of extermination and a momentous massacre which will be spoken of like the Mongolian massacres and the Crusades and the Arabian states Syria, Lebanon, Jordan and Egypt attacked Israel. Although the Jewish people were hugely outnumbered, they managed to fight back the Arabs and even increase there territory by 50 percent towards the U.N. plan when the war ended 14. This extraordinary victory can be explained by the facts that the Jews who had before been scattered around the world and persecuted throughout history now had a "homeland" and this spawned a new sense of nationalism. The Jews however were also much better organised and had received military equipment from other countries. After the conflict both nations blamed each other for the conflict, according to Israel, the war resulted from Arab rejection of the U.N. plan, Arabs claim that Israel intended to expand its territory past that assigned by U.N. Help with essay on "THE ARAB–ISRAELI WARS HAVE RESOLVED NONE OF THE ISSUES THAT LED TO THE OUTBREAK OF THE FIRST WAR 1948" DISCUSS

In 156 the Suez War erupted, after the Egyptian president Nasser nationalized the Suez Canal and established a blockade of the Straits of Tiran and thus Israel's access to shipment there. The War began as a combined Israeli-British-French operation, in which the British and French hoped to remove Nasser whom they had been growing increasingly impatient of and recapture the Suez Canal since both had stakes here. The Israelis aimed to stop attacks upon Israeli civilians which had been lauchened from Fedayeen camps in Egypt (upon others), and reestablish trade through the canal. The conflict Ended in a agreement in which Israel reached its objective of stopping terrorism, but the Suez Canal was left in Egyptian hands. Israel even managed to conquer large areas of Sinai, however agreed to withdraw under U.S. pressure, in return for the installation of U.N. separation forces and guarantees of Israeli shipment and a seizing of Egyptian terrorist attacks. This conflict again increased the tension and hatred between the Jews and the Arabs and the willingness of both to fight out conflicts whereever necessary. Although this was not attack upon Israel, and the Israeli's were now fighting an "attacking" war, it did originate from Arab actions. A sideeffect of this conflict was that the Cold War conflict was further fuled, since the U.S. had supported the Israelis and the U.S.S.R. had supported Nasser and the Egyptians.

After the Egyptian-Israeli front had been relatively peaceful after the Suez War, and the consequential agreement of the Egyptian Arabs to stop terrorist attacks on Israel, war again broke out again in 167. This Six-Day War was a "preemptive" strike by Israel, against Egypt following the "Egyptian preparation for war" as it was claimed by Israel, which it justified by Nasser ordering the leave of U.N. peacekeepers from the Sinai. After having received American blessing to an operation against Egypt the attack of Israeli forces against the Sinai Peninsula and the Gaza Strip commenced. After having destroyed the complete airforce capacity of Egypt in one devastating airstrike, Israel had established perfect conditions for its invasion of these territories, and it captured the West Bank and the complete Sinai Peninsula. Against Israels request to Jordan to refrain from attacking it, both Jordan and Syria began to attack Israeli targets. In response Israel captured the West Bank and the Golan Heights. This Six-Day War was the most catastrophic for the Arab nations, as Israel had now not only proven its ability to fight and defend itself, but also to aggresively strike against Arab countries on its own. Israel was now a lot more capable of military action and was not dependent on help from western powers. It should be noted that this war again was started again by Israel -although Arab nations took aggressive actions they did not attack- and it now controlled around three times the land that was originally intended for it by the U.N. plan. It can be said that this conflict also marked the peek in conflict between, as no other war has had such shaping impact on the geography of the region. Although Israel continuosly claims that it is fighting every comflict only for its protection and out of defensive motives, this does seem quite doubful when one considers that it now occupies a territory threefold of its own assigned land. However, the Six-Day War also had positive sides to it, it laid the foundation for future peace negotiations in the region. On November , 167, the U.N. Security Council adopted Resolution 4, the land for peace formula, which called for the establishment of a just and lasting peace based on Israeli withdrawal from territories occupied in 167. This was to end the dispute in the region, respect the sovereignty of all states in the area, and the right to live in peace within secure, recognized boundaries. This resolution was hoped to be a big step towards lasting peace in the region, and it was seen to be a practical base of future diplomacy and not military aggression.

Nonetheless peace was short-lived, only six years after resolution 4 was put to action war broke out again between the Arabs and Israelis. The Egytian president Nasser had died in 170, and his successor Sadat was said to be more rational and peaceful, however he was under pressure by his own government and other Arab nations to do something about the (for the Arabs) unacceptable situation in Sinai. Sadat made several attempts to convince Israel to retreat from the 167 occupied territories. However this was less in diplomatic but more in a threatening way and did not yield any results. Nasser abondoned politics now and together with Syria and under the support of numerous Arab or Arab friendly nations devised a plan to return the territories to pre-167 borders (and possibly more). Although Nasser had threatened to use force in order to regain the "stolen" land, the Israeli forces did not take this seriously, probably because they had become numb to the constant threats which were not followed by actions, the Israelis clearly undere stimated the danger and ignored the eminent war, feeling safe and invulnerable after the 167 war. On October the 8th Egyptian and Syrian forces launched a joint strike, the Syrian forces attacked fortifications in the Golan Heights and the Egyptian forces attacked fortifications around the Suez Canal and on the Sinai Peninsula. After initially suffering heavy losses the Israelis managed to recover and fight back the aggressors to pre-war boundaries, before a armistace was signed again.

This is how the situation more or less remained until the Egytian President Sadat and Menachem Begin, Prime Minister of Israel, met with Jimmy Carter, at Camp David from September 5 to September 17 178. During the twelve days of secret meetings they agree on a "framework for peace in the Middle East". The basis that was agreed upon therefor is the U.N. Resolution 4 in all its parts, thus the Camp David Accords were a great step toward a peaceful future in the region and restored faith into a future without constant threat and terror for both sides Israelis and Arab. The next steps towar continuos peace were made at Madrid 11, Oslo 1, and Wye River 18. Madrid was the first meeting which saw almost all afftected Nations of the Middle East present and willing to negotiate however little was actually accomplished because the expectations of the different groups were staked to high. Peace talks continued at Oslo two years later, here a lot more was achieved, such as the negociation "Declaration of Principles" which was signed and then later celebrated in Washington with Yasser Arafat and Yitzhak Rabin. Tragically however this was the last time Rabin made an appearance in peace politics as he was assasinated by a right-wing extremist of his own people, who did not want to accept the fact that Israel was going to give ladn to Palestinians. This was a great throwback for peace-talks as Rabin had been among the more cooperative politicians in Israel, and it also showed that even if peace were to exist on a political basis, the hatred between the people was still much deeper routed. The next attempt at grounding a basis for peace which is acceptable for both sides was the Wye River Memorandum of 18. This agreement, signed bye Israel's Prime Minister Netanyahu and P.L.O. Chairman Arafat, has probably had the biggest impact and been the most succesful peace agreement since the Camp David Accords. In it was stated that Israel retreats from 1 percent of the occupied territories, and the P.L.O stop the terrorist attacks, partially disarm, and refrain from hostile actions towards Israel. However a lot of the agreed upon terms were not bound to by both sides, this may be due to the "confusing nature" of the Memoradum which has been claimed by international critics (even being compared to swiss chees). Nonetheless it was still a overall successful advance towards lasting accord.

It is undeniable that hostilities from the Arab nations never seized to threaten Israel, and vice versa. However with the amount of hatred and distrust in the region this is not suprising. The aversion of both nations for another is routed to deeply as that it could ever be solve through politics. This is why the future looks pretty grim for both sides, since neither will be willing to put down their weapons. A quote from an unknown Jewish source exemplifies this feeling well "If the Arabs put down their weapons today there would be no more violence. If the Israelis put down their weapons today there would be no more Israel." The initial issues that lead to the first war in 148 are still very well present today, and even with numerous wars and countless many "peace solutions" the fact still remains that both sides see themselves as the rightful owners of the land. From this perspective it can be said that almost a century of fighting has changed nothing. However something must be done, and the only thing possible is to hope that the people themselves realise that the fighting is not going to solve the conflict and will find a peaceful solution.

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Trainer Checklist

INTRODUCTION

Did I

 Clearly and precisely state the session objective/s?Cheap College Papers on Global Hot Teams

 Include standards in objective/s?

 Utilise past experience to introduce the session?

 Check current knowledge?

 Motivate the trainee?

BODY

Demonstrate Did I

 Do the job in a competent/professional manner?

 Observe the time factors, good methods, safety, and housekeeping?

Demonstrate and Tell Did I

 Show and tell one step at a time?

 Stress key points?

 Pause between each skill step?

 Ensure that the trainee could see clearly at all times?

 Follow the job breakdown with no backtracking?

 Cover the 'how', ;why', 'when', and 'where' points sufficiently?

 Observe correct methods, good housekeeping, and safety?

 Make adequate provision for the trainee to ask questions?

Check of Understanding Did I

 Ask trainee to describe skill stages and key points?

 Perform the task to the trainee's instructions?

 Ensure the trainee knows how to do the task?

Practice Did I

 have everything ready and properly arranged?

 Correct errors as they occurred with constructive criticism?

 Ensure trainee observed correct methods, good housekeeping, and safety

factors

 Gave the trainee adequate time to practice ie over 50% of the time?

CONCLUSION

Did I

 Briefly revise critical steps and key points?

 Ensure trainee was aware of the standards expected?

 Provide the trainee with a job breakdown sheet?

OVERALL

Did I

 Have all information relevant to the learning experience at my

disposal?

 Have a logical flow in my session?

 Explain new terms/words?

 Present the right amount of information in the time given ie not too much or

too little?

 Present the material at the right level for the trainee?

 Have visual aids and use them correctly?

 Use open-ended questions?

 Show enthusiasm?

 Maintain the interest of the trainee?

 Maintain eye contact?

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