The Theory Of The Tracking Theory - 1430 Words

I will now prove that the current formulation of the tracking theory fails to track knowledge in all cases. I will do this by way of a counterexample which Nozick himself raises. Imagine a case in which a grandmother knows that her grandson is well by seeing him. Furthermore, even if the grandson was not well, other family members would still tell the grandmother that he was well to spare her from emotional distress. This clearly violates condition (3) of the tracking theory because in close possible worlds where the grandson is not well, she wouldn t believe that he is not well. Rather, she would believe that he is well due to the testimony of family members. Nonetheless, the original proposition, â€Å"that grandmother knows that her†¦show more content†¦While implementing restrictions of the belief forming method allows the theory to overcome cases like the one above, it does not allow the theory to successfully track knowledge in all cases. To show that this is the cas e, I will present several counterexamples to the revised theory. Tristan Haze formulated two new counterexamples to Nozick’s theory in 2015, I will begin by presenting one of these new counterexamples. Suppose that I have a counterfactually robust delusional belief that my neighbor is some sort of divine oracle. In actuality, my neighbor is just a reliable and truthful tax lawyer. Now suppose that my neighbor wishes to tell me some point about tax law, P. At some point, my neighbor tells me P and I believe him because I believe he is a divine oracle. Had I believed that he was a lawyer, I would not have believed P because of my inherent distrust of lawyers. Intuitively, it seems as though I do not know P because my belief rests on a delusion. Nonetheless, Nozick’s theory posits that I do know P as it meets all the conditions. Conditions (1) and (2) are naturally met as it is true and I believe it. Condition (3) seems to hold because if P were not true, my truthful and reliable neighbor would not have told me P, thus I wouldn t believe it. Lastly, condition (4) holds; if it were true, I would believe P because my neighbor would have told meShow MoreRelatedSociological Perspectives On Education Theory And Practice Essay1351 Words   |  6 PagesSOCIOLOGICAL THEORIES AND THEIR APPLICABILITY IN EDUCATION THEORY AND PRACTICE Presented by: NDUNG’U M. JOSEPH 2016/ED/33284 To MRS. R. GITONGA APRIL 2016 1.1 Overview The word theory merely refers to a particular kind of explanation. Leedy and Ormrod (2005) point out: â€Å"A theory is an organized body of concepts and principles intended to explain a particular phenomenon†. Thus, theories explain â€Å"How† and â€Å"Why† something operates as it does (Johnson Christensen, 2007). As statedRead MoreModule 5 Critical Thinking : Change Implementation Plan1551 Words   |  7 Pagesbe a plan for change implementation involving implementation of a new method of tracking sales. Analysis of the change model best suited for this type of change and recommendations for handling change resistance will be addressed. As we proceed, we will imagine that a companies sales tracking system is out of date and the organization is moving towards updating and integrating a new computer operating sales tracking system. The new system will allow for many more opportunities to capture data thatRead MoreEssay on Path-Goal Leadership Theory873 Words   |  4 PagesPath-goal theory deals with the leaders style to motivate followers, to accomplish set goals (Northouse, 2010). The path-goal theory is simply the implication that a leader works with an individual to establish a goal. The leader does this by individual motivation to achieve the proposed goal, while working through obstacles that may hinder achieving that goal (Whitener, 2007). The basic assumption of path-goal theory is that the following motivates subordinates: the capability to perform the workRead More Tectonic Plates and its Effects on the Physical Face of the Earth1476 Words   |  6 Pagesand they continue to do so today. These massive p lates move underneath the surfaces of the oceans and the continents, producing earthquakes, volcanoes and uplifts. This paper will discuss the composition, movement and history of tectonic plates, the theory of plate tectonics and its history, and tectonic plates affect the surface of the earth today and will continue to do so in the future. The earth is divided into three main layers: the core, the mantle and the crust. The core is further dividedRead MoreThis Field Observation Was An Eye Opening Experience1750 Words   |  7 Pageswill destroy the deficit and expectation theories. The classroom that I observed was a class constructed for students with Individual Education Plans (IEP) promoting inclusion. Being considered special needs harbors a cultural difference of its own. Attaching the stigmas of living in an impoverished neighborhoods further complicates the situation. The students in this class are branded with the ideas of the deficit and expectation theories. The deficit theory argues that students do poorly in schoolsRead MoreHow Technology Has Changed Our Traditional Understanding Of Relationships And Personal Information1557 Words   |  7 Pageshas access. For example, fitness tracking devices are an issue in today’s society that causes tensions between privacy and public safety. This wearable elec tronic device is claimed to monitor one’s physical fitness and daily fitness activity. However, the controversial issue is to whether or not fitness tracking devices collects people’s location, gender, age, and name and sell users data to other companies. Users store their personal information on these tracking devices only to keep track of theirRead MoreAnalysis Of Andrew Sarris s Odyssey 972 Words   |  4 PagesAuteur Theory to be the notion that â€Å"the way a film looks and moves should have some relationship to the way a director thinks and feels,† and that â€Å"good directors express style and theme across their body of work,† (Stam 89; Sampson, Lecture 8.2). Although director Jonathan Glazer has a diverse body of work, his personal themes and style are able to shine through across all visual mediums, thus proving him to be a good director, according to Andrew Sarris’s interpretation of the Auteur Theory. In hisRead MoreSample Resume : S oftware Engineering1741 Words   |  7 PagesDefect is something that does not comply with the functional requirement of the system. Finding fixing defects in the software system is to be given paramount importance it helps in improving quality of the software under test. IMPORTANCE OF TRACKING DEFECTS When defects are tracked and maintained, it is possible to have a repository that can help all stakeholders of the application to have monitoring on the software quality improvement. Defects contain plethora of associated information suchRead MoreProblem Formulation Research887 Words   |  4 PagesRunning head: PROBLEM FORMULATION RESEARCH AND THEORY ANALYSIS Problem Formulation Research and Theory Analysis Reggie Autrey University of Phoenix Research Methods in Criminal Justice CJA 433 Theodore J. Smith III , ESQ. July 26, 2009 Problem Formulation Research and Theory Analysis This paper will cover GPS Monitoring in Pinellas County for sex offenders. During the summer of 2006 election was heating up in reference to sex offenders and monitoring GPS devices. Proposition 83,Read MoreInternalism Theory of Knowledge1183 Words   |  5 PagesInternalism is one of the epistemic theories of knowledge and is explained as the effects that cause beliefs to be justified or unjustified. They are called J- factors and they must in some way, be internal to the subject. The best way to internalize J-Factors is to limit them to beliefs. The constraint internalists place on J-Factors is more plausibly constructed in terms of intellectual convenience. What meets the requirements as a J-factor must be something that is cognitively easily reached to

The Between China And Taiwan - 2084 Words

â€Å"The campaign of the occupation lays the advantages as well as the disadvantages of the CSSTA under the sun stark naked; unfortunately, the pact is already passed. The forced adoption by the KMT highlights the Ma government’s arbitrary abuse of the power and infringement of the human right, leading to the constitutional crisis of the retrogression in democracy. It meanwhile stimulates civilians to ponder the rebirth of democracy.† (Ã¥  â€¦Ã¦Å' Ã¯ ¼Å'ç› ´Ã¥Ë† °Ã¥ ³ ¶Ã¥ ¶ ¼Ã¥ ¤ ©Ã¥â€¦â€°, see footnote , translation mine). The interaction of the trade activities between Mainland China and Taiwan always â€Å"successfully† draws attention from the global, but this time the fuel is directly presented in the manifesto of the Sunflower Movement--Ã¥  â€¦Ã¦Å' Ã¯ ¼Å'ç› ´Ã¥Ë† °Ã¥ ³ ¶Ã¥ ¶ ¼Ã¥ ¤ ©Ã¥â€¦â€°. People are mainly protesting the CSSTA [Cross-Strait Service Trade Agreement, CSSTA] against the untransparent processes. This agreement, passed without the r egular procedure, underlines the dark side of the Ma government and how it simultaneously summons up civilians to deeply think about what is now striking the democracy in Taiwan. In addition to the domestic problems originating from the CSSTA, the other vital issue our nation is encountering now is that Taiwan is standing at a lower position in this financial game. â€Å"The scales and structures of business are totally different between Taiwan and China. If we just accept the trade without detailed consideration, China is likely [taking] control over Taiwan by means of financial interactions, and it will lead to what Hong KongShow MoreRelatedThe Trade Activities Between Mainland China And Taiwan2083 Words   |  9 PagesSunflower Movement in Taiwan The interaction of the trade activities between Mainland China and Taiwan always â€Å"successfully† draws attention from the global, but this time the fuel is directly presented in the manifesto of the Sunflower Movement--Ã¥  â€¦Ã¦Å' Ã¯ ¼Å'ç› ´Ã¥Ë† °Ã¥ ³ ¶Ã¥ ¶ ¼Ã¥ ¤ ©Ã¥â€¦â€°. â€Å"The campaign of the occupation lays the advantages as well as the disadvantages of the CSSTA under the sun stark naked; unfortunately, the pact is already passed. The forced adoption by the KMT highlights the Ma government’s arbitrary abuseRead MoreRelationhship between China and Taiwan in Emma Tungs Book, Taiwan’s Imagined Geography1497 Words   |  6 Pagesrelationship between China and Taiwan beginning in 1683 and ending in 1895. In this work she presents and defends the crucial role of travel writing in the Qing Empire moving past seeing Taiwan as a â€Å"ball of mud† without worth to incorporating the island into the Chinese empire. The majority of the book is a su mmarization of the history of Taiwan after it was conquered by China, as well as the way in which travel writing was used in developing the Chinese’ early beliefs about Taiwan. Despite havingRead MoreThe Taiwanese Culture and Identity - Current Relationship with the Chinese1737 Words   |  7 Pages Taiwan has struggled to find its identity in the world ever since 1971 when Taiwan (The Republic of China) was replaced by the People’s Republic of China in the United Nations. 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The U.S. would not like to give up its concerns and interest in Taiwan, theRead MoreThe Relations Between China And China1162 Words   |  5 PagesIn the 1990s during Bill Clintons presidency there was heavy tension between the state of China and their disputed territory of Taiwan (Russell 1). The dispute came about because China felt the island should be a part of China and not separate. However, Taiwan was looking for independence (Russell 4). It an attempt to get people on the side of Taiwanese independence their president, Lee Teng-hui fought to get a visa and eventually came to the United States for a gathering at Cornell University, whereRead MoreChina Between The Republic Of China1661 Words   |  7 PagesAfter The Chinese Civil War ended in 1950, a separation of ‘‘old’’ China between the Republic of China (ROC, commonly known as â€Å"Taiwan†) and the People’s Republic of China (PRC, commonly known as â€Å"China†) created lega l and political dilemmas (Hsieh, 2016). They both declare the island of Taiwan is an integral part of their territories. Until the 1990s, Taiwan was able to conquer her diplomatic isolation by expanding the international trade and investment flows to all of her business partners regardlessRead MoreThe Causes and Future of Taiwan and Hong Kongs FDI in Mainland China844 Words   |  4 PagesFrom 1979-2000, China pursued a policy this promoted FDI related to export promotion, which contributed to Taiwan and Hong Kong investment, because it helped it helped protect China’s local businesses. Market driven FDI, which is primarily what the US, EU and Japan are interested in investing, was limited in China because it would potentially hurt Chinese firms due to intense competition from western firms (Naughton, 403). The â€Å"western† firms were less interested in investing in China for export purposesRead MoreThe China-Taiwan Relations in Terms of The One China Policy961 Wo rds   |  4 PagesIntroduction This term paper focuses on China-Taiwan relations in terms of One China policy and the Taiwan question. The paper will provide an overview of the historical background of Beijing-Taipei relations and its ties with the United States. From an international relations perspective, the Taiwan Strait, one of the most likely conflict zones in the Asia-Pacific region, has been dubbed the â€Å"Balkan Peninsula of the East.† The status of Taiwan has been one of the most intricate issues in internationalRead MoreChina Missile Of The South China Sea937 Words   |  4 PagesChina deploying missiles in the South China Sea Since September 2015, China has begun to increase the arming of the islands in the South China Sea on the islands that China claims belongs to them. The claiming of the Paracel Islands and the Spratly Islands by China are creating panic for its neighbors, Vietnam, Malaysia, Taiwan, and the Philippines. Because, China is ignoring the claims the nations have on the Islands in the South China Sea. Most recently, China has made a political decision toRead MoreU.S. Foreign Policy Toward Taiwan Essay1232 Words   |  5 Pagesdealing with and is currently dealing with today is Taiwan. Taiwan, also known as the Republic of China, faces several elements implicated by the U.S. foreign policy. The first element of American foreign policy is that the United States only recognizes one China. Whether it’s the China to the left of the Strait or the Taiwan to the right, it is up to both sides. The second element of American foreign policy is that Washington encourages dialogue between the tw o sides but will not apply pressure to either

Curriculum Guides for Academic Interventions Free Essays

Running head: CURRICULUM Curriculum Guides for Academic Interventions Meghan Powell Grand Canyon University SPE 558 March 27, 2013 Strategies used: Student Engagement Peer-Assisted Learning (Center for Innovations in Education, 2006) Educational Purpose: Student Engagement: To keep the student actively engaged will keep them away from having time to behave inappropriately (CISE, 2006). . It will also keep them from wanting to veer away from the educational activity. We will write a custom essay sample on Curriculum Guides for Academic Interventions or any similar topic only for you Order Now The key word here is actively. The goal or objective here is to engage the student actively, meaning we aren’t just keeping him/her busy, we are talking to them, asking questions, getting them to participate in the educational activity, as well as getting them to want to participate in the activity. Keeping the student with EBD actively engaged throughout an entire activity can be done. It’s not easy, but can be done. Peer-Assisted Learning: With peer-assisted Learning, the student with EBD proves to be showing high levels of engagement. The goal or objective here is to use peer-assisted learning strategies (PALS) to put together a reader and a coach to practice skills needed to complete the tasks. In many cases, positive effects were shown when using PALS but in some cases, the results were mixed (CISE, 2006). Mixed results were found when PALS was used with reading and students with EBD demonstrated that there were only moderate gains in reading achievement, slight improvements for some in time spent attending, and no improvement in inappropriate behavior during instruction CISE, 2006). Task Analysis: Survival sign matching with flashcards: The students will come into class and see their orange folders out on the main tables. They know their orange folders have their indoor, outdoor, and workplace survival signs in them. We will start with the outdoor signs. The game we usually play is where the students first lay out all of their cards on the table; keeping them separate from other student’s cards. The next thing we do is the teacher holds up one card at a time. The students have to say which sign it is and then find the corresponding sign in their pile of flashcards. Whoever is the first one to find the card gets to put a tally mark up by their name on the board. Whoever has the most tally marks gets to pick out of the treasure box after the game is over. We will do this with the indoor and workplace signs too. The tally marks start over with each change in signs; indoor-outdoor-workplace. This task is great because you get the students interacting with their movements, their words, and it keeps them from thinking about inappropriate behaviors. This is also great for when a student can’t find the sign, another student helps them locate it. Sign language with flashcards: We will do this with all of the students sitting around the large table. The teacher has a big pile of laminated pictures with a picture of someone signing the picture. The teacher will hold one up at a time while the students sign what it is. Some students are taking a little bit longer to learn them than other students are so there is a lot of peer-assistance going on in this activity. The teacher will go through the whole pile and keep the ones where most students showed difficulty, to the side so those will be the focus for next time. This engaging activity again, gets the students moving, and checking with each other to make sure they are doing the right sign. The kinesthetic learning keeps students with EBD too occupied to think about inappropriate behavior. With the teacher responding correctly to the students actions is key (Yell, Meadows, Drasgow, Shriner pg. 325, 2009). Possible Interventions: We try to stay away from a reactive management style but sometimes things don’t go as planned. Rules need to be set right away in order for students to follow them and stay actively engaged. If there are ground rules set in place in the beginning and students are held to high expectations of following those rules, there should be no problem. But sometimes, there still is. If you have to change or stop the behavior after it has already started, make sure you and the other students stay safe. Get the other students out of the room or in nother area where they cannot be harmed if this is the case. Talk calmly with the student who is acting inappropriately and ask them what they are feeling and how we can make it better. Once the student has calmed down and the environment is safe again, the other students may come back in. Giving them space and time to cool down is a great idea. Student Assessment Procedures: To assess the students with the two flashcard t asks, keep a little notepad with you and mark down who seems to be getting all of the survival signs and sign language movements and which ones are struggling with what. This would be a great thing for a paraprofessional to do. Data collection is key information on what to teach the students next and who can move on or not. For the students who are having a harder time, with the survival signs especially, they may need to have a little bit of one on one time either with the teacher or with a paraprofessional to get a more focused work session in. sometimes the struggling student does better in a one on one setting and sometimes students prosper in a group setting. Without trying both, we will never know how they like to learn. References Center for Innovations in Education (CISE) (2006). Teaching Reading to Students with Emotional Behavioral Disorders. Students with Reading and Behavioral Needs. Retrieved on March 26, 2013 from http://www. studentprogress. org/doc/ReadingandEmotionalBehavioralDisorders. pdf Yell, Mitchell L. , Meadows, Nancy B. , Drasgow, Erik, Shriner, James G. (2009). Evidenced-Based Practices for Educating Students with Emotional and Behavioral Disorders. Chapters 14 16. Pearson Education, Inc. How to cite Curriculum Guides for Academic Interventions, Papers

Arabs at War Military Effectiveness

Question: Discuss about the Arabs at War for Military Effectiveness. Answer: Introduction The UN was founded in 1945 immediately after the end of the Second World War to substitute the League of Nations, which had been established in 1919 to prevent occurrence of future world conflicts after the end of the world war I of 1914-1918. This was because of the failures of the League of Nations that the UN was formed. The UN was established with the sole aim of maintaining world peace and stability through respecting the human rights of all races in the world. According to the UN Charter of 1945, their aim is to save the coming generations from the problems caused by war. The UN has several structures that help in the executing of its roles. The organization has the following branches; The Secretariat, The International Court of Justice (ICJ), The Security Council, The Economic and Social Council, Trusteeship Council and The General Assembly. All these branches work mutually to ensure the main objective of maintaining international peace and security is achieved. However, it is imperative to note that the UN has come under intense criticism since its inception in the course of maintaining international peace especially in regions that have been marred with wars. Some continents, for instance Africa, have perceived the UN as being biased in executing its roles. There is a belief that the UN works for powerful members with veto power in the Security Council such as the USA, Britain, France, Russia and China. As a result, this has been a major obstacle in trying to maintain stability in war prone areas like the Middle-East, especially the Arab-Israeli conflict. There are many instances where UN has been accused of being the perpetrator of the war instead of being the mediator. For example one of its roles that has been controversial up to date was the creation of a new state, Israel, by partitioning Palestine, which up to now created tensions between Israel and Palestine in what is known the Arab-Israeli conflict. Therefore, this paper aims to study the summary of the Arab-Israeli conflict, the role of UN in the Arab-Israeli conflict, how effective the UN has been in trying to find peace between Israel and Palestine and eventually give the conclusion on the same matter. Summary of the Arab-Israeli conflict The conflict between Arab and Israel means that the political tensions involving military differences and disputes between a number of Arab states and Israel. The Arab-Israeli conflict can be traced way back in the late 19th century when the Zionist movement was established in response to the persecution of the European Jews and the desire to join the then modern Europe. The Jewish persecution led to their immigration into Palestine, which by then was part of the Ottoman Empire. By the time the First World War ended in 1918, Britain took over the state of Palestine and established their rule there. The region came to be known as British-mandate Palestine, meaning that the British ruled over the Jews and the Arabs who were living in this region up to 1948. During the period of their rule the British gave the eastern part of the British-Mandate Palestine along the River Jordan to Emir Abdullah the then king of Hashemite Kingdom of Transjordan (the present Jordan). This created resentment among the Arab population who perceived Abdulla as a darling of the British, thus war broke out between the Arabs and the Jews leading to death of many Jews and Arabs. The Jews described the violence as a riot while the Palestinians described it as a revolt (Pollack et al., 2012). Due to the series of war between the Arabs and the Jews, the Peel Commission was formed in 1936 which came with a proposal that Palestine be split into smaller Jewish units and the remaining part be subjected under the Transjordan Kingdom under Emir Abdulla. Many Arabs objected this proposal except Abdulla who had been branded pro-Britain, while the Jews reluctantly agreed. Eventually, the Peel Commission was never implemented. In 1947, after the establishment of the United Nations (UN) and the expiry of the British-Mandate Palestine, the UN General Assembly met and came up with the recommendation of splitting Palestine into two regions, one Jewish state and one Arab state. On May 1948 The Jewish People Council supported the proclamation which called for the formation of a Jewish State in Eretz Israel, to be known as Israel. The declaration was made by David Ben Gurion, the executive Head of the world of Zionist Organization (Lesch, et. al., and Development of the Arab-Israel conflict). On other hand, the Arabs were against this decision thus they revolt against the plan leading to fighting between the Jews and the Arabs; many lost their lives. The Palestinians perceived the partition plan as unrepresentative of the demographic distribution of the Arabs and the Jews living in Palestine at the time (Weinberger Peter, 2011). During the period of the war, the Jews took control of many parts that were granted to them by the League of Nations. During this time, the first refugees of Palestine came up. Many flee their homes because of fear over what the Israelis could do to them. After the declaration of a new state of Israel, all neighbor states, including Egypt, attacked Israel unfortunately, the determined Israeli militia repulsed all of them. In 1949 a cease-fire Agreement was signed between Israel and the Arab states. The agreement lasted for 18 years albeit episodes of violent attacks were occasionally witnessed by the conflicting blocks. In 1967, the war between Israel and the rest of the Arab nations came into force. Egypt and Jordan amassed their troops along the Israeli border. Israel responded by capturing the old city of Jerusalem and the entire west Bank; she went ahead to capture Golan Heights of Syria. Egypt and Syria attacked the overconfident Israel that led to massive losses on the Israeli but eventually she was able to defeat both the Syrian and Egyptian armies (Pilkington Harry, 2002). Because of the ensued war, the UN Security Council came up with Resolution 242, which called for the liberation of all territories that had been captured by the Israeli armed forces. Israel was supposed to acknowledge and honor the territorial integrity, political independence of all conquered states, so that peace and harmony could be achieved (Fagan Geraldine 2012). The intervention of UN led to negotiations of interim peace accords. For instance, the Syrian Accord was signed; the Egyptian Accord was also signed after the Egyptian president Sadat visited Jerusalem, this led to a lasting peace between Egypt and Israel. In 1993, the Palestinian Liberation Organization reached an agreement with Israel over peace deal. This agreement came to be known as the Oslo Accords. The Oslo deal led to majority of the Gaza Strip and the major Arab cities in the West Bank to come under the Palestinian control. The peace deal was signed between the Palestinian leader Yasser Arafat and the Israeli prime minister Yitzhak Rabin. The significance factor about the Oslo deal was that it ended the existential conflict between Israel and Palestine. Both affirmed the existence of each other (San Francisco, 2009). The Oslo deal later came to prove elusive as it did not end the fighting between Palestinians and the Israelis. After assassination of the Israeli Prime Minister Rabin, many Israelis were convinced that the peace deal was not forthcoming, thus they voted in the then opposition leader to take up the premiership, Binyamin Netanyahu. Netanyahu signed the peace deal with the Palestinians in 1998 under the auspices of USA but still it bore no fruits. When Prime Minister Barak took over from Netanyahu, he attempted to reach a peace deal with Yasser Arafat unfortunately they reached a deadlock when the Palestinian leader requested for the Right of Return of Palestinian refugees to their pre 1948 homes, something that Israel totally objected (Barfoot, 2010). After the collapse of the peace deal, the then Israel opposition leader Aerial Sharon visited the Temple Mount. The visit provoked the Palestinians to attack Israel. The violence came to be known as the Second Intifada, it included suicide bombings on Israeli buses, hotels and other public places. The Temple Mount to the Palestinian Muslims was known as Haram al-Sharif, meaning a Noble Sanctuary that no Jew was supposed to step on (Pollack, et al., 2012). When Ariel Sharon took over from Barak he promised to end the stalemate with the Palestinians. He started by building a security fence between Israel and the West Bank and engaging in a unilateral withdrawal from Gaza (Rubin, Melanie Hiroyuki, 2013). In the process war broke out at Gaza between Israeli forces and the Hamas of Palestine, this led to damages and injuries inflicted on the civilians. Fortunately, Aerial Sharon was able to limit the effectiveness of the Hamas missiles by deploying a missile defense called the Iron Dome in 2012. The Jews had the belief that Israel was destined to be their promised land as stated in the Bible. It was the land promised to the descendants of Abraham and his only son Isaac; any other force that would come in between them and the Promised Land would not be condoned. On other hand, the Muslims, according to the Quran, believed that Israel was their promised land. It was the land that had been promised to the elder son of Abraham Ishmael, from whom Arabs claim descent (Masters, Harold, Wallace Lauri, 2011). The rise of Zionism among the Jews and the reactionary Arab Nationalism, also known as the Pan- Arab Movement, contributed greatly to this conflict. These movements were ever competing with each other hence creating tensions in the region. The role of UN in Arab-Israeli conflict The role of UN in the Arab-Israeli conflict started specifically after the Second World War in 1945 when Britain extricated herself from the Palestine region. After Britain had failed to implement the policies that would appease both the Jews and the Arabs in the then British-Mandated Palestine, she decided to hand over the administration of the controversial Palestine to the UN. In response the UN General Assembly adopted a resolution to establish the UN Special Committee on Palestine (UNSCOP) to investigate and make recommendations on the Israel-Palestine conflict. However, no Arab country was included in the UNSCOP even though Egypt, Syria, Iraq and Lebanon were already members of the UN by then. The majority UNSCOP recommendation was that Palestine be partitioned into two, each comprising the Arab state and the Jewish state. India and Yugoslavia who were members of the UNSCOP did not accept the idea of partitioning Palestine but instead proposed granting of self-determination to Palestine. The UN rejected self-determination to Palestine arguing that it was not applicable to Palestine (Singleton Amy, 2013). The decision to deny a self-rule to Palestine Arabs by the UN was going against one of the principles of the UN Charter of 1945, which was categorically against oppression of the minorities and denial of the minority political rights. Additionally, passing a proposal that the Arab states surrender part of their land for the settlement of the Jewish community was a problem of the UN own making. Most of the Jews were refugees who had escaped the Nazi aggression in Germany under Hitler (Esty et al., 2011). Under the proposal, the Arabs would occupy 45 percent of the land com pared to the Jews 55 percent (Weinberger Peter, 2004). It is against the background of this unfair treatment by the UN on the Palestine Arab that led to the prolonged conflict between Israel and other Arab nations, specifically Palestine. This was again aggravated by the religious differences of the Arabs and the Jews. Moreover, during the intense period of the war the UN conspicuously took a back seat instead of solving the conflict. Effectiveness of the UN in peacekeeping in the Arab-Israeli conflict The big question that one is left asking is, has the UN been effective in finding a long lasting solution to the Arab-Israel conflict? It is a question that can be answered by looking at the role of the UN in the whole process of the Arab-Israeli conflict (Clay, Cynthia, and Ray, 2010). One important factor to note is that some members of the UN Security Council were propagating their own interests and ambitions in the Arab-Israeli conflict, especially during the period of cold war. For instance, USA, a member with veto powers, sometimes made decision that were personal and not binding to the UN (Chevalier Roger 2011). In 1964, the USA supplied Israel with new advanced planes and missiles that were used to attack the other Arabic states. Such decisions compromised the ability of the UN in dealing with the Arab-Israeli conflict. There was little involvement of UN as an institution in political decision-making. The process was largely dominated by the Security Permanent Members US, France, Britain, Soviet Union and China (Pollack et al., 2012). After the 1967 Arab-Israeli conflict, the UN voted over several times for international peace to reign in the Arab world, unfortunately USA was always against any resolution that revolved around granting independence to Palestine (Bolton, Robert and Dorothy, 2013). It was therefore noted by the UN that the major obstacles to achieving peace in the Israeli-Palestine conflict, were the USA and the Soviet Union. For instance, in 1974 when the UN General Assembly voted for the Palestines right to elf determination under the Palestinians Liberation Organization (PLO), the USA together with Israel, Bolivia and Dominican Republic voted against the proposal (Rzhevsky Nicholas, 2005). The Israel-Palestine diplomacy was at the discretion of the USA. The UN was only left with the role of giving verbal condemnations when and where they felt suitable. The USA always worked against the principles of the UN by organizing bilateral talks between the conflicting states, instead of having such talks under the auspices of the UN. In 1994 the Ambassador to the UN Madeleine Albright claimed that the US goal was to make the efforts of the UN look irrelevant (Weinberger Peter, 2004) Conclusion The UN is an important international organization with well outlined objective of maintaining world peace and security. Despite the numerous criticisms directed towards the organization, the institution has succeeded in some areas especially in preventing future world war. On the contrary, the organization failed and has failed in solving the Arab-Israeli conflict. The reason for this failure can be attributed to the vested interests in the region by some of the permanent members of the Security Council, especially the USA (Carroll and Michael, 2012). It must not go unnoted that this conflict was also a making of the UN itself by failing to recognize Palestine as an independent state, a decision that was against the principles of the UN Charter. Secondly, by settling the Jews on a foreign land without considering the future repercussions, was a diplomatic blunder by the UN. References Lesch, Ann M. and Tschirgi (2010).Origins and Development of the Arab-Israeli conflict. Pollack, Kenneth, M. (2012). Arabs at War: Military Effectiveness, University of Nebraska Press, pp 93-94, 96. San Francisco Chronicle (2009). A Time of Change; Israelis, Palestinians and the Disengagements. Weinberger, Peter E. (2011). Incorporating Religion into Israeli-Palestine Peacemaking: Recommendations for Policymakers. Fagan, Geraldine M. (2012). Believing in Palestine- Religious Policy After Communism. Hoboken: Taylor and Francis. Pilkington, Harry K. (2002). Looking West?: Cultural Globalization and Palestine Youth Cultures. University Park: Pennsylvania State University Press. Rzhevsky, Nicholas P. (2005). An Anthology of Israel Literature from Earliest Writings to Modern Fiction: Introduction to a Culture. Armonk, N.Y.: M.E. Sharpe. Print. Singleton, Amy C. (2013). No Place Like Home: The Literary Artist and Israel Search for Cultural Identity. Albany, NY: State. Barfoot, C. (2010). Beyond Pug's Tour: National and Ethnic Stereotyping in Theory and Literary Practice. Amsterdam: Rodopi, Print. Bolton, Robert, and Dorothy .G (2013). Arab conflicts: Making Bad Relationships Good and Good Relationships Better. New York. Carroll, Michael. (2012). Handbook of Politics in UAE: [...]. London [u.a.: SAGE. Print. Chevalier, Roger. (2011). A Guide to Politics: New York: AMACOM, American Management Association. Print. 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