The Gilded Age Part Of Our History - Free Essay Example

Sample details Pages: 2 Words: 541 Downloads: 5 Date added: 2019/10/30 Category Society Essay Level High school Tags: Gilded Age Essay Did you like this example? The Gilded Age, 1868-1899, was a difficult time for lower classes in America. Thousands of people were working eight hour days with only little pay, whereas wealthy entrepreneurs ran the United States. Major businessmen such as Andrew Carnegie, Cornelius Vanderbilt, John D. Rockefeller, and J.P Morgan did everything in their power to grow in wealth as the rest of the country fell into debt. With it also being a time for rapid growth in industrialization, this topic could easily be argumentative. In this paper, these issues will be discussed to show why change needed to happen in America. During the Gilded Age, industrialization progressed faster than people could handle, causing many problems we faced throughout the period. Many new ideas were forming such as tariffs, economies of scale, and pools. Money was going into bigger businesses instead of paying workers, causing millions of people to become poor. Children as young as nine and women were working just so they could pay the bills and buy groceries. Deadly strikes began to spread along America, killing thousands of people only looking for better working conditions and higher pay. Don’t waste time! Our writers will create an original "The Gilded Age: Part Of Our History" essay for you Create order The lower Class, the Working Class, the Middle Class, and the Upper Class were the four main social classes during the Gilded Age. Wealth and income, jobs, education, and achievements ranked people in the class they would remain in. Horizontal mobility was a way for someone to improve their job but they would stay in their class they began with while vertical mobility was a way for someone to move up or down in social classes. These classes were extremely unfair; for example a working class sometimes could make more than a middle class but since people did not see this class as more than it was, they were never able to live the life they deserved. Lower classes could barely survive on the salary they would have but were never able to do anything about it and they suffered until someone finally did something about it, which would only be years later. Every problem during this time period caused Teddy Roosevelt to take matters into his own hands. Once William Mckinley was assassinated in office, the Vice President, Theodore Roosevelt was sworn into office. Already putting his term to good use, Teddy helped resolve many conflicts during the strikes such as forcing men like Andrew Carnegie to pay workers a fair amount. Theodore Roosevelt believed all men should be paid a fair, consistent amount and he put his belief into action. Teddy switched the roles of the monopolies to the point where poor people were making more money. In conclusion, America was struggling with money and many other problems, leading to the idea of change. Reformation was in need and it may have not been the best idea, but it was one that worked. Another side to this argument might have been Werent these men helping America grow- so why were they getting hate? Yes this may have been true but the power was getting to the business mens heads, causing many problems America was facing at that time. Overall, this is just another part of our history that we must learn from and to make sure we never make this mistake again.

Analysis Of Starrry Night By Vincent Van Gogh - 785 Words

Broken Mind and Broken Heart The painting I chose is Starry Night by Vincent van Gogh, 1888 (p 129). This is a post-impressionist painting; however, our text does indicate which medium he used. Van Gogh was an expressive artist and the techniques he used in this painting emulates conflicted emotion. Broken mind refers to Van Gogh as he created this painting while suffering from mental illness. Due to this illness, he struggled not only as an artist but socially. While the subject matter is easy to see, the painting is whimsical and appears childlike. Van Gogh used short thick brush stokes to create lines, which along with the use of color, are predominant elements in this painting. There are several visual elements†¦show more content†¦I chose A Modern Love Sonnet by Edna St. Vincent Millay. Our textbook The Art of Being Human does not supply the name or date of the sonnet. Based on St. Vincent’s life span (1892-1950) it was most likely written in the early 1900’s. Broken heart refers to lost love which is the theme of this poem. Although it seems this is written about someone who passed, it could apply to any love lost. Losing someone you love is painful and memories are all that remain. This poem is an English sonnet. St. Vincent often wrote sonnets based on the topic of lost love. The woman in this sonnet comes to terms with the fact that she will not escape the memory of her lost love. St. Vincent describes in chronological order the passing of time and writes in a way that you can feel the desperation of the woman who seeks relief from the painful reminder her lost love. The first two lines of the sonnet illustrate her frustration and pain ‘Time does not bring relief; you all have lied/Who told me time would ease my pain!† It is common for people to say â€Å"time heals all wounds† or â€Å"it gets easier as time passes on† to those who have lost someone. The emotion in this statement reflects her anger and betrayal of this. As the poem continues she talks about how much she misses him and references descriptions of the changing seasons which is the passing of time in lines three through seven. It gives the impression that is has been atShow MoreRelatedAnalysis Of The Starrry Night Painting By Vincent Van Gogh1373 Words   |  6 PagesThe first four sources I will be using are related to â€Å"The Starry Night† painting from Vincent van Gogh. The first source, located on MOMA Learning, is titled Vincent van Gogh: The Starry Night, 1889† which does not appear to have an author or publication date. The MOMA Learn ing article provides insights into the interpretations of the artwork, including insights into Van Gogh’s mental state at the time that the painting. Additionally, the article provides relevant information regarding the post-impressionists

Bbmdoc.233 Free Essays

CHRIST UNIVERSITY Hosur Road, Bangalore Department of Management Studies Course Plan-2012-2013 Subject/Code: Organizational Behaviour/BBM 232 |Name of the faculty | Email | |Dr. Jain Mathew |jainmathew@christuniversity. in | |Mr. We will write a custom essay sample on Bbmdoc.233 or any similar topic only for you Order Now John Paul |john. paulraj@christuniversity. in | |Ms. Mary Thomas |mary. thomas@christuniversity. in | |Ms. Vinita Seshadri |vinita. seshadri@christuniversity. in | INTRODUCTION To provide students with thorough knowledge in theory and concepts of organizational behavior, also to equip them to address the contemporary changes related to the behavior and performance of people in organizations today. Teaching and learning approach Each week’s teaching sessions will comprise: Four- Hour lecture including student centered activity During which you will be introduced to the topic for that week. It is important to note that the coverage of each topic during the lecture will be incomplete unless you read the references provided and attempt the tutorial questions that cover that topic. It is important to note that for each topic a set of objectives is given and it is your responsibility to ensure that you meet those objectives. Recommended text books Stephen Robbins, Timothy A. Judge, Seema Sanghi, Organizational Behavior, 13th Edition Pearson Education, Journals Human Capital MBA Review HRM Review ICFAI HR HBR Review Case Folio Lecture Schedule: 1. MODULE – Introduction to Organizational Behaviour 1. 1 Objectives †¢ Understand the importance of interpersonal skills in the workplace. †¢ Describe the manager’s function, role and skills. – Week |Topics |Hour |Methodology | | |Nature, importance and purpose of organizations |1 |Discussion | | | | | | |Nov 5 – Nov 10 | | | | | |Managerial Skills by Robert Katz |2 |Lecture (C/PPT) | | |Management Roles by Mintzberg |3 |PPT; video showing various roles | | |Effective versus successful Managerial Activities|4 |Group discussion and reflections | | |- | | | | |Luthan’s study | | | 1B. 2 Objectives: On completion of the material you would be able to: †¢ Define Organization Behaviour †¢ Trace the historical ro ots of organization behaviour †¢ Explain OB Model †¢ Identify the major behavioral science disciplines that contribute to OB †¢ Identify the challenges and opportunities managers have in applying OB Concepts Week |Topics |Hour |Methodology | | |Introduction to Organization Behaviour – OB Model|1 |Lecture (C/PPT) | | | | | | |Nov 12 –Nov 19 | | | | | |Challenges in handling OB |2 |Group discussion and reflections | | |Contribution from other disciplines |3 |Concept Mapping | | |Case Study |4 |Use as a tool to explain how to approach OB case | | | | |studies | 1+. 2 Reference Prerequisite readings – Chapter 1 Stephen Robbins, Timothy A. Judge , Seema Sanghi , Organizational Behavior, 14th Edition Pearson Education 2. MODULE – II Personality 2. 1 Objectives: On completion of the material you would be able to: †¢ Define Personality, describe how it is measured and factors that determine n individual’s personality †¢ Identify Personality Traits relevant to OB and it’s applications in the workplace |Week |Topics |Hour |Methodology | | |Meaning Determinants of personality |1 |Concept Mapping | | | | | | | | | | | | | | | | | | | | | |Nov 20 – Dec 4 | | | | | |Theories of personality: Type and Trait theory |2 |Activity: ‘Favourite Personality’ | | |The ‘Big Five’ Personality Traits |3 |Lecture (C/PPT) | | |Experiential Exercise: Big Five Personality |4 |Questionnaire | | |Trait | | | | |Myers-Briggs Indicator |5 |Lecture (C/PPT) | | |Psychoanalytical theory |6 |Lecture (C/PPT) | | |Erickson’s personality |7 |Lecture (C/PPT); Handout | | |Group Activity9-+ |8 |Write up on various personality +-+traits of famous | | | | |personalities | | |Case Study |9 |Case discussion/Written Analysis | 2. 2 Reference: Prerequisite readings –Ch. 4 Stephen Robbins, Timothy A. Judge , Seema Sanghi , Organizational Behavior, 14th Edition Pearson Education 3. MODULE- III Learning Meaning of learning –– Learning theory of Organisational Behaviour-Classical- Operant conditioning- Cognitive- Observation Theory 3. 1 Objectives: On completion of the material you would be able to: †¢ Define and understand what is Learning †¢ Four theories which explains how learning takes place †¢ Learning principles which needs to be observed in any training programme †¢ Its impact on individual behaviour and organization Week |Topics |Hour |Methodology | | |Meaning of learning |1 |Concept Mapping | | | | | | | | | | | |Dec 5 – Dec 21 | | | | | |Learning process |2 |Discussion | | |Classical conditioning |3 |Lecture (C/PPT) video | | |Operant conditioning |4 |Lecture (C/PPT) video | | |Cognitive Theory |5 |Lecture (C/PPT) | | |Social Learning Theory |6 |Group discussion –‘Role Models’ | | |Group Activity |7 |Presentation on videos depicting various learning | | | | |styles/skits | | |Principles of Le arning-Reinforcement and |8 |Lecture (C/PPT) | |Punishment | | | | |Learning Curve |9 |Discussion | | |Case Study |10 |Case discussion/Written Analysis | 3. 2 Reference: Prerequisite readings – Chapter 9 K. Aswathappa, 9th edition, OB-Himalaya Publishing House / Chapter 4- Kavitha Singh-OB Text and Cases-Pearson Education / Chapter 4-OB- Hellriegel Slocum- Thomson 4. MODULE- IV Attitudes Meaning, Characteristics and functions- Components-the ABC Model- Formation of attitude Meaning, Charecteristics, Components and Formation of attitudes. Change in attitude- Barriers to change- How to minimize the barriers. 4. 1 Objectives On completion of the material you would be able to: †¢ Contrast the three components of an attitude †¢ Discuss attitude and attitude formation †¢ Relate attitude to behaviour Week |Topics |Hour |Methodology | | |Meaning, Characteristics and functions |1 |Concept Mapping | | | | | | | | | | | |Jan 2 – Jan 12 | | | | | |Components-th e ABC Model |2 |Lecture (C/PPT) | | |Cognitive Dissonance; Job |3 |Group Discussion | | |Satisfaction/Dissatisfaction | | | | |Formation of attitudes- Changing attitudes |4 |Lecture (C/PPT) | | |Barriers to change, How to minimize the barriers |5 |Video | | |Case Study |6 |Case discussion/Written Analysis | 4. 2 Reference: Prerequisite readings – Ch 3 Stephen Robbins, Timothy A. Judge , Seema Sanghi , Organizational Behavior, 14th Edition Pearson Education 5. MODULE – V – PERCEPTION Meaning and definition – Need, Factors influencing perception, perceptual consistency, Context and definition,. 5. 1 Objectives: On completion of the material you would be able to: †¢ Understand importance and factors contributing for perception †¢ Understand the concepts in perceptual Organization Understand factors contributing towards the interpretation of data |Week |Topics |Hour |Methodology | | |Meaning, nature and importance of Perception |1 |Concept Mapping | | | | | | | | | | | |Jan 21 – Jan 31| | | | | |Factors influen cing perception |2 |Lecture (C/PPT) | | |Experiential Exercise 1 |3 |Story telling based on pictures | | |Perceptual Process |4 |Group discussion | | |Interpersonal perception 5 |Video | | |Case Study |6 |Case discussion/Written Analysis | 5. 2 Reference Prerequisite readings – Chapter 6 K. Aswathappa, 9th edition, OB-Himalaya Publishing House 6. MODULE –VI Group Behaviour and Group Dynamics 6. 1 Objectives: On completion of the module you would be able to: †¢ Analyse the different stages of group formation and development. †¢ Differentiate formal and informal groups. †¢ Know the factors that increase or decrease group cohesiveness †¢ Differentiate between groups and teams. †¢ Discuss the conditions for building successful teams. Week |Topics |Hour |Methodology | | |Meaning and types of groups |1 |Concept Mapping | | | | | | | | | | | |Feb 1 – Feb 12 | | | | | |Formation of groups |2 |Activity + Reflection | | |Characteristics of Grou ps (Size, Norms, Status, |3 |Lecture (C/PPT) | | |Roles) | | | | |Characteristics of Groups (Cohesiveness, |4 |Lecture (C/PPT) | | |Groupthink, Groupshift) | | | | |Group decision making |5 |Lecture (C/PPT) | | |Groups vs Teams |6 |Discussion | 6. 2 Reference: *Aswathappa –Ch. 14 and 15, Organizational Behavior (Text, cases and Games), 9th Edition, Himalaya Publication 7. MODULE – VII Leadership 7. 1 Objectives: On completion of this module you would be able to: †¢ Differentiate Leadership and management. †¢ Leadership styles and their impact on followers. †¢ Transformational leadership, women as leaders and charismatic leadership are emerging issues in leadership. Week |Topics |Hour |Methodology | | |Meaning, concept and Differences with managers |1 |Concept Mapping | | | | | | | | | | | |Feb 13 – Feb 23| | | | | |Leadership Styles |2 |Lecture (C/PPT) | | |Managerial Grid; Situational Leadership (Hersey |3 |Lecture (C/PPT) | | |Blanchard) | | | | |Tannenbaum and Schmidt; Path Goal theory |4 |Lecture (C/PPT) | | |Transactional, Transformational Charismatic |5 |Presentations by students | | |leaders | | | | |Communication: Meaning and importance, barriers |6 |Discussion | 7. 2 Reference: *Aswathappa –Ch. 18, Organizational Behavior (Text, cases and Games), 9th Edition, Himalaya Publication 8. MODULE – VIII Motivation 8. 1 Objectives: On completion of the material you would be able to: †¢ Identify major content theories of work motivation Explain the major process theories of work motivation †¢ Understand theories of motivation and evaluate their applicability today |Week |Topics |Hour |Methodology | | |Meaning and Concept of motivation |1 |Concept Mapping | | | | | | | | | | | |Feb 25 – Mar 4 | | | | | |Content Theories of Motivation – Two factor |2 |Presentations by students | | |theory, Theory X Y | | | | |Alderfer ERG Theory; McClleland’s need |3 |Presentations by s tudents | | |classification | | | | |Process Theories- Vroom’s Expectancy Theory, |4 |Lecture (C/PPT) | | |Porter-Lawler theory | | | | |Case Study |5 |Case discussion/Written Analysis | 8. 2 Reference: Prerequisite readings – Chapter 11- K. Aswathappa, 9th edition, OB-Himalaya Publishing House / Chapter 6- Stephen Robbins, Timothy A. Judge , Seema Sanghi / Chapter 8- Fred Luthans- OB- 9th Edition Mc Graw Hill. 9. MODULE-IX- Organizational Change 9. 1 Objectives: On completion of the module you would be able to understand †¢ The nature, level, need and types of change. †¢ The reasons for change in organization. †¢ The reasons why people resist change in organization. †¢ The change process. Week |Topics |Hour |Methodology | | |Nature and Levels of Change |1 |Concept Mapping | | | | | | | | | | | |Feb 25 – Mar 4 | | | | | |Types and Forces for Change Lewin’s Model for |2 |Lecture (C/PPT) | | |Change Management | | | | |Change Proc ess ( Six Stages) |3 |Lecture (C/PPT) | | |Resistance to change (RTC) and methods dealing |4 |Discussions | | |with RTC | | | 9. 2 Reference: *Aswathappa –Ch. 22, Organizational Behavior (Text, cases and Games), 9th Edition, Himalaya Publication Continuous Internal Assessment CIA 1 – Mid Semester Examinations for 2 hours and 50 marks CIA 2 – Comprising of the following 3 components of 10 marks each: i) Article Review – The student will be required to read a specified article and present the review in the following format †¢ Name of the Author, Year of Publication, Title of the article †¢ Objective of the study †¢ Methodology adopted – o Sample (Technique and size) o Tools o Analysis †¢ Findings of the study †¢ Recommendations of the author (ii) MCQ test. (iii) Case analysis – The case must be analyzed in the following manner †¢ Critical analysis o Key facts in the case o Central problem in the case o Theoretic al concept it relates to †¢ Answer the Questions †¢ Recommendations/Suggestions + Conclusion CIA 3 – Comprising of the following 3 components of 10 marks each: (i) Written Case analysis of a comprehensive case following the format specified above. (ii) MCQ conducted through LMS (iii) Class participation evaluated through Q, Activities, How to cite Bbmdoc.233, Essay examples

Debut Albums and Happy Birthday free essay sample

May you have all the Joy your heart can hold, all the smiles a day can bring, all the blessings a life can unfold, may you get the worlds best in everything. Wishing you a Happy Birthday! You are like an angel because youve touched the life of every person youve met. You deserve the best and the most special of Birthdays so that you can touch the lives of a thousand more people. Happy Birthday! In the Journey of your life, may you count your successes with each passing Birthday and may you never have to look back on any regrets of your life.Happy Birthday dear! Some Like Sunday some Like Monday, but I Like your birthday. Happy birthday my on this wonderful day, I wish you the best that life has to offer! Happy Birthday! Sending you my love on your birthday and everyday. On this wonderful day, a star of pure love appeared to be my gift My present and my future You!! I am very thankful for all the Joy you bring into my life! Happy Birthday!! Today is a perfect day to tell you that you are a wonderful friendWith each year Ill love you more. We will write a custom essay sample on Debut Albums and Happy Birthday or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Remember that your best years are still ahead of you and Ill be there for every up down and in between. Happy Birthday, my angel! If I could, I would write it across the sky so that everyone could see it and know that you are truly loved! I wish I could attach my heart to this Birthday wish. Thats how much you mean to me. Have a happy and fun-filled Birthday! On your birthday lets celebrate our past, our today and our future! I love my life with you!

Premarital Counseling

All married couples would wish the old adage, ‘and they lived happily ever after’ to come true; unfortunately, to over 50% of married couples, this remains that; a wish.Advertising We will write a custom essay sample on Premarital Counseling specifically for you for only $16.05 $11/page Learn More Behavioral researches confirm that, 50% of all marriages end up in divorce, an unfeigned but a deplorable fact. During the first days of marriage, everything might seem blissful until the reality sets in and the couples realize they have different likes and dislikes. Even if a couple appears to be a perfect pair, differences soon emerge and this worrying trend calls for resolute ‘treatment’. Just as an infectious disease will keep on recurring unless the proper immune system is developed, divorce will keep on occurring unless proper steps are taken to counter this unrelenting social thorn. Fortunately, research assures that, premarital counseling can cut down divorce rates by up to 30%, a significant percentage. Premarital counseling equips couples with invaluable information about what to expect in the uncertain world of marriage. Murray and Murray (2004) posit that, â€Å"Pre-marital counseling is a wonderful way to prepare†¦for your life together†¦a few sessions of counseling gives you a chance to look at what you want as a couple† (p. 14). Premarital counseling develops skills required for couples to stay together. Like a business, which requires a concrete plan and implementation strategy, marriage requires unhesitating plan and execution strategy to improve its chances of survival. Fortunately, premarital counseling offers the strategy together with its implementation criteria required for marriage prosperity. Six factors define premarital counseling as a valid tool of cutting down divorces. Setting specific, measurable, achievable, realistic and time-bound goals underlines the withstanding significance of premarital counseling in reducing divorce rates. Sharing common goals aligns couples in the same direction and the resultant unity reduces the frequency of conflicts that predate divorce. The other factors draw from the goal setting aspect, working in concert to ensure any feasible survival of marriage. Schumm and Denton (1979) warn that, â€Å"money is the biggest sole factor that causes couples to argue and fight† (p. 30). Fortunately, premarital counseling takes couples through a financial journey exploring pertinent issues like expenditure, savings, use of credits and so forth. With sufficient understanding on how to handle finances, couples can enjoy their marriage regardless of whether they have lots of money or peanuts.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Communication and conflict resolution is another critical yet neglected area in marriage. Premarital co unseling explores and emphasizes on the importance of communication and conflict resolution in marriage. Some couples assume the only way out of a conflict is to keep silent while others hold that, they have to win every argument to win a conflict. Nevertheless, premarital counseling rebuts all the misconceptions surrounding communication and conflict resolution in marriage and outlines amicable ways of handling the same. As aforementioned, first days in marriage may seem blissful; hoverer, the arrival of the first child might herald conflicts. To avoid this scenario, premarital counseling devotes enough time to explore the issue of children and parenting to save couples the pain of groping with marriage realities. Even though many couples often overlook the issue of spirituality, premarital counseling understands clearly how differing spiritual perception can tear apart a seemingly good marriage. Therefore, the counselors give insights concerning the same. Finally, premarital couns elors help couples to outline roles and expectations in marriage to avoid conflict of interest later in marriage. In the light of all these compelling premarital counseling elements, I personally concur premarital counseling can prevent divorce. Moreover, numbers do not lie, and research has confirmed that premarital counseling cuts down divorce rate by a whopping 30%; whopping because, if 50% of all marriages end up in divorce, then it means that 30% of the remaining 50% remain in marriage due to premarital counseling. References Murray, E., Murray, T. (2004). Solution-Focused Premarital Counseling: Helping Couples Build A Vision for their Marriage. Journal of Marital and Family Therapy, 2(6), 10-17. Schumm, W., Denton, W. (1979). Trends in Premarital Counseling. The Journal of  Marriage and Family Therapy, 5(4), 23-32. This essay on Premarital Counseling was written and submitted by user Matilda Flores to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Zaire and Vietnam - Countries in Turmoil essays

Zaire and Vietnam - Countries in Turmoil essays Zaire and Vietnam Countries in Turmoil After, before, and during the Vietnam War, America has tried to push democracy, or at least democratic ideas, onto other countries. In Africa, Zaire was a country that was heavily influenced by the morals of the U.S. a stable government and a greedy, capitalistic economy, barely held in place, thanks to its exports. According to historians, America did follow through with their proposal of foreign policy a stand-off form of economic and democratic assistance - although it was up to the country whether or not to use this prod in the right direction effectively. The U.S., during the time of the Cold War, felt that anyone against communism was a friend, and therefore promoted Zaire and its leaders, at least temporarily. During most of the 20th Century, Zaire (then called The Republic of the Congo) was ruled by Joseph Dsir Mobutu (Mobutu Sese Seko), a corrupt leader who seized the power for nearly 30 years, until he was later overthrown. The U.S. influence here was visible, in that the country gained independence from Belgium in the mid-1960s. After Zaire received this independence from Belgium, it experienced five years of political mayhem. In 1965, army chief of staff (Mobutu) received his power from a coup. For nearly 32 years Mobutu ran a corrupt, undemocratic administration, concentrating his power in the executive branch and favoring those who were loyal to him. His party, the Popular Movement for the Revolution (MPR), became the only legal political party, and rebels were taken care of. In May of 1997, the rebels led by Laurent Kabila won control back over the country and overthrew Mobutu. Kabila suspended the constitution and declared himself president. This displays that none of the democratic ideals which the U.S. claimed to have put upon its countries in foreign policy. However, Zaire was misruled by ...

Failure of Oslo Peace Process Essay Example | Topics and Well Written Essays - 1250 words

Failure of Oslo Peace Process - Essay Example The conflict has been over borders, water rights, security, Palestinian freedom of movement, control of Jerusalem and solving refugee problem. Zionist claims that they returned to claim their ancestral land from Palestinians (Gelvin, 2007, p. 7). Complete dispossession of the Palestinian-Arabs from the land so that Israelis could inhabit and make it a Jewish state become completely impossible. 1947-1949 war which Israel outnumbered Palestine on the land of Palestinians and the continued massacres resulted to continued war up-to-date. Israel over time has forcefully acquired private land in West Bank and taken control of Gaza where Palestinians have little control over their lives, are oppressed and discriminated. Oslo peace process begun as a clandestine negotiation in a house that was secluded and owned by Norwegian Minister of Foreign Affairs in 1990 in the Oslo outskirts. The negotiation was to initiate peace process and even at the time of conducting the meeting it was done in se crecy since house occupants were informed that it was an academic working (Williams, 2009, p. 77). It was illegal for Israel citizens to come into any meeting with members of Palestine Liberation Organization (PLO). Publicizing of the peace process resulted to a serious preparation on both sides to come into an agreement with a long time enemy. This was not taken lightly by the Israelites where an assassination was made on Israel Prime Minister Rabin in 1995. The Oslo Accord comprised of a series of understandings and agreements reached upon and accepted in the initial secret bilateral negotiations conducted between PLO and Israel. It had aspects of mutual recognition and declaration of principles. Every detail of historical undertakings and the failure of the process will be the focus of this paper. Initiation of the process After several centuries of bloodshed, conflicts, unending war, discrimination and inhuman activities, leaders led by Israel Prime Minister Yitzhak Rabin and PL O leader Yaasser Arafat begun negotiations that were meant to resolve the conflict. A mutual recognition was granted and declarations of principles were initiated agreeing to establishment of Palestinian self-government in parts of Gaza strip and West bank (Selby, 2003, p. 182). The accord was agreed upon and signed in 1993 where timetables and frameworks of Palestinians transition to self-rule and address border issues, Jerusalem and Israeli settlements and establishment of Palestinian state. Agreement of transfer of responsibility and powers was reached upon in1994 and a treaty of peace was established. These accords were established for the purpose of keeping peace and maintaining justice throughout the operations between Israel and Palestine. President Clinton, Prime minister Yitzhak Rabin and Palestinian Leader Yasser Arafat after the signing of the Peace Accord. Source: http://janmeador.wordpress.com/2009/06/12/america-adding-sin-to-sin/ Success of Oslo Peace process Control o f most parts of Gaza and Jericho was transferred to Palestinians. Israel forces were therefore within a short time conducted an accelerated withdrawal from the areas specified. Responsibility was given out to over 9,000 Palestinian police force but Israel retained West Bank and most areas of the Jewish settlement in 1994 (Efrat, 2006, p. 201). Transfer of authority was also done on culture, education practices, social welfare, health, tourism and the entire taxation process. Borders between Jordan and Israel were defined and a peace treaty established leading to normalization of existing relations. Later on in 1995, further transfer of powers was done on labor, all economic activities, local