Argumentative Essay Essay Example for Free

Argumentative Essay Essay In America there are so many people who live without healthcare. President Obama has tried hard to change that known fact by introducing and passing his new Obama Care Act. It is very important for people to have proper healthcare coverage, medical care, affordable medications, and for all healthcare services to be available to everyone, whether they are poor, middle class or rich. For most Americans, high quality care generally is readily accessible without long waits but at high cost. However, the uninsured and, increasingly, the underinsured, the poor, and members of underserved minorities often have poor access to health care and poor health outcomes. The health workforce is well trained, yet the United States faces a severe shortage of primary care physicians. Approximately 45% of the U.S. population has a chronic medical condition, and about 60 million people, half of these, have multiple chronic conditions; the CDC estimated these numbers during a recent survey. 2 Most Americans 250 million (84.2%) have some form of health insurance coverage. But an estimated 47 million Americans (15.8%) were uninsured for a year, as reported for 2006 by the U.S. Bureau of the Census. A survey by the Centers for Disease Control and Prevention found that 43.6 million people (14.8%) of all ages were uninsured at the time of the National Health Expenditure Survey interview in 2006. However, as many as 89.5 million people under the age of 65 years lacked health insurance for a least 1 month or more during 2006-2007, according to a study by Lewin and associates published by Families USA. In addition, another 16 million people can be  considered underinsured. People without health insurance are much less likely than those with insurance to receive recommended preventive services and medications, are less likely to have access to regular care by a personal physician, and are less able to obtain needed health care services. Consequently, the uninsured are more likely to succumb to preventable illnesses, more likely to suffer complications from those illnesses, and more likely to die prematurely. The U.S. health care system has much potential for improvement. Disparities related to race, ethnicity, and socioeconomic status has pervaded the U.S. health care system. In addition to the large numbers of Americans who lack adequate health insurance, the cost, quality, and utilization of health care services vary widely. Meanwhile, the need for long term care services and care coordination is increasing. Preventive care, cross discipline coordination, and proactive management of long term care might reduce the cost of care, but these services often are uncovered or poorly reimbursed. 3 Spending on health care in the United States has been rising at a faster pace than spending in the rest of the economy since the 1960’s. According to the Centers for Medicare Medicaid Services- National Health Statistics Group states that in 2005, national health care spending amounted to approximately $2.0 trillion, or $6697 per person and 16% of the gross domestic product. By 2015, health care spending is expected to reach $4.0 trillion. People with large medical care cost are often chronically ill, disabled, or poor. Our society’s inability to provide continuous, coherent patient centered care for this group of individuals is one cause of the high aggregate cost of health care and contributes to the cost of public insurance programs. Patients who enter Medicare without previous insurance but with chronic illness will be sicker and more disabled and therefore more costly to that government program. Health insurance premiums increased drastically since the year 2005. Many have been unable to even afford health coverage. Employer based health insurance has been the basis for paying for health services since 1940, but  it is fast eroding under the pressure of relentlessly rising costs of care. Despite the growing need for coordination of health care services, government and private insures pay for health care services primarily on a episodic, visit related basis with few, if any, incentives for providing comprehensive, coordinated, and continuous care for the prevention and management of chronic illness. Primary care physicians now spend about 20% of their time in unreimbursed coordination of care tasks using the telephone or e-mail. Despite repeated attempts to rein in federal expenditures for Medicare and Medicaid, federal have continued to increase much faster than inflation in the entire economy. 4 The Medicaid program provides medical benefits to over 52 million people who meet categorical eligibility standards. The federal government and the state share responsibility for funding Medicaid. The success of the VA system in dramatically restructuring itself indicates that major gains can be achieved in the United States in improving health care access and quality while reducing costs. One response to rising health care costs has been the adoption of consumer directed health plans in which the individual takes greater responsibility for paying for care out of pocket rather than the employer or government. Unfortunately, for those with modest incomes, cost sharing has reduced medically necessary care, such as taking medicines for hypertension. The United States is in such a crisis when it comes to the health care system, yet is very important to see that every one of its citizens is afforded health coverage. People are sickly in this nation, like it is in other countries. The United States is in the midst of a primary health care workforce crisis that is expected to worsen in the next decade. The population is aging, and baby boomers are at a high, and a large amount of people will soon be over 65 years and at greater risk for needing care for chronic conditions. The United States should continue to work on having national policies introduced to the health care system to help guide training, supply, and the distribution of health care providers to better assist those in need of health coverage. It is very important to make this a reality, because we the  people of the United States need to be able to receive medical care, and health coverage, no matter if we are rich or poor in this society.

Relationship between Headteacher and Teachers

Relationship between Headteacher and Teachers Teachers and head teachers play an imperative role in upholding and improving education standards in learning institutions. Head teachers are charged with the responsibility of overseeing the day-to- day operations of a school. Teachers on the other hand are very instrumental when it comes to imparting knowledge, discipline, beliefs and values to students. Over the years, a number of research studies have established a connection between high education performance among students and good relationship between head teachers and teachers. Thus it is evident that a good relationship between head teachers and teachers promotes a conducive learning environment that can lead to good performance amongst students. Basically, a healthy relationship between teachers and head teachers is one that is characterized by mutual respect, collaboration, trust and a common goal. In order for this to be actualized, it is important for head teachers to build a platform whereby teachers can learn new skill s, communicate about issue that affect them and eventually get motivation to perform their duties unreservedly (Harris, Day Hadfield p 67). The purpose of this study is to investigate how good relationships between head teachers and teachers can lead to success and better performance amongst students. Several relevant literatures will be reviewed to establish the various factors revolving around good relationships between head teachers and teachers. Furthermore, the reviewed literature will establish how good relationships between head teachers and teachers can lead to success and better performance amongst students particularly in primary schools. This study will explore various conceptual frameworks with regards to good relationships between head teachers and teachers. In order to gather data on the relationships between head teachers and teachers, several questionnaires were distributed to head teachers and four teachers in two primary schools in Saudi Arabia. The results of these questionnaires will be conveyed in this study, thereafter this study will provide a discussion based on the findings of these questionnaire s. Literature Review According to Mulkeen (2010, p108), head teachers are the senior leaders and managers of schools and thus they play an imperative role in the functioning of schools. Head teachers are expected to take responsibility in the overall management of the school this includes, managing teachers. Mulkeen notes that, too often head teachers tend to focus on external matters such as the schools communications with the education ministry instead of managing the operations of the school. This in turn causes them to be absent from school and as result certain issues affecting teachers are left unaddressed. Recent studies show that the rate of absentness amongst head teachers is relatively high as compared to that of teachers. The effective leadership of a headmaster positively influences the performance of both the teachers and students. On the other hand, ineffective leadership on the part of a head teacher can bring about disarray in educational goals and poor performance for both teachers and s tudents (Mulkeen 108). Indeed leadership is fundamental aspect in the vocation of head teachers. The form of leadership style that they exercise in their daily running of schools directly determines whether they will have good or bad relationships with teachers. In the book Primary teachers stress, the authors of this books, Troman and Wood (2001, p 61) explain that the phenomenon of teacher bullying is widespread in schools. A website study investigating issues with regards to bullying in the workplace indicated that 20% of the reported bullying cases in the workplace involved teachers. A third of the number of teachers involved in these surveys revealed that they were victimized by head teachers. Some head teachers are known to employing bullying and other form of tyrannical leadership styles with the aim of forcing teachers to discharge their duties accordingly. However, studies show that teachers who are mistreated or bullied in their workplaces tend to lack motivation to do their work and as a result their level of productivity is wanting, this in turn affects the performance of students in their academic work (Troman Wood 62). Troman and Wood (2001, p 63) further demonstrate that in cases of bullying teachers and head teachers are involved in a strong emotional relationship and the thus the quality of relationship between the head teachers and teachers influences the teaching practice (Troman Wood 63). In reference to the sentiments of Green (2004, p 235), the leadership styles used in the headship of a school determines the kind of relationship that head teachers have with teachers and the performance outcomes of teachers and students. Basically, there are six main options of leadership styles that can yield varied results that either influence the performance of teachers and students positively or negatively. These styles of leadership include, authoritative, affiliative, coaching, pace setting and democratic. Based on this hypothesis it is evident that the leadership styles employed by head teachers determines the sought of relationship that they will have with teachers and other subordinates. It is therefore worth questioning what kind of leadership should head teachers use to ensure that they have good relationships with teachers? (Green 235). A study commissioned by the National Association of Head teachers (NAHT) sought to establish the perspectives of both teachers and head teachers on effective school leadership. The findings of this study depicted that effective school leadership in the perspective of teachers entails the head teachers ability to form good relationships with teachers. Head teachers should be aware of the needs of teachers and they should take part in addressing the various issues that affect teachers. According to Harris, Day Hadfield (2003, p 67) teachers accentuate that they value their professional and personal relationship with the head teachers. Most teachers prefer a relationship with head teachers that will enable them to freely communicate with the head teachers concerning any issue revolving around their work. Harris, Day Hadfield observe that a good relationship between the head teachers and teachers is characterized by mutual respect, understanding and trust. Despite the fact that the head teachers are professionally superior to teachers, they should not use their authority to undermine or disrespect teachers. Instead they should foster a conducive work environment whereby teachers can be able to express themselves freely and grow professionally. On the other hand, teachers should also model ways in which they can work and build mutual respect and trust with their superiors, in this case head teachers (Harris, Day Hadfield 67). Harris, Day Hadfield (2003, p 67) further recommend that in order to establish a good relationship between head teachers and teachers, head teachers should embrace the contributions of teachers and show that their efforts and contributions are highly valued. In return teachers should be willing to be supportive towards the efforts of the head teachers. Moreover, a healthy work relationship between teachers and head teachers is one that enables and promotes the development of the teachers career. The development of the teachers career may sometimes change the type of relationship between head teachers and the teachers. As teachers gain more experience and skill in their career they become more confident in the articulation of their duties. According to the findings of a study commissioned by the National Association of Head teachers (NAHT), during the first years of their profession, a good number of teachers are often afraid of the head teachers thus their relationship with the head teachers is characterized by apprehension. In these instances teachers avoid seeking for help from the head teachers when they encounter difficulties (Harris, Day Hadfield 67). However, as they gain more experience, skills and knowledge most teachers tend to have friendly associations with the head teachers and hence they can seek for guidance and support from the head teachers. Based on the findings of this study, it is evident the development of teachers career can promote good relationship between them and the head teachers. Therefore head teachers should provide learning opportunities that will allow teachers to advance in their careers. Head teachers should anticipate and find ways of addressing the arising demands. Head teachers should prioritize on forming good relationships with teachers as this will inevitable contribute success and better performance amongst students (Avi-Itzhak Ben-Peretz 231). Recent research studies have shown that good relationship between teachers and head teachers is an imperative aspect when it comes to determining the effectiveness and success of schools. Researchers have identified that in successful school, teachers have a positive professional and personal relationship with head teachers. Moreover, in high performing and successful schools head teachers provide teachers with a platform to communicate on issues that affect them and opportunities to develop their careers as teachers (Thoms 196). Conceptual Framework The conceptual framework of this study is based on the assumption that the kind of leadership and motivation strategy employed by school head teachers determines whether or not they have good relationships with teachers. Consequently, the relationship between head teachers and teachers influences the performance of students in schools. Thus good relationships between head teachers and teachers can lead to success and improved academic performance amongst students. Klug (1989) observes that school leaders can determine the motivation amongst teachers by modifying the instructional climate at school. This will in turn determine the attitude of both teachers and students towards education. By efficiently prioritizing on their relationship with teachers head teachers can increase the motivation of students and teachers and directly impact the performance of students (Klug 19). Fredrick Herzbergs theory of motivation further draws a solid conceptual framework for this study. According to Herzberg, there are particular factors in the work environment that lead to quality performance and job satisfaction. At the same time there are certain factors that can bring about poor performance and job dissatisfaction. With reference to the sentiments of Hezerberg, when individuals in a work place are not satisfied with the working conditions they are bound to be less motivated and thus their productivity at work will be affected. Most employees are in search for gratification in terms of recognition, respect, appreciation, responsibility, the nature of their work and advancement. When these conditions are dully met in a work environment employee will feel motivated to give their best in their jobs and as a result pleasant results will be actualized (Oshagbemi 354). Herzberg recommends a two factor model of motivation based on aspects such as the certain characteristics that contribute to the satisfaction of employees at work and other characteristics that contribute to employee dissatisfaction at work. Therefore according to Herzberg both satisfying and dissatisfying characteristics are not in a scale with one increasing as the other diminishes rather these characteristics are independent phenomenas. Herzbergs theory suggests in order for productivity to be enhanced in workplaces, administrators should recognize and address both the satisfying and dissatisfying characteristics. Administrators should not presume that the increase in satisfying factors will inevitably decrease the unsatisfying factors (King 18). The kind of leadership style exercised by schools head teachers determines whether or not they will have good relationships with teachers. Leadership styles can be regarded as the manner in which a person in authority leads. The kind of leadership exercised by school head teachers is reflected on how they communicate with teachers, how they exercise their authority and power, this in turn affects teachers and students. Moreover, the leadership styles articulated by school head teachers influences they way in which they command and motivate teachers to realize the set academic goals. The manner in which school head teachers lead determines if they can effectively motivate teachers and maintain positive relationships with them. The main indicator of effective leadership is the level of motivation that teachers have to diligently have to carry out their duties. In order for teachers to feel motivated to carry out their duties head teachers have to maintain good relationships with teache rs. Thus head teachers should not only give priority to realizing high educational accomplishments but they should also give priority to maintain good interpersonal relationships with teachers. School head teachers should shun from using autocratic forms of leadership rather they should employ leaderships that will promote good relations between them and teachers , they should also exercise leadership styles that will motivate teachers to perform their duties with zealousness (Seashore Taber 346). On the other hand, the reaction of teachers to the leadership of their head teachers depends on the characteristics and values of the teachers. Given the fact tat relationships are two way , teachers also have the obligation of maintaining good relationships with head teachers. According to Seashore and Taber (1975, p 346), the productivity in a work environment is determined by the state of the internal organizational environment characterized by personnel relationship and leadership styles. Teachers are often satisfied with head teachers who are supportive and considerate. A study conducted by Keashly et al (1994, p341) revealed that negative relationship between leaders and employees largely contributes increased absenteeism and reduced productivity (Keashly 341). Basically, the conceptual frame work of this study accentuates that the kind of leadership and motivation strategy employed by school head teachers determines whether or not they have good relationships with teachers. Co nsequently, the relationship between head teachers and teachers influences the performance of students in schools. Based on this theoretical framework, it is apparent that when head teachers maintain positive relationships with teachers schools are bound to be successful (Klug 19). Methodology In this study questionnaires were used as the primary source of collecting data. Questionnaires were preferred due to their suitability for this study, questionnaires enabled the researcher to collect information from a large sample within a short time. The use of questionnaire in this study incurred less costs and time as compared to other methods of data collection. Furthermore, the use of questionnaires in this study ensured confidentiality and as a result respondents were at ease to give honest, candid and objective responses. For this study questionnaires were prepared and distributed to two head teachers and four teachers in two primary schools in Dharan City, Saudi Arabia. The questionnaires largely incorporated closed ended and few open ended questions. The closed ended questions required either the teachers or the head teachers in these schools to reply by marking the relevant multiple choices provided as; always, sometimes, never. On the other hand the open ended questions required the respondents to briefly state their opinion regarding the matter in question. Prior to issuing the questionnaires to the various respondents, the researchers explained to the respondents the purpose and aims of the study. Respondents were encouraged to give honest, candid and objective responses. The questionnaires distributed to the four teachers in the various primary schools had five main sections. The first section consisted of one open ended question and three closed ended questions geared towards evaluating whether the head teachers of the alleged schools helped teachers to develop their careers by providing opportunities that will enable teachers to learn new skills and have new experiences. The second section of the questionnaires distributed to teachers comprised of five closed ended questions and one open ended question geared towards evaluating whether the head teachers of the alleged schools encouraged collaboration amongst themselves and teachers with regards to decision making , educational processes and displinary matters. The third section of the questionnaires comprised of four closed ended questions and one open ended question geared towards evaluating whether the head teachers of the alleged schools build communication processes characterized by trust. The fourth section of the questionnaires comprised of four closed ended questions and one open ended question geared towards evaluating whether the head teachers employed strategies to motivate the teaching staff. The fifth section of the questionnaire comprised of one open ended question assessing the effectiveness of the head teachers leadership. The questionnaires distributed to the two head teachers in the various primary schools had five main sections. The first section assessed whether the head teachers helped teachers to develop in their careers. The second section assessed whether the head teachers encouraged collaboration between them and teachers with regards to educational processes and decision making. The third section assessed whether the head teachers build trustful communication processes that enable teachers to share their ideas and convey their grievances. The fourth section of the questionnaire section assessed whether the head teachers employ strategies geared towards motivating the teaching staff. The final section of the questionnaire sought to find out the challenges that head teachers encounter in their relationships with teachers and how they address these challenges. Notwithstanding the benefits of using questionnaires, the use of questionnaire in this study had certain limitations. For instance the format of the distributed questionnaires made it difficult for the researcher to examine complex opinions and issues. Even in cases whereby open ended questions were used, the respondents were limited such that they could not outline certain issues in a holistic manner. This in turn made it difficult for the researchers collect in-depth details. Results The first section of the questionnaire issued to teachers evaluated whether the head teachers of the alleged schools helped teachers to develop their careers by providing opportunities that will enable teachers to learn new skills and have new experiences. With regards to the question on whether the head teachers helped teachers to take advantage of opportunities to learn new skills all the four teachers issued with the questionnaire, responded that sometimes the head teachers helped then to take advantage of the opportunities to learn new skills. With regards to the question on whether the head teachers help teachers to take advantage of opportunities for new experiences all the four teachers issued with the questionnaire, responded that sometimes the head teachers helped then to take advantage of the opportunities for new experiences. With regards to the question on whether the head teacher looked for ways to help teachers become more successful, two teachers responded by saying al ways whereas the remaining two responded using sometimes. The last question in this section sought to find out the areas that the teachers thought are the most important areas that the head teacher should improve in developing teachers. Most of the teachers responded that attend instructional courses is one of the most important areas that head teachers should address in order to develop teachers. The second section of the questionnaire issued to teachers sought to evaluate whether the head teachers of the alleged schools encouraged collaboration between them and teachers. With regards to the questions on whether the head teachers met teachers every month, listened to the opinions and suggestions of the teachers on educational process and build cooperation with teachers all the four respondents answered that sometimes this happened. With regards to the question on whether the head teachers involved teachers in decision making two out of four teachers responded that sometimes they are involved whereas the remaining respondents answered that they are never involved in decision making. With regards to the question that sought to find out what head teachers should do in order to encourage collaboration, most teachers recommended that head teachers should involve the teaching staff in decision making. The third section of the questionnaire issued to teachers sought to assess whether head teachers build trustful communication process that enable teachers to communicate what is on their mind. Three out of four teachers confirmed that their head teachers never build trustful communication processes. It is only one out of four of the examined teachers who confirmed that their head teachers always build trustful communication processes. All the four examined teachers responded that the head teachers always believed that trust is the foundation for successful collaboration. All the four examined teachers also responded the head teachers in their alleged schools never walk the talk. With regards to the final questing in this section that sought to determine the most important steps that the head teachers should take in order to improve trust. Most teachers recommended that the head teachers should mandate teachers with tasks that will help building trust. The fourth section of the questionnaire issued to teachers sought to assess whether head teachers employ strategies geared towards motivating their teaching staff. The findings of this questionnaire established that all of the examined teachers, felt that sometimes the head teacher employed strategies to motivate them. With regards to the question on the most important areas that the teachers thought that the head teachers should motivate teachers, most teachers responded that the head teacher must estimate innovators works for teachers. The fifth section of the questionnaires issued to teachers sought to establish whether teachers though that the leadership exercised by head teachers was successful. Most teachers said yes because the head teachers in their alleged schools build cooperation and trust between them and teachers. In addition, the head teachers showed the teachers respect. The findings of the questionnaires issued to head teachers indicated that the head teachers sometimes took advantage of opportunities to develop the careers of teachers. The two examined head teachers identified instructional courses as the most important area that required improvement when it comes to developing teachers. The findings of the questionnaires issued to head teachers also indicated that sometimes the head teachers encouraged collaboration amongst themselves and teachers with regards to matters such as decision-making, displinary matters and educational processes. In the questionnaires, the head teachers indicated that the most important areas for improvement with regards to collaboration revolved around decision-making. The finding of these questionnaires also depicted that sometimes the head teachers build trustful communication processes that enable teachers to say what is on their mind. According to the responses of the two head teachers, the most important area that requires improvement when it comes to building trustful communication processes is decision making. The head teachers recommended that teachers should be committed and involved in decision- making. Moreover, the findings of the questionnaires issued to the two head teachers established that sometimes the head teachers employed motivational strategies geared towards motivating the teaching staff. The head teachers recommended that they should create social activity between the teaching staff so as to improve the motivation of teachers at work. One of the key challenges that the head teachers encounter in their relationship with the teachers is the lack of enough teaching staff and as a result, they face challenges when it comes to equally distributing work. Discussion Good relationship between head teachers and teachers is imperative since it determines whether a school system experiences success on its educational goals. Among the key elements that contribute to good relationships between head teachers and teachers include the leadership style that a head teacher uses in the school environment or the motivational strategies that the head teacher employs so as to motivate the teaching staff. According to (Seashore Taber 346), the kind of leadership exercised by school head teachers is reflected on how they communicate with teachers, how they exercise their authority and power, this in turn affects teachers and students. Moreover, the leadership styles articulated by school head teachers influences they way in which they command and motivate teachers to realize the set academic goals. The manner in which school head teachers lead determines if they can effectively motivate teachers and maintain positive relationships with them. The main indicator o f effective leadership is the level of motivation that teachers have to diligently have to carry out their duties. In order for teachers to feel motivated to carry out their duties head teachers have to maintain good relationships with teachers. The findings of the issued questionnaires depict that in the two schools whereby the study was conducted the relationship between the head teachers and teachers is relatively good. This is mainly because based on these findings, it is evident that the head teachers employ leadership styles that to some extent enable teachers to develop in the careers and also take part in the decision making process. Moreover, these finds depict that to some extent the head teachers employ motivational strategies that aim at motivating the teaching staff. For instance, With regards to the question on whether the head teachers helped teachers to take advantage of opportunities to learn new skills all the four teachers issued with the questionnaire, responded that sometimes the head teachers helped then to take advantage of the opportunities to learn new skills. With regards to the questions on whether the head teachers met teachers every month, listened to the opinions and suggestions of the teachers on educational process and build cooperation with teachers all the four respondents answered that sometimes this happened. In addition the finding of this study established that the head teachers in these schools to a certain extent used motivational strategies in order to motivate its staff. This shows that the head teachers in these schools employ certain strategies that promote good relationships between them and teachers. Nevertheless, there is still room for improvement. The case examples of the two primary schools in Dharan City, Saudi Arabia provide a good example of the nature of relationships between head teachers and teachers and how these relationships can be improved. For instance based on the finding of this study , in order for good relationships to be fostered between head teachers and teachers it essential for head teachers to help teachers take advantage of opportunities for new experiences and opportunities to learn new skills. Harris, Day Hadfield (2003, p 67) observe that a healthy work relationship between teachers and head teachers is one that enables and promotes the development of the teachers career. The development of the teachers career may sometimes change the type of relationship between head teachers and the teachers. As teachers gain more experience and skill in their career they become more confident in the articulation of their duties (Harris, Day Hadfield p 67). Moreover, in order for head teachers to establish good relationships with teachers, it is essential for head teachers to create a conducive work environment that will allow teachers to be involved in the decision making process and also a work environment that enable teachers to communicate freely about their opinions and ideas. Additionally, head teachers should employ motivational strategies such as creating social activities for the teaching staff, with the aim of motivating the teaching so that they can enhance their performance. Conclusion The purpose of this study was to establish how good relationships between head teachers and teachers can lead to success and better performance amongst students. Through a review of several relevant literatures, this study established that the form of leadership style that head teachers exercise in their daily running of schools directly determines whether they will have good or bad relationships with teachers. Furthermore, most of the reviewed literatures recommended that head teachers should prioritize on forming good relationships with teachers as this will inevitable contribute success and better performance amongst students. The conceptual framework of this study was based on the assumption that the kind of leadership and motivation strategy employed by school head teachers determines whether or not they have good relationships with teachers. Consequently, the relationship between head teachers and teachers influences the performance of students in schools. In this study, questionnaires were used as the main methods of collecting data. These questionnaires were distributed to two head teachers and four teachers in two primary schools in Dharan City, Saudi Arabia. The findings of these questionnaires depicted that in the two schools whereby the study was conducted the relationship between the head teachers and teachers is relatively good. However, there is still room for improvement for instance in order to establish better relationships with teachers, the head teachers in these schools should a conducive work environment that will enable teachers to be involved in the decision making process, develop in their careers and also a work environment that enable teachers to communicate freely about their opinions and ideas.

Organizational Structure Of The Multinational Companies

Organizational Structure Of The Multinational Companies To create an effective organizational structure is one of the most important tasks for top managers of any company. If everyone in a company is and knows his duties, if there are rules of interaction between departments, companys activities will remind a tuned mechanism which works with maximum results and minimal costs. Organizational structure is a scheme consisting of units and individual officers of the company, located by levels of importance and responsibility, which contains the relationship between them and the chain of command. Depending on the stage of company development (formation, development, stabilization, crisis) require different approaches to build the organizational structure. It is particularly important to control the situation in transition from one stage to another and at the stage of active growth and development of the company. A competently built organizational structure makes it possible to optimize the strength and number of units, to simplify the interaction between units, to distribute evenly the pressure on staff to avoid duplication of functions and their, to eliminate double and triple subordination, to delimit the scope of leaders, define their powers and area of responsibility, increase productivity. Organizational structure is the basis for building an effective system of governance. Large multinational corporations require an organizational structure that can house the usual business functions finance, marketing, RD, production, etc. as well as those functions required for being successful beyond the domestic market. The most appropriate organizational structure will be determined by the overall global strategy of the firm, the relative size of international operations as compared to domestic operations, and the characteristics of the marketplace in which the firm competes. The four basic organizational structures are: International Division, Global Area, Global Product Division and Matrix. By the end of the 20-ies it became clear the need for new approaches to governance, and that happened because of the sharp size increase of enterprises, the diversification of their activities (multidisciplinary), and the complication of processes in a dynamically changing environment. In this connection began to emerge the international divisional structure, especially in large corporations who have to provide some autonomy to its production units, leaving for leadership the strategy development, scientific research, financial and investment policies, etc. In this type of structures is attempted to combine the centralized coordination and the control of decentralized administration activity. One of the leading companies in soft drinks industry, witch is also a multinational company, is The Coca-Cola Company and their organizational structure is an International Division one. International Division Structure represents a more evolved form of organizational system because of the incorporation of specialized division for acting on foreign markets, and that way it is no limit to export. We can observe that they are more concerned about conducting business in other countries. The key management figures in an organization with divisional structure are no longer the heads of functional units, but the managers leading the production department (division). The organization by division, as a rule, is based on one of the criteria: production (product or service) product specialization; by targeting specific groups of consumers consumer specialization of serviced territory a regional specialty. Some main features of this type of structure are: typically set up when firms initially expand abroad, often when engaging in a home replication strategy; foreign subsidiary managers in the international division are not given sufficient voice relative to the heads of domestic divisions; the silo effect: International division activities are not coordinated with the rest of the firm, which focuses on domestic activities; Firms often phase out this structure after their initial overseas expansion. The main advantages of International Division Structure are: it manages a diversified enterprise with a total staff of hundreds of thousands and geographically remote units; it provides greater flexibility and quicker response to changes on the environment of enterprise. expanding the companies borders, separate offices become profit centers actively working on improving the efficiency and quality of production; and closer connection between production and consumers. The disadvantages of divisional structure are: a large number of levels managing by vertically, between workers and the managers of production units 3 or more levels; between workers and company management 5 or more; a large distance between the office staff structure from the headquarters of the company; the key relationships are vertically, and therefore are common problems for hierarchical structures delays, congestion managers, poor cooperation in addressing issues related to the units, etc.; the duplication of functions at different levels and as a result very high cost of maintaining the management structure; and offices tend to remain linear management structure, with all their shortcomings. In conclusion the dignity of divisional structures outweigh their shortcomings only in periods of fairly stable existence, with an unstable environment, they risk repeating the fate of the dinosaurs. With this structure they may embody most of the ideas of the contemporary quality philosophy. Another example of multinational company structure is the European Aeronautic Defense and Space Company. That company supports a global strategy in treating each product division as a stand-alone entity with full worldwide- as opposed to domestic responsibilities for its activities and is called the Global Product Division Structure. It facilities the global planning and strategy for the product, but is much less responsive for the local to local conditions and differences in consumer behavior and tastes. The main advantages of this type of structure are: the single chain of communication for information about product and technology for divisions on each level; related production and marketing resources are entirely devoted to products offered by each division, thus determine excellent production and selling results, for each local market; and the possibility for each division to develop independently of international economic activities. The disadvantages of Global Product Division Structure are: local autonomy are is very limited and the local subsidiaries are treated as cost centers as opposed to profit centers; and communication and coordination difficulties between divisions, that can cause loss of opportunities of cooperation on the foreign market. In conclusion an effective organizational structure shall facilitate working relationships between various entities in the organization and may improve the working efficiency within the organizational units. Organization shall retain a set order and control to enable monitoring the processes. Organization shall support command for coping with a mix of orders and a change of conditions while performing work. Organization shall allow for application of individual skills to enable high flexibility and apply creativity. When a business expands, the chain of command will lengthen and the spans of control will widen. When an organization comes to age, the flexibility will decrease and the creativity will fatigue. Therefore organizational structures shall be altered from time to time to enable recovery. If such alteration is prevented internally, the final escape is to turn down the organization to prepare for a re-launch in an entirely new set up. Incoming search terms for the article: organizational hierarchy of 4 MNCs organisational structures for multinational strategies organizational chart for corporations coca cola organizational structure company structure example coca-cola connection between sales and marketing and production Describe organizational hierarchy of 4 MNCs international division structure vs global area division a small company structure working coca cola careers organisational structure Related post Management Styles for Success Organizational Psychology in Human Resource Management Build an Online Business The Importance Of Archive Storage Tags: communication, company development, departments, domestic market, multinational companies, organization, organizational structure, SHARE THIS POST! This entry was posted by admin on November 14, 2010 at 08:43, and is filled under Organizational. Follow any responses to this post through RSS 2.0. You can leave a response or trackback from your own site. Articles related Organizational Structure of the Multinational Companies on another sites: Organizational Structure of the Multinational Companies PARTNER MESSAGE CorporateCreditConcepts.com is the great company featuring establish corporate credit for business owner. KEYWORDS MNC Organisation Structures, improve organisational performance coca-cola, advertising strategy Coca Cola, the communication system of a multi -national business in order to enhance its efficiency, how a multinational company selects an organizational structure, sample small organisation structure chart, different sales management styles, relevance of organisational structures in mncs, Structure of Export marketing Organisation, what is the most imporant resource within an organisation, Which of the following HR tasks is typically associated with a multinational corporation (MNC), why training is important in international human resources management?, mulit-national company organization structure chart, the division based on hrm process, HR processes organizational structures products strategy brand

Investigation into how to measure the rate of a chemical reaction and :: GCSE Chemistry Coursework Investigation

Investigation into how to measure the rate of a chemical reaction and how to change the rate of a reaction. Investigation into how to measure the rate of a chemical reaction and how to change the rate of a reaction My task is to produce a piece of coursework investigating rates of reaction, and the effect different changes have on them. The rate of reaction is the rate of the loss of a reactant or the rate of formation of a product during a chemical reaction. There are five factors which affect the rate of reaction according to the collision theory of reacting particles: temperature, concentration (of solution), pressure (in gases), surface area (of solid reactants) and catalysts. I have chosen to investigate the effect of temperature and concentration on a reaction. This is because it is the most practical to investigate. I am investigating the chemical reaction of two substances. The substances being; Sodium thiosulphate and Hydrochloric acid. As a word equation this is: NaSO + 2HCl ----------------> 2NaCl + HO + SO + S sodium + hydrochloric -------------> sodium + water + sulphur + sulphur thiosulphate acid chloride dioxide When these two solutions are mixed together, the mixture gradually goes cloudy, because sulphur is made. I am going to carry out the experiment of changing the temperature (whilst everything else remains constant). My starting temperature will be room temperature because it tends to be constant and it is more practical and will not need to be monitored. When the temperature is varied a water bath will be used to heat up the acid and thiosulphate to the necessary temperature. Prediction According to the kinetic theory all matter is made up of tiny, invisible particles that move all the time. When the temperature is increased around or on these particles, the faster they move. Heavier particles move more slowly than light ones at a given temperature. This theory defines the difference between solids, liquids and gases; in a gas the particles move freely and at random in all the space available. In solids, particles only vibrate around fixed positions and in liquids the particles have some freedom and can move around each other. Using the kinetic theory we can explain changes in state of substances as they are heated and cooled. The kinetic theory can most importantly be used to explain the factors affecting rate of reaction, this is called the Collision theory. The collision theory explains that chemical reactions occur when particles of the reactants collide. Molecules obey Newton's Laws of motion. They undergo elastic collisions with other molecules and the walls, but otherwise exert no forces on each other.

The Fourth Act of The Duchess Essay -- The Duchess Plays Literature Es

The Fourth Act of The Duchess "The first necessity of baroque is that the audience should be gripped, excited, moved" [1] - so says Ralph Berry. The fourth act of The Duchess of Malfi certainly succeeds under all these criteria, being the dramatic crux of the play. The events that occur in the first scene are undoubtedly crucial, but it is the characters' vastly varied reactions to them that are vitally important. Rich imagery is deeply interwoven with the fabric of play - indeed, it is an essential part of its function - and the scene's proceedings are completely overshadowed by the telling relationship between Ferdinand, Bosola and the Duchess that is explored throughout act IV, scene i. Often, it is in the most trying times that the true nature of people is allowed to shine through their veiled everyday existence. In this scene, the Duchess is subjected to imprisonment and cruel tortures by her malevolent twin brother who is still unable to come to terms with his sister's independence and intimate relationship with Antonio. Bosola is beginning to experience emotions he had previously repressed or never had the capacity to experience in court life. He is forced to astatically struggle with inner turmoil and design for himself a new system of morality. Because of these simultaneous occurrences, the three major characters' rà ´les are brought out to the front of the stage for punctilious analysis. "The whole of Act IV is a protracted dying as, step by step, 'by degrees', the Duchess is made to face the utmost pain, misery and evil" [2]. As this happens, the very best and most deplorable characteristics are teased out and, as their relationship develops, the tensions between these three persons cause the... ...voked combines with horrors typical of the period and the complex relationship between the Duchess, Ferdinand and Bosola elicits responses that have a far greater effect on the outcome of the play than any other aspect of the drama or events that have occurred. --------------------------------------------------------------------- [1] Ralph Berry, The Art of John Webster (Clarendon Press, 1972) [2] Jan Kott, A personal essay (1986) [3] Professor John Jump, "The White Devil" and "The Duchess of Malfi" [4] John Webster, The White Devil, (Mermaid, 1996) [5] Peter Murray, A Study of John Webster (Mouton, 1969) [6] Professor John Jump, "The White Devil" and "The Duchess of Malfi" [7] Irving Ribner, Jacobean Tragedy: The Quest For Moral Order (Methuen, 1962) [8] U. M. Ellis Fermor, The Jacobean Drama: An Interpretation (Methuen, 1936)

The Desire of Human Trafficking

Compton Saul 2/11/2013 The Desire of Human Trafficking Human trafficking is considered to be the equivalent to modern day slavery. Even judging by the definition, human trafficking has a very negative term. Human trafficking, in many articles, is described as â€Å"the illegal trade of human beings, mainly for the purpose of commercial sexual exploitation or forced labor† (â€Å"Human Trafficking†). Human trafficking is becoming more and more of a problem and it has caught the attention of the UN. The UN is seeing that human trafficking is affecting the economies of countries and is morally wrong.One of the countries that suffers significantly from human trafficking is the Philippines. History The Philippines has become increasingly vulnerable to human trafficking. This is partly due to the country’s economic difficulty. About 11 million Filipinos work overseas to help their family still living in the Philippines. A specific reason that Filipinos go overseas is b ecause there are not many jobs in the Philippines. The economy leaves many Filipinos looking for jobs in different places that many believe will give them money to support their family. As a result of this, many female Filipinos are lured into human trafficking.The females are promised a respectable job to support their families. A typical Filipino led to believe that they are moving abroad to get a good job that will support her family, this trick that led them into slavery Females are not the only individuals who get tricked into human trafficking. Men and children also are involved in human trafficking. According to a human trafficking website, â€Å"women and children are trafficked within the country for forced begging, and for exploitation in the commercial sex industry† (â€Å"Human trafficking†). Filipinos are trafficked from rural areas to urban areas.In the Philippines, traffickers, in partnership with organized crime syndicates and complicit law enforcement officers, regularly operate through fraudulent recruitment agencies to traffic migrants. â€Å"The workers are often treated with violence, abuse, inhumane living conditions, nonpayment of salaries, and withholding of travel and identity documents this to leaving them with no way out† (â€Å"Human trafficking†). Historically, the Philippines have no sustainable jobs to maintain a typical Filipino family. This is why human trafficking is dramatically increasing in the Philippines by the factors they face (â€Å"Human Trafficking†). UnemploymentThe Philippines have limited jobs to support the Filipino population. Most Families get their income from overseas. This is true is because there are very little jobs available in the Filipino economy. As a consequence, many Filipinos are unemployed and fail to live a reasonable life. Unemployment in the Philippines is more widespread in the urban areas than in rural areas. The in depth reason why is because in rural areas many of the jobs involve agriculture jobs. This makes it easy for the populations that live in rural areas to be employed. Compared to rural resident, the urban population lacks the resources to earn jobs.This leaves most of the urban population unemployed with no jobs and income. Other factors like population growth and poverty leaves many families unemployed. The few jobs Filipinos are able to get are not able to support their household, making it hard for them to rely on the job. (â€Å"Trafficking In Persons Report 2012†) The Process of Recruited Victims Human trafficking often begins in the slums of the Philippines. Many of the victims who are recruited are children and women. Traffickers offer good jobs, but most individuals are tricked into to free labor.This is a reason as to why a typical Filipino is willing to go along with human trafficking. They see this as a ticket way to get away from the slums and to a better life. I emphasize on better life because many Filipi no are trying to survive from the poverty they deal with on daily bases. The trafficker strives on the Filipinos hopes and aspirations to hoax the citizen into working for them. Most of the victims are paid up front to show that the traffickers are trustworthy. Female Filipinos are usually promised waitressing jobs, but are manipulated into another form of labor, such as prostitution.Human traffickers also have a tendency to harass the family, making their daughters or children work for them. No Choices Many Filipino women still continue to go back to human trafficking because they believe there no other choices. The Filipino women, knowing the consequences, still continue to endure the horrible treatment in order to support their family. Many of the females believe that since there aren’t many available jobs, they must continue to endure these bad conditions. Many of the women believe that it’s their only option and that it is the right thing to do in order to help th eir family.Since they are limited by jobs, many Filipino women believe this would help their families by having something to provide for them. Filipino women then, as a result, continue to fall prey to human trafficking. Many Filipinos see this as a ticket to a better life where they can escape the economic difficulty. Typical Filipino families have nothing to support their family because they live in poverty. The individuals involved in this human trafficking often bring their daughters or other younger females into the process, solely because they believe that they are doing the right thing in providing for them.Conclusion The Filipino government understands that human trafficking is an immense problem in their country. The Philippine government and others have tried taking steps in preventing human trafficking. Concern for the help of many Filipinos is prominent because of the labor they have to work for. As stated in the Human Trafficking article, â€Å"the majority of children work as labors and unskilled workers, and are often exposed to hazardous working environment in industries such as mining, fishing, pyrotechnic production, domestic service, garbage scavenging, and agriculture, especially sugar cane plantations. This news catches the eyes of the government and Filipino organizations that want to prevent harsh acts towards children. One person that tries to limit and prevent human trafficking is CECILIA FLORES-OEBANDA. Ms. Cecilia Flores-Oebanda is the Founder and Director of the Visayan Forum Foundation (VFI) (â€Å"Human Trafficking†). The foundation tries to better the lives of the Filipino citizens who believe they have no choices, and result to human trafficking.The foundation tries and helps families that live in poverty so that they don’t turn to human trafficking. The foundation understands that it is the people that live in poverty that are tricked or have bondage with human trafficking. To conclude, human trafficking is the m odern day slavery. The factors that contribute to human trafficking are poverty, unemployment and economic stability (â€Å"Human trafficking†). These factors are what lead the Filipino population to believe that human trafficking will give them a better life.

Education in Pakistan Essay

President Asif Ali Zardari signed ‘The Right to Free and Compulsory Education Bill 2012’ into law. The bill, which sought to ensure all children between five to 1 6 years of age are provided free education. He urged provincial governments to promulgate similar legislations in their respective assemblies as well. He said the responsibility for providing free education rests with both federal and provincial governments, referring to article 25-A of the Constitution. The article 25-A of Constitution of Pakistan obligates the state to provide free and compulsory quality education to children of the age group 5 to 16 years. The federal government will now provide free textbooks and uniform s to children and ensure schools have qualified teachers. Free pre-school education, early childhood care and free medical and dental inspection will also be provided to all citizens and no child will be subjected to corporal punishment â€Å"Under the law, private schools will be required to provide free education to disadvantaged students, who will comprise 10% of each class,† Zardari said, adding that school management committees will be established to persuade parents into sending their children to schools. â€Å"We will honor our international commitments and achieve the targets set by the Education for All and Millennium Development Goals initiatives. National Educational Policy 2009 Under the 18th constitutional amendment control and management of the education sector has been devolved to the provinces. They are now responsible for the key areas of the education sector i.e. curriculum and syllabus, centers of excellence, standards of education up to intermediate level (Grade 12) and Islamic education. Planning and policy and standards of education beyond Grade 12 are covered under Federal Legislative List. All the provinces have shown their commitment to the National Education Policy 2009. The National Educational Policy (NEP) 2009 is a milestone which aims to address a number of issues including: * Quality and quantity in schools and college education * Universal primary education * Improved Early Children Education (ECE) * Improved facilities in primary schools * Converting primary schools to elementary schools * Detaching classes XI-XII from college education * Adopting a comprehensive definition of ‘free ‘education * Achieving regional and gender parity especially at elementary level the share of resources for education in both public and private sectors Accordingto the latest Pakistan Social and Living StandardsMeasurement (PSLM) Survey 2010-11, the literacyrate for the population (10 years and above) is 58percent during 2010-11,

Is Lebanon a Fragile State?

Introduction Middle Eastern nation states came into existence not as a result of naturally-evolving and unique historical, social, or political processes reaching a nexus of cohesion, but rather, they emerged as a manifestation of the fragility of colonial power in the region (Zweiri a. o. 2008: 4). The history of statehood in the Middle East and its establishment by colonial powers has ensured that this remains a fragile and unstable region (Zweiri a. o. 2008: 4).After the collapse of the Ottoman empire the state structure of Lebanon, for example, was instituted to ensure the protection and local hegemony of the Christian Maronites, who were backed by the French in the 1930s and 1940s (Zweiri a. o. 2008: 4). The consequences of this structuring can still be felt today (Zweiri a. o. 2008: 4). Furthermore, external actors continue to provide support – either through foreign aid or their policies – to certain select actors within fragile state systems.Such a process of â €Å"choosing sides† only causes further instability and exacerbates state fragility (Zweiri a. o. 2008: 4). In the contemporary turbulent world of globalization and ever-increasing interdependence across individuals, groups, international organizations and nation-states, the existence of weak/fragile/failed states is more and more seen as a significant concern (Iqbal & Starr 2007: 2). The media, states, and international organizations have seen such states as threats to order and stability in the international system (Iqbal & Starr 2007: 2).Failed states are seen as being associated with a range of problems: economic, social, political, and military (Iqbal & Starr 2007: 3). And they are seen as having a wide range of negative consequences for their own people, their neighbors, their regions, and the global community; â€Å"the chief reason why the world should worry about state failure is that it is contagious† (The Economist, cited in Iqbal & Starr 2007: 3). Is Lebano n a fragile state?Since her independence Lebanon has struggled in keeping up the difficult balance: a small country in a conflict zone, Christians versus Muslims, the civil war, the negative influence of big neighbor Syria, the role of the Palestinians and the refugee problem, the tension with Israel, the murder of former prime minister Rafik Hariri on 14 February 2005 which put the political order of the country in great danger, the emergence of Muslim adicalism and extremism and the rise of Hezbollah, the crumbling of the Christian community and the role of the Lebanese diasporas. To answer this question the political order of Lebanon will be examined from a geo-political and internal perspective. The book Lebanon: Liberation, Conflict and Crisis, is taken as starting point for this paper. It is one of the books from the ‘Middle East in Focus series’, edited by Barry Rubin. The Middle East has become simultaneously the world’s most controversial, crisis-ridden, and yet least-understood region.Taking new perspectives on the area that has undergone the most dramatic changes, the Middle East in Focus series seeks to bring the best, most accurate expertise to bear for understanding the area’s countries, issues, and problems. The resulting books are designed to be balanced, accurate, and comprehensive compendiums of both facts and analysis presented clearly for both experts and the general reader. To answer the central question, the concept of a ‘fragile state’ will first be scrutinized. In the following section the demographics of Lebanon will be reflected upon. The third section outlines the Lebanese state and political system.The fourth section takes into consideration the external influences on the country. The final section depicts the effects of these various factors on the fragility of the Lebanese political system. 1. Conceptualization and determinants of a fragile state The Failed States Index 2010 ranks Lebanon on the 34th place. With a score of 90. 9/120 the country is considered to be â€Å"in danger† (Foreign Policy 2011b). What does â€Å"state failure† actually mean? There is no agreement on what constitutes fragility and no state likes to be labeled as fragile by the international community (Iqbal & Starr: 4, see also Stewart and Brown 2010).Below a set of existing definitions or characterizations of the general phenomenon of state failure will be outlined. It is helpful to begin by looking at existing definitions within the aid community. According to the Fund for Peace â€Å"A state that is failing has several attributes. One of the most common is the loss of physical control of its territory or a monopoly on the legitimate use of force. Other attributes of state failure include the erosion of legitimate authority to make collective decisions, an inability to provide reasonable public services, and the inability to nteract with other states as a full member of the inte rnational community. The 12 social, economic, political and military indicators cover a wide range of elements of the risk of state failure, such as extensive corruption and criminal behavior, inability to collect taxes or otherwise draw on citizen support, large-scale involuntary dislocation of the population, sharp economic decline, group-based inequality, institutionalized persecution or discrimination, severe demographic pressures, brain drain, and environmental decay. States can fail at varying rates through explosion, implosion, erosion, or invasion over different time periods. (Foreign Policy 2011a). The UK’s Department for International Development (DfID) definition of fragile states focuses on service entitlements (Stewart and Brown 2005: 1-2). DfID defines fragile states as occurring â€Å"†¦ where the government cannot or will not deliver core functions to the majority of its people, including the poor. The most important functions of the state for poverty re duction are territorial control, safety and security, capacity to manage public resources, delivery of basic services, and the ability to protect and support the ways in which the poorest people sustain themselves. (DfID 2005: 7). Four broad categories of â€Å"indicative features of fragile states† were provided: state authority for safety and security; effective political power; economic management; administrative capacity to deliver services (Iqball & Starr: 4). Each was categorized in terms of â€Å"capacity† to provide them, and the â€Å"willingness† to provide them (Iqball & Starr: 4). In as much, DfID explicitly notes that it does not restrict its definition of fragility to conflict or immediate post-conflict countries (Stewart and Brown 2005: 2).Non-conflict countries which are failing to ensure service entitlements constitute fragile states under DfID’s definition; similarly, countries in conflict but which are nonetheless providing an acceptabl e level of service entitlements to the majority of the population would not constitute fragile states under DfID’s definition (Stewart and Brown 2005: 2). The definition which the Organization for Economic Cooperation and Development (OECD) employs, is similar but goes beyond a government’s failure to provide comprehensive services and includes the protection of the population’s human rights and security: ‘States are fragile when state tructures lack political will and/or capacity to provide the basic functions needed for poverty reduction, development and to safeguard the security and human rights of their populations’ (Stewart & Brown 2010: 9). Finally, for the World Bank ‘fragile states’ refers to â€Å"countries facing particularly severe development challenges: weak institutional capacity, poor governance, and political instability. Often these countries experience ongoing violence as the residue of past severe conflict.Ongoing ar med conflicts affect three out of four fragile states† (World Bank 2011). From this brief review, we can see that there are considerable areas of overlap in the current use of the term ‘fragile states’ within the development community, but also differences of breadth and emphasis. Here, in this paper, fragile states are to be defined as states that are failing, or at risk of failing, with respect to authority, comprehensive basic service provision, or legitimacy.Authority failures are cases where the state lacks the authority to protect its citizens from violence of various kinds; service failures are cases where the state fails to ensure that all citizens have access to basic services; legitimacy failures occur where the state lacks legitimacy (Stewart & Brown 2010: 10). 2. Demographic dilemmas One of the features that distinguish Lebanon in the region is its social composition, a spectrum of different religious minorities. (Fawaz 2009: 25). A large majority of t he 4. million Lebanese belong to one of three main sects—Sunni Muslims, Shi’a Muslims, and Maronite Christians—with Greek Orthodox, Druze, and over a dozen other groups comprising the rest (Farha 2009: 83). Demographic and political representations never fully overlapped in the course of Lebanon’s history (Farha 2009: 83). Recurrent phases of incongruity between demographic and political balances of power have been a major driving force in all cycles of conflict (Farha 2009: 83). â€Å"Lebanon’s modern history has been punctuated by periodic outbreaks of fratricidal violence, followed by political compromises that recalibrated the istribution of power and privilege among the major confessional communities† (Farha 2009:83). Let’s have a closer look at the demographics of Lebanon. In Lebanon we find higher Muslims birthrates (Farha 2009: 87). Fertility favors the Shi’a of Lebanon in particular and the Muslims in general (Raphaeli 2009: 110). However, a projection based on fertility rates, ignores the lower infant and child mortality rates among Christians, which have counterbalanced higher Muslim birthrates to some extent (Farha 2009: 87).Some doubt should always be cast on the accuracy of projected estimates with regard to the precise size of the resident population as the last census took place in 1932. Different actors present different numbers for different political reasons (Farha 2009). Emigration is a big issue; there are more Lebanese living abroad than Lebanese-born living inside the country. A disproportionately high rate of Christian emigration took place from the mid-nineteenth- through the twentieth century, particularly during and after eruptions of civil strife in 1860, 1914–1918, and 1975–1990 (Farha 2009: 86). Over 900,000 Lebanese emigrated between the outbreak of civil war in 1975 and 2001† (Farha 2009: 86). By 2006, the size of the Christian community was reduced to 3 0 percent of the total Lebanese population (Raphaeli 2009: 110). However it is said that these recent immigrants were not only Christians, but also Muslims (Farha 2009: 86). It is debated whether the Christian Lebanese people worldwide outnumber the Muslim Lebanese. Against the notion that descendants of Lebanese Christians comprise the overwhelming majority of the Lebanese in the diaspora, Farha (2009: 86) argues that emigration is equally sought By Muslims and Christians.Moreover, a 2006 study conducted by the Lebanese Emigration Research Center at NDU found that the percentage departure rates within each confession were almost equal (Farha 2009: 86). This is politically relevant as MP Nimtallah Abi Nasr hopes to expand the prospective pool of expatriate Christian voters with his campaign for a (re)naturalization of second and third-generation Lebanese abroad (Farha 2009: 87). Also â€Å"Hezbollah has actively encouraged first-generation Shi’a emigrants to register their c hildren as citizens for much the same reason (Farha 2009: 87)†.Lebanon’s current power sharing covenant is far out of step with demographic realities (Farha 2009: 88). â€Å"Even the most conservative statistical conjectures leave Lebanese Muslims significantly underrepresented in the parliament and the council of ministers, an incongruity that will grow in the years ahead† (Farha 2009: 88). A revision of the 1989 Ta’if agreement, which was the basis for ending the decades-long Lebanese civil war, and in which the Christians gave up their majority whereby granting Muslims a true partnership in the political process, has been discussed though.However, up till now we see that the Ta’if agreement is being preserved not amended. Amending the Ta’if will not serve the interests of the Christians considering the population-increase of non-Christians. In view of the growing disequilibrium between demographic and political representation in Lebanon, a recalibration of the Ta’if power-sharing formula along the lines of a tripartite division of power (muthalatha) among Christians, Sunnis, and Shi’a is all but inevitable in the coming years (Farha 2009: 90).While a tripartite division of power may not correspond precisely with Lebanon’s demographic balance, it is the closest possible approximation in the absence of a census and the only recalibration formula that could conceivably win the support of all three (Farha 2009: 90). â€Å"So long as no one sect compromises a demographic majority few Lebanese would feel themselves egregiously underrepresented by a tripartite division of power† (Farha 2009: 90).However, while proposals to this effect have circulated for over two decades a sweeping revision of the Constitution is highly unlikely in the short term (Farha 2009: 90). â€Å"Indeed, the main leaders of both March 14 and the opposition have explicitly rejected Sunni-Shi’a-Christian tripartism a s an alternative to Muslim-Christian parity—a position that perhaps has less to do with innate preferences than with the political exigencies of appealing to a deeply divided and anxious Christian community† (Farha 2009: 90).Ideally, Lebanon should of course be reconfigured on a non-confessional basis. A political system is needed which is not based on the (numerical) strength of religious communities. â€Å"Although, deconfessionalization may be a better cure for Lebanon’s ailments in principle, in practice those who hold positions of power under the sectarian system are not likely to promulgate its abrogation† (Farha 2009: 90) . 3. The dilemmas of the Lebanese political system and state 3. The state â€Å"In Lebanon there is controversy over the nature of the state, as well as over national identity† (El-Khazer 2004: 6). There is a problem of defining the boundaries of the state and, more important, of the nation (El-Khazen 2004: 6). Lebanon is a multi-communal state which raises the question of legitimacy, and, by extension, the effectiveness of the political system in situations of crisis (El-Khazen 2004: 6). We see loyalties transcending state boundaries.El-Khazen (2004: 8) argues that several, interpretations explaining the weakness of the Lebanese state, and later the causes of its collapse in the mid-1970s such as the growing imbalance between loads and capabilities on the political system, the divisive forces inherent in Lebanon’s political system, increasing socio-economic inequalities along sectarian, class and regional lines or government inefficiency, nepotism and corruption, are of limited explanatory value, as none of these problems where unique to Lebanon. While Lebanon shares broad characteristic with other heterogeneous societies, it has particular features of its own† (El-Khazen 2004: 32).First Lebanon has a large number of communities that are politically active, some of whom have distinctly co mmunal agenda’s; second, in Lebanon there is no numerically dominant group which constitutes 60 or 70 percent of the total population (furthermore, the differences in the size of the three major groups are relatively small, which limits political significance); third is the changing demographic balance in Lebanon; fourth, communal transformations in Lebanon have not reached a significant degree of maturity, moreover, in Lebanon communal development has been in constant flux and disputes have changed partly because of internal politics and partly because of the unstable regional situation which has deeply affected Lebanon; fifth, what sets Lebanon apart from other divided societies is the regional order with which it has had to interact, the Middle East in one of the most unstable regional orders in the post-Second World War international system (El-Khazen 2004: 32).Where Lebanon’s problems ultimately differ according to El-Khazen (2004: 10) is in the nature and scope o f externally-generated problems originating mainly from its regional order – specifically the Arab state system and post-1967 PLO. â€Å"Lebanon’s confessional political system (†¦) functioned relatively well for over three decades. It collapsed when it was subjected to pressure, particularly externally-generated pressure, which the system could not contain while preserving its open character and the plural nature of society† (El-Kahzen 2004:32). El-Khazen (2004: 6) suggests three phases which characterize the breakdown of the state in Lebanon: first the erosion and eventual loss of power; second, the political paralysis and power vacuum; third, the collapse of state institutions and the eruption of violence. 3. 2 The political systemEver since it attained independence from the French in 1943, Lebanon’s political system has been based on the National Charter (al-mithaq al-watani)—an unwritten but enforced pact that recognizes the division of t he country into religious communities (Raphaeli 2009: 110). According to the 1943 National Pact between sectarian leaders, the president would be a Maronite; the prime minister a Sunni; and the parliamentary speaker a Shi’a (Harris 2009: 16). The charter’s distribution of power among the various religious communities reflects the fact that in the 1940s, Christians represented 60 percent of the population and the various Muslim communities occupied the remaining 40 percent (Raphaeli 2009: 110).This was adjusted to an even split in 1989. Unstable multisectarian factions rather than ideological parties have dominated the legislature (Harris 2009: 17). The Lebanese political system has some positives to it. First, Lebanon is one of the very few Middle Eastern countries where the government arises from parliament (Harris 2009: 17). Second, the Lebanese system has been the political framework for a dynamic public pluralism unheard of anywhere else in the Arab world (Harris 2 009: 17). Even the intimidation from 1990 to 2005 by the Damascus-directed security apparatus did not destroy a freewheeling civil society and an assertive media (Harris 2009: 17).Third, the reemergence of â€Å"confessional democracy† in May 2005, with Syria’s enforced military withdrawal and the first free elections since 1972, produced a parliamentary balance close to the probable numerical weight of major political forces (Harris 2009: 17). Still, Lebanon’s political system has many deficiencies. Between 1975 and 2005, it effectively ceased to function, with 15 years of violent breakdown followed by 15 years of manipulative Syrian hegemony—a hegemony approved by the West until about 2000 (Harris 2009: 17). Even when operating, the system has never reconciled representation of communities with representation of individual citizens (Harris 2009: 17). Parliamentary deputies are elected under sectarian labels at the same time as they are constitutionally bound to act for the citizenry regardless of sect (Harris 2009: 17).The allocation of parliamentary seats has become out of line with the numerical weighting of the communities (Harris 2009: 17). Only an internationally supervised census, which no one wants, can resolve the issue (Harris 2009: 17). Every community has its demographic mythology, which they do not want punctured (Harris 2009: 17). The Shi’a community has increased from one-fifth of the population in 1932 to probably around one-third today. Even under the 1989 adjustment, it gets 27 seats out of 128 when it should have at least 40 (Harris 2009: 17). 4. Regionally powered dilemmas â€Å"The external connections of Lebanon’s communal blocs involve antagonists in Middle Eastern disputes† (Harris 2009: 10).The Maronite Catholics have longstanding relations with the west; Lebanon’s Shi’a provided religious scholars who assisted the conversion of Iranians to Twelver Shi’ism in the si xteenth century, Lebanese Sunni affinities is more with Saudi-Arabia (Harris 2009: 10). The extension of Lebanon’s differences reach[es] into the divide between Sunni Arab states and Shi’a Iran and into the standoff between the United States, France, and Saudi Arabia on one hand and Syria and Iran on the other. â€Å"In this sense, Lebanon really is the cockpit of the Middle East† (Harris 2009: 10). As we shall see it is in Syrian, Israeli and Iran’s interest to see a high degree of conflict. 4. 1 Syria Due to its geography and history, Lebanon always has to deal with Syria, whose regime had always considered it as an ‘illegitimate political entity’ that has to be dominated.According to Harris (2009: 1) â€Å"Lebanon is therefore the target of all the ambitions and phobias of the Syrian dictatorship, which cannot function as an Arab power without commanding the Lebanese†. Lebanon’s multicommunal history makes for problems of coh erence in modern Lebanese politics. â€Å"Communal suspicion—today principally on a Sunni-Shi’a fault line—produces paralysis that saps Lebanon’s viability and pluralist foundations. This is fine for a Syrian Ba’thist regime that denies there is anything significant about the Lebanese and their history, despises pluralism, and regards restored command of Lebanon as vital to its own viability as the â€Å"beating heart† of Arabism† (Harris 2009: 20). Syria and its Lebanese allies paralyzed the Lebanese state, declaring the government illegitimate, refusing to allow parliament to meet, and blocking the election of a Lebanese president after Emile Lahoud finally left office in November 2007. Syrian military intelligence manipulated so-called al-Qa’ida elements in a Palestinian refugee camp in northern Lebanon—the Fath al-Islam group—to destabilize Lebanon, debilitate its army, and disrupt Lebanon’s Sunni commu nity† (Harris 2009: 19). â€Å"The problem is that the Syrian ruling clique will not leave Lebanon alone. It is determined on reassertion through its allies, and its victory will be the end of any decent Lebanon. Lebanese pluralism cannot coexist with Bashar al-Asad’s regime† (Harris 2009: 22).The 2005 murder of Rafik Hariri started a period of exceptional domestic political turbulence and regional tensions, it led to institutional paralysis (ICG 2010: i). Initially experts accused Damascus. It is assumed that it is part of a Syrian plot to destabilize the country. Officially no one knows who carried out the attack and who was behind it. What can be said is that the assassination of Hariri opened doors for many political actors to get into the Lebanese and Arab political scene. 4. 2 Israel â€Å"Throughout the relatively short history of their existence as modern states, Israel’s and Lebanon’s mutual border has proven to be largely disadvantageous to both countries† (Spyer 2009: 195).For Lebanon, Israel’s establishment was the primary cause for the eventual arrival of the Palestinian national movement to within its borders in 1970 (Spyer 2009: 195). This, in turn, was a key factor in precipitating the country’s ruinous civil war, the Israel-PLO war on Lebanese soil in 1982, the partial collapse of Lebanese sovereignty after the Syrian entry in 1990, and the partial Israeli occupation of southern Lebanon until 2000 (Spyer 2009: 195). The series of events that would lead to Israel’s involvement in Lebanon began with the Palestinian national movement in Lebanon. (Spyer 2009: 198). â€Å"Beirut became the international center of focus for the Palestinian Liberation Organization (PLO) and the place of residence of its senior leadership† (Spyer 2009: 198).As a result, Lebanon became one of the theatres in which the conflict between Israelis and Palestinians would be played out (Spyer 2009:198). Civ il order broke down in Lebanon in 1975, in a civil war in which the Palestinians played a central role. Contacts between Israel and prominent Lebanese Maronite politicians had been developing since the mid-1970s against the background of the breakdown of civil order in Lebanon and the central role of the PLO in the Muslim/ leftist coalition against which the Maronites were fighting (Spyer 2009: 199). Over time, Bashir Gemayel, most prominent among anti- Syrian Maronite leaders at the time, became the main Maronite contact for the Israelis (Spyer 2009: 199). Throughout, Bashir’s purpose was to encourage Israel to intervene against the Syrian garrison forces in Lebanon† (Spyer 2009: 199). The 1982 Lebanon War was very much the brainchild of Menachem Begin, the Israeli prime minister from 1977 till 1983 and Ariel Sharon the Israeli Minister of Defense during the war (Spyer 2009: 202). An anti-Gemayel, anti-Israel, anti-U. S. , and pro-Syrian alignment was now emerging as t he key political force in the country (Spyer 2009: 203). A number of inflammatory incidents deriving from Israel’s ignorance of the sensibilities of Shi’a Muslims contributed to the deterioration of the situation (Spyer 2009: 203). In 1985 Israeli forces occupied a strip of territory in southern Lebanon.A â€Å"security zone† close to the Israeli border, which was maintained in cooperation with the SLA (Spyer 2009: 204). Israel’s unilateral withdrawal from the security zone took place in 2000, thus ending the 18-year period of Israeli military involvement on Lebanese soil (Spyer 2009: 205). The Second Lebanon War which began on July 12, 2006 was one between Hezbollah and Israel. Resolution 1701, which ended the fighting, changed the situation in southern Lebanon to Israel’s advantage, in that it ended the de facto Hezbollah domination of the southern border area that had pertained since the unilateral Israeli withdrawal in May 2000 (Spyer 2009: 208 ). Israel currently has no dealings with any of the major political actors within Lebanon.However, while large-scale Israeli adventures to make alliance with political forces within Lebanon are part of the past, the weakness of the Lebanese state and central authority remain very much part of the present. One of the results of this weakness, which is itself a product of the country’s divided sectarian makeup, is its vulnerability to outside penetration, and therefore its oft-repeated, luckless fate as the launching ground for attacks by various forces (the PLO, Syria, now Iran and Hizballah) against Israel, its southern neighbor. This fact remains the core reality behind Israel’s relations with Lebanon. It is unlikely that the final word in this story has been written. 4. 3 Iran Lebanon’s Shi’a community resides in the heart of the largely Sunni Arab world and on the frontline with Israel; therefore, Lebanon’s Shi’a are of double interest to their coreligionists in revolutionary Shi’a Iran† (Harris 2009: 10). â€Å"Hezbollah was and remains a militant Khomeinist Islamist movement that adheres to Khomeini’s doctrine of velayet-e-faqih, rule by a cleric in an Islamist state. Its ties to Iran are organic, multifaceted, and complex† (Badran 2009: 47). In order to understand Hezbollah’s origins properly, one must remember that the major force pushing for its establishment was the Islamic regime in Iran, as it worked to unite the Shi’a factions and forces operating in Lebanon (Zisser 2009: 158). Iran wanted everyone to work together under the Hezbollah framework (Zisser 2009: 158).The crisis situation that developed from the early 1970s onward became the breeding ground for a process of religious radicalization (Zisser 2009: 158). In these circumstances, Musa al-Sadr, a religious figure of Iranian origin, appeared and gained a position of great influence and power in the Shi’a community (Zisser 2009: 158). Hezbollah’s dilemma has to do with its identity, which contains a tension built into its very origins and being (Zisser 2009: 156). How is this tension—between the organization’s Lebanese-Shi’a identity on the one hand and its Islamic-revolutionary identity, its commitments to Iran, and its conception of the holy jihad on the other—to be resolved? The balance ow seems to be turning in favor of the Islamic-revolutionary identity, which also means turning in favor of Tehran (Zisser 2009: 156). There is no doubt that the war and its aftermath revealed as never before, and against the desire and interests of Hezbollah, the fact that the organization is the handiwork of Tehran, if not simply its instrument. Hezbollah has also been exposed as an organization dedicated to and active in achieving radical and far-reaching aims (Zisser 2009: 156-157). Its aim in the short term is to gain dominance over Lebanon and in the long te rm to turn that country into a Shi’a-dominated state ruled by Islamic law and closely linked to Iran (Zisser 2009: 157).From the mid- 1980s the organization began (with generous Iranian help) to establish a network of social and welfare services that would draw the support of the Shi’a community and provide it with an alternative to the services provided by the Lebanese state, or, to be more precise, to the benefits and aid the state should have provided for this population and did not (Zisser 2009: 159). With the build-up of this social infrastructure, the movement contributed to undermining the position of the Lebanese government. By the end of the 1980s the Iranian-sponsored Hezbollah grew in popularity as a force combining opposition to Israeli occupation with a wider Shi’a Islamist ideology implacably opposed to Israel’s existence and to the West (Sper 2009: 204).Hezbollah’s advance to the international boundary in southern Lebanon made it eve n more useful to its Iranian and Syrian patrons as a deterrent force in case of threats from Israel or the United States. It seemed to have it within its power to take over Lebanon—or at least those parts of the country inhabited by Shi’a—and to establish an Islamic order there on the Iranian model (Harris 2009: 71). As a result of the Iranian-Syrian agreement after the Ta’if Accord ended the Lebanese war, Hezbollah was the only militia to be excluded from handing over its weapons under the pretext that it was a â€Å"resistance movement† fighting Israeli occupation rather than a militia (Badran 2009: 47). This was a big mistake as it induces fragility.Since the Israeli withdrawal in 2000 and more so after the Syrian withdrawal in 2005, the fate of Hezbollah’s armed status (which has grown massively and developed doctrinally, ironically, after the Israeli withdrawal) is the central issue in Lebanon today (Badran 2009: 47). Hezbollah had pres ented itself as the â€Å"defender of Lebanon† but proved to be its ruination since it brought so much destruction down upon the heads of its people (Zisser 2009: 166). After the 2006 war Hezbollah had difficulty maintaining the ambiguity about its identity (Zisser 2009: 166). In particular, the contrasts and contradictions between the organization’s Lebanese identity and its loyalty to Iran, on the one hand, and its Islamic-revolutionary identity with its commitments to Iran, on the other, were exposed (Zisser 2009: 173).Hezbollah had tried to bridge or obscure these troublesome conflicting elements over the years (Zisser 2009: 173). Yet in the moment of truth it became clear that it was not prepared to renounce its partially hidden agenda—that is, its loyalty to Iran and the ideas of radical Islam and jihad (Zisser 2009: 173). Hezbollah was now perceived more and more as a Shi’a organization serving the interests of Iran, as well as being an organizatio n sinking deeper and deeper into the quicksand of Lebanese politics (Zisser 2009: 166). It dragged Lebanon into a bloody battle with Israel, whose price was paid, first and foremost, by the Shi’a of Lebanon but also by many other Lebanese from other ethnic communities (Zisser 2009: 173).It seems that the organization, inspired and helped by Iran, its ally and patron, is more committed than ever to continue the long and unremitting struggle it began when it was first established in the early 1980s, with the ultimate aim of taking power in Lebanon (Zisser 2009: 174). The possibility that Hezbollah might succeed in its mission has become more realistic, thanks to the demographic processes taking place in Lebanon. Hezbollah is therefore a major destabilizing factor (Zisser 2009: 175). 5. Lebanon: a conflict-affected fragile state When Lebanon gained independence in 1941, the country found itself at a loss without the French hierarchy to maintain internal control and order. A new class of political elites, with little experience, was forced to discover ways to deal with the diversity of Lebanese society. It was with this in mind that the National Pact of 1943 was crafted.The Pact was based on the census of 1932, and sought to address divisions among the Lebanese, but in the end, it would only serve to deepen them. In the years after the Arab-Israeli War, the Palestinian-Israeli conflict landed on Lebanon’s doorstep with the arrival of Palestinian commandos. Many Palestinian refugees, as well as militants, settled in camps in southern Lebanon, the legacy of which continues to influence Lebanese society. The migration of Shi’a to the capital, which was triggered by Israeli raids, heightened the already volatile mix of interests within the Lebanese political sphere. Ignored throughout the mandate years, the introduction of the confessional system saw the Shi’a fight for an equal voice alongside the Sunnis, Druze, and Maronites.As Lebanese s ociety became increasingly divided, individual sectarian groups began to arm themselves militarily through their own militia organizations. Today, these militias still play a key role within the Lebanese security sphere. Ultimately, the Palestinian presence within Lebanon acted as a trigger to the outbreak of civil war among all Lebanese factions. Although Palestinian militants were the original cause of the war, it was sectarian interest and division that sustained the conflict well into the following decade. The ceasefire agreement reached by Syria and the PLO in 1976 sealed Syrian dominance within Lebanon and has had a lasting impact on the country well into the early 2000s.Nonetheless, the agreement did little to improve sectarian division and militia violence on the ground. The decades following the 1982 Israeli War continued to be marred by sectarian conflict and an international tug of war for Lebanon. Tensions along the Lebanese-Israeli border have continued well into the pr esent day, in light of suspicions that Hezbollah is rearming for any future conflict. Ultimately, the greatest consequence of the summer war can be understood in terms of power within Lebanon. Indeed, the summer 2006 war marked the advent of power for Hezbollah, both within Lebanon and throughout the region. Considering it is a non-state actor, and that Lebanese President Fouad Siniora was in power, Hezbollah acted with state authority.This conflict reopened old wounds within Lebanese society, seeing as Hezbollah feels vindicated by the 2006 conflict and now seeks full recognition of its power. Moreover, state fragility is further deepened in a context where conflict has led to the intervention of external actors, each of whom have chosen sides in a dispute whose political and strategic consequences extend well beyond Lebanon. The current dynamics of fragile state security in Lebanon are not being dictated by Lebanese interests, but rather by the broader external policy aims of fore ign parties such as Syria, Israel, and Iran. This situation is particularly problematic for the prospects of long-term and lasting stability within Lebanon.Although sectarian politics have been an influential reality since Lebanon became a fully independent state in 1941, they have taken on a new shape in an environment defined by the post 9/11 context and by three main evolutions, namely the 2005 assassination of former Lebanese President Rafik Hariri, the 2005 withdrawal of Syrian military forces, and Hezbollah’s rise to power in Lebanon. Conclusion The central question throughout this paper has been whether Lebanon is a fragile state or not. The precarious political order of Lebanon has illustrated the distinctiveness of the country. Although colonial rule is not unique to the Lebanon, its colonial past, combined with the evolution of politics, economics, and society in the region, as well as the role played by external actors, molds a very specific set of circumstances vi s-a-vis state security that translates into an expression of fragile state security very specific to the region. The Lebanese State has always been weak.Politicians have generally sought to serve interests of their constituencies instead of the national interest. This factor has its roots in the National Pact that limited the authority of the state to maximize the autonomy of sectarian groups. As a result, Lebanese citizens feel loyalty towards their community instead of towards the country. Lebanon’s political system erodes the authority of the state by fuelling clientelism. Foreign protection of or influence on each community further undermines this authority. Moreover, Lebanon’s political system makes the state vulnerable to any stifled sense of frustration or injustice or dispossession felt by any community. Consequently, patronage networks swiftly re-emerged.In all, Lebanon’s political system is based upon the principle that the State should interfere in so ciety as little as possible. The resulting weakness of state institutions has made Lebanon vulnerable to infringements of its domestic, interdependence and sovereignty. The rise of Hezbollah has made this clear. In section 1, fragile states were defined as states that are failing, or at risk of failing, with respect to authority, comprehensive basic service provision, or legitimacy. In conclusion, in this sense, Lebanon â€Å"passed† on all three domains. Lebanon fails to protect its citizens as there is significant organized political violence; civil war’s.Also there is periodic political or communal violence causing deaths and destruction. Although the authority of the state is being undermined, it does not go as far as to say that the state authority (at present) does not extend to a significant proportion of the country. Hezbollah made sure to illustrate the inadequate delivery of services by the state. Also, in Lebanon the question of legitimacy is raised, inheren t in being a multi-communal state. â€Å"Lebanon, from all observable indicators, embodies the phenomenon of schism in the political and cultural realms (†¦) it is a society without foundation, fragile, divided, disjointed and torn† (Dr.Khalaf, cited in Raphaeli 2009: 109). Bibliography – Badran, T. (2009) ‘Lebanon’s militia wars’, in: Rubin (ed), Lebanon: Liberation, Conflict and Crisis. New York: Palgrave Macmillan, 35-62. – DfID (2005) Why we need to work more effectively in fragile states . Department for International Development. – El-Khazen, F. (2000) The breakdown of the state in Lebanon, 1967-76. London : I. B. Tauris & Co Ltd – Farha, M. (2009) ‘Demographic Dilemma’s’, in: B. Rubin (ed), Lebanon: Liberation, Conflict and Crisis. New York: Palgrave Macmillan, 83-99. – Foreign Policy (2011a) FAQ & Methodology, Foreign policy. Online at: http://www. foreignpolicy. om/articles/2009/06/22/200 9_failed_states_index_faq_methodology(retrieved 28 February 2011). – Foreign Policy (2011b) The Failed States Index 2010, Foreign policy. Online at: http://www. foreignpolicy. com/articles/2010/06/21/2010_failed_states_index_interactive_map_and_rankings (retrieved 28 February 2011). – Harris, W. (2009) ‘Lebanon’s Roller Coaster Ride’, in: B. Rubin (ed), Lebanon: Liberation, Conflict and Crisis. New York: Palgrave Macmillan, 63-82. – ICG (2010) Lebanon’s Politics: The Sunni Community and Hariri’s Future Current, Middle East Report, N °96. – Iqbal, Z. and H. Starr (2007) State Failure: Conceptualization and Determinants. Working paper, University of South