essay on the occupation

Essay on Career for Students and Children

500+ words essay on career.

Career is a very important thing in one’s life. Whatever career path you choose to follow, it will impact your life greatly. Your career will define your status in a society in addition to your lifestyle. In other words, your career will determine your social circle and relationships.

Therefore, it is extremely important to choose the correct career path . From a very young age, we aspire to be something or the other. While someone aims to be a doctor, some wish to become a painter. Our career choices depend on a lot of things. Thus, it is important to consider all factors before choosing a career path.

How to Choose your Career?

You must consider a number of factors before deciding on your career. Each factor plays a significant role in your choice. Firstly, always assess yourself thoroughly. You must understand your area of interest to choose a career. For instance, someone who dances well can surely become a doctor, but his interest will always be in dance. Thus, ensure that you have the caliber to perform well in the field you choose. This will come from your area of interest itself.

After that, you look for the opportunities available as per your area of interest. Now that you are aware of what you like and dislike, you can easily look for occupations matching your passion. Make a list of the occupations you can get into following your interests. Furthermore, shorten the list you have prepared. You must do so as per what suits you best. Consult with your seniors and parents to make informed decisions.

Most importantly, acquire the skills for the career option you are interested in. Ensure you earn the qualifications and degrees for it. Try taking training programs to enhance your skills. This will give you an upper hand in knowing whether you are correct in choosing the specific career plan. Furthermore, create an impressive resume which can help you get the right opportunities.

Get the huge list of more than 500 Essay Topics and Ideas

How to Achieve your Career Goal?

There are steps you need to take before achieving your career goal. As they say, success doesn’t come overnight. You must work along the way to accomplish your goals. There is always hope if you have the will. Firstly, create profiles on different job portals to attract the employer’s attention. When you maintain your profile well, you will be able to get good career opportunities.

Moreover, always maintain your network. Build a solid network and create sources in the field. This way you can update yourself with the latest happenings in the industry. In addition, try to attend the related seminars and workshops that happen related to your career choice. You will meet influential people of the same field who can broaden your thinking.

In short, always remember to stay determined. You can easily achieve your career goal if you set your mind to it. In other words, people usually distract themselves easily. You must not do so and focus on your career path to achieve your goals efficiently.

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Job And Occupation Essay Samples

Type of paper: Essay

Topic: Workplace , Teaching , Teenagers , Students , Job , Learning , Youth , Responsibility

Published: 03/29/2020

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I think that starting a job is never easy. Obviously, being an employee presupposes a bulk of responsibility you have to shoulder. In its turn, responsibility entails a certain amount of skills that can guarantee good quality of your work. Looking back at my first job interview, I can’t get rid of that ‘butterflies-in-the-stomach’ feeling that I was going to fail or it would be a complete flop. Later it appeared out to be very unwise of me to question my own abilities; however, this is what hinders young people to have a go and get their foot in the door. My first job was about teaching and I am still into it. I started it a couple of years ago and I haven’t quitted yet. I have been teaching English for about two years at the local center for foreign students. My foremost responsibility is to create a friendly learning environment for every student and facilitate the learning process in a dynamic way. It seems clear that I have to do much talking (holding center stage in class, negotiating with parents and co-workers, etc.), so improving communication skills is a top priority for me. The duties I have to accomplish, i.e. coordinating, supervising and evaluating students’ work, encouraging learning ambitions and developing critical thinking in the field of studying, require expertise of present-day methodologies as well as innovative approaches seeking to provide students with psychological comfort. I have enjoyed freedom in selecting class activities and applying relevant teaching methods in my work, though sometimes there were senior teachers assessing efficiency of interaction between my students and me. The center where I work organizes monthly workshops for young teachers, which helps them obtain a better understanding of technicalities of the teacher’s job and highlights of modern teaching strategies. A welcoming atmosphere has ensured friendly relationships with all the co-workers and prevented negative attitudes of jealousy and envy, not to mention discrimination. In a nutshell, I was bestowed with the unique chance of unleashing my potential at the outset of my professional development and I sincerely believe this the right path to success.

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The allied occupation of japan: 1945-52.

The Allied Occupation of Japan began when Japanese representatives, aboard the American battleship Missouri, surrendered to the United States and its allies on September 2, 1945. Foreign Minister Shigemitsu Mamoru and Army Chief of Staff General Umezu Yoshijirō signed the surrender instrument by which Japan agreed to the Potsdam Agreement and surrendered its rights of sovereignty to the Supreme Commander for Allied Powers (SCAP), American General Douglas MacArthur, rights Japan did not regain until 1952.

As the occupation began, Japan's economic and social infrastructure lay in ruins. America's bombers and submarines had destroyed 43% of the buildings in 63 of Japan's 66 largest cities, 30% of all housing in the country, and 80% of Japan's ships. In 1945, rice production reached only 59% of the 1937 harvest, and Taiwan and Korea, major sources of imported rice, were no longer part of Japan's empire. Manufacturing had fallen to 53%, textile production to 6%, and processed food production to 32% of the prewar level. To add to the malaise, thirteen million demobilized soldiers, repatriated civilians from the lost empire, and unemployed workers from the disbanded weapons industry had to be housed and fed. In addition, rampant inflation caused by runaway wartime military spending undermined the value of the yen. General MacArthur and his staff and troops, never more than 150,000 after the first months of the occupation, took over a defeated nation in crisis.

Beginning in the fall of 1945, SCAP (a term which refers both to General MacArthur and to his headquarters) undertook three sets of programs: providing food, shelter and public health for millions of people in order to avoid famine and epidemic disease in the winter of 1945-1946, demilitarizing a polity dominated by the army and navy, and democratizing Japan.

Demilitarization

Demilitarization included demobilizing Japan's soldiers and abolishing its army and navy, trying a large number of Japanese soldiers and civilians for specific wartime atrocities as well as a small number for their responsibility in planning and conducting the war, and in "purging" men identified as militarists from holding any kind of public office. To demobilize Japan's military, the allies forcibly brought over six million soldiers and civilians home from the former colonies and territories. One can imagine the burden this placed on allied shipping for a short period, and on the Japanese economy for a longer time. War criminals were divided into three categories for trial: over 4,000 Class C war criminals whom the allies tried for specific acts of brutality. Of these, the allies executed 700, sent 3,000 to prison, and acquitted the rest. Twenty Class B were tried because of atrocities carried out by soldiers under their command. Of these, the courts sentenced only two to death. Twenty-eight Class A war criminals, including the wartime Prime Minister, General Tōjō Hideki, were tried for crimes against humanity and for conspiring to fight aggressive war.

The trials for Class A criminals, which began in May 1946, did not end until November 1948, when seven of the defendants, including Generals Tōjō and Matsui Iwane, the Japanese commander in Nanjing at the time of the atrocities there in 1937-1938, were sentenced to death. Sixteen others received life sentences (all commuted within two or three years after the occupation's end) and two shorter sentences. The allies purged some 200,000 former "rightists" from public office-a ban that prohibited the purgees from serving as schoolteachers, village assemblymen, policemen, national railroad workers or in any other publicly funded position. Since the occupation authorities had no way of identifying which Japanese actually had been ultra-nationalists, they chose those to be purged by category. SCAP thus banned from public office all active military officers, all current mayors, even of the smallest villages (but not their predecessors), all school principals (but not assistant principals or ethics teachers), and all chiefs of village and town branches of the Imperial Military Reservist Association.

“The Day of the Big Gun Shoot”: The Union Occupation of Beaufort and the Rise of the 1st South Carolina Volunteers

• Cory Callahan

This essay details the events surrounding the Union Army’s occupation of Beaufort, South Carolina, during the American Civil War, and the opportunities that arose for the area’s Black population. Although the Reconstruction era did not formally begin until after the war ended, reconstruction efforts began well before Robert E. Lee capitulated. The Battle of Port Royal on November 7, 1861, off the coast of the South Carolina’s Sea Islands and subsequent Union occupation resulted in an exodus of the region’s white population, leaving over 10,000 enslaved people seemingly free. Almost immediately after the Union victory, a myriad of northerners saw an opportunity not only to employ the area’s enslaved people, but to test their self-sustaining abilities. Much is written about this “Port Royal Experiment”; however, little literature exists on one of the greatest achievements during the experiment: the creation of the 1st South Carolina Volunteers. Historians usually treat the Union Army’s first formal Black regiment as a side note to the Port Royal Experiment. To the contrary, the creation and military service of the 1st South Carolina Volunteers was a watershed moment in the transition of South Carolina enslaved people to freedmen to soldiers. 

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Defining Lives: Occupation as Identity: An Essay on Competence, Coherence, and the Creation of Meaning

1999, American Journal of Occupational Therapy

This article presents a view of occupation as the principal means through which people develop and express their personal identities. Based on a review of theory and research, it proposes that identity is instrumental to social life because it provides a context for deriving meaning from daily experiences and interpreting lives over time. The article proposes that identity also provides a framework for goal-setting and motivation. It is asserted that competence in the performance of tasks and occupations contributes to identity-shaping and that the realization of an acceptable identity contributes to coherence and well-being. Within this framework, it is postulated that performance limitations and disfigurement that sometimes result from illness or injury have identity implications that should be recognized by occupational therapy practitioners. By virtue of their expertise in daily living skills, occupational therapy practitioners are well positioned to help address the identity ch...

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This article addresses a difficulty that many occupational therapists experience: maintaining occupation as the core of their therapeutic intervention. This difficulty not only results from but also contributes to occupational therapy’s struggle with professional identity. Current manifestations of the problem are described as component-driven practice and the narrowing of occupation to basic activities of daily living. The concepts of occupation as ends and occupation as means are proposed as a practical solution to guide treatment planning and merge remediation and adaptation within a single occupational session. Each concept is investigated in terms of its history within the profession and its usefulness for analyzing and solving therapeutic problems. These concepts are discussed as useful guidelines to help occupational therapists not only in their clinical decision making but also in their understanding and expression of the field’s unique expertise. A case example, applying oc...

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Defining Lives: Occupation as Identity: An Essay on Competence, Coherence, and the Creation of Meaning

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Charles H. Christiansen; Defining Lives: Occupation as Identity: An Essay on Competence, Coherence, and the Creation of Meaning. Am J Occup Ther November/December 1999, Vol. 53(6), 547–558. doi: https://doi.org/10.5014/ajot.53.6.547

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This article presents a view of occupation as the principal means through which people develop and express their personal identities. Based on a review of theory and research, it proposes that identity is instrumental to social life because it provides a context for deriving meaning from daily experiences and interpreting lives over time. The article proposes that identity also provides a framework for goal-setting and motivation. It is asserted that competence in the performance of tasks and occupations contributes to identity-shaping and that the realization of an acceptable identity contributes to coherence and well-being.

Within this framework, it is postulated that performance limitations and disfigurement that sometimes result from illness or injury have identity implications that should be recognized by occupational therapy practitioners. By virtue of their expertise in daily living skills, occupational therapy practitioners are well positioned to help address the identity challenges of those whom they serve. In so doing, they make an important contribution to meaning and well-being.

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Comprehensive Occupational Assessment With Model of Human Occupation (MOHO))

Introduction.

This essay comprehensively focuses on exploring the concept of occupational therapy by identifying the nature of occupation, applying occupation therapy using the Model of Human Occupation (MOHO), and advocating, fighting, and promoting occupational justice. All these elements will be presented in the essay in an organized manner. The essay introduces the meaning of occupation, as academic scholars explain. Moreover, the role of occupation in occupation therapy is also outlined not only as the work but also as a large structure and impact of productivity, self-care and leisure. It explains the complex nature of occupational therapy, presenting the practical application and use of the MOHO model on a personal level and deep analysis of the occupational model.

The essay’s primary objective is to outline the interconnection between justice, health and occupation; the whole structure is set to ensure all the required objectives have been achieved. The concept promises a deep exploration and analysis of the chosen model, MOHO, on a personal level to ensure that the desired goal has been met and the occupation has been presented meaningfully. In occupational justice, the essay will define the concept of justice, identify any issues of injustice, and propose action steps that can be taken for advocacy. Moreover, the whole essay will use the ideas and concepts of different academic scholars to achieve factuality and credibility.

With the availability of occupation therapy, occupation goes beyond work and job notions. It involves many meaningful and purposeful activities and operations that a person engages in throughout life, influencing their identity and well-being. According to Taylor et al. (2023), occupation is a human life domain that includes all activities that individuals do to ensure they are occupied, including taking care of themselves and others, enjoying life and serving and positively contributing to their communities’ economic and social nature.

Felten et al. (2021, p.2195-2217) expand the concept by stating that occupation is a method where individuals express their nature and identity, consume their time and shape their whole lives. They claim that occupation can be broken down into leisure, productivity, and self-care, each having a unique role in an individual’s quality of life and health. In this context, occupation is not merely a profession or job but interrelated and dynamic systems that contribute to the sense of an individual’s fulfilment and purpose. It deeply connects with a person’s mental and physical health (). Understanding occupation in this broad view gives rise to occupation therapy that allows the practitioners to promote the interdependence of clients by addressing not only the physical problems but also cultural, social and environmental factors that impact the individual ability to engage in various daily activities.

Model of Human Occupation (MOHO)

Model of Human Occupation offers an understanding of the occupation framework and the connection between meaningful occupation, environmental elements and personal factors. Using MOHO in relationship to my close friend M will help explore and identify the factors influencing their engagement and participation in an occupation.

Model of Human Occupation (MOHO) was developed and published in 1980 by Gary Kielhofner (Kielhofner 2008, p.1-7). Despite Gary being the primary champion for the model, it involved a collaborative approach with other scholars who devised it together and effortlessly. Thus, MOHO presents the practice, research and ideas of many individuals in the world, thus emerging as one of the globally applied occupational therapy theories. The model explains how different occupations are patterned, motivated and done daily and in the available environment (Kielhofner 2008, p.1-7). According to MOHO, human beings are made up of three key related elements. The first component is volition, which explains the motivation towards specific occupations. Secondly is habituation, which explains how occupation is routinely organized and planned (Taylor et al., 2023). Lastly is performance capacity, which outlines different mental and physical abilities that determine the occupational performance of skilled individuals. Moreover, MOHO insists that to understand various human occupations and the problems faced, knowing about social and physical environments is helpful.

Applying MOHO to my close friend, M, a gardener, and gardening being the meaning of an occupation, will help present and outline different concepts. Focusing on Volition, M manifests a solid motivation towards gardening guided by a genuine passion for plant nurturing and creating an outstanding environment. Her strong desire and motivations go hand in hand with MOHO’s idea of personal motivation to make an occupation successful. M also shows habituation because she has prepared a plan that helps her routinely attend the garden daily. It reflects the MOHO idea of habituation, where there is a requirement to organise the roles and activities that will be carried out in the garden to promote consistency in the activities. Considering and assessing M’s mental and physical abilities, she is skilled with knowledge of horticulture and general skills in weeding and digging. All these have contributed to her success as a gardener and her daily engagement in garden activities. In addition, M activities have shown a deep love and appreciation of the environment and nature by participating in gardening. The environment is a broader perspective under consideration by MOHO.

Furthermore, the Model of Human Occupation analyses different factors influencing M’se M’s ability to participate in gardening. MOHO focuses on the impact that the physical environment has on the occupation. For M, the availability of essential gardening tools and space influences her motivation and engagement in gardening. M participate in community services by sharing her ideas and experience on gardening with other members, showing the effect of social environment on her occupation. The community members also respect her work and encourage her to continue gardening. M gardening activities align with MOHO considerations about cultural factors. Her ability to comfortably participate in gardening has a deep root in their cultural values and norms to protect and appreciate nature. M values encourage her to be an environmental steward and ensure the environment has been covered, as outlined in my MOHO on the concept of volition.

Occupational Analysis

M taking part in gardening shows a clear picture of the application of the model of Human Occupation (MOHO) by presenting model components that shape the occupation. The relationship between all habituation, environmental factors, performance capacity and volition shows an outstanding nature of M’s occupation as a gardener.

M’s desire and motivation in her heart manifest volition, which fuels her passion for loving and nurturing the plants in the environment. Her tireless effort and intrinsic motivation align with MOHO’s idea about volition, which requires personal interest and values to help steer participation in a particular occupation. M, gardening activity is not only an activity but a sign of deep interest and values that have contributed to the fulfilment of gardening.

Habituation has helped to ensure gardening is part of M’s daily activities. She has developed a habitual routine where she does specific activities when she goes to the garden. The plan includes planning, weeding, pruning, planting and watering. It ensures that all the set objectives have been met at the end of the day. The routine routine plan resonates with the habituation idea from MOHO, where actions are frequently organized; they are a habit providing order in all gardening activities. Gardening is now part of M’s daily experience from habitual engagements.

My skill set has shown the power of healthy mental and physical status in performing daily activities. Her vast knowledge of horticulture and her physical fitness have been helpful in ensuring that she has performed activities such as digging, planting, weeding, and taking care of the garden at large without experiencing any hardship. These are outlined by MOHO, which states that there is a need for stable mental and physical health to promote skills and ease an occupation. Moreover, her cognitive abilities have helped in organizing and planning skills to care for the flourishing garden. All these show how the personal capacity for mental and physical health helps in occupation development.

Finally, MOHO’s idea of the environment is beyond only the physical setting. M services in the garden have reflected the environmental features and the role of cultural norms and personal values. With the community having a desire and belief that requires the environment to be protected and maintained, M has adhered to them. In addition, M’s experience in gardening has also been influenced by broad environmental factors such as economic, political and cultural dimensions. MOHO frameworks influence the M occupation as a gardener.

Occupational Justice Advocacy

Occupational justice is part of social justice concerning the intrinsic needs of individuals to act and explore their environment in a method that promotes their health levels and individual safety and care, social participation, pleasure, and subsistence. It is a crucial concept of occupational therapy that goes beyond a person’s ability to participate in a meaningful occupation (Bailliard et al. 2020, p. 144-152). It emphasizes equality regarding resource distribution and opportunity creation, recognizing the effect of political, socio-economic and cultural factors on an individual’s ability to participate in meaningful occupation.

Occupational injustices occur when an individual is excluded or denied a chance to pursue a certain desired meaningful occupation or is forced to take part in an undesirable occupation that risks life or is non-beneficial to life (Hammell 2020, p.378-400). Occupation injustice includes occupational imbalance, occupational deprivation, occupational marginalization and occupational alienation (Lavalley & Johnson 2022, p.487). One of the dominant occupational injustices is the inaccessibility to resources and therapeutic interventions by marginalized individuals. Disparities in rehabilitation and healthcare services create a difference, preventing some individuals from participating in an occupation that is helpful to life.

Occupational therapists play an essential role by advocating and promoting occupational justice and good health. Use the following steps. First, a thorough need evaluation in a specific identified community should be done by looking for any occupational injustices (Felten et al. 2021, p. 2195-2217). The community members from the pollution group should be used to acquire primary data and insight into their needs and experience. The next step for advocacy is raising awareness through seminars, workshops, and community meetings on the usefulness of occupational justice and informing on the available disparities that should be worked on. It is also important to collaborate with different organizations in the community, both private and public, or advocacy groups that promote social justice and good health. The next step is initiating communication-based occupation therapy programs focusing on specific occupational injustices. It can involve telehealth, mobile clinics or financial support (Drolet et al., 2020, p.417). In developing occupation therapy for the community, ensuring that it is culturally competent and sensitive to different community values is helpful. The final step in advocating involves data collection and research, where the data on occupational injustices are gathered in the population and then used to set new plans on how the disparities will be addressed and perform regular evaluations to confirm whether the objective has been met or not.

The occupation remains a large field that focuses on jobs and professions and how individuals present their identity. Applying the Model of Human Occupation, there is a clear picture of how occupation is planned and motivated and how it is performed on a daily basis. The model by Gary Kielhofner presents three essential components of the occupation. They are volition, the primary motivation for any occupation, and habits when an individual organises anises or creates a pattern routine for the daily activities as per the occupation. Finally, performance capacity outlines the mental and physical abilities that help skilled individuals manage their occupations. In addition, the model emphasises that to identify and solve occupation problems, it is essential to understand social and physical environments. With the use of my friend, M, the MOHO has been deeply analysed. Focusing on advocating for occupational justice, occupation justice is participating in occupation activities equally, which helps improve life. However, various occupational injustices such as occupational imbalance, occupational deprivation, occupational marginalization and occupational alienation have been identified. A step-by-step procedure starting with assessing the needs of the population and finally evaluating the set plans is also well elaborated, with the available occupational advocacy, the level of occupation injustices, and the promotion of equality.

Bailliard, A.L., Dallman, A.R., Carroll, A., Lee, B.D. and Szendrey, S., 2020. Doing occupational justice: A central dimension of everyday occupational therapy practice.  Canadian Journal of Occupational Therapy ,  87 (2), pp.144-152.

Drolet, M.J., Désormeaux-Moreau, M., Soubeyran, M. and Thiébaut, S., 2020. Intergenerational occupational justice: Ethically reflecting on climate crisis.  Journal of Occupational Science ,  27 (3), pp.417-431.

Felten, E., Raj, M. and Seamans, R., 2021. Occupational, industry, and geographic exposure to artificial intelligence: A novel dataset and its potential uses.  Strategic Management Journal ,  42 (12), pp.2195-2217.

Hammell, K.W., 2020. Action on the social determinants of health: Advancing occupational equity and occupational rights.  Cadernos Brasileiros de Terapia Ocupacional ,  28 , pp.378-400.

Kielhofner, G., 2008. Introduction to the model of human occupation.  Model of Human Occupation, Theory and Application , pp.1-9.

Lavalley, R. and Johnson, K.R., 2022. Occupation, injustice, and anti-Black racism in the United States of America.  Journal of Occupational Science ,  29 (4), pp.487-499.

Reitz, S.M., Scaffa, M.E. and Dorsey, J., 2020. Occupational Therapy in the Promotion of Health and Well-Being.  American Journal of Occupational Therapy ,  74 (3).

Taylor, R., Bowyer, P. and Fisher, G., 2023.  Kielhofner’s model of human occupation . Lippincott Williams & Wilkins.

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Occupational Health and Safety Essay

Frequently, in healthcare realm, occupation health and safety is one of the workplace issues that have continuously received substantial attention in modern organizations. Unsecured organizations present enormous challenges including causing tension among workers that subsequently affect employee performance. However, none of the industries in the modern business world can prove resistant to hazards, given the unrelenting organizational challenges eminent nowadays. Therefore, this essay explores the aspect of occupational health and safety through the analysis the article: Workplace Violence: A Scourge across Diverse Industries by Laura Scott.

As the summary, the article principally discusses the concept of workplace violence as the major issue regarding occupational health and safety in health centers. Scott (2012) argues that despite all industries constantly reporting incidences of violence, workplace aggression is rigorous in social service institutions and healthcare settings. The document provides a comprehensive coverage of workplace violence that stretches from a continuum of organizations.

Following the convictions of Warren and Sem, Scott (2012) establishes underlying issues that account for increased risk to healthcare premises. It provides possible security management interventions that can protect health professionals from potential hazards and the impact of violence spillover.

Based on the article, the main issue covered by the author is workplace violence and necessary issues in security management with respect to healthcare settings. Scott (2012) postulates that violence is a universal industrial issue that affects performance of workers in organizations and subsequently influences the quality of services provided. Within the healthcare realm, the nature of the workplace greatly influences the extent of aggression, with emergency departments and waiting rooms being very vulnerable to workplace hazards. Scott (2012) identifies the perpetrators of workplace violence as hospital workers themselves, customers, and spillovers of family violence to workplaces and public areas. Predominantly, the article comprehensively discusses violence and security management from diverse industries with respect of common law.

In curbing workplace violence, the article provides several interventions that organizations may include in enhancing security for the at-risk workplaces. International Association for Healthcare Security and Safety (IAHSS) provides a number of security management techniques and prevention programs that organizations can integrate to curb workplace violence in healthcare. The security management and occupation health and safety officers recommend risk assessment of the possibility of violence and provide possible measures and programs that may significantly assist in the prevention of their occurrence of workplace.

Nonetheless, these officials fail to provide interventions that match with specific violence within the healthcare. For instance, controlling violence from alcohol abusers and trauma patients is intricate and requires special attention.

Violence does not only affect workplaces, but incidences of aggression within the communities or societies have potential effects on social and economic order. Peaceful living is when humans enjoy maximum human security, as human safety significantly affects social interactions and economical stability of societies. Simple cases of violence normally trigger psychological problems including trauma to victims and aggression within families significantly influences the family association. Violence prompts confrontation and hostilities and simple communal feuds may result to uncontrollable assaults, the reason why cases of insurgence, intimidation are becoming international concerns.

In conclusion, workplace violence is among important organizational issue that is receiving substantial consideration in modern organizations, and in the healthcare setting, the issue appears in diverse discussions. Hostile workplaces intimidate healthcare providers, and make them lose focus; hence, putting the lives of patients in jeopardy. Waiting rooms and emergency departments are the places most vulnerable of violence where drug abusers, trauma patients and depressed family members may provoke violence. Therefore, there is the need for management and the occupation health and safety officer to integrate interventions that curb violence in healthcare settings.

Scott, L. (2012). Workplace Violence: A Scourge across Diverse Industries. Web.

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What’s the Israel-Palestine conflict about? A simple guide

It’s killed tens of thousands of people and displaced millions. And its future lies in its past. We break it down.

The Israeli-Palestinian conflict has claimed tens of thousands of lives and displaced many millions of people and has its roots in a colonial act carried out more than a century ago.

With Israel declaring war on the Gaza Strip after an unprecedented attack by the armed Palestinian group Hamas on Saturday, the world’s eyes are again sharply focused on what might come next.

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Hamas fighters have killed more than 800 Israelis in assaults on multiple towns in southern Israel. In response, Israel has launched a bombing campaign in the Gaza Strip, killing more than 500 Palestinians. It has mobilised troops along the Gaza border, apparently in preparation for a ground attack. And on Monday, it announced a “total blockade” of the Gaza Strip, stopping the supply of food, fuel and other essential commodities to the already besieged enclave in an act that under international law amounts to a war crime.

But what unfolds in the coming days and weeks has its seed in history.

For decades, Western media outlets, academics, military experts and world leaders have described the Israeli-Palestinian conflict as intractable, complicated and deadlocked.

Here’s a simple guide to break down one of the world’s longest-running conflicts:

What was the Balfour Declaration?

• More than 100 years ago, on November 2, 1917, Britain’s then-foreign secretary, Arthur Balfour, wrote a letter addressed to Lionel Walter Rothschild, a figurehead of the British Jewish community.
• The letter was short – just 67 words – but its contents had a seismic effect on Palestine that is still felt to this day.
• It committed the British government to “the establishment in Palestine of a national home for the Jewish people” and to facilitating “the achievement of this object”. The letter is known as the Balfour Declaration .
• In essence, a European power promised the Zionist movement a country where Palestinian Arab natives made up more than 90 percent of the population.
• A British Mandate was created in 1923 and lasted until 1948. During that period, the British facilitated mass Jewish immigration – many of the new residents were fleeing Nazism in Europe – and they also faced protests and strikes. Palestinians were alarmed by their country’s changing demographics and British confiscation of their lands to be handed over to Jewish settlers.

What happened during the 1930s?

• Escalating tensions eventually led to the Arab Revolt, which lasted from 1936 to 1939.
• In April 1936, the newly formed Arab National Committee called on Palestinians to launch a general strike, withhold tax payments and boycott Jewish products to protest British colonialism and growing Jewish immigration.
• The six-month strike was brutally repressed by the British, who launched a mass arrest campaign and carried out punitive home demolitions , a practice that Israel continues to implement against Palestinians today.
• The second phase of the revolt began in late 1937 and was led by the Palestinian peasant   resistance movement, which targeted British forces and colonialism.
• By the second half of 1939, Britain had massed 30,000 troops in Palestine. Villages were bombed by air, curfews imposed, homes demolished, and administrative detentions and summary killings were widespread.
• In tandem, the British collaborated with the Jewish settler community and formed armed groups and a British-led “counterinsurgency force” of Jewish fighters named the Special Night Squads.
• Within the Yishuv, the pre-state settler community, arms were secretly imported and weapons factories established to expand the Haganah, the Jewish paramilitary that later became the core of the Israeli army.
• In those three years of revolt, 5,000 Palestinians were killed, 15,000 to 20,000 were wounded and 5,600 were imprisoned.

What was the UN partition plan?

• By 1947, the Jewish population had ballooned to 33 percent of Palestine, but they owned only 6 percent of the land.
• The United Nations adopted Resolution 181, which called for the partition of Palestine into Arab and Jewish states.
• The Palestinians rejected the plan because it allotted about 55 percent of Palestine to the Jewish state, including most of the fertile coastal region.
• At the time, the Palestinians owned 94 percent of historic Palestine and comprised 67 percent of its population.

The 1948 Nakba, or the ethnic cleansing of Palestine

• Even before the British Mandate expired on May 14, 1948, Zionist paramilitaries were already embarking on a military operation to destroy Palestinian towns and villages to expand the borders of the Zionist state that was to be born.
• In April 1948, more than 100 Palestinian men, women and children were killed in the village of Deir Yassin on the outskirts of Jerusalem.
• That set the tone for the rest of the operation, and from 1947 to 1949, more than 500 Palestinian villages, towns and cities were destroyed in what Palestinians refer to as the Nakba , or “catastrophe” in Arabic.
• An estimated 15,000 Palestinians were killed, including in dozens of massacres.
• The Zionist movement captured 78 percent of historic Palestine. The remaining 22 percent was divided into what are now the occupied West Bank and the besieged Gaza Strip.
• An estimated 750,000 Palestinians were forced out of their homes.
• Today their descendants live as six million refugees in 58 squalid camps throughout Palestine and in the neighbouring countries of Lebanon, Syria, Jordan and Egypt.
• On May 15, 1948, Israel announced its establishment.
• The following day, the first Arab-Israeli war began and fighting ended in January 1949 after an armistice between Israel and Egypt, Lebanon, Jordan and Syria.
• In December 1948, the UN General Assembly passed Resolution 194, which calls for the right of return for Palestinian refugees.

The years after the Nakba

• At least 150,000 Palestinians remained in the newly created state of Israel and lived under a tightly controlled military occupation for almost 20 years before they were eventually granted Israeli citizenship.
• Egypt took over the Gaza Strip, and in 1950, Jordan began its administrative rule over the West Bank.
• In 1964, the Palestinian Liberation Organisation (PLO) was formed, and a year later, the Fatah political party was established.

The Naksa, or the Six-Day War and the settlements

• On June 5, 1967, Israel occupied the rest of historic Palestine, including the Gaza Strip, the West Bank, East Jerusalem, the Syrian Golan Heights and the Egyptian Sinai Peninsula during the Six-Day War against a coalition of Arab armies.
• For some Palestinians, this led to a second forced displacement, or Naksa, which means “setback” in Arabic.
• In December 1967, the Marxist-Leninist Popular Front for the Liberation of Palestine was formed. Over the next decade, a series of attacks and plane hijackings by leftist groups drew the world’s attention to the plight of the Palestinians.
• Settlement construction began in the occupied West Bank and Gaza Strip. A two-tier system was created with Jewish settlers afforded all the rights and privileges of being Israeli citizens whereas Palestinians had to live under a military occupation that discriminated against them and barred any form of political or civic expression.

The first Intifada 1987-1993

• The first Palestinian Intifada erupted in the Gaza Strip in December 1987 after four Palestinians were killed when an Israeli truck collided with two vans carrying Palestinian workers.
• Protests spread rapidly to the West Bank with young Palestinians throwing stones at Israeli army tanks and soldiers.
• It also led to the establishment of the Hamas movement, an off-shoot of the Muslim Brotherhood that engaged in armed resistance against the Israeli occupation.
• The Israeli army’s heavy-handed response was encapsulated by the “Break their Bones” policy advocated by then-Defence Minister Yitzhak Rabin. It included summary killings, closures of universities, deportations of activists and destruction of homes.
• The Intifada was primarily carried out by young people and was directed by the Unified National Leadership of the Uprising, a coalition of Palestinian political factions committed to ending the Israeli occupation and establishing Palestinian independence.
• In 1988, the Arab League recognised the PLO as the sole representative of the Palestinian people.
• The Intifada was characterised by popular mobilisations, mass protests, civil disobedience, well-organised strikes and communal cooperatives.
• According to the Israeli human rights organisation B’Tselem, 1,070 Palestinians were killed by Israeli forces during the Intifada, including 237 children. More than 175,000 Palestinians were arrested.
• The Intifada also prompted the international community to search for a solution to the conflict.

The Oslo years and the Palestinian Authority

• The Intifada ended with the signing of the Oslo Accords in 1993 and the formation of the Palestinian Authority (PA), an interim government that was granted limited self-rule in pockets of the occupied West Bank and Gaza Strip.
• The PLO recognised Israel on the basis of a two-state solution and effectively signed agreements that gave Israel control of 60 percent of the West Bank, and much of the territory’s land and water resources.
• The PA was supposed to make way for the first elected Palestinian government running an independent state in the West Bank and Gaza Strip with its capital in East Jerusalem, but that has never happened.
• Critics of the PA view it as a corrupt subcontractor to the Israeli occupation that collaborates closely with the Israeli military in clamping down on dissent and political activism against Israel.
• In 1995, Israel built an electronic fence and concrete wall around the Gaza Strip, snapping interactions between the split Palestinian territories.

The second Intifada

• The second Intifada began on September 28, 2000, when Likud opposition leader Ariel Sharon made a provocative visit to the Al-Aqsa Mosque compound with thousands of security forces deployed in and around the Old City of Jerusalem.
• Clashes between Palestinian protesters and Israeli forces killed five Palestinians and injured 200 over two days.
• The incident sparked a widespread armed uprising. During the Intifada, Israel caused unprecedented damage to the Palestinian economy and infrastructure.
• Israel reoccupied areas governed by the Palestinian Authority and began construction of a separation wall that along with rampant settlement construction, destroyed Palestinian livelihoods and communities.
• Settlements are illegal under international law, but over the years, hundreds of thousands of Jewish settlers have moved to colonies built on stolen Palestinian land. The space for Palestinians is shrinking as settler-only roads and infrastructure slice up the occupied West Bank, forcing Palestinian cities and towns into bantustans, the isolated enclaves for Black South Africans that the country’s former apartheid regime created.
• At the time the Oslo Accords were signed, just over 110,000 Jewish settlers lived in the West Bank, including East Jerusalem. Today, the figure is more than 700,000 living on more than 100,000 hectares (390sq miles) of land expropriated from the Palestinians.

The Palestinian division and the Gaza blockade

• PLO leader Yasser Arafat died in 2004, and a year later, the second Intifada ended, Israeli settlements in the Gaza Strip were dismantled, and Israeli soldiers and 9,000 settlers left the enclave.
• A year later, Palestinians voted in a general election for the first time.
• Hamas won a majority. However, a Fatah-Hamas civil war broke out, lasting for months, resulting in the deaths of hundreds of Palestinians.
• Hamas expelled Fatah from the Gaza Strip, and Fatah – the main party of the Palestinian Authority – resumed control of parts of the West Bank.
• In June 2007, Israel imposed a land, air and naval blockade on the Gaza Strip, accusing Hamas of “terrorism”.

The wars on the Gaza Strip

• Israel has launched four protracted military assaults on Gaza: in 2008, 2012, 2014 and 2021. Thousands of Palestinians have been killed, including many children , and tens of thousands of homes, schools and office buildings have been destroyed.
• Rebuilding has been next to impossible because the siege prevents construction materials, such as steel and cement, from reaching Gaza.
• The 2008 assault involved the use of internationally banned weaponry, such as phosphorus gas.
• In 2014, over a span of 50 days, Israel killed more than 2,100 Palestinians, including 1,462 civilians and close to 500 children.
• During the  assault , called Operation Protective Edge by the Israelis, about 11,000 Palestinians were wounded, 20,000 homes were destroyed and half a million people displaced .

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In Photos: 12 Hours Inside the Harvard Yard Occupation

Around 200 protestors gathered in the rain for an emergency rally in front of University Hall. Harvard University Police officers and vehicles also established their presence in the area. According to an HUPD officer stationed on the scene, they were instructed to keep students safe and allow protests to proceed unless they became violent or destructive.

The group grew to roughly 500 people, with organizers announcing that it is “time to march.” As protesters marched around Harvard Yard, organizers ran out from various freshman dorms with tent equipment to set up an encampment in Harvard Yard in front of the John Harvard statue.

Students and volunteers raced to set up an encampment in front of University Hall in the Yard, pitching tents amid backpacks and other supplies.

As encampment members set up their tents, protesters lined up outside the string-and-posts barrier in a show of solidarity — their signs called for Harvard’s divestment from Israel and a ceasefire in Gaza.

Franklin D. and Florence Rosenblatt Professor of the Arts Vijay Iyer spoke at the encampment, reading a statement from Harvard Faculty and Staff for Justice in Palestine. In his speech, Iyer called for the reinstatement of the PSC.

A counter-protester wrapped in an Israeli flag recorded a safety marshall stationed near the encampment.

Protesters pitched a dozen camping tents and a central tent for food, an inflatable watermelon — a symbol of Palestinian solidarity — and laid out handmade signs calling for divestment.

Student speakers and organizers addressed encampment protesters and onlookers throughout the early afternoon.

Protesters wrapped in keffiyehs held signs in Arabic around the encampment and John Harvard statue.

Protesters teamed up in groups, continuing to assemble tents through the afternoon. Organizers also stocked a central tent with food — from chips, cookies, and applesauce to produce and bread — in preparation for their potentially dayslong stay.

Protesters participated in the dabke, a Levantine folk dance which involves holding hands as one circles the encampment.

Protesters fixed pro-Palestine signs and banners to tents around the encampment, including slogans reading “Harvard Out of Occupied Palestine” and “Free Palestine!”

History professor Erez Manela, left, showed his Harvard ID to campus security staff before entering a regularly scheduled faculty meeting in University Hall.

A cameraman from 7 News and a woman beside him stood outside Harvard Yard’s gates attempting to capture the action on the inside. Harvard Yard has been shut down to all but Harvard ID holders all week.

Protesters formed a barrier with keffiyehs around one of the tents as Muslim participants engaged in Asr, or afternoon prayer.

J. Kojo Acheampong ’26, who has helped lead several pro-Palestine protests in the months since Oct. 7, sat at the base of the John Harvard statue.

In the late afternoon, protesters assembled a second wave of eight tents, expanding the encampment deeper into Harvard Yard and towards Johnston Gate. As of Wednesday evening, the encampment consisted of more than 30 tents.

Harvard University police opened the doors to Massachusetts Hall, which houses the office of the Harvard president, to allow several people to exit. Police kept watch at the front door of Massachusetts Hall throughout the afternoon and night.

Protest organizers hosted a teach-in, during which organizers spoke to students about the history of student protest, including the singing of protest songs. The teach-in was cut short due to sporadic rain showers over the next few hours.

Around sunset, students lined up and got dinner from the center tent in the encampment, eating food prepared by organizers, pizza donated earlier in the day, and leftover seder food.

Protesters in the encampment prepared for potential rain by placing tarps and rain covers over the tents. Students also fixed additional posters, flags, and signs to the outside of several tents.

Just before the College’s “quiet hours” began at 11 p.m., students went into the tents to sleep as others continued to transport and deliver supplies for the night.

Just past midnight, nearly all encampment protesters settled into tents across Harvard Yard, wrapping up nighttime conversations and chatter. Small groups of protesters circled the encampment on watch as Harvard University Police Department vehicles stood by.