Monday, September 30, 2019
Parliamentary Ombudsman Essay
The Ombudsman deals with issues that had resulted in questions in Parliament. The Ombudsman is the custodian of the Code of Practice on Access to Government Information. Schedule 2 of the Parliamentary Commissioner Act 1967, requires of certain institutions to assist the Ombudsman in disclosing information on request. However there are fifteen exemptions that regulate the release of the information under this Code (Ministerial Accountability And Parliamentary Questions).            The Ombudsman investigates complaints from Members of Parliament that certain information that had been withheld as per the requirements of the Code, was to be revealed. The office of the Ombudsman has to deal with important papers and take decisions by exercising proper judgment. The office of the Ombudsman attempts to resolve complaints before any official action is initiated with regard to them, as such the work of the Ombudsman is informal or unofficial. There are certain restrictions that prevent the active participation of the Ombudsman. In 2005, it was declared that the Information Commissioner was to be bound by the provision of the Freedom of Information Act 2000 and should act within the scope of those provisions. Another drawback is that several departments do not cooperate with the office of the Ombudsman and depict reluctance to accept its recommendations. There was an absence of cooperation between the office of the Ombudsman and other departments in resolving complaints. Furthermore, changes in the activities and role of the Ombudsman are subject to legislation (Ministerial Accountability And Parliamentary Questions).           The Parliamentary Commissioner Act 1967 sets out the job description, powers and responsibilities of the Commissioner. The institution of the Ombudsman is autonomous and       neither reports to the government nor is it a public servant. The Queen on the endorsement of Letters Patent appoints the Ombudsman. The Ombudsman’s responsibility is to inquire into complaints referred by members of the public in the event of their having sustained loss or injustice due to maladministration by the government departments or other public agencies. These complaints have to be forwarded by a Member of Parliament. The complainants have to first lodge their complaints with the concerned department and facilitate the concerned officials to act on the complaint before its transmission to some other agency. Not all matters are dealt with by the Ombudsman, because certain complaints are more appropriately redressed by an appeal to a tribunal or by filing a case in a court of law. Many departments can decide on the basis of their discretionary powers. For instance the Legal Aid Board and the Planning Inspectorate are empowered to take independent decisions. If it can be established that a discretionary decision entailed maladministration, then the Ombudsman can intervene and question such acts of maladministration. The Ombudsman can also investigate administrative decisions taken on behalf of courts and tribunals but not the decisions taken directly by courts and tribunals (Parry, 2004).            The rulings of the Ombudsman are subject to judicial review as in the case of ministerial decisions. In 1994, a court affirmed this important fact in a case. Under the judicial review, it is ascertained if the application of the legislative provisions had been done correctly, while taking a decision. However, the decisions of the Parliamentary Commissioner are rarely subjected to the judicial review process. In April 2004, the High Court rejected a judicial review petition of the representatives of the Equitable Members Action Group, who were contesting the decision taken by the Ombudsman with regard to the regulation of Equitable Life (Parry, 2004). The Ombudsman does not act as courts or tribunals. The Ombudsman’s duty is not to mediate or negotiate as in the case of alternative dispute resolutions. Although the Ombudsman is a distinctive platform for taking important decisions, it is not an alternative in the process of decision making. In R v Secretary of State for Pensions, on behalf of Bradley and others, judicial review was sought due to the refusal of the authorities to provide information relating to pension schemes. In that case, Justice Bean opined that the Ombudsman exercises very wide discretion under which the Ombudsman can permit a public adversarial hearing in order to educe facts. However such discretionary power of the Parliamentary Ombudsman or the Local Government Ombudsman is subject to Parliament discretion (R v Secretary of State for Pensions, on behalf of Bradley and others, 2007).  In the event of the occurrence of maladministration or failure to provide service the Ombudsman intervenes and decides the further course of action to be undertaken for effecting redressal. Despite the fact that the decisions of the Ombudsman are final, the courts can initiate a judicial review on these decisions (Principles of Good Administration).            The Ombudsman comes to the rescue of individuals in order to provide redressal of their complaints against the activities of the government agencies’ activities and other entities. Several types of Ombudsmen are established by legislation. The foremost amongst them is the Parliamentary Commissioner. There are other authorities who act as ombudsmen such as the Health Service Commissioners who deal with complaints lodged against the Health Service and the Local Commissioners or Local Government Ombudsmen who investigate complaints against local authorities. They resolve complaints by making the necessary recommendations to the departments against whom the complaints had been lodged. They can make public recommendations but they do not possess the power to enforce such recommendations. The Parliamentary Commissioner inquires only into complaints, which are lodged by a Member of Parliament. The general public can approach the Local Government Ombudsmen directly or through a local representative. Individuals are initially required to bring their complaints to a Councillor or an MP. Subsequently, if no action is initiated or if the action initiated is unsatisfactory then the complaint is forwarded to the Ombudsman (Ombudsman, 2004).            It is the responsibility of the Members of Parliament to ensure that the general public has access to relevant authorities, in order to secure redress for maladministration or poor service. However, if they fail to get satisfactory redress or action from those mechanisms then they can approach the Ombudsmen (The Ombudsman – who are her customers?).            Ombudsmen can resolve most of the complaints received by them. Efforts have been undertaken in the United Kingdom to attain a general cooperation among several Ombudsmen. There are certain barriers to this laudable objective. Some Ombudsmen are affiliated to the outdated legislative framework, their actions are subject to legislation and there is no direct access. The MPs have to forward complaints to the Ombudsmen if problems arise with public servants. Hence, the citizens need to have direct access to the office of Ombudsmen. There are a number of problems in reforming institutional aspects, in the context of the devolution and decentralization of powers. In the present scenario of multi agency service provision, a coherent complaint handling procedure is urgently needed (The Ombudsman – who are her customers?).            In order to eliminate potential restraints, there should be a Cabinet Office review of the activities and responsibilities of public sector ombudsmen. There should be institutional reform and the legislative framework should be modified to suit modern day challenges with regard to the operational scope of the Ombudsman (The Ombudsman – who are her customers?).            The House of Commons Public Administration Select Committee or the PACS had acrimoniously criticised several departments for maladministration and inefficiency. Some of these departments were the Immigration and Nationality Directorate, the Child Support Agency and the Legal Services Commission. In its report, based on the findings of the Parliamentary Ombudsman, the PACS pointed out a number of shortcomings in government bodies. The report criticised the obsolete IT systems of these departments, their failure and unanticipated delays in responding to questions relating to the Hinduja brothers’ case and the queries raised by the Member of Parliament, Peter Mandelson (Public Administration Select Committee).            The PACS pointed out the failures of administration, departmental apathy and the negative influence of political parties on the administrative process. It also exhorted the Government to respond to the report and initiate immediate action (Public Administration Select Committee).            The Home Office was also criticised for its reluctant and indifferent behaviour towards the Code on Access to Government Information. The Home Office had failed to carry out a decision of the Ombudsman when the latter ruled that the former had to reveal information regarding the number of times Ministers had declared their interests. This was the first time that a government department had refused to comply with the Ombudsman’s ruling. The PACS considered this to be a dangerous development. The Committee criticised the then Cabinet Secretary for failing to disclose the information on the specious claim that it was beyond the purview of the Ombudsman (Public Administration Select Committee).            The Home Office was further criticised for its indifferent response to the Ombudsman’s inquiries and his request for papers that relate to the case of the Hinduja brothers and Peter Mandelson MP. There were several repeated failures to reply to the Ombudsman’s letters coupled with extraordinary delays and the supply of incorrect and unrelated files to the Ombudsman Office. As such, it could be construed as a conspiracy to withhold the called for information and constituted an administrative failure in the Home Office. The PACS had recommended to the Government that it should immediately initiate action to correct such maladministration and to reform the entire Ombudsman system (Public Administration Select Committee).            The number of complaints with regard to tax credits, to the Parliamentary Ombudsman is gradually increasing. Nearly twenty – six percent of the total complaints pertain to tax credits. They fall under three categories, namely, the design of the system, mishandling and failures in handling complaints and unjust recovery of overpayments (Ombudsman says that HMRC is in danger of Getting it Wrong on Tax Credits, 2007).            The designing part of the system is a process which Parliament and the government have to consider. The principles of the annualised system are difficult to comprehend by the individuals. Under the present system, overpayments and underpayments are inevitable and take place despite the best possible administration. This leads to the dissatisfaction among individuals and gives rise to several complaints. Such dissatisfaction and distress are often experienced by the low income group families, who are required to return the debts unexpectedly. In some cases, they may be required to repay the debt after a long period of time had elapsed (Ombudsman says that HMRC is in danger of Getting it Wrong on Tax Credits, 2007).            The British Constitution had provided an important position to the Parliamentary Ombudsman. The fundamental role of the Ombudsman is to provide efficient and productive redress to the complainants against acts of maladministration by the government bodies. In achieving this efficient alternative redress provider status, the Parliamentary Ombudsman requires mutual cooperation between several departments and the office of the Ombudsman. However, the reality is otherwise and resistance and apathy are exhibited by several governments department, while responding to the inquiries of the office of the Ombudsman. For instance, during the period 2005 to 2006 the Parliamentary Ombudsman was compelled to submit a special report when the findings of the Ombudsmen were rejected by several government departments (Kirkhamn, Sep2006).            The Parliamentary Ombudsman submitted a special report with regard to the investigation in to the proceedings of the ex gratia schemes for the British groups engaged by the Japanese during the World War II. The Special Report was submitted to the Parliament under section 10(3) of the Parliamentary Commissioner Act 1967. This report discussed the Parliamentary Ombudsman’s powers and their legal aspects in quite some detail. It also discussed the functions of the ombudsman and its powers in interpreting the inquiry process. It also focussed on the power of ombudsman to investigate acts of maladministration by government bodies. In one particular instance, the Ministry of Defence had challenged the authority of the ombudsman in investigating claims of maladministration against it and held that this constitute trespass into its authority. This Ministry contended that such a prerogative was solely the province of the courts and not that of the ombudsman (Kirkhamn, Sep2006).            This Special Report clearly established the authority of the government bodies and public authorities and the extent to which the ombudsman could conduct investigations into their alleged acts of maladministration. The conclusion to be reached from these developments is that the parliamentary ombudsman has become more or less redundant and does not serve any useful purpose. Moreover, this body cannot compel any government department to comply with its decisions (Kirkhamn, Sep2006). Another drawback with the ombudsman system is that the person, who lodges a complaint, has to wait for a considerable period of time, prior to any decision being taken with regard to the complaint. A number of cases were observed to have been abandoned by the complainants due to this inordinate delay. In comparison, the judicial process is much faster. Moreover, the ombudsman system cannot compel the government bodies to accept its decision. On an average, the time taken to take a decision by the ombudsman, in respect of a complaint, was around two years (Caplan, 2006. P. 203). References Caplan, R. (2006. P. 203). International Governance of War – Torn Territories: Rule and Reconstruction. Oxford University Press. Kirkhamn, R. (Sep2006). Challenging the Authority of the Ombudsman: The Parliamentary Ombudsman’s Special Report onWartime Detainees. Modern Law Review , Vol. 69 Issue 5, p792-818, 27p; DOI: 10.1111/j.1468-2230.2006.00610.x; (AN 21979909). Ministerial Accountability And Parliamentary Questions. (n.d.). Retrieved November 25, 2007, from http://www.publications.parliament.uk/pa/cm200102/cmselect/cmpubadm/1086/108603.htm Ombudsman. (2004). Retrieved November 25, 2007, from In Dictionary of Politics and Government: http://www.credoreference.com/entry/6505736 Ombudsman says that HMRC is in danger of Getting it Wrong on Tax Credits. (2007, June). Retrieved November 25, 2007, from Press release: http://www.ombudsman.org.uk/news/press_releases/pr2007_06.html Parry, K. (2004, June 8). Ombudsman decisions: right of appeal. Retrieved November 25, 2007, from Parliament & Constitution Centre Standard Note: SN/PC/3079: http://www.parliament.uk/commons/lib/research/notes/snpc-03079.pdf Principles of Good Administration. (n.d.). Retrieved November 24, 2007, from http://www.ombudsman.org.uk/pdfs/pga.pdf Public Administration Select Committee. (n.d.). Pasc Attacks â€Å"Disturbing†Evidence Of Government Administrative Failure. Retrieved November 25, 2007, from Session 2002-03. Press Notice No.8: http://www.parliament.uk/parliamentary_committees/public_administration_select_committee/pasc_pn_8.cfm R v Secretary of State for Pensions, on behalf of Bradley and others, (2007) EWHC 242 Admin (2007). The Ombudsman – who are her customers? (n.d.). Retrieved November 25, 2007, from http://www.bioa.org.uk/otherinfo/AnnAbraham-LakemanLecture.pdf Â
Sunday, September 29, 2019
A Combination of Liberal Arts and Christianity Essay
Two ways of thought and life are combined to make one learning environment. Liberal arts and Christianity seem like two separate concepts to most, but together they create a harmonious setting for an individual to grow in a multitude of ways. A Liberal Arts College creates a life long thinker that becomes adaptable to society using their knowledge to make decisions. In Holmes pg 35 he says, â€Å" Liberal education is an open invitation to join the human race and become more fully human. Its goals are to read and write and thereby think independently, and appreciation of lasting values coupled with the ability to make sound value judgements and live by them, a critical appreciation of the past and responsible creative participation in the future.†We are educated from kindergarden to 12th grade to learn the fundamentals of all subjects with hopes to impact the society as an educated citizen. This hope is continued if we choose to further our education in college with a specifi c emphasis on a major. Like many students with a major, Christians are faithful students that use the Bible to guide their daily lives, but to the rest of the world they can be viewed as sheltered and limited to their beliefs. This causes a hindering on effectiveness that Christian have in the community and a misunderstanding of the validity of their thoughts. in Holmes pg 6 he supports this thought by saying,†Unless we understand the thought and value-patterns of our day, as well as those of biblical revelation and the Christian community, and unless we speak fluently the language of our contemporaries, we tragically limit our effectiveness.â€Å" With a Christian College education is heightened by integrating literarary works, theories, and concepts to Christian commitment, moral, and faith making a collaboration of endless possibilities. This creates a well rounded opportunity for students to learn at a college with the strengths of both liberal arts and Christianity called a Christian College. We are not limited to any one way of thinking. As people we want to explore and question the how, what, where, and why’s of the world. The Christian College does not limit the ability of self perception or thought, but encourages the process. Using liberal arts to educate the Christian learner and further their insight in the world is a primary purpose of a Christian College. As stated in Holmes pg 8 â€Å"†¦integration of faith and learning remains the distinctive task of the Christion liberal arts college.†The worldview of Christianity should not be limited to ones home, but incooperated throughout a persons education to further equipt them for a future that will continue to challenge and question their abilities. In support of this thought, On page 36 Holmes writes on the ever lasting benefits of education,†If the person, including what she becomes in this life, has an eternal destiny, then what I become in the process of education lives on forever†¦ Christian liberal arts education has an eternity in view.†For most, being a student is only a fragment of a lifetime. That is why the importance of receiving a well rounded education that a Christian College has to offer is essential to establish a foundation of education to apply to the remaining years of our lives. Learning with a purpose to become a reflective being, and value being, and a responsible agent will prepare an individual to step into the world and make educated, reasonable, and moral decisions. A reflective beings have a passion to learn, ask, and wonder which leads us to analyze and come up with our own thoughts of possibilities. Reflectiveness sometimes leads us to have a birds eye view of a thought as a whole as opposed to thinking in a narrow, closed minded way. Causing us to become more critical thinkers and nurture our natural inquisitions. Holmes states, â€Å" â€Å"To teach a person to read and write is to teach him to think for himself, to develop more fully the possession of his God-given powers. He becomes in fact, not just in possibility, a reflective, thinking being.†Next, as value being takes a worldview of everything important to them and acts on those thoughts and feelings for direction. In a Chirstian College we see those values as what God has created in the the reflection of Him, us. Actions we take have effects and the choices of those actions can not be learned by reading a book, but the foundations of values can guide a person towards a better outcome. Last, there is the need to be a responsible agent. As Christians we are accountable for our actions and are governed by our Lord Jesus Christ. Decisions of right and wrong are presented daily, but as a Christian going to a Christian College we are taught the principles of reasoning through education and guided with the righteous path God has called us to live. The world is filled with possibilities and opportunity, but it is the people we become with the help of a Christian College, that steers us on the road to a life of reflection, value, and responsibility. A Christian College provides a basis in creating a holistic person by incooperating faith with a liberal arts education. To see life as one picture rather than a million tiny pieces in a puzzle can create a smoother transition from college to the real world. Often students face the delema of just figuring it out. There is no how to manual or direction guide of life. As Christians we look to the bible for answers and get the general idea of what should be done with digging into our faith, but the is an element of critical thinking that must be applied. That kind of thinking is learned though a Christian College. â€Å" If a person, including what she becomes in life, has an eternal destiny, then what I become in the process of education lives forever†¦Christian liberal arts education has an eternity in view.†(Holmes 36) No one person or book can teach us the do and don’ts in life, but a well round education can prepare us for a life of constant decisions and obst acle to overcome.
Friday, September 27, 2019
Reading Responses 4 Essay Example | Topics and Well Written Essays - 500 words
Reading Responses 4 - Essay Example She felt like she had nowhere to go, but standing still in her grief was not an option. â€Å"Two Kinds†– A young Chinese-American girl and her Chinese-born mother live together in America. The mother, who lost her first husband and children in China, seems to have pinned all her hopes on her stubborn daughter. Hopeful that her daughter will become a piano-playing genius, she forces her to take lessons – from a man who turns out to be deaf. The young girl fails miserably at the recital, she and her mother fight, before the young girl makes a mean comment about her mother’s now dead family. They never speak of the piano again, but when her mother dies, she plays one last time. This story surprised me with its sense of humor, especially with the mother who would constantly test her daughter to see if she had some strange gift, like the ability to guess the weather. â€Å"House on Mango Street†– This is a very short story about a girl explaini ng how her family once moved every year from one awful apartment to another, all while dreaming of the great home they would someday own. The house on Mango Street they own, but it is a sad little house, not much better than the last, and one they hope to move from soon. The nun in this story made me angry the way she acted shocked at the horrible condition of the girl’s former home.
Income Tax and Corporation Tax in the United Kingdom Essay
Income Tax and Corporation Tax in the United Kingdom - Essay Example The paper tells that historically, taxation in Britain was collected from serfs who paid rent to their landlords in return for protection. However, in the 1600s, a unified land law was passed which vested control and power to the Crown. Land and property taxes were collected from each landowner to support the government. In the 1800s, income tax was introduced, first to support wars and eventually, to support the UK government's deficit. Currently, Her Majesty's Revenue & Customs (HMRC) is in charge of collecting taxes in the United Kingdom. There are several types of tax that are payable periodically by certain entities in the UK. They include Income Tax, Corporation Tax, Duties on goods and services, National Insurance Contribution, Value Added Tax and Fuel Duty. All these taxes have different laws and guiding principles. This tax is levied on the profits of businesses. Corporation tax is calculated on the annual income of a business. It was first introduced in the Finance Act 1965 . Corporation tax in the UK is currently regulated by the Income & Corporation Tax and its subsequent amendments. According to Sections 6 and 11 of the Income & Corporation Tax Act (ICTA), corporation tax must be paid by three main groups of entities: 1. UK resident companies. This include companies that are incorporated in the UK. 2. Non-resident companies in the UK carrying out trade through a permanent establishment and 3. Unincorporated bodies which are not partnerships that fall within the scope of the tax like societies and voluntary associations. Section 8 of the ICTA (1988) indicates that there are two types of profits that are taxed in the corporation tax (McLaughlin, 2011): 1. The worldwide income of a UK resident company. This includes all the earnings of all the operations of such a company around the globe. 2. For non-resident companies that have permanent establishments in the UK, corporation tax is levied on the income of the UK permanent establishment. The Act goes further to define 'profits' to include revenue or income from three main sources (McLaughin, 2011). The first is the revenue accrued from normal operations of the company. The second is capital gains which encompasses revenue from the sale of an asset in an accounting period. Finally, profits include investment income and revenue from dividends and other earnings from other investments. The term 'accounting period' comes with complications. Depending on the circumstances of a business, 'accounting period' can be an event that determines the commencement o r termination of trade like the start of business or the termination of business (Section 12). An accounting period is normally required to last for a period of 12 months. In most cases, the financial year begins on 1st April and ends on 31st March of every year. Where the accounting period overlaps this period, it must be apportioned appropriately and taxes are calculated as required. In 2011, the corporation tax was 26%. Companies that earn between ?50,000 and $300,000 will be subjected to a lower tax rate of 20%. There are some marginal reliefs that are calculated for companies that earn profits between ?300,000 and ?1,500,000. This marginal relief ensures that such companies pay between 20 and 26%. However, companies earning over ?1.5 million in profits have to pay the full 26% of corporation tax. Income Tax Income tax is on an individual's earnings. It is calculated annually. It applies when a person earns beyond a certain amount, this is known as 'taxable income' (HMRC Income Tax, 2012). There are some reliefs and allowances that are granted to individuals in order to
Thursday, September 26, 2019
Humanism and Christian beliefs in the fifteenth century Essay
Humanism and Christian beliefs in the fifteenth century - Essay Example While Christianitys interaction with Humanism seems to have started as early as 2nd century A.D, it wasnt until the beginning of Renaissance that the two ideologies fused substantially. The Renaissance was a period when Europe woke up to the possibilities of human achievement. During this period, the notion of separation of State and Church is yet unrealized, and hence Christian doctrine and dogma infiltrated into political and social affairs. During the fifteenth century, however, luminaries such as Giovanni Pico della Mirandola helped bring humanistic ideas into Christianity. For example, his book Oration on the Dignitiy of Man states that transcendence into the divine is the highest form of the humanist experience. That is, by following all the tenets laid down by Humanist philosophy, human beings can move closer to God. The Church has always been selectively accommodative of scientific discoveries that are contrary to what is revealed in the Holy books. In the classic case of Galileo Galileis discovery that the earth is not the center of the universe, the Church authorities eventually conceded this fact and modified the scriptures to reflect this (although they initially opposed and condemned both the scientist and his work). In the same vein, since Humanism values scientific knowledge, especially about human evolution, and attempts to understand human nature through empirical and historical analysis, the principles of human conduct that it espouses tend to be more in tune with times. That is, the flexibility and openness afforded by Humanism, makes it a valuable ally in ascertaining moral values. Hence, although the Papacy and other Christian authorities had often been hostile to some of the views and guiding principles offered by Humanism, the former had eventually and gradually come round to accept
Wednesday, September 25, 2019
Explain the term structure of interest rates. What are the effects of Essay
Explain the term structure of interest rates. What are the effects of rise in risk and expectations on the formation of long term rates - Essay Example Change of short term interest rates by the central bank has an effect on domestic real economic conditions through its influence on the long-term interest rate and consequently on those of other countries should there be involved in trade. Investors are now more prone to foreign exchange and interest rate risks due to all these changes in the global market place. The term structure of interest rates represents the pattern for interest rates appropriate for discounting cash flows of various maturities. This is done through the use of a yield curve by plotting the interest rates against their terms so as to display the relationship between spot rates of zero-coupon securities and their term to maturity. The resulting curve allows an interest rate pattern to be determined, which can then be used to discount cash flows appropriately. Unfortunately, most bonds carry coupons, so the term structure must be determined using the prices of these securities. In the case of a zero-coupon bond, the yield to maturity is sometimes called the spot rate, as this rate is said to be the rate that The shape of the yield curve above is said to be a â€Å"normal yield curve†as it is thought to reflect the higher â€Å"inflation risk premium†that investors demand for longer term bonds especially as longer term interest rates are usually higher than shorter term interest rates. A â€Å"parallel shift†in the yield curve may occur provided the interest rates change by the same amount for bonds for all terms and when this occurs, the shape of the yield curve stays same although interest rates may appear to be higher or lower across the curve. But when interest rates for bonds of some terms change different than for other bonds, the yield curve may change and such a change is called the â€Å"twist†. But since term structures are continuously changing, the changes may result to the yield curve having its usual normal shape, or may even result to the curve to
Tuesday, September 24, 2019
The Global Financial Crisis Essay Example | Topics and Well Written Essays - 3750 words
The Global Financial Crisis - Essay Example As the discussion declares there are similarities in the regulatory responses that have been given by different nations to the current financial crisis. The responses mainly touch on improved liquidity, management of risks, and lowering leverages. Enhanced insurance on investment and banking sector are other key response. The effects were severe in the developed countries like United States. In this regard, different countries reacted to the crisis identifying the opportunities and the associated challenges. The countries in the OECD advocated for a joint effort to have international standardization of regulatory policies. The main concerns are stimulation of demand in a given economy, improving liquidity, preventing foreclosures of mortgages and improving access to financing by for the SMEs and giant investors. There is a focus in risk reduction through investment in insurance. From this paper it is clear that the current global crisis began in 2007, in some countries, and deepened in 2008.1 Some of the factors that may contribute to financial crisis include application of similar operational strategies by players in the market, changes in the banking business, excessive leverage, changes in regulations and corporate governance, and failure of government policies on the financial sector. Government policies regulate the financial sector within in a country and the operations with a global business partner. The failures in some of these policies could have contributed greatly to the current situation. To fix the situation and mitigate for future crises, various governments have enacted some monetary policies. The current global financial crisis had other related problems like food crisis especially to the developing countries as was, and continues to be, witnessed in the horn of Africa.3 The financial reforms to manage the crisis must then focus on the other financial instruments controlling the economy of the country.Â
Monday, September 23, 2019
Comrades 1917-1945 and Reds 1947-1953 Essay Example | Topics and Well Written Essays - 750 words
Comrades 1917-1945 and Reds 1947-1953 - Essay Example The anticommunist forces started fighting the newly formed government as they were against the ideologies adopted by leaders in the country (Johnson, 2003). Though the anti communist forces failed to overthrow the newly formed government from power, the fight ensued for a long time as the anticommunist forces received support from both west and the other part of the world. Following the death of the communist government leader, Vladimir Lenin in 1924, Joseph Staling quickly rose to power to occupy the vacant position left by Lenin. After immediately taking control of the new government, staling came up with an extensive operation which came to be known as â€Å"Great Purge.†This operation was to strengthen the rule of the new communist government in Russia (Agostino, 2011). It mainly targeted anti communist fighters who were against the rule of the newly formed government. The operation saw many people in Russia getting arrested, and others sent to prison. In late 1920s, the world faced greatest economic downturn as a result of the great depression. This incidence led to increased support for the Soviet Union from the west. It was the same time Stalin had begun implementation of the first of the Soviet Union five year economic development plan. Majority of leaders in United States opted to ignore the reports of the widespread damage that came as a result of the new government of Russia policy of collectivization (Wiener, 2012). This made United State president support a new deal that could lead to a series of sweeping reforms. In his attempt to appease Russia leaders, the United State president went ahead and publicly announced recognition of Soviet Union by American government. As European leaders went on to appease Hitler, Germany was busy preparing for war. This made Stalin sign a non aggression pact with Berlin with an aim of buying more
Sunday, September 22, 2019
The Sinews of Peace Essay Example for Free
The Sinews of Peace Essay I am thankful to Westminster College for giving me an honorary degree this afternoon. It is in this institution where I received a very large part of my education in politics, dialectic, rhetoric, and other things. I am thankful also to the President of the United States, despite of his heavy burdens, duties, and responsibilities, managed to introduce me to this academic audience. I am going to offer this Address which I called â€Å"The Sinews of Peace†today to which I have listed solutions to the threats that our countries, and the world, are facing. The first thing that I would like to consider in this speech is the problem with security. Our society faces two great dangers: war and tyranny. These two dangers threaten the millions of people and their dreams of freedom and progress. When these threats are not solved, the future of our people is at stake from what has been called â€Å"the unestimated sum of human pain†. The difference between the Communist East and the Democratic West had resulted to confrontation and deliberate movement to establish a dominion in the world. It resulted to wars and political divisions, especially in Europe where the two major ideologies clash. The famous iron curtain that divides the Europe into two parts, the Democratic West and the Communist East, is one of the results of this differences in ideologies. Russia does not aim for war but desires for the fruits of war which is the indefinite expansion of their power and doctrines and it begins with their control upon the states around the iron curtain where they kept their sphere of influence. To provide security from the threats of war and tyranny, we need to have a unified force in Europe, America, and the rest of the world who will deter any attempts of destabilizing our freedom. This is accomplished through the United Nations Organization. However, due to the increase in power and influence of the Soviet Communist rule, the threats are becoming increasingly perceptible. What we need is an international armed force that will safeguard our freedom. During some serious situations, we know that American military men make an â€Å"over-all strategic concept†. This concept however is simply the safety and welfare, the freedom and progress, of all people in this planet. The next thing they do after having proclaimed the concept and computed the resources is to provide a method. The American people demonstrated its might twice in both wars against the Communist countries who sought expansion of their power and doctrines. The United States sits in the pinnacle of world power today. But the United States was not alone in its struggle for the freedom and progress of all people. The British Commonwealth had long been struggling for unity over the European continent. Its ties with other countries had produced fruitful results. The presence of the Communist sphere of influence prevents us in achieving this goal. However, it shall be known that the future of war and tyranny can be determined by the actions we make today. To the threats of war and tyranny, the United Nations Organization, the successor of the League of Nations, which is aimed at preventing war, must equip itself with an international armed force. This force must come from the countries who share the same ideologies, that is, the preservation of freedom and progress. The United States and the British Commonwealth forces, when combined, will result to an overwhelming assurance of security. We can provide security to our people from the horrors and miseries of war and tyranny that will extend to the future population through unity of the English-speaking Commonwealth and the United States. References: Churchill, W. S. (1946). The Sinews of Peace [Electronic Version]. Retrieved April 24, 2007, from North Atlantic Treaty Organisation (NATO) website: http://www.nato.int/docu/speech/1946/s460305a_e.htm
Saturday, September 21, 2019
Comparing and contrating selena gomez and miley cyrus Essay Example for Free
Comparing and contrating selena gomez and miley cyrus Essay Hey, pop culture consumers and the world at large, the New York Times wants you to know that there is a distinct difference between Miley Cyrus and Selena Gomez. In a recent piece by Jon Caramanica, the Times breaks down the professional and personal trajectory between the two rising starlets, comparing their similar beginnings and their increasingly divergent paths. In it, he writes, Of late, Miley Cyrus, 20, and Selena Gomez, who turned 21 on Monday, have each been pushing back in different ways  Ms. Gomez with her role in the film Spring Breakers, and Ms. Cyrus with her sometimes erratic, sometimes free-spirited tabloid life. He then goes to argue the closer that Miley Cyrus artistic output mirrors her personal life, the better she becomes. The word choices used to describe the two pop princesses demonstrate a clear delineation between Cyrus and Gomez. Cyruss process includes feeling out new forms of rebellion, including the touristic appropriation of black culture, while Gomezs is particularly milquetoast. Her newest album, according to Caramanica, is breathy, wide-ranging, largely toothless. Caramanica is right to turn to these two young actresses/idols/musicians as a barometer of the pop cultural world, because they are certainly exemplary of the state of pop culture (and, of course, tabloid culture, as well). Both fulfill reasonable, identifiable, relatable roles for young women. Miley, the rambunctious rebel who is using her music to jettison her identity forward; Selena, a biracial young woman who is poised, graceful, and a friend any young girl would want to have; and even, to extend the comparisons of other young stars  Demi Lovato as the impassioned, slightly tortured diva, and Vanessa Hudgens as the laid-back West Coast bohemian who has eschewed music for film. Yet, for all of their seeming differences, Caramanica neglects to point out the most fascinating thing these two share: their similarities. Miley and Selena are both fervent anti-bullying advocates, loyally devoted to their fans, and welcome all types of listeners. Both of them want the population at large to believe that they are good people, even though they make bad choices  and they encourage their devotees to be kind to one anothereven when they make bad choices, too. Young girls respond to both Miley and Selena because the specific personality traits (which are, according to Caramanica, rebellious and safe, respectively) they sell to us are appealing. Where Miley harnesses an inner rebel, Selena embraces a wholesome good time in a pure, unself-conscious way (unlike, say, Taylor Swift, whose self-effacing hand-wringing is what makes her so popular with adults). Yet, it is their open accessibility and honestness, along with their all-inclusive message, that keeps a younger generation hungry. And having todays former Disney stars feel out their own way while also espousing tolerance and respect  no matter how calculated that way may be  is so much better than being subjected to a child star who insincerely sells the virginal act. The music, it appears, is secondary. (NY Times)
Friday, September 20, 2019
Child care and education
Child care and education Introduction Play is central to the development of children which helps them make sense of the world they live in and they learn by playing, exploring and trying things out. From 2008, child minders, nurseries, pre-schools and reception classes are required to pursue the Early Years Foundation Stage (EYFS), and will be checked under this framework by OfSTED. The EYFS has been planned to provide support and direction to all those working with children up to the age of 5 in how best to enable children to feel safe and supported and to extend their learning and development. In EYFS, stress is placed upon understanding that each child and their family are unique, with different needs and concerns. Effective practitioners should be asking themselves What sort of child is this and how am I going to support their development and learning? The EYFS has rightly set the relationship between practitioner and child at its core because we have a very special, influential and vitally important role as we support, facilitate, model, reflect, evaluate and engage with children along their learning journey. www.foundation-stage.info Childrens learning and development is from 6 areas personal social emotional development; communication, language and literacy; problem solving, reasoning and numeracy; knowledge and understanding of the world; creative development; physical development They bring together the skills, understanding and experiences appropriate for babies and children as they grow up, learn thing and develop. Childrens development happens generally in six overlapping phases birth 11 months, 8 20 months, 16 26 months, 22 36 months, 30 50 months and 40 60 months. The overlap is planned to emphasise the fact that are differences between the development of children in different varying of learning, and between children of similar ages. It strengthens the principle that children learn and develop in different ways and at different rates but also that all areas of learning and development are equally important and are interconnected. There are a number of current influences on play and a couple are highlighted below. Forest Schools Their are a number of points where Forest Schools encourage and inspire children of any age through positive outdoor experiences. Forest Schools aim to develop: The personal development of the children so that there personal confidence, self esteem, self awareness, and social skills improve A wider range of physical skills Understanding of natural and man made environments Understanding of environmental issues Self Regulation, Intrinsic Motivation, Empathy, Good social communication skills, Independence and a positive mental attitude. Forest School create a unique learning environment they are used to support a range of individuals, community groups and larger organisations to use their local open space for play, health, activity and personal development uses. The children would be encouraged to learn through play in the forests and develop their imagination through play Forest Schools originated in Sweden in the 1950s when children were taught outside. They learnt about the world and nature and the environment through stories, songs and activities with woodland materials. The first Forest School in Britain was initiated by Bridgwater College 10 years ago. Forest Schools use the open space to help children learn practical and social skills as well as freedom. From as young as 5 years old, children can sit around a fire and learn how important it is to treat fire respectfully. Child Care and Education pg 289 Reggio Emilia Started in Italy in the late 1940s after the war. The aim is based on the ideas that a child is creative competent learner who discover in collaboration with adults and other children so they develop social learning. The basic idea of Reggio is believing in the importance of discovery, both indoor and outdoor, learning environments are stimulating and that children should reflect on their learning and document their own learning. There are seven points that Reggio is based on Creative thinking / using their imagination Exploring and discovery / finding things out on their own Free play Following childrens interests / doing what they enjoy Valuing, encouraging all ways children express themselves Asking children to talk about ideas and to expand on them Asking children to re-visit their ideas There are also some central approaches to the Reggio Emelia approach Low adult to children ratios Teachers as learners and reflective practioners. Child Care and Education pg 289 Child Development pg 155 What is child development theories? There are many theories and research , national and local initiatives as well as policies, physical, intellectural, emotion and social as well as psychological reasons such as security and safety,lifestyle,play . Technological reasons also affect child development Child development theories are sets of principles that are designed to predict and explain something. Over the years, psychologists and scientists had devised many theories which help explain observations and discoveries about child development. Also, providing a broader framework of understanding, a good theory allows educated guesses about aspects of development that are not yet clearly understood. These ideas provide the basis for research. A theory also has practical value. When a parent, educator, therapist, or policymaker makes decisions that affect the lives of children, a well-founded theory can guide them in responsible ways. Child development theories can also limit understanding, such as when a poor theory misleadingly emphasizes unimportant influences on development and underestimates the significance of other factors. The regulation states that Play underpins the delivery of all the EYFS and has many constant reminders throughout the guidance for practitioners to aid child initiated learning through play. The effective practitioner is tuning into childrens interests and thoughts so that you can tap into what they love and know which stimulate and inspire. Play is also at the forefront of the EYFSs delivery and can be the start for everyone involved. You can enrich young childrens lives by being reflective and be a well equipped facilitators enjoying the learning journey with them! The EYFS programme is about improving chances for life for all children, by giving them all an opportunity to have the best possible start, regardless of their family status or circumstances or where they attend. The EYFS delivers improved outcomes for all children, across all areas of development and learning. The Childcare Bill seeks to establish a single standard phase of development for all children, as it set the 10 year strategy for childcare Choice for parents, the best start for children. Its provides a flexible system that helps and supports childrens development from birth, when they will interact with adults that are trained and experienced; in environments that are safe, caring and loving. The Early Years Foundation Stage is a central part of the ten year childcare strategy: Ensuring a consistent approach to care and learning from birth to the end of the Foundation Stage. Incorporating elements of the National Standards. Has a play-based approach Focuses on stages of development rather than chronological, age based teaching and learning The overarching aim of the EYFS is to help children achieve the Every Child Matters five outcomes: Staying safe Being healthy Enjoying and achieving Making a positive contribution Achieving economic wellbeing The EYFS principles are grouped into 4 themes A unique child. Principle Every child is a competent learner from birth who can be resilient, capable, confident and self-assured Positive Relationships Principle Children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person Enabling Environments Principle The environment plays a key role in supporting and extending childrens development and learning Learning and Development Principle Children develop and learn in different ways and at different rates and all areas of learning and development are equally important and inter-connected. The theorists, Piaget, and Vygotsky, both viewed the significance about the role of play and learning in the early years. Both found it to be a vital part of a childs development. Piagets idea of self discovery suggested that children needed minimal adult interactions to help them learn through life. He believed that the children tried, without adult help, to make sense of the world and understand what was going on around them. He also had similar thoughts on his theory of child language acquisition. He had a idea notion that play was a window that reflected the goings on in the life of a child. Vygotsky saw it differently. He suggested that children are social learners, and liked to explore and discover new things with the help of adults and not without. This was his scaffolding theory and the zone of proximal development. Bruner said that when the children get older they stop learning new things.They start to build on what they already know. If children were left to teach themselves, as Piaget said, the child may not learn all they need to know, eg Maths. The subject of Maths needs adult help and teachings ensure that the children understand correctly, and that the necessary information is being learnt. Also some children, even in a play situation, will continually return to the same area and objects because it is their comfort zone. Evidently this way the child will fail to benefit from the learning Banduras Social Learning Theory modified traditional learning theory which was based on stimulus-response relationships. It considered learning to be no different among infants, children, adults, or even animals. Banduras approach is influential in the treatment of problem behaviors and disorders. Learning can be based on a spiral approach (Janet Moyles 1989)which starts with free-play.It allows children to explore e.g. To explore water using equipment provided. e.g. To explore how to change the size of a splash. Can they make a small splash, can you make a big splash? It is vital to allow children the chance to practise the skill they have learnt through lone and peer supported play. Childrens play reflects their wide ranging and varied interests and pre-occupations. In their play children learn at their highest level. Play with peers is important for childrens development. Through play children learn experiences by exploring and developing, which help them make sense of the world. They practice and build up ideas, and learn how to control themselves and understand the need for rules. They have the opportunity to think creatively alongside other children as well as on their own. They communicate with others as they investigate and solve problems. They express fears or re-live anxious experiences in controlled and safe situations. Observing children is different from being alert and noticing what is happening around you. Observations have to be focused and carried out in an order to plan for and assess children in a purposeful manner The information below gives advice on the following on some principles for observational assessment, and how they can be put them into practice: Assessment must have a reason and a purpose. Continuous observation of children participating in every day activities is the most suitable way of building up an accurate picture of what the children know, understand and feel, what they are interested in and what they can do. Practitioners should plan observations and also be ready to capture the spontaneous but important moments. Judgement of childrens development and learning must be based on skills, knowledge, understanding and behaviour that are demonstrated consistently and independently. Effective assessment takes equal account of all aspects of the childs development and learning. Accurate assessments are reliant upon taking account of contributions from a range of perspectives. Assessments must actively engage parents in developing an accurate picture of the childs development. Children must be fully involved in their own assessment. Record keeping is important and are an important tool to help practitioners and childrens attainment and progress. A multi professional approach when working with children and parents is important as it helps children not to slip through the net. Communication is the biggest part of the multi professional team, as everyone needs to know what is going on. The multi professional approach team is made up of a lot of different agencies, they are agencies including Schools and teachers, Hospitals and doctors, Social workers, Police and many more. They all work together to help parents and children to stop tragic cases such as death, child abuse, etc. Multi professional approach allows professionals share knowledge about a family needs so that the parents dont have to ask the same questions over and over again. The professionals are aware of each others roles in supporting the family so that conflicting advice can be minimise. It is essential that each agency communicates well and understands not only there role and responsibilities but the others agencies as well. Parents/guardians are the most important people in a childs life, and recognise the importance of this. We have a responsible role that involves sharing care of the child with parents/guardians; listen to parents/guardians, as they are the expert on their child. Every Child Matters is a important part of the curriculum. Its aims as agreed by leaders, teachers and other education professionals and is about promoting childrens wellbeing and enabling them to develop their potential as healthy, enterprising and responsible citizens. Every Child Matters states that every child, whatever their social upbringing or circumstances, should have the help they need to be healthy, stay safe, enjoy and achieve, make a positive contribution, achieve economic wellbeing These five outcomes need to be at the centre of everything a nursery or school does and reinforced through every aspect of its curriculum- lessons, events, routines, the environment in which children learn and what they do out of school. Early Education Providers involved in the care and education of young children from birth to five follows rules from the Department for Children, Schools and Families. These rules are intended to support practitioners to meet the diverse needs of all children, enabling them to enjoy and achieve. Children birth to three years Care, learning and development for babies and children up to three is available at a variety of settings including day nurseries, registered pre schools and childminders. Practitioners use the Birth to Three Matters Framework to support the young children in their care. The Framework: values and celebrates babies and children recognises their individuality, efforts and achievements recognises that all children from birth develop and learning though interaction with people and exploration of the world around them recognises the holistic nature of development and learning The child is at the centre of the Birth to Three Matters Framework. It highlights four Areas which mark the skill and competence of babies and young children and shows the links between growth, learning, development and the importance of the environment in which they are cared for and educated. These four areas are A Strong Child A Skilful Communicator A Competent Learner A Healthy Child All children, whichever provision they attend, will experience a play based curriculum of planned, independent and adult led activities. These experiences may take place indoors and/or outdoors and will aim to develop knowledge, skills and understanding in the following areas: Personal, Social and Emotional Development Helps children to mix and form relationships with individuals and groups, playing and learning co-operatively. Children are supported to develop a positive sense of themselves and an awareness of the needs and feelings of others Communication, Language and Literacy Children are supported to develop skills in talking and listening, reading and writing. They are introduced to a rich learning environment where these skills are valued. Mathematical Development Mathematical understanding is developed through a variety of practical activities based on every day situations. Children are supported to develop mathematical ideas and use related vocabulary while taking part in sorting, matching, ordering, counting, pattern making and working with numbers, shapes and measures. Knowledge and Understanding of the World Children are encouraged to be curious, to ask questions, to experiment and solve problems to help them make sense of the world they live in. A variety of practical experiences build the foundation for later learning about science, design and technology, information and communication technology, history, geography and religious education. Physical Development Young children are supported to develop physical control, co- ordination and manipulation, confidence and ability to move in different ways and handle large and small equipment. Children learn how their bodies work and how to stay active, safe and healthy. Creative Development Children have opportunities to take part in a range of creative experiences. As their imagination develops they have opportunities to communicate and express their ideas and feelings in a number of ways through artwork, music, dance and role play. These six areas of learning are of equal importance and through activities and experiences children learn and develop in a holistic manner. Parents are childrens first educators and are highly valued in the contribution that they make. The role that parents have played, and their future role, in educating the children do this through: before their child starts in our school talk to parents about their child; children have the chance to spend time with their teacher before starting at a nursery school by having Induction Session. Giving parents regular opportunities to talk about their childs progress Giving free access to their childrens Learning Journey record books . Encouraging parents to talk to their childs teachers about any concerns they may have. A range of activities throughout the year that will encourage collaboration between child, nursery school and parents. Ie.fund raising days, themed activity days, concerts like Harvest Festival, nativity, Easter and leavers concert. Have 2 formal meetings per year (Autumn and Summer term) with parents to discuss the childs progress and development. All staff who are involved with EYFS should aim to develop good relationships with children and interact with them and take time to listen to the children. Recognising diversity is about recognising that children can come from lots of different backgrounds and family structures and this could be from the language they speak, culture and beliefs. Diversity means responding in a positive manner to differences, valuing all people. All children are citizens and have rights and entitlements. Children should be treated fairly regardless of race, religion or abilities. This applies no matter: what they think or say what type of family they come from what language(s) they speak what their parents do whether they are girls or boys whether they have a disability or whether they are rich or poor. All children have an equal right to be listened to and valued in the setting. Improving the physical environment physical aids to access education such as ICT equipment and portable aids for children with motor co-ordination and poor hand/eye skills. New buildings should be physically accessible to disabled pupils and will involve improving access to existing buildings including ramps, wider doors, low sinks, etc Improving the delivery of information to disabled children at nurserys or schools The information should take account of pupils disabilities and parents preferred formats and be made available All children should be treated in the same way regardless of race, religion or abilities. Nno matter what they think or say, what type of family they come from, what language(s) they speak, what their parents do, whether they are girls or boys or whether they have a disability or whether they are rich or poor. All children have an equal right to be listened to and valued in the setting and all children have a need to develop, which is helped by exploring and discovering the people and things around them. Some childrens development may be at risk, for example children who are disabled and those with special educational needs , those from socially excluded families, such as the homeless or those who live with a parent who is disabled or has a mental illness, children from traveller communities, refugees or asylum seekers and those from diverse linguistic backgrounds. All children are entitled to enjoy a full life in conditions which will help them take part in society and develop as an individual, with their own cultural and spiritual beliefs. Practitioners ensure that their own knowledge about different cultural groups is up-to-date and consider their own attitudes to people who are different from themselves. In the UK, children are being raised in a society with many sources of enriching diversity. Good early years practice needs to sustain this from the earliest months of babyhood. Practitioners need to work to create a encouraging learning environment. Play materials, books and other resources can be on hand in a helpful way by reflecting on how young children learn about culture and cultural uniqueness. Diversity and inclusion is also linked to legislation such the Childrens Act 1989, SEN act 2001, Rights of Children 1989 and the Race Relations Act 1976. Also included is the Disability Act 2004. Children like experiencing food, music or dance forms that reflect their own family and neighbourhood experiences. Early childhood is a good time to offer opportunities that enable children to stretch beyond the familiar. Children can learn to appreciate cultural diversity in styles of art, craft, music and dance. All opportunities need to be well grounded in positive pride for the styles common in every childs own background. Learning about identity and cultural diversity can help young people to live and work together in diverse communities, both in this country and the wider world. It can also help them develop their identity and sense of belonging which are fundamental to personal well-being and the achievements of a flourishing and cohesive society. The United Kingdom already has of a large range of ethnicities, cultures, languages, beliefs and religions. These are not staying still but are constantly changing and interacting, so that everyone can identify with different aspects of their heritage in different situations. Diversity also cover, social class, regional differences, gender, sexual orientation, religious and non-religious beliefs and values. Young people need to develop the ability to see themselves as part of this diversity, and to reflect on who they are. Schools can give them the opportunity to explore their identities in a safe and positive environment, and to discuss what is important to them and their families. This develops a sense of belonging to a community that values them and improves their understanding of what binds people in communities together. When individuals recognise and value their own culture, beliefs and traditions, they can better understand how others develop their identities. The identity and cultural diversity curriculum dimension helps learners to gain a broad understanding of the country they are growing up in: its past, its present and its future. They learn about its range of cultures and traditions, its political system, values and human rights, how it has evolved to be as it is, and in particular, how they are able to contribute through democratic participation to its future development. References Child Care and Education Tassoni. P. (2007). Heinemann (Harcourt Education Limited). Oxford , England Child Development Meggitt. C. (2006). Heinemann (Pearson Education Limited). Harlow, England Department of education and Skills (DFES) 2007 Early Childhood Studies, Willan, Parker-Rees, Savage: (2004) :Learning Matters ltd
Thursday, September 19, 2019
The Salem Witch Trials, the Crucible, and McCarthyism :: Arthur Miller McCarthyism
The Salem Witch Trials, the Crucible, and McCarthyism Historical Overview and Brief Analysis Amidst millenniums of debate, argument, and conflict concerning racial prejudges and those issues which surround their implementation, there has consistently existed a certain historical prejudice regarding various stereotypical ideas for those things which people cannot understand or explain logically. While more contemporary examples of such circumstances include concepts such as McCarthyism, it is generally accepted that the most classic example of all such social tragedies based on fear and ignorance is that of the colonial era's Salem Witch Trials. While McCarthyism was illustrated as a widespread fear of communism that led the United States to pursue unnecessary investigations, imprisonments, and often unprovoked acts against those who were often only remotely accused of being a "dreaded communist", the Salem witch trials led to well over a dozen executions of local women accused of practicing witchcraft and directly associating themselves with "evil magic". Although the two historical periods were parallel in their nature and content, it can be argued the much earlier witch trials were the more severely inhumane and irrational as they rendered a constant trend of senseless deaths with little or no justice ever prevailing. The Salem witch trials were held during the year 1692 in Salem, Massachusetts Bay Colony. Beginning in May of that year, the proceedings led to the hanging deaths of nineteen suspected witches and the imprisonment of many others over the five months that would follow. The courtroom episodes of those being tried for witchery were complete, and utter travesties of justice. Women were actually considered guilty as accused until proven innocent. In addition to the known hangings, other cruel forms of punishment such as the burning of "witches" on a stake and the slow torturous human crushings by brick are evidenced to have existed as Salem's "justice" for their alleged witches. (Brown., Pages 37-41;43). That which is said to have initiated the trials and related hysteria has become an historical irony in our time and is the subject of many contemporary jokes and theatrical performances. Caused by the accusations of a few young girls against women in the Salem community; a special court was convened; and trials grew quickly into socially stereotypical prejudices regarding any women seen acting out of or performing "witchery". Within time the social chaos did not even exclude Salem's more prestigious women as the local governors wife was even implicated in accusations of witchcraft.
Wednesday, September 18, 2019
A Midsummer Nights Dream Essay: Aspects of Love -- Midsummer Nights
Love in William Shakespeare's A Midsummer Night's Dream    Love is a very inaccurate word, as it can be used in many different ways. It can be used to describe an object which one particularly likes, or to describe ones feelings towards a person. However it does not rest at just these two points. Love for someone can be in a material sense (sexual), or in a more moral sense for example.         Some of the various aspects of love are mentioned In William Shakespeare's, Midsummer Night's Dream. Here we are presented with the various characters, and their conflicts, which all have something to do with love.         The most important relationship in the play is that between Titania, the queen of the fairies, and Oberon, who is the king of the fairies. Oberon seems to love Titania in the sense that he wishes to dominate her, and also be her king. Their relationship is about authority and dominance. After a quarrel Titania does not wish to have anything to do with Oberon anymore. Oberon is angry at this, and takes out his anger on Titania, by placing a spell on her. He squeezes a drop from a special flower onto her eyes, which will make her love the ugliest beast she is to come across. This then happens to be Bottom the weaver, whose head is turned to that of an donkey. Through Oberon and Titania's little dispute, the entire world seems to be tipped upside down. Oberon is generous when it comes to dishing out his love potion, which confuses everything for the "real people" (in other words not meaning the fairies).         Amongst the people, there are also some disputes, that can be directly related to love. Lysander and Demetrius are both in love with Hermia, who only loves... ...for who he was, but for what she saw. Their relationship had nothing to do with a romantic and passionate love, but mainly consisted out of lust and desire. Titania desired Bottom, and was obsessed over him as a result of the magic potion. So by A Midsummer Nights Dream we can see some of the many aspects of love, and are familiarised with them. The various relationships between the "real" characters, and the fairies (king and queen). Of course there are a few more aspects one might mention, however many are very similar. Love basically consists out of many different factors. There should be the love of a person that comes from the heart, but there is also a side of you that desires the other person in a physical way. Love is not just a simply definable word, but love is a highly complicated act of expressing ones feelings towards another person.
Tuesday, September 17, 2019
The Vampire Diaries: Dark Reunion Chapter Thirteen
June 19, Friday, 11:45 p.m. Dear Diary, Oh, God, what are we going to do? This has been the longest week of my life. Today was the last day of school and tomorrow Stefan is leaving. He's going to Europe to search for a vampire who got changed by Klaus. He says he doesn't want to leave us unprotected. But he's going to go. We can't find Tyler. His car disappeared from the cemetery, but he hasn't turned up at school. He's missed every final this week. Not that the rest of us are doing much better. I wish Robert E. Lee was like the schools that have all their finals before graduation. I don't know whether I'm writing English or Swahili these days. I hate Klaus. From what I saw he's as crazy as Katherine-and even crueler. What he did to Vickie-but I can't even talk about that or I'll start crying again. He was just playing with us at Caroline's party, like a cat with a mouse. And to do it on Meredith's birthday, too-although I suppose he couldn't have known that. He seems to know a lot, though. He doesn't talk like a foreigner, not like Stefan did when he first came to America, and he knows all about American things, even songs from the fifties. Maybe he's been over here for a while†¦ Bonnie stopped writing. She thought desperately. All this time, they had been thinking of victims in Europe, of vampires. But from the way Klaus talked, he had obviously been in America a long time. He didn't sound foreign at all. And he'd chosen to attack the girls on Meredith's birthday†¦ Bonnie got up, reached for the telephone, and called Meredith's number. A sleepy male voice answered. â€Å"Mr. Sulez, this is Bonnie. Can I speak to Meredith?†â€Å"Bonnie! Don't you know what time it is?†â€Å"Yes.†Bonnie thought quickly. â€Å"But it's about-about a final we had today. Please, I have to talk with her.†There was a long pause, then a heavy sigh. â€Å"Just a minute.†Bonnie tapped her fingers impatiently as she waited. At last there was the click of another phone being picked up. â€Å"Bonnie?†came Meredith's voice. â€Å"What's wrong?†â€Å"Nothing. I mean-†Bonnie was excruciatingly conscious of the open line, of the fact that Meredith's father hadn't hung up. He might be listening. â€Å"It's about-that German problem we've been working on. You remember. The one we couldn't figure out for the final. You know how we've been looking for the one person who can help us solve it? Well, I think I know who it is.†â€Å"No,†Bonnie said, â€Å"it doesn't. It hits a lot closer to home, Meredith. A lot. In fact, you could say it's right in your own backyard, hanging on your family tree.†The line was silent so long Bonnie wondered if Meredith was still there. â€Å"Meredith?†â€Å"I'm thinking. Does this solution have anything to do with coincidence?†â€Å"Nope.†Bonnie relaxed and smiled slightly, grimly. Meredith had it now. â€Å"Not a thing to do with coincidence. It's more a case of history repeating itself. Deliberately repeating itself, if you see what I mean.†â€Å"Yes,†Meredith said. She sounded as if she were recovering from a shock, and no wonder. â€Å"You know, I think you just may be right. But there's still the matter of persuading-this person-to actually help us.†â€Å"You think that may be a problem?†â€Å"I think it could. Sometimes people get very rattled-about a test. Sometimes they even kind of lose their minds.†Bonnie's heart sank. This was something that hadn't occurred to her. What if he couldn't tell them? What if he were that far gone? â€Å"All we can do is try,†she said, making her voice as optimistic as possible. â€Å"Tomorrow we'll have to try.†â€Å"All right. I'll pick you up at noon. Good night, Bonnie.†â€Å"Night, Meredith.†Bonnie added, â€Å"I'm sorry.†â€Å"No, I think it may be for the best. So that history doesn't continue to repeat itself forever. Good-bye.†Bonnie pressed the disconnect button on the handset, clicking it off. Then she just sat for a few minutes, her finger on the button, staring at the wall. Finally she replaced the handset in its cradle and picked up her diary again. She put a period on the last sentence and added a new one. We are going to see Meredith's grandfather tomorrow. â€Å"I'm an idiot,†Stefan said in Meredith's car the next day. They were going to West Virginia, to the institution where Meredith's grandfather was a patient. It was going to be a fairly long drive. â€Å"We're all idiots. Except Bonnie,†Matt said. Even in the midst of her anxiety Bonnie felt a warm glow at that. But Meredith was shaking her head, eyes on the road. â€Å"Stefan, you couldn't have realized, so stop beating up on yourself. You didn't know that Klaus attacked Caroline's party on the anniversary of the attack on my grandfather. And it didn't occur to Matt or me that Klaus could have been in America for so long because we never saw Klaus or heard him speak. We were thinking of people he could have attacked in Europe. Really, Bonnie was the only one who could have put it all together, because she had all the information.†â€Å"I won't; modesty is one of my most charming qualities,†Bonnie replied. Matt snorted, but then he said, â€Å"I still think it was pretty smart,†which started the glow all over again. The institution was a terrible place. Bonnie tried as hard as she could to conceal her horror and disgust, but she knew Meredith could sense it. Meredith's shoulders were stiff with defensive pride as she walked down the halls in front of them. Bonnie, who had known her for so many years, could see the humiliation underneath that pride. Meredith's parents considered her grandfather's condition such a blot that they never allowed him to be mentioned to outsiders. It had been a shadow over the entire family. And now Meredith was showing that secret to strangers for the first time. Bonnie felt a rush of love and admiration for her friend. It was so like Meredith to do it without fuss, with dignity, letting nobody see what it cost her. But the institution was still terrible. It wasn't filthy or filled with raving maniacs or anything like that. The patients looked clean and well cared for. But there was something about the sterile hospital smells and the halls crowded with motionless wheelchairs and blank eyes that made Bonnie want to run. It was like a building full of zombies. Bonnie saw one old woman, her pink scalp showing through thin white hair, slumped with her head on the table next to a naked plastic doll. When Bonnie reached out desperately, she found Matt's hand already reaching for hers. They followed Meredith that way, holding on so hard it hurt. â€Å"This is his room.†Inside was another zombie, this one with white hair that still showed an occasional fleck of black like Meredith's. His face was a mass of wrinkles and lines, the eyes rheumy and rimmed with scarlet. They stared vacantly. â€Å"Granddad,†Meredith said, kneeling in front of his wheelchair, â€Å"Granddad, it's me, Meredith. I've come to visit you. I've got something important to ask you.†The old eyes never flickered. â€Å"Sometimes he knows us,†Meredith said quietly, without emotion. â€Å"But mostly these days he doesn't.†The old man just went on staring. Stefan dropped to his heels. â€Å"Let me try,†he said. Looking into the wrinkled face he began to speak, softly, soothingly, as he had to Vickie. And no matter what Meredith or Stefan did, that was all the response they could elicit. Eventually Bonnie tried, using her psychic powers. She could sense something in the old man, some spark of life trapped in the imprisoning flesh. But she couldn't reach it. â€Å"I'm sorry,†she said, sitting back and pushing hair out of her eyes. â€Å"It's no use. I can't do anything.†â€Å"Maybe we can come another time,†Matt said, but Bonnie knew it wasn't true. Stefan was leaving tomorrow; there would never be another time. And it had seemed like such a good idea†¦ The glow that had warmed her earlier was ashes now, and her heart felt like a lump of lead. She turned away to see Stefan already starting out of the room. Matt put a hand under her elbow to help her up and guide her out. And after standing for a minute with her head bent in discouragement, Bonnie let him. It was hard to summon up enough energy to put one foot in front of the other. She glanced back dully to see whether Meredith was following- And screamed. Meredith was standing in the center of the room, facing the door, discouragement written on her face. But behind her, the figure in the wheelchair had stirred at last. In a silent explosion of movement, it had reared above her, the rheumy old eyes open wide and the mouth open wider. Meredith's grandfather looked as if he had been caught in the act of leaping-arms flung out, mouth forming a silent howl. Bonnie's screams rang from the rafters. Everything happened at once then. Stefan came charging back in, Meredith spun around, Matt grabbed for her. But the old figure didn't leap. He stood towering above all of them, staring over their heads, seeming to see something none of them could. Sounds were coming from his mouth at last, sounds that formed one ululating word. â€Å"Vampire! Vampiire!†Attendants were in the room, crowding Bonnie and the others away, restraining the old man. Their shouts added to the pandemonium. â€Å"Vampire! Vampire!†Meredith's grandfather caterwauled, as if warning the town. Bonnie felt panicked-was he looking at Stefan? Was it an accusation? â€Å"Please, you'll have to leave now. I'm sorry, but you'll have to go,†a nurse was saying. They were being whisked out. Meredith fought as she was forced out into the hall. â€Å"Granddaddy-!†And then: â€Å"White ash wood! Vampire! White ash wood-â€Å" The door slammed shut. Meredith gasped, fighting tears. Bonnie had her nails dug into Matt's arm. Stefan turned to them, green eyes wide with shock. â€Å"I said, you'll have to leave now,†the harassed nurse was repeating impatiently. The four of them ignored her. They were all looking at each other, stunned confusion giving way to realization in their faces. â€Å"Tyler said there was only one kind of wood that could hurt him-†Matt began. â€Å"White ash wood,†said Stefan. â€Å"We'll have to find out where he's hiding,†Stefan said on the way home. He was driving, since Meredith had dropped the keys at the car door. â€Å"That's the first thing. If we rush this, we could warn him off.†His green eyes were shining with a queer mixture of triumph and grim determination, and he spoke in a clipped and rapid voice. They were all on the ragged edge, Bonnie thought, as if they'd been gulping uppers all night. Their nerves were frayed so thin that anything could happen. She had a sense, too, of impending cataclysm. As if everything were coming to a head, all the events since Meredith's birthday party gathering to a conclusion. Tonight, she thought. Tonight it all happens. It seemed strangely appropriate that it should be the eve of the solstice. â€Å"The eve of what?†Matt said. She hadn't even realized she'd spoken aloud. â€Å"The eve of the solstice,†she said. â€Å"That's what today is. The day before the summer solstice.†â€Å"Don't tell me. Druids, right?†â€Å"They celebrated it,†Bonnie confirmed. â€Å"It's a day for magic, for marking the change of the seasons. And†¦Ã¢â‚¬ she hesitated. â€Å"Well, it's like all other feast days, like Halloween or the winter solstice. A day when the line between the visible world and the invisible world is thin. When you can see ghosts, they used to say. When things happen.†â€Å"Things,†Stefan said, turning onto the main highway that headed back toward Fell's Church, â€Å"are going to happen.†None of them realized how soon. Mrs. Flowers was in the back garden. They had driven straight to the boarding house to look for her. She was pruning rosebushes, and the smell of summer surrounded her. â€Å"Slow down, slow down now,†she said, peering at them from under the brim of her straw hat. â€Å"What is it you want? White ash? There's one just down beyond those oak trees in back. Now, wait a minute-†she added as they all scrambled off again. Stefan ringed a branch of the tree with a jack-knife Matt produced from his pocket. I wonder when he started carrying that? Bonnie thought. She also wondered what Mrs. Flowers thought of them as they came back, the two boys carrying the leafy six-foot bough between them on their shoulders. But Mrs. Flowers just looked without saying anything. As they neared the house, though, she called after them, â€Å"A package came for you, boy.†Stefan turned his head, the branch still on his shoulder. â€Å"For me?†â€Å"It had your name on it. A package and a letter. I found them on the front porch this afternoon. I put them upstairs in your room.†Bonnie looked at Meredith, then at Matt and Stefan, meeting their bewildered, suspicious gazes in turn. The anticipation in the air heightened suddenly, almost unbearably. â€Å"But who could it be from? Who could even know you're here-†she began as they climbed the stairs to the attic. And then she stopped, dread fluttering between her ribs. Premonition was buzzing around inside her like a nagging fly, but she pushed it away. Not now, she thought, not now. But there was no way to keep from seeing the package on Stefan's desk. The boys propped the white ash branch against the wall and went to look at it, a longish, flattish parcel wrapped in brown paper, with a creamy envelope on top. On the front, in familiar crazy handwriting, was scrawled Stefan. The handwriting from the mirror. They all stood staring down at the package as if it were a scorpion. â€Å"Watch out,†Meredith said as Stefan slowly reached for it. Bonnie knew what she meant. She felt as if the whole thing might explode or belch poisonous gas or turn into something with teeth and claws. The envelope Stefan picked up was square and sturdy, made of good paper with a fine finish. Like a prince's invitation to the ball, Bonnie thought. But incongruously, there were several dirty fingerprints on the surface and the edges were grimy. Well- Klaus hadn't looked any too clean in the dream. Stefan glanced at front and back and then tore the envelope open. He pulled out a single piece of heavy stationery. The other three crowded around, looking over his shoulder as he unfolded it. Then Matt gave an exclamation. â€Å"What the†¦ it's blank!†It was. On both sides. Stefan turned it over and examined each. His face was tense, shuttered. Everyone else relaxed, though, making noises of disgust. A stupid practical joke. Meredith had reached for the package, which looked flat enough to be empty as well, when Stefan suddenly stiffened, his breath hissing in. Bonnie glanced quickly over and jumped. Meredith's hand froze on the package, and Matt swore. Stefan- Shall we try to solve this like gentlemen? I have the girl. Come to the old farmhouse in the woods after dark and we'll talk, just the two of us. Come alone and I'll let her go. Bring anyone else and she dies. There was no signature, but at the bottom the words appeared This is between you and me. â€Å"What girl?†Matt was demanding, looking from Bonnie to Meredith as if to make sure they were still there. â€Å"What girl?†With a sharp motion, Meredith's elegant fingers tore the package open and pulled out what was inside. A pale green scarf with a pattern of vines and leaves. Bonnie remembered it perfectly, and a vision came to her in a rush. Confetti and birthday presents, orchids and chocolate. â€Å"Caroline,†she whispered, and shut her eyes. These last two weeks had been so strange, so different from ordinary high school life, that she had almost forgotten Caroline existed. Caroline had gone off to an apartment in another town to escape, to be safe-but Meredith had said it to her in the beginning. He can follow you to Heron, I'm sure. â€Å"He was just playing with us again,†Bonnie murmured. â€Å"He let us get this far, even going to see your grandfather, Meredith, and then†¦Ã¢â‚¬ â€Å"He must have known,†Meredith agreed. â€Å"He must have known all along we were looking for a victim. And now he's checkmated us. Unless-†Her dark eyes lit with sudden hope. â€Å"Bonnie, you don't think Caroline could have dropped this scarf the night of the party? And that he just picked it up?†â€Å"No.†The premonition was buzzing closer and Bonnie swatted at it, trying to keep it away. She didn't want it, didn't want to know. But she felt certain of one thing: this wasn't a bluff. Klaus had Caroline. â€Å"What are we going to do?†she said softly. â€Å"I know what we're not going to do, and that's listen to him,†Matt said. †‘Try to solve it like gentlemen'-he's scum, not a gentleman. It's a trap.†â€Å"Of course it's a trap,†Meredith said impatiently. â€Å"He waited until we found out how to hurt him and now he's trying to separate us. But it won't work!†Bonnie had been watching Stefan's face with growing dismay. Because while Matt and Meredith were indignantly talking, he had been quietly folding up the letter and putting it back in its envelope. Now he stood gazing down at it, his face still, untouched by anything that was going on around him. And the look in his green eyes scared Bonnie. â€Å"I think,†said Stefan carefully, concentrating on each word, â€Å"that I am going out to the woods after dark.†Matt nodded, and like the quarterback he was, began to chart out a plan. â€Å"Okay, you go distract him. And meanwhile, the three of us-â€Å" â€Å"The three of you,†Stefan continued just as deliberately, looking right at him, â€Å"are going home. To bed.†There was a pause that seemed endless to Bonnie's taut nerves. The others just stared at Stefan. At last Meredith said lightly, â€Å"Well, it's going to be hard to catch him while we're in bed unless he's kind enough to come visiting.†That broke the tension and Matt said, drawing a long-suffering breath, â€Å"All right, Stefan, I understand how you feel about this-†But Stefan interrupted. â€Å"I'm dead serious, Matt. Klaus is right; this is between him and me. And he says to come alone or he'll hurt Caroline. So I'm going alone. It's my decision.†â€Å"It's your funeral,†Bonnie blurted out, almost hysterically. â€Å"Stefan, you're crazy. You can't.†â€Å"Watch me.†â€Å"We won't let you-â€Å" â€Å"Do you think,†Stefan said, looking at her, â€Å"that you could stop me if you tried?†This silence was acutely uncomfortable. Staring at him, Bonnie felt as if Stefan had changed somehow before her eyes. His face seemed sharper, his posture different, as if to remind her of the lithe, hard predator's muscles under his clothes. All at once he seemed distant, alien. Frightening. Bonnie looked away. â€Å"Let's be reasonable about this,†Matt was saying, changing tactics. â€Å"Let's just stay calm and talk this over-â€Å" â€Å"There's nothing to talk over. I'm going. You're not.†â€Å"You owe us more than that, Stefan,†Meredith said, and Bonnie felt grateful for her cool voice. â€Å"Okay, so you can tear us all limb from limb; fine, no argument. We get the point. But after all we've been through together, we deserve more of a thorough discussion before you go running off.†â€Å"You said it was the girls' fight too,†Matt added. â€Å"When did you decide it wasn't?†â€Å"No, it isn't!†Bonnie cried. â€Å"Did you make Elena kill Katherine?†â€Å"I made Katherine go back to Klaus! That's how this got started. And I got Caroline involved; if it wasn't for me, she would never have hated Elena, never have gotten in with Tyler. I have a responsibility toward her.†â€Å"You just want to believe that,†Bonnie almost yelled. â€Å"Klaus hates all of us! Do you really think he's going to let you walk out of there? Do you think he plans to leave the rest of us alone?†â€Å"No,†Stefan said, and picked up the branch leaning against the wall. He took Matt's knife out of his own pocket and began to strip the twigs off, making it into a straight white spear. â€Å"Oh, great, you're going off for single combat!†Matt said, furious. â€Å"Don't you see how stupid that is? You're walking right into his trap!†He advanced a step on Stefan. â€Å"You may not think that the three of us can stop you-â€Å" â€Å"No, Matt.†Meredith's low, level voice cut across the room. â€Å"It won't do any good.†Stefan looked at her, the muscles around his eyes hardening, but she just looked back, her face set and calm. â€Å"So you're determined to meet Klaus face to face, Stefan. All right. But before you go, at least be sure you have a fighting chance.†Coolly, she began to unbutton the neck of her tailored blouse. Bonnie felt a jolt, even though she'd offered the same thing only a week earlier. But that had been in private, for God's sake, she thought. Then she shrugged. Public or private, what difference did it make? She looked at Matt, whose face reflected his consternation. Then she saw Matt's brow crease and the beginning of that stubborn, bullheaded expression that used to terrify the coaches of op-posing football teams. His blue eyes turned to hers and she nodded, thrusting out her chin. Without a word, she unzipped the light wind-breaker she was wearing and Matt pulled off his T-shirt. Stefan stared from one to another of the three people grimly disrobing in his room, trying to conceal his own shock. But he shook his head, the white spear in front of him like a weapon. â€Å"No.†â€Å"Don't be a jerk, Stefan,†Matt snapped. Even in the confusion of this terrible moment something inside Bonnie paused to admire his bare chest. â€Å"There's three of us. You should be able to take plenty without hurting any one of us.†â€Å"I said, no! Not for revenge, and not to fight evil with evil! Not for any reason. I thought you would understand that.†Stefan's look at Matt was bitter. â€Å"I understand that you're going to die out there!†Matt shouted. â€Å"He's right!†Bonnie pressed her knuckles against her lips. The premonition was getting through her defenses. She didn't want to let it in, but she didn't have the strength to resist anymore. With a shudder, she felt it stab through and heard the words in her mind. For a moment, just a moment, she thought he might listen to her. Then his face went hard again and he spoke coldly. â€Å"It isn't your problem. Let me worry about it.†â€Å"But if there's no way to win-†Matt began. â€Å"That isn't what Bonnie said!†Stefan replied tersely. â€Å"Yes, it is! What the hell are you talking about?†Matt shouted. It was hard to make Matt lose his temper, but once lost it wasn't easily gotten back. â€Å"Stefan, I've had enough-â€Å" â€Å"And so have I!†Stefan shot back in a roar. In a tone Bonnie had never heard him use before. â€Å"I'm sick of you all, sick of your bickering and your spinelessness-and your premonitions, too! This is my problem.†â€Å"I thought we were a team-†Matt cried. â€Å"We are not a team. You are a bunch of stupid humans! Even with everything that's happened to you, deep down you just want to live your safe little lives in your safe little houses until you go to your safe little graves! I'm nothing like you and I don't want to be! I've put up with you this long because I had to, but this is the end.†He looked at each of them and spoke deliberately, emphasizing each word. â€Å"I don't need any of you. I don't want you with me, and I don't want you following me. You'll only spoil my strategy. Anyone who does follow me, I'll kill.†And with one last smoldering glance, he turned on his heel and walked out.
Monday, September 16, 2019
Why Did Germany Lose Ww1
WHY DID GERMANY LOSE WW1 Germany lost WW1 due to a variety of military, socio-economic & political, and strategic reasons. The war itself continued for 4 years, inflicting various casualties and economic hardships on Germany. The most important reason why Germany lost WW1 were its incompetence to carry out it’s various strategies – originating from the first strategic failure, the failure of the Schlieffen Plan. The military incompetence of Germany on land and in sea was also an important cause leading to their loss in WW1.Germany’s socio-economic condition and the incompetence of the political system in dealing with it was another important cause resulting in Germany’s loss in WW1. Thus, there were various reasons as to why Germany lost WW1, all of which had the same theme – the incompetence of Germany in various areas – that led them to lose WW1. INCOMPETENCE TO CARRY OUT IT’S VARIOUS STRATEGIES: Schlieffen Plan failure [Schlieffen P lan was supposed to take france by surprise by german attack coming from north instead of the metz area of Germany. Germany was to go through Belgium and then sweep around paris – which would surrender.Vardun = attacked = surrender. After france = beaten, germant would beat estern front] Russia mobilises quicker than expected [eastern front instead of Belgium – troops were sent. Belgium, therefore Britain entered the waron 4 august. No british intervention allowance. Decided to defend mons] british slow germans down [guns; machine guns thought. German advance was delayed. went south instead of north underestimated: amount of time they’d need, Russian military, alliance between france and Britain Battle of the Marne – France wins under Joffre September 1914France not knocked out, not a short war, full scale war on two fronts for Germans War of Movement = over – trenches created; now led to stalemate STALEMATE CREATED MILITARY INCOMPETENCE: Sea Battl e of Falkland islands = Britain wipes out Germany; warships > Pacific Fleet Battle of Jutland 31 May 1916 – High Seas Fleet vs Royal Navy. RN won turned to U-Boat Camapgin; all ships entering the war-zone around Britain were liable to attack USA declared war on Germany in 6 Apr 1917 convoy system, echo-sounders, depth-chargers, Q-ships [merchant ships which was actually powered by the RN] – used to defeat U-Boats Land ble to make advancements in trenches Vardun – Feb 1916 – 280,00 Germans dead, lost heavily Battle of the Somme – July 1 to Nov 1916 [by Brits]. Relieve pressure on France in Verdun. Take over trench line as F weakened. Blow to German morale – caused them to lose finally. Britain was a military power to be reckoned with. 650,000 dead. Spring 1918 Offensive – last desperate attempt to win the war; thros in extra troops from Eastern front; broke through on the Somme in march 1918 and by end of May were 40 miles from Paris à ¢â‚¬â€œ caused the Allied Counter Offensive in 8 AugSOCIO-ECONOMIC CONDITION AND INCOMPETENCE OF POLITIAL SYSTEM IN DEALING WITH IT: beginning of war = Naval blockade from 1915 till 1916 = faced HARDSHIPS KRA War Materials office in 1914 – employed company to act on behalf of govt in buying, storing and manufacturing materials – directed labour force and decided which jobs expempted men from military service social tensions as industrial workers gained a lot, ad they were in charge no national income tax, limited revenue, unequal income distribution could only cover 16% of it’s costs through tax 918 = Brest Litovsk treaty; access to resources but harshness = allies didn’t like – determined to make them lsoe and pay food shortages & inflation recession. Total war ALLIED VICTORY AND UNITY: 1915 = year of allied failure superior command; unity Brest-Litovsk Treaty in 1917 – Eastern Front = won
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