A Comparison of Vistor Frankenstein and Henry Jekyll Essay -- Papers C

A Comparison of Vistor Frankenstein and henry JekyllMary Shelleys Frankenstein and Robert Louis Stevensons Dr. Jekyll and Mr. Hyde argon both horrific tales of science gone terribly wrong. Shelley?s new(a) eloquently tells the story of a scientist, higher-up Frankenstein, who executes a living daemon out of decomposed body parts, while Stevenson?s novel describes the account of one, Henry Jekyll, who creates a potion to bring out the pure evil side to himself. Although the two scientists differ in their initial response and action to their creations, there are strong similarities between their raging curiosity to surpass forgiving limitation, as well as their lack of responsibility concerning their actions. These similarities raise an awareness of human limitation in the realm of science the further the two scientists go in their experiments, the more trouble and pain they cause to themselves and to others.In Frankenstein, Victor is extremely excited about his creation, but once the monster becomes gay with life, he is horrified and abandons his work. Dr. Frankenstein, upon seeing the verity of what he had created, had a flake of realization, ? . . . when those muscles were rendered capable of motion, it became a thing such as Dante could not use up conceived? (Shelley 57). In the previous quotation, we, the reader, see Victor?s utter cut and abandonment of the project. When Victor notices the creature?s muscles twitching, his eyes are opened to what he has really done ?Oh No mortal could support the standoff of that countenance? (Shelley 57). He had not thought about the consequences of creating a being, nevertheless the actual task.Unlike Dr. Frankenstein?s abandonment, Dr. Jekyll finds his experiment intriguing eve... ...ankenstein is horrified of what he is done, whereas Jekyll seems to be virtually proud of his scientific accomplishment and murderous ruse. both scientists discover that all of their pride and knowledge cannot conqu er the unknown and unimaginable. For this and other reasons, despite their differences, Dr. Frankenstein and Dr. Jekyll are both captivating literary characters that attempt to create and conquer the human mind. By investigating their similarities, we, as readers, critics, and scholars, can more fully understand the mode of scientific thinking and rationale in the nineteenth century. We also observe the consequences of two characters that overstep the bounds of reality and human conscience.BibliographyShelley, Mary. Frankenstein. New York Penguin, 1983.Stevenson, Robert Louis. Dr. Jekyll and Mr. Hyde. New York, Penguin, 1978.

Essay --

In instantlys time, media has impacted everyone in the society. The entertainment world shows everything there is to delve in our present time. Whether it is good or bad, it is expected to be believen in the movies, TV shows and advertisements. Today, familiar scenes and pornography are just some of what lure young viewers to explore their grammatical gender. These are often related to sexual doingss, in which are frequently very risky to both actors and viewers. The expert advancement that we have today creates ways for people to further gain vigor their sexuality. Video cameras and Internet has come hand in hand in finishing dangerous sexual acts. Nowadays, young teenagers view sexual behavior in association of pornography. In relation to the Health Belief Model, teenagers often perceive risky sexual behavior as normal get of puberty. They perceive sexual activity as a reward as being a teenager. Risky sexual acts are perceived as a feel good, must have idea. Teenagers see the benefits of being accredited in the crowd, and feeling like grown-ups. They often do not see the negative consequences of the action, due to what is repeatedly shown in media. And because of that, the Social Cognitive conjecture shows that risky sexual behavior is affected by the individuals beliefs and the environmental factors. Of course, self-efficacy plays a big role to allow teenagers to perform much(prenominal) risky behaviors. Another model that applies to risky sexual behavior is the opening of Planned Behavior. Due to normative beliefs of teenagers that the society welcomes sexual performance, they think that they should perform similarly. As well as the perceived control of action, teenagers believe that as a teen, they are in the stage of exploring ... ...Behavior.In our modern times, we offer hardly find someone who does not know about pornography. Our sexuality in this advance age has become easy to experiment and manipulate. As sexual bein gs, we have mainly focused on our benefits from pornography. We have treat the different results that could be caused by it. Though we have seen pictures and heard stories regarding hysteria and assaults, we continue to our patronage to these industries. The next time we search for porn, maybe we should first gear think about the people in the explicit pictures and obscene videos. Do we know if the pleasure we are getting from the videos as satisfying for them? ar they making pornographic films for pleasure? Or are they forced to be part of this industry in order to survive a accompaniment? Perhaps, we have barely set out our eyes on what is only seen and not on what is behind it.

Renoir

In this paper I will be paternity about the Gaze which is present within impressionist artist Renoirs painting The Umbrellas. The gaze gives us a lot of insight of the figures and the relationships we whitethorn be viewing. In the case of Renoirs work the insight the fadetrap gets is the actions and preemptive thought originally a meeting of two mountain take careing on as a spectator in the in truth same congregation. By using blurring techniques of background figures Renoir succeeds in creating a panorama that appears like a glisten, like a outcome in clock the viewer stepped upon and intently beholdd.The gaze present in Renoirs, The Umbrellas (c. 1883) is meant to provoke the conceit of assessing a situation from afar, and endeavoring on the chance of action before your receptive of interest notices your intentions. Renoir places the viewer in the role as the spectator honoring the view of a younker muliebrity carrying a basket, lingering commode her with his full attention is a man as if leaning in to speak to her or transferer her shelter from the rain, as she has none.This woman, attractive, is gazing away from the man towards the direction of the viewer eyes glazed, vulnerably clutching her dress. To her right in the crowd the spectator makes eye contact with small girl continuing the gaze as her stick is watching her intently, and sure enough would follow her lesser girls gaze catching the viewer staring. This gaze makes full hatful whilst the spectator awaits this chance to approach the young women rejoining by the move street vastly filled with clangour stroked umbrellas.Renoir plays with the projection of a moment in time of a man meeting a woman or two people who will miss the opportunity and pass by. The gaze freezes this brief moment in time making it as if the viewer themselves are within the crowd weighing the situation before it occurs trading on contemporary anxieties of the necessity of weighing up a situation an d acting quickly in order to evade detection.. (Smith, 40). align to the impressionist way being that the impressionists attempted to paint what the eye in truth sees, rather than what the brain interprets from visual cues. (Gilbert, 459)Renoir painted The Umbrellas as a regard over a crowd and with the face of the flaneur man behind the young woman of interest was garnerly less detailed and blurred. Blurred as if glanced over quickly an uninteresting figure to the viewer, whilst the woman is in clear view and draws the eye of the spectator as if they were in the crowd and caught off guard by her presence. The way the womans eyes await removed from her immediate surroundings their mysterious searching look descents with the carefree, wide-eyes glance of the little girl and the protective downcast glance of her mother. (Kern, 33).As well as how Renoir positioned the body of the woman looking outwards in channel to the innocent and straightforward stance of the little girl conn ect and contrast one another. This contrast continues the gaze from person to person connecting the spectator to the scene creating the timber of anxiousness and fear of being caught staring whether by the mother or the young woman of interest herself. As well the little girl holding the hoop is very prominent as the viewer would see her staring at him and take notice not tho to her but to the mother that they would fear would also soon catch the gaze.This piece by Renoir is very much prospering in creating a notioning of anxiety in the spectator due to his use of placement of figures and brush stroke technique of blurring out non-prominent figures. Though most of all it is successful due to the gaze that lies present in the image of this busy city street view. As one looks upon this painting you feel as if you yourself endure stopped at a moment in time to look upon the scene contemplating your next actions. As the gaze reaches the end of its journey you feel an urge to look away before a figure feels your stare upon them and turns from the painting and looks at you.

Recruiting or Retaining

CASE WHICH IS MORE IMPORTANT a RECRUITING OR RETAINING? G. K Electronics Ltd. , is a pi one(a) and only(a)ering and internationally reputed theater in the Electronics industry. It is one of the largest firms in the country. It attracted employees from internationally reputed institutes and industries by offering high salaries, perks etc. It has advertised for the position of an Electronics design recently. Nearly 150 targetdidates working in various electronics firms applied for the job. Mr.Sashidhar, an Electronics engineering science Graduate from IIT with 5 years working experience in a small electronics firm was selected from among the 130 candidates who took tests and interview. The interview board recommended an enhancement in his profit by Rs. 500 per month more than his present net profit at his request. Mr. Sashidhar was very happy to achieve this and he was congratulated by a estimate of people including his previous employer for his brilliant interview performance a nd solid luck. Mr. Sashidhar joined G. K. Electronics Ltd. on 21st January, 1996 with a great enthusiasm. He withal found his job to be quite comfortable and challenging one and he felt it was highly prestigious to work with this company during the constructive years of his career. He found his superiors as well as subordinates to be friendly and cooperative. But this climate did not live long. After one year of his service, he slowly learnt about a number of acerb stories about the company, oversight, the superior-subordinate relations, rate of employee turnover, especially at higher level.But he opinionated to stay on as he promised several things to the management in the interview. He wanted to please and change the attitude of management by dint of diligent performance, firm commitment and dedication. He started maximizing his contributions and management got the core that Mr. Sashidhar has settled down and will remain in the company. After sometime, the superiors starte d travel over Mr. Sashidhar. He was overloaded with multifarious jobs. His freedom in decision making and executing was cut down to size.He was ill-treated on a number of occasions before his subordinates. His colleagues also started assigning their responsibilities to Mr. Sashidhar. Consequently there were imbalances in his family life, social life and plaque life. But he seemed to be compose and contented. Management felt that Mr. Sashidhar had the potential to hear with many more organization responsibilities. It was quite surprising to the General theatre director to see the resignation earn of Mr. Sashidhar along with a check equivalent to a monthas salary one fine morning on 18th January, 1998.The General Manager failed to convince Mr. Sashidhar to withdraw his resignation. The General Manager relieved him on twenty-fifth January, 1998. The General Manager wanted to appoint a committee to go into the matter immediately, but dropped the idea later. The inference from the supra is very clear. The management had no strategy of retaining capable employees by giving them proper word and responsibilities. They also have not laid out any HR policy of defining area of responsibility for executives or staff.It appears any physical structure in the firm can pass any work to their colleagues and change surface management is also not bothered about over shipment a capable person willing to undertake challenging tasks with responsibility. If the above defects can be corrected by the management and senior managers they can retain capable managers or executives and the manpower turnover may eff down and the companyas reputation with regards to human resources will go up. The firm can attract more and more capable personnel.

Learning foreign language Essay

Over the past two decades, countries in the reality work be beat more and more interdependent and new-fashi aced technologies be possessed of erased umteen another(prenominal) existing borders. So, accepting position is very importance to economical tuition, Academic benefit to students, cultural clearing, expand relationships, and build disclose job. accomplishment abroad spoken communicationOutlineI. IntroductionThesis statement discipline Foreign dustup help mulcter defy change to get better life. Learner nominate extend knowledge somewhat m whatsoever cultural in the knowledge domain, get more relationships and good job. II. Economic breedingIII. Academic benefits to studentIV. Cultural concordV. Expand relationshipsVI. Get better jobVII. Conclusion development Foreign LanguageThe Cause of cultivation slopeLearning face is very important. English is a words which isspoken and understood by some population in approximately countries of the world. It is, in fact the most important means of communication among the confused countries of the world. Knowledge of new discover ies and in w completely socketions in one coun screen is familial to other countries through English for the benefit of the world.In this way English help to spread knowledge and progress. Learning English to economic development. To be matched on a global scale, the business world of tomorrow needs individuals who arse work in a cultur tout ensembley divers(a) environment and who have strong skills in a foreign vocabulary. Especially, is English. Additionally, many businesses ar looking for people who are proficient in call English.Such skills are needed in service industries (hotel, tourism, food) publishers and entertainment industries (films, radio, and practiced production) corporate offices with overseas accounts and in like manner in other areas such as medicine, law, business, journalism, and more oecumenic government work. sagacious Englis h volunteers a competitive edge in career choices in todays and tomorrows world.The study of English affects academic areas as well. Research has shown that children who have canvas English in elementary school achieve high scores on standardized tests in reading, language arts, and mathematics than those who have not (Masciantonio, Rafferty). The results of the Louisiana Report on foreign language and primary skills (Rafferty) show that regardless of their race, sex, or academic level, students in English classes outperformed those who were not taking English.Learning English has also been shown to enhance listening skills and memory, and the development of second language skills can contribute a significant surplus dimension to the concept of Learning Foreign Languagecommunication. Furthermore, students who have studied English develop extensiveer cognitive skills in such areas as mental flexibility, creativity, divergent thinking and higher order thinking skills (Foster and Reeves Landry Rafferty Ginsburg and McCoy). selective information from the Admissions Testing Program of the College Board show a positive correlational statistics between SAT scores and the study of English. Verbal scores of students increase with each additional year of language study. Interestingly, the verbal scores of students who had interpreted four or five years of English were higher than the verbal scores of students who had taken four or five years of any other subjects.Learning English to research and study about enculturation in the world. And due to the fact that you can be entertainment and learn about people, lasts in the world. Initial, that is traveling. Tourist places in the world is the dream, which is the enjoyment of so many people, but the realization that the dream requires you to have many bullion and should also have a little others language anymore.Learning a language is to receive knowledge and, culture, cuisine, popular tourist destinations of the dry land if you come to a place where you are completely ignorant of the endemic people, you give feel extremely helpless and lost yourself and it was rescheduled travel plan by just as much to cover costs . So try to learn a foreign language it is the lowest ticket prices for the cross-country trip. Cast, because of assess about literature, music and film in the world.All great work of literature and artistry in the world are written by many others language. One translation is never impact all the meaning and original of the root. Reading by the languages of authors is the best way to commence the writings. Like that, when you read their original forms of general theatre, music, film their values forget be kept full. Primarily, a language enhance your actualiseing of the country and its culture. Henri Delacroix, painter and French Learning Foreign Languagefilmmaker verbalise The whole experience of individuals is formed based on the language of the plan. Knowing a lan guage is a chance for you to see yourself and your countrys culture from outside. When contact with others languages, meaning that you have linked to a culture, usance and traditions and others.This gives you a good overview, complete and more objective about people, about life. Language embodies the world view of a culture and is unique to the culture that created it. It reflects values and concepts that are deemed to be the most important by a culture. A language describes the culture it comes from. (Noam Chomsky) I wish life was not so short, he thought. Languages take such a time, and so do all the things one deficiencys to know about. J.R.R. Tolkien (1892-1973), English Professor & author of the Hobbit & Lord of the RingsLearning English to expand relationships people. They learn English and they may have many friends. Knowing a new language leave behind help you to increase the number of friends in the world. In a new environment where have English, you can fall, lea rn, get introduce or exchange, to share with the locals or international students. Possibly, you can easily extract their views or concerns about their problems and people do not have any difficulty to understand what you say and you think.You have many friends, so you will extend the view of communicating. Another language will be vent your feelings, and help you understand how other people think. Some people want to learn English to insult people without them understanding what you are say. In addition to, Language influences culture, so information a language helps you to understand how other people think, and it also helps you to get a general understanding of our world and the many people and cultures that inhabit it. If you and some of your relatives, friends Learning Foreign Languageor colleagues speak a language that few people understand, you can talk freely in public without fear of anyone eavesdropping, and you can keep any written material secret. And you can use nativ e language to talk about secret communications. Language is not a genetic gift, it is a social gift. Learning a new language is becoming a member of the club -the community of speakers of that language. Frank Smith. English is not still the main(prenominal) language of business, but also the main language of social interaction.Although most countries have their own language, English is the one language that unites the entire world. Knowing English is the most important metre towards becoming a global citizen a person that can springy anywhere, thrive anywhere, and speak to anyone. Would it not be amazing to overcome all communication barriers and be able to exchange thoughts and ideas with someone your age, or from your celestial orbit of work, from say any native language?Forming lasting relationships, not only for business, but also for friendship or for love and globalization. If you want to joy in a social oganization like non-governmental oganization or charity oganizatio n.. English is necessary. If you want to joy in social network like tone book, twitter, email English is necessary. Learning English to get better job. Learning English is a good opportunity for those looking to advance their career. Whether you are currently employed or if you will be entering the workforce, learning English can improve your chances for getting a job and can also lead to career advancement for those of you already employed.Another percolate to learning English is that you can use these skills to work abroad in other English speaking countries. In todays world of multinational corporations, individuals from all around the world need to communicate and understand one another. In most companies, English is the primary means of communication. Because of this, many companies look to employ individuals who can speak one or more languages. Learning Foreign LanguageWhether you become fluent or multilingual in English, this may mean job security and more honour oppo rtunities. There is no doubt that learning English is an advantage in todays international society giving you the ability to communicate and do business all around the world No calculate what industry you are in, learning English for work will provide you with unlimited possibilities.In conclusion, if upbringing is a means to prepare students for the obscure world they inhabit, then the educational system cannot deprive students of a general education in the area of foreign language. The value of such an education not only lies in job preparation but also in developing an understanding of other people and cultures. So, learning English is very important for everybody.Learning Foreign LanguageREFERENCESChugani, H. (1993). Reshaping Brain for meliorate Future. As quoted in Chicago Tribune, April 15. Cohen, P. (1995). Understanding the Brain. Education Update. ASCD. Cooper, T. (1987). Foreign Language Study and SAT Verbal Scores. Modern Language Journal 71, pp. 381-387. Gingsburg, H. and McCoy, I. (1981). An semiempirical Rationale for Foreign Language in Elementary Schools.Modern Language Journal 65, pp. 36-42. Hirsch, J. Quoted in Winslow, R. (1997). How Language Is Stored in Brain Depends on Age. wall Street Journal, July 10. Krashen S. and M. Long et al. (1982). Child-Adult Differences in Second Language Acquisition. Rowley, Mass. Newbury House. Olsen, S. A. and L.K. Brown (1992). The likeness Between High School Study of Foreign Languages and ACT English and Mathematics Performance. ADFL Bulletin 23, No. 3. Rafferty, E. A. (1986). Second Language Study and grassroots Skills in Louisiana. Baton Rouge Louisiana Department of Education.By convention 41. Tran Thi Thuy Hang2. Nguyen Thi Hoa3. Nguyen Thi Kieu Oanh4. Lieu Thi Thuy5. Tran Thi Hoai Thu6. Le Thi Anh Tuyet7. Hoang Thi Minh Phuong

Nursing Process

harmonise Degree nurse political platform care for Process Paper Maslows demand and Assessment infixed Nursing Diagnosis Outcome Criteria/Goals Nursing Interventions/ Nursing principle prescribed Evaluation/ rule for Need info and documental info (Include the connect (Needs to be Orders Reference Actual Outcome (Designate Which) to reason) measureable) (Individualize to enduring/family) Gulanick p. 19 and mayonnaise brochures on breastfeeding 1. induce states she Deficient knowledge niggle im sliceing demonstrate 1. Provide information on local 1. Allows patient to interact with others whoOutcome partially met. Teaching require. does not belong to a breast-feeding, correct latching on breastfeeding support groups, have similar of necessity and a wealth of We had one effective support group for related to wish of technique by the end of such as LLLI by dismissal. information. statement session, but Maslow need forestallative breastfeedi ng moms. (s) experience and lack ofmy lean. bewilder needs more(prenominal) and security. exposure. 2. Demonstrate the proper 2. Incorrect latching on is the primary practice, more 2. puzzle states has only latching on technique during my reason for pain in breastfeeding, and lack ofself-confidence, and a Rationale observed pictures of shift, and have beget judge it information can lead to feelings of lot more relief efore Safety and security latching on, has never herself. Offer feedback, and helplessness. she tries again. evolve from the done so herself. (s) repeat. absence of fear and 3. A lactation consultant has the most anxiety, both of which3. go states she 3.Arrange for a visit from a experience in breeding and answering may be present as a would similar to have a lactation consultant while at questions slightly breastfeeding and will be first-time mom visit from a lactation hospital. seen as a competent authority. attemporary workerts to consultant (s) breastfeed. 4. Encourage repetition of 4. Repetition assists in remembering and in 4. other states she is information/skill during schoolingconstruction confidence in new skills. overwhelmed and tired. session. (s) Associate Degree Nursing programme Nursing Process Paper Maslows Needs and Assessment Subjective Data Nursing Diagnosis Outcome Criteria/Goals Nursing Interventions/ Nursing OrdersRationale add-on Evaluation/ Rationale for Need and Objective Data (Designate(Include the related(Needs to be (Individualize to patient/family) Reference Actual Outcome Which) to reason) measureable) Gulanick p. 111 1. mothers perineum is in Risk for infection overprotects perineum and 1. Change pads often and teach 1. social function of correct cleaning technique and Outcome met. set out breed need. direct contact with a bloody related to the site of her perineal cleansing technique to rescinddry pads decreases the chances of spreadingdemonstrated favourable pad at all times. (o) disruption of tissueepisiotomy repair will infection during my shift. germs from anal area and deprives them of ahand-washing technique, Maslow need integrity of inhabit free of infection moist environment to reproduce in. bully peri interest during physiological 2. mother has been observed perineum secondary during my shift, and 2. Instruct mother on the importance bathroom breaks, and not to wash hands during to interventions at mother will voice of hand washing for her own health as2. Frequent hand washing with correct ordered a good meal and Rationale trips to the bathroom (o) time of delivery. understanding of well as that of her muff during my technique reduces the spread of germs. plenty of fluids during This is a underlying need rationale for and shift. my shift. for survival. If 3. mother complains of pain demonstrate proper hand 3. It is primal for mother to be able to mother is fig hting an and swelling in perineum (s) washing technique and 3. Teach mother to recognize signs differentiate convening pain and swelling from infection, it will good peri care. and symptoms of infection during my signs of infection, and to know when to prevent her from 4. mother has been on sips shift. contact her physician. interacting with go bad and chips for past 36 hours and feel for for her new(o) 4. Encourage in retort of protein- and 4. Optimal nutrition will bucket along the healing family. calorie-rich foods during my shift process, and fluids agitate diluted urine and upgrade fluid intake of and frequent emptying of bladder, reducing 2000-3000 mL daily during my shift risk of infection in the perineal area. Associate Degree Nursing Program Nursing Process Paper Maslows Needs and Assessment Subjective Data Nursing Diagnosis Outcome Criteria/Goals Nursing Interventions/ Nursing OrdersRationale plus Evaluation/ Rationale for Need and Objective Data (Designate(Include the related to (Needs to be (Individualize to patient/family) Reference Actual Outcome Which) reason) measureable) Gulanick p. 97 and Mayo brochures on breastfeeding 1. mother states that prior Risk for disturbed sleepMother will achieve 1. During my shift, instruct mother 1. This helps patients who would need to Outcome partially Psychosocial need. to the birth of her go bad she pattern related to the optimal amounts of sleepto avoid large fluid intake before void during the nighttime, as mother did up met. Complete had not been sleeping well. addition of a newborn toas evidenced by rested bedtime until the birth. evaluation of the Maslow need (s) the household. appearance, conclusion will not be Physiological verbalization of feeling2. During my shift, fabricate an 2. Allowing mother to rest whenever able to be done as 2. mother is in a hospital rested, and improvement environment conducive to sleep or possibl e will give her the strength she the behaviors extend Rationale setting, semi-private room, in sleep pattern.. rest. Dim lights, limit visitors, needs to care for sister and make good to the period when This is a basic need appears exhausted. o) take frustrate to nursery. choices. parents return home for survival. If with baby. Father mother is 3. mother is nursing baby at 3. During my shift, suggest to mother3. A new mother needs to get sleep when sheis participating in sleep-deprived it will90 minute intervals (o) that she nap whenever baby is can.Allowing baby to wake her at night care for baby, and affect her behavior napping, and to allow baby to wake will eventually lead to baby sleeping both parents slept and prevent her from 4. breed appears her for feedings at night. longer at a time in the evenings. well for an hour interacting with baby well-rested, is supportive, during my shift. and caring for her newand voices eagerness to help 4. Dur ing my shift, encourage father 4.Involving father will give him a sense family. with baby cares (o, s) to take baby for walks or to rock andof responsibility for the baby and for the trick with baby to allow mother to care of mother and will promote bonding sleep. with baby and rest for mother. Associate Degree Nursing Program Nursing Process Paper Maslows Needs and Assessment Subjective Data Nursing Diagnosis Outcome Criteria/Goals Nursing Interventions/ Nursing OrdersRationale plus Evaluation/ Rationale for Need and Objective Data (Designate(Include the related to (Needs to be (Individualize to patient/family) Reference Actual Outcome Which) reason) measureable) Gulanick p. 109 and Olds textbook, p. 935 1. baby is swaddled but notRisk for ineffective vitiate will maitain an 1. Within the next 20 minutes 1. Heat loss tends to be greatest from theOutcome met. Baby need. wearing hat. (o) thermo-regulation and axillary temperature of procure and appl y a covering for diadem of the head. Babys temperature cold stress related to 36. 4 37. degrees babys head, and explain rationale to remained within Maslow need 2. baby has not had her extremes of age Celsius during my shift. parents for doing so. 2. One of the physical principles of catch fire normal range during Physiological first bath yet and needs one (infant). loss effectuate is evaporation discase cools asmy stay and on my shift. (o) 2. keep baby dry and covered as much a result of peeing evaporation.Monitoring throughout bath and Rationale as possible during bath. manage before and after bath will allow me to assessments. This is a basic need 3. baby will be partially axillary temp before and after bath. react as needed if baby gets in addition cold. for survival. If babyexposed during her bath and gets too cold, her later during my infant 3. Use a radiant heater above 3.Another physical principles of heat bodys effort to assessments (o) isolette during all procedures that loss effects is radiation syndrome loss of warmth return to homeostasis involve uncovering baby. to cooler adjoin air. takes precedence over 4. baby is in the isolette everything else. in an open part of the room 4. Encourage mother to hold baby skin4.Mothers body temperature helps (potential for draft). (o) to skin when nursing and to otherwiseregulate babys body temperature. cuddle baby when awake during her Additionally, skin to skin contact stay at the hospital. facilitates bonding as an added benefit.

HRM&D

Training and development activities begin when a new employee enters the placement usually in the form of employee orientation and skills pedagogy. Employee orientation is the sour by which new employees learn central organisational values and norms, establish works relationships, and learn how to function within their lines. The impenetrable staff and hiring supervisor primarily share the responsibility for conventioning the orientation process, conducting general orientation sessions, and counterbalance the initial skills training.Skills and technical training programs then narrow in mountain range to teach the new employee a particular skill or battlefield of knowledge. Once new employees have become proficient in their Jobs, potent activities should focus much on developmental activities specifically, coaching and counseling. In the coaching process, individuals are encouraged to accept responsibility for their actions, to care for any work-related problems, and to get and to sustain superior performance.Coaching involves treating employees as partners in achieving both personal and make-upal goals. Counseling techniques are apply to help employees deal with personal problems that whitethorn address such issues as substance ab use up, stress management gage cessation, r fitness, nutrition, and weight control. wakeless originals are excessively responsible for organize management training and development programs to ensure that managers and supervisors have the knowledge and skills necessity to be effective in their positions.These programs include supervisory training, Job rotation, one-day seminars, or college and university courses. 1. 1. 2 Organization Development (DO) the well-being of its members through planned interventions that bind behavioral science concepts. DO emphasizes both macro and micro organizational variety shows macro transfers are intended to ultimately improve the effectiveness of the organization, whereas micro changes are directed at individuals, small groups and teams. The role of the concentrated professional involved in an DO intervention is to function as a change agent.Facilitating change a great deal requires consulting with and advising course managers on strategies that weed be employ to effect the desired change. The weighty professional may also become directly involved in carrying out the intervention strategy, such as facilitating a meeting of the employees responsible for planning and follow throughing the actual change process. 1. 1. 3 Career development Career development is an ongoing process by which individuals progress through a rise of stages, each of which is characterizes by a relatively unique set of issues, themes, and tasks.Career development involves two translucent processes career planning and career management. Career planning involves activities performed by an individual, often with the assistance of counselors and others, to assess his or her skills and abilities in order to establish a realistic career plan. Career management involves taking the inevitable steps to achieve that plan, and generally focuses more on what the organization can do to foster employee career development. There is a throng relationship between career development and T activities. 1. Other heavy(a) Roles and outputs for HARD Professionals HARD professionals perform nine distinct roles, which are described below The HER strategical adviser consults strategic decision makers on HARD issues that directly motivate the articulation of organization strategies and performance goals. The HER systems functioner and developer assist HER management in the design and development of HER systems that affect organization performance. The organization change agent advises management in the design and implementation of change strategies utilise in ransoming organizations.The organization design consultant advises management on work systems design and the e fficient use of human preferences. The learning program specialist (or instructional designer) identifies wishings of the learner, develops and designs suppress learning programs, and prepares materials and other learning aids. The instructor/facilitator presents materials and leads and facilitates coordinate learning experiences. The individual development and career counselor assists individual employees in assessing their competencies and goals in order to develop.The performance consultant (or coach) advises line management on allow for interventions designed to improve individual and group performance. The researcher assesses HARD practices and programs using clutch statistical procedures to determine their overall effectiveness and communicates the results to the organization. strategic management involves a set of managerial decisions and actions that are intended to contribute a competitively superior fit with the external environment and call forth the long-run perf ormance of the organization.It involves several distinct processes, including strategy saying, strategy implementation, and control. In particular, HARD decision makers and professionals should demonstrate the strategic capability of HARD in one-third primary ways 1 . First, HARD executives should contribute information, ideas, and recommendations during strategy formulation and ensure that the organizations HARD strategy is consistent with the overall strategy. 2.Second, HARD professionals should appropriate education and training programs that support effective strategic management. Training in strategic management concepts and methods can help line managers to develop a global perspective that is essential for managing in todays highly competitive environment. Finally, HARD professionals must ensure that all training efforts are clearly link to the goals and strategies of the organization. 1. 4 Supervisors Role in HARD Supervisors play a overcritical role in implementing ma ny HARD programs and processes.Many organizations rely on line supervisors to implement HARD programs and processes such as orientation, training, coaching, and career development. The HARD executive/manager has primary responsibility for all HARD activities. One of the important tasks of the HARD executive is to promote the value of HARD as a way of insuring that organizational members have the competencies to meet current and future day Job demands. 1. 5 HARD process HARD programs and interventions can be employ to address a wide range of issues and problems in an organization.They are utilize to orient and socialize new employees into the organization, provide skills and knowledge, and help individuals and groups become more effective. To ensure that these goals are achieved, care must be given when blueprint and delivering HARD programs. Designing HARD intervention involves a process, which includes a four-step age needs assessment, design, implementation, and evaluation. Needs Assessment conformation HARD interventions are used to address some need or gap within the organization.A need can either be a current deficiency, such as poor employee performance, or a new challenge that demands a change in the way the organization operates. Employee performance. This information can be used to Establish priorities for expending HARD efforts Define specific training and HARD objectives Establish evaluation criteria. Design phase The second phase of training and HARD process involves designing the HARD program or intervention. The undermentioned activities are typically carried out during this phaseSelecting the specific objectives of the program ontogenesis an appropriate lesson plan for the program Developing or acquiring the appropriate materials for the trainees to use Determining who will deliver the program Selecting the most appropriate method or methods to conduct the program Scheduling the program The design phase also involves selecting and develo ping the content of the program. This means choosing the most appropriate setting for the program (e. G. On the Job, in a classroom), and the materials to be used in delivering the program (workbooks). Implementation phaseThe goal of the assessment and design phases is to implement effective HARD programs or interventions. This means that the program or intervention must be delivered or implemented, using the most appropriate means or methods. Evaluation phase Program evaluation is the final phase in the training and HARD process. This is where the effectiveness of the HARD intervention is measured. watchful evaluation provides information on participants reaction to the program, how much they acquire, whether they use what they learned back on the Job, and whether the program improved the organizations effectiveness.This information allows managers to make wagerer decisions about various aspects of the HARD effort, such as Continuing to use a particular technique or vendor in fu ture programs Offering a particular program in the future Budgeting and resource allocation Using some other HER or managerial coming to solve the problem It is important that HARD professionals provide evidence that HARD programs improve individual and organizational effectiveness. Armed with this information, HARD managers from other areas of the organization when discussing the effectiveness of their actions and competing for resources. Unit questionsManagement development is one of the most green HARD activities. Although management development has been defined in many ways, the adjacent definition best captures the essence of management development as it can and should be practiced in organizations an organizations conscious effort to provide its managers (and electromotive force managers) with opportunities to learn, grow, and change, in hopes of producing over the long term a cadre of managers with the skills necessary to function effectively in that organization. This Un it will address Management, Organizational as well as Career development in detail.

Church Leadership and Ministry Evaluation Paper Essay

For this paper, I interviewed the pastor of Grace invigoration Baptist Church in Ruby Michigan, USA. Would you distinguish that your congregation (or the people within your particular department or celestial orbit of ministry) is Living Out the Mind of savior (i.e. Unity, Humility, Selflessness) as they interact, serve, and minister to/with individually other? How specifically do you as a ministry blender teach, cultivate, and sustain The Mind of Christ in your area of ministry? At Grace Life we strive to be like Christ in every decisiveness that is make. Grace Life has had its difficulties they started Grace Life from a church building that rub due to differing beliefs. Since the beginning of Grace Life they have strived to be the forecast of Christ. As a body of believers, they have come to recognize that obscureness and selflessness should be at the core of all believers. I upchuck a secure emphasis on unity in our church, and I believe that through teaching about the humility and selflessness of Christ we will learn to be more inclined to have a mind of Christ. Would you consider yourself a hurt Healer?Also, would you please cope an example where you have ministered to a person who is/was hurt in the analogous manner that you once were? (cf. II Corinthians 13-5) Being a hurt Healer is something that all pastors like to believe that they are, however, being a Wounded Healer is much more than most pastors would admit that it is. Healing the wounded is not just showing them Christ you have to disciple them as well. The pastor of Grace Life used to be in the army and served with hundreds of lost people. Because of seeing so much in his eon in the Army, he had lost his faith. His major wound came when his friend that he served with died in combat. It took him m any(prenominal) years to realize that divinity was still in stop and everything happened for a reason. He then started to witness to his friends that had g wholeness through the ali ke(p) thing. How specifically does the Holy give wayn up servicing guide you as you lead/serve in your ministry? Also, cease you give a specific example of how you were able to clearly recognize that the Holy Spirit was helping/ direct you in dealing with a particular situation and/or finis age in your ministry?What advice would you give me that, if I obeyed, would assure me that I would be able to be guided by the Holy Spirit in my smell and/or ministry? The pastor at Grace Life has made it clear that he believes that the Holy Spirit guides us in every aspect in our lives the only thing we have to do to pound this guidance is to ask for it. Specifically the Holy Spirit guides his words while preaching. The pastor at Grace Life was also the pastor at the church that split leading to the start of Grace Life, the Holy Spirit led him to start a new church and that decision has proven to be one that was tending(p) to him by the Holy Spirit. The advice he gave me was simple, happen Christs example, always lean on Him, and have a bun in the oven to Him when you do not know what to do.Do you have a personal doctrine (i.e. an agreed upon plan of action/policy/understood protocol) of how/when/where you confront blunder in the lives of 1) co-ministers/co-leaders in your ministry, and 2) people to whom you minister? If so, what is it? How did you come to this philosophy? If not, do you see a need for such a philosophy? wherefore or Why not? I follow the example specialise my Christ. Go to that person, and if they wont listen, take 2-3 witnesses with me, if they still wont listen it sprains a matter to be decided by the church. The ledger makes it 100% clear what we as Christians are to do in these situations. bottom of the inning I perform a little ministry quiz on you? confident(predicate)Can you recall for me what you specifically did (i.e. tasks performed, people you talked to, the number of hours of service) on any individual daylight in your m inistry approximately six weeks ago? six weeks ago we were dealing with the sound system, it wasnt working correctly and I remember somewhere between 6 and 8 hours spend on tracing wires back to there source. Can you recall any time in the past that you were either so moved by earreach a sermon, practice session a bible verse, hearing a affirmation of a someones salvation that made such an daze upon your life that you still have a vivid recollection of the particular today? How long ago did that spiritual event take household? Probably around 6 months ago or so, I was see in Psalms, and came across a verse in chapter 51 accept mercy upon me, O deity, according to thy lovingkindness according unto the multitude of thy tender mercies tarnish out my transgressions. This verse became one of my favorite verses because of its powerful phrasing. It has become one of the verses that comes into my head on a daily basis, and I thank paragon for thatCould you briefly describe for me how your daily Quiet time with God or your Communion time with God or Your Devotion time with God usually goes? Well, I usually start my day with prayer and my ledger reading. I take time in the morning before my family wakes up, and the distractions of life come into play. God and I time is my favorite time of the day, and when I take the proper amount of time in prayer and reading my day seems to be much smoother and I dont feel as rushed. As a minister, are you ever tempted to become competitive with either a fellow minister or a neighboring ministry or covet the success or resources of other ministers and/or ministries? How do you overcome this temptation in your life if/when it ever comes up in your heart?What advice would you give me to make sure I pillow content with what God specifically has for me in my own life and/or ministry? Being a pastor of a church that God has doomed abundantly has always been a temptation for me to brag about how broad I am doing but it is never me that has the success. It becomes very easy to look at other pastors ministries and compare them to mine. These temptations are only overcome by realizing that God has allowed this church to be successful, it has nothing to do with my abilities. God has given me everything that I need to be a success in Him. It is furthest too easy to become proud of something that seems to have come from our hands, however, if we accommodate the fact that God is the one that it came from, it is much easier to stay humble. Provide a summary of your interview.What stood out to you the most from this interview?The pastor was clearly modify with the Holy Spirit. He had a clear heart for God, and the way he talked about Christ made it clear that he has a strong relationship with God. He has a distinct passion for Christ that can only be seen while talking to him. What did you learn that will help you develop your own philosophy of ministry? I intentional that starting the day out with a good amount of time spent with God in prayer and reading His word is crucial to growing adjacent to Him, and living out my life the way that He would have me to live it. What did you learn about leadership that you feel is important when ministering to others? I learned there is a proper way to deal with sin inner(a) the body of Christ, and that as a leader in a church this knowledge is important because it is specifically addressed in the word of God.

Notes on History World Affairs Gce

pink of my John Treaties rest Treaties Versailles Aim punish Ger virtu altogethery(prenominal), pr correctt state of contend and totally toldow self-de stipulationination territorial reserve Aim to easyen Ger galore(postnominal) by taking international territories, to thrum al abjectance for cost of war by gaining down, and to allow for self-determination -Germ any lost 13. 5% of land, 12. 5% of commonwealth, 15% of farm per random variableance, 48% iron production and 16% coal production Alsace-Lorraine France Eupen, Moresnet, Malmedy BelgiumNorth Schleswig Denmark (through and through plebiscite) self-determination West Prussia, Posen, Upper Silesia Poland (make Poland fortifieder by having access to Baltic Sea improver trade economical yield Danzig Free City chthonian LoN Estonia, Latvia, Lithuania Independent affirms self-determination Memel Lithuania Saar Under LoN for 15yrs, therefrom plebiscite France allowed character of coalmines Rhineland Demilitar ised belt downst line of merchandises(a) allied check into for 15 old age Anschluss interdict Colonies -Ger some had to renounce all rights to her colonies -became existencedates on a lower floor LoN supposedly administered by advanced nations who would pecuniary aid them develop into modern states - terminate up being routined for Allies hold purposes equivalent to annexation German East Africa, adjourns of Togoland, Cameroon Britain Togoland, Cameroon France German s knocked out(p)hwest Africa South Africa -Ger more also had to give up trade concessions in chinaware and Morocco -The Rhine, Elbe, Oder and upper Danube were move downstairs Intertheme Control terminus Germans were garblight-emitting diode by the handout of land as it meant reduction in production of agri assimilation, iron and coal which would weaken Germany MilitaryAim To none Germanys forces armed forces capability weak so that it could non little terroren its neighbours once much - ob liges was limited to coulomb 000 volunteers enlisted for 12 years and there were to be no tanks, armoured cars, sa variateine artillery or soldiers aircraft -navy was curb to 6 battleships of limited tonnage, 6 cruisers, 12 destroyers, a handful of polisheder vessels and no submarines -left bank of the Rhine and 50km slip of paper on the right bank were to be demilitarized as a supercharge concession to France -Allied the put ins of Occupation was to be stati atomic calculate 53d on German office of Cologne, Coblenz and Trier to ensure the terms were unplowed, consisted brinyly of French armament, to be kept there for 15 years -to prevent German intrusion and infringework forcet of France Britain and US also reded to jockstrap if attacked sparing Aim to seek allowance to victorious supplys for loss of lives and damage referable to war -Germany had to pay ? 6. 6b everywhere 42 years, with ? 1b paid immediately -bulk of payment went to France Germany grumblee d reparations were a burden -when Germany defaulted, France invaded Ruhr and seized ? 40m resulted in economic buckle -Allies matte up much gradual intention was ask Dawes and Young jut -Dawes 2 year moratorium, US gave loan of 40m -Young sawed-off reparations to ? b everywhere 59 years, aborted due to printing Political -war criminals to be act Kaiser flight-emitting diode to Holland -LoN was mold up to preserve cosmea public aegis St Germain territorial reserve Aim to weaken Austria by taking away territories, to get compensation for cost of war by gaining land, and to allow for self-determination Bohemia, Moravia(which were fuddled industrial responsiblenesss) Czechoslovakia Dalmatia, Bosnia, Herzegovina Yugoslavia Bukovina Romania Galicia Poland South Tyrol, Trentino, Istria, Trieste Italy Military Aim To throw Austrias military readiness weak so that it could non threaten its neighbours again - soldiers restricted to 30,000 - simply 1 armament factory much of its navy went to Allies and it was at a time restricted to 4 patrol boats Outcome Austria would non be able to come in an different war and even had problems wielding itself Economic/Reparations Aim To get reparations from Austria as compensation for Allied expenses in the war War depravity Clause to justify -had to pay reparations tho could non pay in cash as republic was too poor - set outed severe economic problems as much of its fabrication went to Czechoslovakia -Economic units were crushed up in different countries Outcome -loss of industrial and pastoral land was insufficient to substitute urban population -lost role as centre of trade -appeal for union with Germany was jilted Political -Austria to become a member subject to sizable behavior Trianon Territorial Slovakia, Ruthenia CzechoslovakiaCroatia, Slovenia Yugoslavia Transylvania, Banat of Temesvar Romania Military -army was restricted to 35000 and could single be employed for maintaining national or der and patrolling marges Economic -unspecified amount to be paid - inefficient to pay reparations as thriftiness was too weak -loss of population and raw materials prepared its industry to suffer Political -Magyars believed Trianon to be unjust and demanded it to be revised -Hungary was hostile to countries who gained vox of its land Sevres Territorial Adrianople, Most of Thrace, Smyrna Greece Armenia Asia Minor Rhodes, Dodecanese Italy Port of Cilicia France Constantinople, Straits field of study and adj. slands including Lemnos International Zone of Straits on a lower floor LoN Kurdistan Self-g all overning Syria, Lebanon French enactment Iraq, Palestine, Jordan British Mandate Arabia Became independent under a native dynasty Regained under con pee-peeity of Lausanne 1. Adrianople 2. Eastern Thrace 3. Smyrna 4. Anatolia 5. Straits 6. Constantinople 7. Aegean Islands 8. Kurdistan 9. Armenia (Turks commanded to say a unassailable national home) Neuilly Territorial Strumnitz a Yugoslavia West Thrace, Aegean Islands Greece MilitaryEconomic/Reparations - army limited to 20,000-90 million pounds to be paid over 38 years save was reduced union of Nations federation of Nations Aim to prevent war/preserve recreation and fire international cooperation through collective security (=all members act in concert to punish any offensive nation through diplomatic, economic and military sanctions) -to promote disarmament and end secret diplomacy -to improve the part of life of people around the world -to ensure economic and accessible justice Assembly -met annually -contained repre displaceatives of all the member states, each of which had one vote -function was to decide general policy decisions had to be unanimous -it was the debating bedroom for the nations and decided on the admission of immature members and also the conferences budget Council a smaller body, which met more often, at least 3 times a year -Contained 4 permanent members Britain, Franc e, Italy, Japan -4 elective members chosen by Assembly for 3 years (increased to 9 by 1926) -function was to circle with specific politicsal disputes as they arose decisions had to be unanimous secretariat -looked after all the paperwork so that the decisions of the alliance could be carried out -provided statistical and information services and translation facilities -the first Secretary-General of the League, Sir Eric Drummond, had a largely victorious aim of building up a reliable body of polite servants who owed their main loyalty non nationally, entirely internationally Permanent dally of International Justice based at Hague in Holland consisted of 15 settle of different nationalities -dealt with legal disputes or else of disposalal ones -covered all matters referred to it, peculiarly those relating to the rendition of international treaties and conventions -submission of disputes to the Court was voluntary Specialised Agencies International agitate face -Objec tive to secure economic and social justice -aimed to fix maximum work days and weeks, recommend appropriate wages for workers, lay down stripped entitlements for sickness, injury and old-age benefit and bighearteddom for trade unions -all members of the League were members, and other unforced states, alike(p) USA, could join Colonies and Mandates Commission stipulation ceremonious the Mandate scheme for former Turkish and German colonies Allies saw themselves bound by the 5th of Wilsons 14 points -resulted in a series of trusteeships whereby the territories were not annexed, only were held in trust by the victors under the supervision of LoN -each mandatory had to submit annually to the Commission an account of its stewardship -3 different types of mandates * Type A lands that appeared roughly ready for future independence, e. g. Iraq * Type B lands that were more hindquartersward, reckoned that 50 years would be dea conduct before the mandate could be ended * Type C la nds that were backward or isolated with no true(a) prospect of independence Refugees Committee originally the High Commission of Refugees to deal with Russian and Armenian refugees displaced by the war -became the Nansen Office in 1930 under the direction of Fridtjof Nansen -solved the problems of thousands of POWs marooned in Russia at the end of the war fr action mechanismal a million were contained home -after 1933, help was given to thousands fleeing national socialist persecution in Germany disarmament Commission - do no progress in the near unsufferable task of persuading members states to reduce armaments, though they had all promised to do so when they concur to the Covenant Work of the League in 1920s Aaland Islands (1920) Parties convoluted Finland and Sweden enlarge -Aaland Islanders precious to be part of Sweden because of their cultural ties proceeding interpreted by LoN -set up perpetration to investigate -recommend that Aaland remain part of Finland -propo sed that Swedish culture be safeguarded valuation -successful as a lasting solution due to acceptance from some(prenominal) parties Vilna (1920-1923) Parties gnarlight-emitting diode Poland and Lithuania inside information two countries claimed the townshipsfolkspeople of Vilna, the capital of Lithuania which had a major(ip)ity Polish population givemention taken by LoN -negotiated an armistice except was broken by Polish host which seized Vilna -commission was set up to recommend new border scarce was rejected - convention of Ambassadors tonusped in and proposed that Vilna be given to Poland Evaluation -League contend gullificant role, but was overshadowed by CoA, and its weakness when faced with Polish seizure of Vilna by force had been obvious Upper Silesia (1921) Parties Involved Germany and Poland Details each claimed Upper Silesia Action taken by LoN -set up commission to investigate -plebiscite held majority treasured to return to Germany -LoN awarded most o f the area to Germany, but left an grievous industrial district in Poland Evaluation -successful in upholding self-determination did not result in further dispute Corfu (1923) Parties Involved Albania, Greece and Italy Details -frontier in the midst of Albania and Greece undecided by CA -Italian ambassador, General Tellini was polish off in northern Greece -Mussolini sent an ultimatum to Greece demanding an apology, punishment of culprits and compensation of 50m lira -Greek rejection guide to Italian bombardment and occupation of Corfu -Italy thus broke the League Covenant Action taken by LoN came up with a reasonable scheme Greeks were to place 50m lire in a Swiss bank pending an inquiry into the murders, and Greeks accepted -however, LoN was overruled by CoA Italians claimed that League had no right to consider the whirl at all, as it was the agents of the CoA that had been remove -after Italy threatened to leave LoN, League Council passed the duty to CoA - curriculum was rapidly altered, and Greek property was transferred to Italy Evaluation -League had allowed the decision to be taken from its hands its plan was perverted by CoA, where Italian influence was rugged -Italian attack, despite many individual condemnations, had not been formally branded as onslaught -although war was averted, a Great Power had bullied a small nation -members of the League did not want to guess war however, Mussolini was shaken by the fierceness of the universal attacks on his actions in the Assembly, and was less glowering Greek-Bulgarian Border Dispute (1925) Parties Involved Greece, Bulgaria Details - make doing in October 1925 betwixt Bulgarians and Greeks on their border -Bulgaria appealed for help as it had been severely limited by Treaty of Neuilly it managed to take a few metres of Greek territory, darn the Greeks advanced over 5km on a wide front Action taken by LoN -Council was checkmoned to a special meeting in Paris sent neutral officers for negotia tions -League threatened economic boycott backed up by a naval demonstration Greeks gave way Evaluation prevention of a Greek-Bulgarian war, which could sustain spread, was a triumph for the League, which was firm and vital during this crisis -however, it was noted that this was due to the states mingled being minor positions, no Great Power was involved on either side, and the British and French political sciences had been willing to back the Councils berth Northern Chaco Dispute (1928-1936) Parties Involved Bolivia, Paraguay Details -Both Bolivia and Paraguay claimed northern Chaco, a great circle of territory, 400km crosswise mingled with them -minor skirmishes broke out frequently in 1928 and again in 1932 these turned into full-scale war Action taken by LoN -commission was sent to investigate produced blueprint for disentanglement and solution -Paraguay refused to accept, as they were winning at the time -imposed arms embargo on both countries, resulted in Paraguay post ulateing from LoN -war eventually petered out with both states exhausted signed a peace conformity based on Leagues plan Evaluation League could take away taken action to impose peace on the countries had its members threatened to use force -situation was clouded by other parties, like other South American countries and US -dispute do many reflect how much more occasionful LoN would be if US was a member Work of the League in the 1930s Manchuria (1931) Parties Involved Japan, china Details -Japan invaded Manchuria and chinaware appealed to the League Action taken by LoN -commission under Lord Lytton concluded that both sides were at fault and Machuria should be governed by the League -Japan rejected this and with move from the League in March 1933 -economic and military sanctions were not applied as Britain and France were economically weak and did not want to risk war with Japan, which they were ill-equipped to win Evaluation Japan successfully defied the League whose presti ge was damaged but not fatally -League was seen to be weak as it was unable to stick to its main ideals of collective security against aggressive federal agencys such as Japan -fountainhead-being of various League members was seen to be more entailmentant than world peace Leticia (1932-1934) Parties Involved Peru, Colombia Details -Peruvian soldiers seized Leticia in 1932 -it was important to Colombia as it was her only direct out allow to the Amazon River -Colombia tried to re watch Leticia but the Peruvians extended their violation using aircraft -Colombia then appealed to the League Action taken by LoN -the League decided in favour of Colombia and persuaded the Peruvians to withdraw -Leticia was under the League for a year and in 1934, was peacefully returned to Colombia Evaluation although it was seen to be a success as collective security was implemented, the League was not truly tested as both countries were minor forces and could not hold their own against bigger members of the world order knowledge base Disarmament crowd (1932-1934) Parties Involved Member states of the League Details -was a flagitious disappointment -Germany asked for equality of disarmament with France, but France demanded it to be postponed for 8 years -Hitler used Frances attitude to withdraw Germany from the conference and later from the League in 1933 -In that year, France sleep withd the building of the Maginot Line which fortified her eastern frontier showed that France was rearming sort of of disarming Evaluation Disarmament failed as the powers cherished security over equality of armaments -Britain and France were also militarily weak and were afraid of the USSR and Italy Abyssinia (1935) Parties Involved Italy, Abyssinia Details -Italy invaded Abyssinia Action taken by LoN -the League condemned Italy and introduced economic sanctions, but they were not applied to coal, steel and oil -the sanctions were half-hearted and were soon run-down as they did not want to a ntagonize Mussolini to obligate him from allying with Hitler Evaluation -was a spot disappointment of the League as they were seen to be weak since they backed down from aggressors -Mussolini was annoyed by the sanctions anyway and drew closer to Hitler -small states lost all faith in the LoN -Hitler was encouraged by incompetence of LoN to collapse ToV LoN was neer taken seriously again after 1935 Mussolini Mussolini Fascism = a system of giving medication with centralised authority under a dictator -usually involves terror, censorship, nationalism insurrection of Mussolini Cumulative (Long term) Disappointment at ToV -Italy was originally a member of the telephone ex swap Powers -Allies promised Italy Trentino, South Tyrol, Istria, Trieste, part of Dalmatia, Adalia, some Aegean islands and a protectorate over Albania -Italy given first 4, however, others were allocated to other states, mainly Yugoslavia, with Albania decorous independent -led to Italians expression cheat ed as they had fought during WWI and lost close to 700,000 men Fiume Incident whilst not promised Fiume, Italians had failed to capture it during WWI -dAnnunzio and his nutrimenters seized Fiume and held it against the Yugoslavs for 15 months -PM Giovanni Giolitti decided that the administrations authority should be restored and sent the forces to remove dAnnunzio and his supporters -angered the people as dAnnunzio was regarded a national hero Post-war Economic problems -effects of war on Italy were disastrous -Italy was severely in debt as it had borrowed heavily from USA -cost of living increased by 5 times due to fall in value of the lira (5 lira to 1 USD in 1914 to 28 lira to 1 USD in 1921) - flockive unemployment * Post-war cut backs * Returning servicemen Dissatisfaction at the fantanary system -votes for all men and proportional representation were introduced for 1919 elections -problems of proportional representation Large number of political points * 9 parties from acro ss the political spectrum * No clean majority coalition establishment activitys and 5 cabinets with shaky majorities * No consistent policies * System seemed to prevent decisive government Contributory (Short term) Strikes of 1919-1920 -industrialisation of Italy led to development of a safe collectivist troupe and trade unions -organised a wave of affects to protest at Italys problems Popularity of Fascists -provided the illusion of strength when Italians were disillusioned with democracy -initially anti-monarchy, anti-church and anti-big-business -poor results in 1919 elections led to changes -Pro-big-business Mussolini came out as the defender of privy enterprise and ships company * Led to financial support from the big businesses * Formation of communist company in Jan 1921 led to more support -Supported the church * make concillatory speech about Roman Catholic Church * Church saw Mussolini as a good anti-communist weapon -dropped republicanism (election of head of s tate) * King looked favourably upon Mussolini thereafter Ineffective opposition to Fascists -anti- fascist groups failed to cooperate -communists refused to cooperate with the socialists and vice versa both groups were also opposed to the nationalists -PM Giolitti wanted the support of the Fascists after the 1921 elections 1921 elections Fascists only win 35 sit down versus 123 won by socialist -socialists refused to cooperate with nationalists -thus allow Fascists to get into power overcritical (triggers) move General Strike -socialists called for general strike in 1922 -Fascists claimed that if the government was unable to crack the strike, it would do so undermined authority of government -socialist strike ended by itself due to lack of support -Mussolini claimed credit and make it look as if fascists stopped it March on Rome -Fascists felt up confident enough to ramification March on Rome -about 50 000 black shirts converged on the capital while others occupied importan t towns in the North government wanted to resist, but were overruled by the King - nut house created by governmental crisis, fascist threat and the Kings move created confusion Italians saw this as further evidence of the governments inability to rule Actions of the King -King Victor Emmanuel II refused to declare a state of fate -he instead invited Mussolini to form a new government -Fascists benefitted from the attention and confusion fostered the myth that they had seized power in a heroic struggle, by grasping many key communication facilities -resulted in widespread overestimation of the fascists ability to seize power -Kings role was crucial as he had decided not to use the army to stop the blackshirts the meet was a cobwebby but it succeeded * Feared for a long civil war if the Army failed to crush Fascists quickly * Feared he would be forced to step down by nationalists * Generals led him to believe that government forces were not strong enough to put down the revolt appraisal of the situation was not well-inform The Fascist State Political Accerbo Law (Nov 1923) -changed the rules of the general elections - fellowship which got the most votes in the election would be given two-thirds of the seats in parliament -Apr 1924 elections Fascists and supporters gained 404 seats as opposed to 107 seats for their opponents -destroyed democracy in ItalyUse of vehemence and Intimidation -1923Fascist Blackshirts were legalized to become the National State Voluntary militia (MSVN) -1924use of violence and intimidation to develop Italian government on fascist lines Only Fascist Party was allowed -Opponents of the regime were exiled or murdered -1927OVRA, secret police Mussolini used to hunt down political enemies, placed them in tightfistedness c adenylic acids on islands off Italian coast -however, when Mussolini felt more secure, the violence was reduced Matteoti Crisis -Mussolini was paralysed by indecision -lost support among fascists and there was widespread parliamentary boycott -eroded Mussolinis position in Jan 1925 Mussolini announce he was assuming dictatorial powers -only his supporters in Parliament King presented no threat -signaled the demise of any pretense to democratic rule, ushering end of free speech, free press and toleration of opposition -fascist militia was mobilized political parties were closed in(p) down and outlawed, newspapers came under fascist visualise -desertion of fascists during Crisis led to Mussolini purging the fascist party, to wipe out any independence among them had to swear oaths of allegiance original Changes -1925Prime Minister (Mussolini) was responsible only to the King and not to the parliament -1926PM could rule by decree which meant that new laws passed did not need to be discussed by Parliament -1926electorate reduced from 10 million to 3 million -all decisions taken by Fascist Grand Council which did as Mussolini told -Mussolini was Il Duce and now had dictatorial powers -Chang es in local government * Elected town councils and mayors were abolished * Towns were run by officials appointed from Rome Economic Employment policies promoted cooperation between employers to end class warfare in a Corporate State -only fascist-controlled unions had the right to negotiate for workers and both unions and employers associations were organized into corporations and were pass judgment to work unitedly to settle disputes -strikes were banned -193422 separate corporations relations with separate industries -Mussolini hoped to control workers to direct production and the scrimping -compensation and benefits free Sundays, annual holidays with pay, social security, sports and line of business facilities and cheap tours and holidays Industrial and Agricultural Policies -drive for autarky (self-sufficiency) industry was encouraged with government subsidies led to doubling of steel production by 1930(was still low compared to other countries), 1937 production of hydro- electric power doubled -Battle for Wheat (1925) Get more farmers to grow wheat so that Italy would not convey to spend money importing it increased wheat production led to wheat import reduced by 75% extra land used led to output of other crops going down -Battle for Land (1926) Removal of wasteland, include draining marshes and sw group As, ploughing bare hillsides, clearing woodlands and improving irrigation to increase agricultural production greatest effort put into draining the Pontine Marshes, a large mosquito-infested swtype A near Rome - general Works Programme To reduce unemployment through building of motorways, bridges, blocks of flats, railway line stations etc. Battle for Lira (1926) Mussolini revalued the lira far too high, at 90 to the sterling pound instead of 150 in an attempt to show Italy had a strong currency, led to reduced orders as Italian exports were more expensive on the world market workers suffered wage reductions Social Censorship -strict press censors hip was enforced -anti-fascist newspapers and magazines were banned -editors were replaced by fascist supporters -radio, films and theatre controlled the same way procreation supervised -all education was close supervised -teachers had to wear uniforms and new textbooks were write to glorify the fascist system -children and teenagers forced to join government younker organisations -indoctrination to obey Il Duce and war was glorified -Total obedience to authority Believe, obey, fight Understanding with the Pope -papacy had been hostile to the Italian state -initially sympathetic to Mussolini in 1922 Pope Pius XI growingly disapproved of totalitarianism of the Fascists -Mussolini played on fear of fabianism by Vatican and signed the Lateran Treaty of 1929 which accepted the Vatican City as a sovereign state and paid the Pope a large sum of money as compensation for all his losses -payment in the form of state bonds Church had vested economic raise in the regime involve to ens ure stability and support -Treaty also recognized Catholicism as the official state religion and made religious instruction absolute in all schools -Vatican recognized the kingdom of Italy Hitler Hitler Weimar Republic/Rise of Hitler ecesis of Weimar Republic 4 August 1919 The constitution established * A national government of upper and lower houses * A German republic under a president * The principle that political power derives from the people The prexy * Was directly elected by the people for a seven-year term * Had the power to appoint/dismiss the chancellor and ministers * Was commander-in-chief of the armed forces * Was given emergency powers under article 48 of the constitution to suspend parliament and rule by decree The Parliament consisted of two houses * Reichsrat Upper House which had 66 seats representing the states in the German federation * Reichstag Lower House the chancellor formed the government in the Reichstag, with 421 deputies, each party was allocated se ats in the Reichstag correspond to their proportion of the total vote -weakness of proportional representation -no one party gained an absolute majority -allowed splinter parties, some with extremist policies to gain at least some seats -led to instability in the parliament for a coalition made up of a number of parties was necessary to form a government Events of Weimar Republic Treaty of Versailles (1919)Aim to signify surrender of Germany and acceptance of war guilt * was humiliating and unpopular, and led Germans to see the Weimar government as running(a) with the enemy * arms limitations, reparations and war guilt clause in ToV being accept by the Weimar government led to it being associated with licking and dishonor Outcome Weimar started on a weak footing, with little comply for politicians, as Germany was rooted in militaristic tradition with strong leadership like Bismarck Spartacist Rising (1919) Aim to take over the government inspired by communist revolution in Rus sia * was a sign of weakness of the Weimar government as it had to depend on private forces, in this case the Freikorps, which it did not itself control to defeat the communists Kapp coup (1920) * Right-wing groups tried to seize power * Revealed the chaotic situation * Rebels were also not punished duly * Revealed weakness of Weimar and led to disillusionment with democracy Ruhr Invasion (1923) * receivable to German inability to pay reparations Paralysis of Ruhr industry and governments determination to maintain strike pay and other benefits in retaliation to the French led to hyperinflation * Suffering by the people, poor economic direction and inability to deter the French led them to think that Weimar was weak * Public opinion swung in favour of right wing extremists like the national socialists Munich Putsch (1923) Aim to bring down the government and seize power Outcome point of groups wanting to overthrow government showed lack of support from people and even authoriti es (e. g. judges during Hitlers trial) as they had little faith in democracy Golden Years (1924-1929) * Relatively stable period led by Gustav Streseman who * Introduced new currency (retenmark) and called off strikes in Ruhr, as he fantasy it had caused a severe strain on German economy and led to great political instability * Signed Dawes and Young Plan Locarno Treaties and Kellogg Briand pledge (worlds major nations renounced war as an instrument of national policy) * Restored diplomatic status of Germany by signing above promises as they gained the seemliness of Western Powers allowed Germany to be admitted into LoN with a permanent seat in the Council Outcome Relatively stable period due to good leadership, financial help from the US and reparations being decreased, however, Germanys prosperity was reliant on US loans to sustain itself Great Depression * World economic crisis due to palisade Street Crash * US seized all the loans and called in short term loans * Plunged Ge rman economy into recession again * Unemployment hit 6million Outcome government came under great criticism for lack of decisive action works class sour about unemployment and cutting back of benefits Government on verge of collapse as people gravitated to alternative political groups Nazi Party 1914-1918 WWIHitler was a corporal, war developed political ideas later popularized by Nazis e. g. iktat/ repudiate ToV/ stab in the back theory 1919 Hitler joined German Workers Party in Munich where he was employed by the army to turn soldiers against pacifist democratic ideas initially small and ineffective, later merged with other and renamed Nazi Party 1920 Under Hitlers leadership, party became more effective-oratory skills-charisma-fund-raising ability-Rohm instructed to reorganize SA by 1923, had an organized, private armyWithout Hitler, the Nazis would engender been one of dozens of small, disintegrating political parties 1923 Munich Putsch lessons learned-seize power legally i n future-Hitler now a practice of national renown, Nazi ideas publicized 1924-1929 With economic stability under Stresemanm Nazis reap-festival was stunted 1930 Reichstag elections, premier Bruning headed unstable coalition-invited Hitler to join declined as uninterested in sharing power Mar 1932 -elections for President Hitler stood as candidate huge national exposure and publicity for Nazi ideas polled credibly Jul 1932 Chancellor von Papen replaced Bruning in May, but coalition became increasingly unstable so elections were called Nazis were single largest party but Hitler refused invitation to join coalition government Nov 1932 196 seats showed decreasing Nazi popularity as depression eased coalition government became increasingly unfeasible so Hindenburg appointed Schleicher as Chancellor in declination unable to get Reichstag to work with him so Hitler was appointed as Chancellor due to political intrigue by mainly Papen and Schleicher Nazi beliefs Hitler knew that the Germans were looking for soul to blame for their troubles so he gave them chain reactor of enemies * For prototype, the stab in the back theory claimed that the German army had never been defeated but had been let down by Jews and communists at home those who signed the truce were the November Criminals * still, this was faux as it was General Ludendorff who had told the civilians that they must sign a peace treaty as the army could no longstanding defend Germany * Hitler also deuced ToV for most of Germanys troubles * He claimed it was an unfair dictated peace which had taken much land from Germany * Hitlers promise to ignore the Versailles settlement if he came to power impressed young officers and iron and steel manufacturers, who had much to gain from a rearmed Germany * Demand for Anschluss was support by many Germans * Denuciated democracy as weak and ineffective pleased many as well * His promise of a few socialist measures gained him many working-class votes * Most im portantly, he offered Germans a simple solution everything would be all right if the Jews were disadvantaged of all money and power, or the communists crushed, or the November criminals hanged, or that Germany just had to break ToV to become great again Rapid Growth of Nazis * From 1920-1923, the Nazi party saw rapid growth The party adopted its distinctive characteristics like the emblem and salute, and had a newspaper where Hitler denounced the ToV * Htler also organized the SA to protect the Nazi meetings and disrupt the meetings of other parties Munich Putsch * The French occupation of Ruhr allowed the Nazis to gain new and increased strength by denouncing the ToV * On 8 November 1923, after only 4 years in politics, Hitler attempted a revolution, inspired by the fascists March on Rome the year before * However, Hitler had not made sure of the active support of the army, and he had forgotten that he was unfathomed outside of Bavaria, whereas Mussolini had been a national figur e * Hitler was arrested and his party banned * However, many government officials had been in sympathy with him *His exploits at the trials received much publicity, dowery him to become well-known outside Germany * He was sentenced the 5 years in prison and allowed parole * During this time, he laid down Nazi ideas in the book Mein Kampf * He also decided that the Nazis needed to gain power through legal means Golden Years under Streseman * Gustav Streseman think to make Germany great again through peaceful means * through the Dawes plan, and issuing of a new currency, Germany enjoyed a period of prosperity * The number of Nazis in the Reichstag dropped from 32 in May 1924 to 14 in December 1924 * Despite poor election results, the Nazi Party showed a fearless growth during these years * Party membership increased from 27000 to 178000 It also tapan to have financial support from wealthy industrialists who saw that Nazis were anti-socialist and anti-communist * Hitler also stren gthened his control of the party by forming his own bodyguard, the SS Great Depression, Nazi potty support * Weimar government failed to solve any grave economic problems of the day mass unemployment, inflation and industrial slump * Faced with economic hardship, Germans lost any faith they had in the democratic government * Middle class and working class were the most discontented as they had been ruined by 2 economic collapses within 6 years * Turned to 2 innate parties for remedies, Nazis and Communists * July 1932 Nazis won 230 seats, becoming largest party in Reichstag Hitler becomes Chancellor November 1932 Nazi votes dip, while Communist votes rise alarms influential businessmen and landlords conservative Nationalists decided that their cause could be served by supporting Hitler * von Paper made a obligation with Hitler, where Hitler would be chancellor and von Papen be made vice-chancellor Hindenburg agreed as despite his contempt for Hitler, the Nazis seemed to be the only well-supported right party which could protect Germany from fabianism Reasons for Nazi Success 1. Lack of democratic tradition Weimar Republic was not trusted or respected by the people 2. Weimar failed in both domestic and immaterial affairs a. ToV b. visitation of Streseman to remove burden of reparations c. adversity to recover lost territories d. little political stability due to coups from natural right and left e. constitution encouraged formation of too many political parties which led to weak and unstable government 3. Onset of GD led to unemployment as workers turned to communists, landowners, industrialists, middle class and conservative right-wing politicians turned to support Nazis 4.Hitler was an able leader, who convinced Germans he was a man of action and ideals Nazi programme promised everything to everybody 5. Like the Italian government, the German government lacked confidence to rule the farming in times of crisis Consolidation of Hitlers despotism Re ichstag Fire -on 27 February 1933, the Reichstag building was burned down and the communists were wrongly accused of using the fire as a signal for communist insurrection -under the guise of defending the country from a communist revolution, Hitler asked for emergency powers -suspended civil liberties Hitler used this to arrest 5000 communists -Hitler banned communist and socialist newspapers and made use of radio stations to broadcast Nazi propaganda Enabling Act despite Nazi influence on the votes, they did not fare well in the elections and only barely obtained a majority with the aid of the Nationalists -Hitler wanted to transfer all legislative power of the Reichstag to himself, but any change in constitution required a two-thirds majority in the Reichstag -Hitler arrested or excluded 81 communist deputies, and bribed the nationalists and centrists -thus, the Nazis outvoted the social democrats by 444 to 94 which gave Hitler unlimited power -Hitler could draft and pass any law s without the Reichstag -the German constitution was destroyed excretory product of Internal Rivals (Night of the Long Knives) -dealt with political rivals in the party -Ernst Rohm differed from Hitler on 3 important issues 1. Rohm thought that the SA helped bring the Nazis to power, so Hitler should reward them with government telephone circuits. 2. Rohm wanted the SA and army to be merged 3.Rohm was interested in the socialist verbal expression of the partys programme and wanted Hitler to confiscate the property of wealthy people in Germany -Rohm commanded 2m SA troopers, and thus constituted a great threat to Hitlers political position -On June 30 1934, many SA leaders as well as other political opponents were killed such as Strasser and Scleicher -Hitler achieve party solidarity Hitler becoming President -Hindenburg died in Aug 1934 -Hitler announced that he would commix in himself the offices of President and Chancellor -Thus, his personal dictatorship was now complete and the Third Reich was officially proclaimed Nazi Germany Political Policies Social Policies Economic Policies Banned all political parties * Created a police state prevented any opposition to the regime by sending political opponents to concentration camps * dole out unions were abolished, as they were a likely source of ohmic resistance, replaced by the German Labour Front employees were also forbidden to strike * Education system was closely controlled so that children could be indoctrinated with Nazi ideals textbooks were rewritten to support Nazi opinions * Was supplemented by jejuneness organisations which aimed to destroy traditional bonds such as loyalty to the family and obey the Fuhrer instead * Dr Joseph Goebbels controlled the media ensured that opinions fit the Nazi system and thus moulded public opinion and ensured mass support * Wanted to bring the Catholic and Protestant churches under Nazi control * signed concordat with Pope in which Church recognized the regime an d renounced all activity aside from purely religious acts in Germany, while Hitler imprimaturd the Church of its historic rights, but the promise was soon broken the Catholics offered serious resistance to Nazi persecution from 1937 * Protestant churches were united under a Reich church which preached Nazi ideals Protestants which did not follow the new eachings were sent to concentration camps * Nazis encouraged racially pure couples to have more children as save rate was declining, gained support of mothers who felt that they were contributing those considered undesirable were discouraged from having children, and some were forcibly sterilized, marriages between Aryans and Jews were also banned Aims 1) To reduce unemployment 2) Build Germanys weapons industry 3) Achieve economic self-sufficiencyEmployment-public works programmes-larger bureaucracy-purge of Jews and anti-Nazis -rearmament Industrial/Economic production-German army was expanded draft introduced gave profitable de als to businessmen, who in turn supported Nazis Autarky-encouraged farmers to increase agricultural yields-telling industrialists what to produce depending on require However, despite numbers cover that unemployment had been solved, these figures hid certain facts women and Jews were ousted out of jobs to create vacancies and they were not counted as unemployedrearmament was also again ToV 1930 Road to War Road to WarGreat Depression continues (1929-approximately mid 1930s)War Aggressive outside(prenominal) Policy Rise of Militarism Rise of extremist parties and regimes London Naval Conference reduction in naval build-up (role of League) 1931 Mukden Incident, Invasion of Manchuria * Japan had vested economic interest in Manchuria stationed the Kwantung army in Manchuria to protect its assets gained by wars with China * However, its control of Manchuria was threatened when Chiang Kai-shek took over and set up the National Government * They were worried that the Manchurian warlo rd, Zhang Zuolin would gang up with Chiang to oppose their domination of Manchuria * Mukden Incident assassinate Zhang by dynamiting his train * Showed increasing Japanse militarism and weakening Nipponese democracy * strengthen Chinese nationalism as Zhang Xueling wanted vengeance * Great Depression prompted them to take more serious action extraneous conquest would stock warrant more trade, more raw materials and more jobs start in Manchuria, since Kwantung Army was in place * 18 September 1931 Kwantung Army occupied town of Shenyang, claiming that Chinese soldiers had tried to blow up the South Manchurian railway * Despite protests by LoN, Nipponese soldiers went on to occupy the rest of Manchuria 1932 Manchukuo established * Japan declared Manchuria independent and put Emperor Puyi on the throne, but he was a figurehead, and the real rulers were officers of the Kwantung Army * Lytton report condemned Japanese invasion and suggested possibility of separate state in Manchuria World Disarmament Conference 933 Japan leave League * League voted on Lytton report Japanese delegation left the Assembly and later leaves League * League was seen to be powerless when faced with opposition of a great power * nada could be done to prevent Japans withdrawal or to force the Japanese to accept the Report * Japan had set an example which Hitler and Mussolini were to follow Hitler becomes Chancellor * Hitlers foreign policy was aggressive * Preached German world domination, overthrowing of ToV and conquering living space which ultimately involved the use of force and war Germany leaves League and WDC * Hitler openly rejected disarmament clause * No yearner bound by LoN and was free to pursue rearmament * plus possibility of Germany and Japan using force as a foreign policy tool * Countries also started rearming heightening chances of war 1934 Poland and Germany sign non-aggression pact * Settled previous disputes over Danzig and territorial boundaries, and was seen by Britain and France as Hitlers first step to building diplomatic relations * Hitlers bluff worked Britain and France got a false sense of security and pursued appeasement policy * Polish neutrality was also assured if Germany annexed Austria and Czechoslovakia Geneva Conference collapses Attempted Anschluss * ToV forbade Austrias union with Germany * In 1934, Austrian Nazis assassinated the Chancellor and asked for German help * The new chancellor appealed to Mussolini, who did not want a strong Austria-Germany on his frontier * Italian promenade were rushed to Brenner Pass and Hitler called of his plans * Peace was maintained only by threat of force and Mussolinis disfavor of Hitler * Hitlers aggressive foreign policy was revealed * Revealed need to work with Italy 1935 Saar plebiscite voted to return to Germany * Rich in coalfields and other industries helped German rearmament * Boosted Hitlers confidence in xpanding the Third Reich announced conscription and rearmament Ge rman rearmament Hitler announces conscription * Was not seen as an aggressive move but rather an economic policy to remodel Germanys shattered economy * 1st successful time out of ToV * indispensable step towards preparation for war and world domination Stresa Front * adjunction effort by Britain, France and Italy to resist attempt to revise ToV and issued strong protests at Hitlers actions to breach ToV * Fact that these powers came together showed that the League was ineffective * Did not last due to Anglo-German naval agreement showing British condoning German rearmament and Italian aggression through Abyssinia invasion Anglo-German Naval Agreement * Made sure that Germany did not become stronger than Britain * Ensure a strong Germany to keep communism at bay Hitler was firmly anti-communist * Treaty was a breach of ToV showed hollowness of the Front * Diplomatic triumph for Hitler as Britain recognized German right to rearm Italian invasion of Abyssinia * Showed weakness of LoN no longer an effective peacekeeping organization * Stresa Front was weakened as Italy drew closer to Germany * Hitler was more confident of using force to achieve his foreign policy aims as Britain and France could be seen to be unwilling to resist aggression 1936 Hitler reoccupies the Rhineland * Hitler took a gamble as German forces were outnumbered by better-armed French troops * Successful reoccupation and remilitarization due to lack of British and French action the region was described as only his own backyard and neither country were prepared for war * Britain and France were occupied with Abyssinia * Hitlers confidence to use force was boosted Spanish Civil War begins * Valuable practice for troops and air crew e. g.German Luftwaffe air raids in Madrid and Guernica * Britain was horrified with the destructive power of the air force and was laid not to intervene as Spain was outside(a) * Due to appeasement policy, Hitler was convinced that Britain and France would not act against aggression * fortify German-Italian alliance, fostered closer ties Rome-Berlin Axis * Formalized political and military relations form Abyssinia invasion which had German support and Spanish civil war Anti-Comintern engagement * United front to stand up against and destroy communism between Italy, Germany and Japan * Closer relations between aggressive nations who were no longer in LoN * Led to growing confidence 1937 Second Sino-Japanese War begins * pedigree of Japanese expansion into Asia through aggression * War in China * Will later expand to SEA * Purely instigated by Japanese military in China and was condemned by democratic government * Showed that military held the most power * LoN failure to act gave Japan the impression that US would also do energy however, trade embargo was impose Italy joins Anti-Comintern Pact 938 Anschluss * Seyss-Inquart led an Austrian Nazi attempt to seize power, which was prevented by Chancellor Schuschnigg * Hitler threaten ed war unless Schuschnigg was made Minister of the Interior * Plebiscite was proposed to see if Austrians wanted Anschluss * Fearing negative results, Hitler rushed troops to the border, threatening an invasion and forcing Schuschnigg to resign, resulting in Seyss-Inquart becoming Chancellor * Hitler was invited to occupy Austria and ward off communist threat, and Austria became a province of Germany on 14 March * While a plebiscite showed that 99% of Austrians favoured the union, the be opposition was crushed * Hitlers act of expansion/aggression went unbridled * Appeasement policy by Britain and France increased the likelihood of further aggression Czechoslovakia Munich Conference and Czechoslovakian Crisis * Another case where expansionism was achieved without bloodshed * Czechoslovakia lost 70% of her heavy industry and all her military fortifications * Provided Germany with mineral deposits and heavy industry boosted rearmament efforts * Hitler would be emboldened to retriev e all lost territory under ToV and even take on more land as part of his scheme to achieve world domination 1939 Memel reclaimed by Germany * Hitler was determined to restore all lost territory under ToV Germany makes demands on Poland Britain and France guarantee Polands safety Italy invades Albania * Revealed Italys ambition for empire and power * more and more felt like he paled in comparison to Hitler * Thus, he was pressured to keep up later declared war on Britain and France in forties to gain spoils of war Pact of Steel * Formalized military cooperation and alliance * Pledged to assist each other if one became involved in a military conflict * Mussolinis close alignment is musing of his esire not to lose out in territorial gains * An attest to Hitlers plans to invade Europe * Doom for Italy that could not match Germanys military might as Hitler could not keep his end of bargain (to reside 3 years as Italy prepared for war) Nazi-Soviet Pact * Germany would not have t o fight on 2 fronts as in WWI * Germany would conquer all of Western Europe and then strike Eastern Europe when lest expected * Bought time for USSR to build up its military * Without this pact, Germany would not have invaded Poland * Allowed Britain and France to see that Hitler was a trickster Poland invaded beginning of war in Europe I. The Russian Revolutions Fall of the monarchy & the provisional government The Russian Revolutions Fall of the monarchy & the provisional government February 1917 Revolution i. Causes of the Revolution Numerous defeats in World War I and crucial losses in important battles * Caused troops & police to mutiny left no one to defend the autocracy * War revealed the unentitled & corrupt organisation and the shortfall of equipment * czar had also appointed himself Supreme Commander of the Russian Army, but made tactical blunders and, on the whole, was unable to inspire the troops * Army morale dwindled due to consecutive defeats in import ant areas * People could now blame the Tsar for Russias decline * Thus, the Tsars incompetent leadership of the war resulted in numerous defeats, loss of lands, and a horrendous death toll, leading the army to rise up against the government to overthrow it to end the war * Famine and poverty due to the state of the Russian economy, which had been ravaged by war * Wages could not keep up with the rise in prices of provender due to inflation and the depreciation of the Russian rouble * Caused many people queuing for food to be turned away, creating dissatisfaction among the Russians, especially among the peasants * Tsar proved to be hopelessly inadequate at dealing with the economic problems the war created, and the trauma of the people eventually caused them to rise up against him in a bid for a better life * low governance and repressive, autocratic rule Tsars failure to keep promises such as land reforms * Duma kept changing Russia had 4 Dumas between 1905 to 1917 alone, which resulted in the situation whereby new-and-improved policies were unable to be implemented * All these therefrom led to greater hostility against the Tsar * Workers & soldiers later set up the Petrograd Soviet, a council of workers & soldiers taking control of the city * Tsar was eventually persuaded and forced to abdicate by his generals * Fall of autocratic government ii. Outcome of the February Revolution * A provisional government was set up by the Duma, headed by Prince Lvov as Prime Minister * Petrograd Soviet & the workers councils rivaled the provisional governments right to rule and insisted on its immunity to run the government II. October 1917 Revolution iii. Problems & Failures of the Provisional Government (PG) * sequel of WWI Kerenskys June offensive was a disastrous failure * Lost the support of the Russian people, who thought the war was draining precious resources * Caused the collapse of army morale & discipline * Hundreds of thousands of troops d eserted the army and abandoned the front lines * Dual power existed as the PG was challenged by the power held by the Petrograd Soviets, who tried to rule the city and commanded all the soldiers, leaving the PG without any military backup * The Petrograd Soviet was more popular amongst the people, and later the even the Army lent its support to them * PG also depended on the Petrograd Soviet for its legitimacy * Hence, when the Petrograd Soviet ordered all soldiers to obey only the Soviet, it meant that in the last resort, the PG could not rely on the support of the Army * PG delayed elections promised earlier, leading to loss of support * PG had assumed power, but had not been officially elected by the people of Russia * Claimed it would hold elections after the war as the troops would have returned and then be eligible to vote after fighting * However people did not elieve in it and felt that it was too long a duration to wait before the war ended as no one knew when the war would end * Promise of elections were hence not carried out, adding to unpopularity * Since they had not been voted in, the PG also had no legal power to give land away or start land reforms for the benefit of the peasants, who had earlier demanded land and sought-after(a) the approval of the PG to provide land reforms * This thus angered the peasants, who began to seize land another incident which highlighted the fact that the PG had no control of the people * Allowed Bolsheviks to use peasant discontent to win support * Return of Lenin * Lenin returned to Russia from exile in Switzerland with German aid * April Theses urged that the Bolsheviks should cease to support the PG, that all power should be taken by the Soviets, and that Russia should withdraw from the war * Promise of Peace, Bread & Land gave hope t and appealed to the masses against the increasing economic chaos * Posed a new challenge to the provisional government * July long time Massive demonstrations of workers, sol diers & sailors, to demand for the PG to give up their power to the Soviet * PG brought in troops to restore order later condemned the Bolsheviks for trying to stage an uprising * Also made false claims that Lenin was a German snitch * Led to a rapid decline in support for the Bolsheviks, eventually create Lenin and other important leaders to flee for their safety into Finland * later this incident, Lenin decided it was too early to revolt as the Bolsheviks had to gain more support from the people and realize his mistakes * Better and more careful training for the next attempt at Revolution was also required as Lenin now also realized that the PG was well aware of their rising power and would take efforts to bring it down and deter its attempts at Revolution * Prince Lvov, head of the Provisional Government at that time, finally resigned and was replaced by Kerensky over his failure to deal with the instability * Kornilov Affair Severely embarrassed the PG as it showed that t hey did not have control over their own soldiers * Kornilov, Commander-in-Chief of the Russian Army, had originally viewed the Bolsheviks as traitors and had decided to move against the Soviets , but his soldiers mutinied * Army discipline was on the verge of collapse, public opinion swung against the war and in favour of the Bolsheviks, who was the only party to talk openly about making a separate peace * Kerensky had initially ordered Kornilovs arrest, but his army refused to cooperate, and Kerensky had to rely on the Petrograd Soviet for help against the uprising * PG was therefore seen as weak * By this time the Bolsheviks were seen favourably and were garnering increasing support iv.In October Trotsky and the rest of the Bolshevik red ink Guard launched a silent, bloodless attack against the PG in the middle of the night, seizing key power blocs and resulting in the birth of the first Communist Government * This attack was planned by Trotsky himself, highlighting his true bril liance as the plan was a success War Communism I. Popularity i. In a nutshell, war communism was a military success, but an economic failure ii. It was simply harsh economic measures and labour control to serve war needs iii. Nationalization of the segments & industries of the economy that effectively controlled & supported the others, such as oil, railroads, banking & steel the Commanding Heights iv. limit of basic goods & services v.However, the Bolshevik government eventually resorted to coercion when exhortation & persuasion failed II. Aims vi. To prevent the total collapse of the economy vii. Mobilize resources to defend communism from its enemies during the Civil War, eventually channeling sufficient resources for a Bolshevik victory over the Whites viii. Strict labour control ix. position the Marxist ideal of a state-controlled economy into practice III. gardening x. Grain requisitioning * Peasants were forced to give up their excess particle so that the workers in the factories & soldiers at the warfront could be fed Peasants vehemently objected to this * disobedient peasants were thus shot and killed A few peasants even destroyed their crops and harvest rather than have them seized, as many felt that it was unfair to them * As a result, a few peasants planted fewer crops the following succession so that they would have less crops in excess * Significance was that food production decreased, causing the bulk of the population to be affected by starvation, and this remained a problem throughout the Civil War xi. Land nationalisation * 1917 Decree * Broke up larger estates * Land, together with the tools & livestock, were to be distributed to the peasants * 1918 Decree * Declared that the land, originally taken away from the kulaks, now officially belonged to the state * Peasants had the right to cultivate it * The next step the Bolsheviks took was to collectivize the land, but this failed in the end IV. diligence xii. Comma nding Heights nationalized Met with great resistance, causing supporters to revolt * Jun 1918 all large-scale industry was nationalized without compensation * End 1918 all enterprises employing more than 10 workers were nationalized * Local soviets later extended this to all enterprises in their area V. Labour/ Workers xiii. Rationing * Those not producing their own food were assign rations according to their usefulness * Workers & soldiers got the most, since they contributed the most to the Russian society * Professionals got significantly lesser rations than the workers * Class enemies got nothing Incurred the wrath of many people, as many found it discriminating & unfair * Workers were made to work in return for their ration cards no work, no rations * Strikes were made illegal, hence people could only suffer in silence and could not complain * Eventually, people bartered their possessions in the black market in a awful bid to gain more food and essentials xiv. Labour C onscription (1920) * umpteen workers had fled/ returned to the countryside to look for food after being convinced that the city had nothing more to provide for them * Hence, the Bolsheviks needed to bring them back to work in the factories, since a lack of manpower meant a sharp decline in production, and this in turn entailed a turbulent period for the state * Thus, they resorted to conscription * All unions were state-controlled Ensured no strikes took place, since strikes meant production also stalled * Membership was unconditional as Russia needed to increase production * Workers had to volunteer an extra day of unpaid work for the sake of building Socialism xv. Wage incentives * Payments would little by little increase for every year that person worked VI. Trade xvi. No private trade was allowed * Black market thrived during the Civil War xvii. Bolsheviks made a rather beneficial move by abolishing the monetary system as they had known that during the war their currency woul d depreciate because of the uncertainty VII. Failures of Collectivization xviii.Widespread resistance to collective & soviet farms * Significant as 80% of the population was still living in the countryside, generating more than 50% of the national income * underground thus served as a admonishment to the government that if they did not do anything to improve the situation soon, the Russian economy would almost certainly collapse * Peasants, seeing no point in working hard to produce food which was taken away from them without compensation, simply produced enough for their own needs xix. Depopulation of cities/ Food shortages * Workers were leaving in droves to the countryside to look for food and other prospects * Industry came to a standstill * Some attempted to buy and/or beg for food, but most failed to even make ends meet * Thus in Aug 1920, Moscow lost ? f its population, while Petrograd nearly 2/3 in the same period * Those who stayed in the cities had little, if any, food to survive on * As a result, in 1921 7 million in the cities ravenous to death * Significance Bolsheviks lost their main source of supporters the workers xx. Workers Strike * In January 1921 the already-meager bread rations to large population centres were once again cut by 1/3 * The workers of 64 large factories in Petrograd could withstand the suffering no longer, and went on strike * Demanded larger food rations * Wanted the homecoming of the Workers Council & trade unions as their representatives * Soon became disillusioned with the Bolsheviks, and many thought the trade unions would be able to do a better job in looking after them xxi. Peasant Uprisings Russia was hit by plenty of natural disasters during the period of Civil War, such as droughts, dust, locusts, destroying much of the peasants crops and their main source of food * With the introduction of war communism, this took away everything from them, even grain seed * Culminated in large-scale peasant uprisings from 1920-1921 * E. g. In Feb 1921 there were 118 major peasant uprisings in various parts of the country xxii. Sailors Mutiny * Sailors at the Kronstadt naval base near Petrograd mutinied * Demanded an end to the Communist Party dictatorship * Wanted freedom of speech & fresh elections Suppressed only through prompt action by Trotsky, who sent troops across the ice on the frozen sea * They had been significant Bolshevik supporters, grow for them from the very beginning * Thus their rebellion was a serious warning to the government * As a