Introduction to Mechanical Engineering Essay Example | Topics and Well Written Essays - 2250 words

Prologue to Mechanical Engineering - Essay Example Mechanical designing is among the most established building branches. The branch has additionally been named as the ‘mother’ part of designing. One engaging quality of mechanical designing is the outrageous broadness and assorted variety of its application base. Almost all developments made in the antiquated occasions and most in this cutting edge period are ascribed to at least one utilizations of mechanical designing (ASME International). Mechanical designers are generally associated with ideas like thermodynamics, kinematics, apply autonomy, liquid mechanics, basic investigation among others. The above ideas are utilized in the structuring procedure of best in class units of assembling, aviation and airplane parts, a scope of mechanical hardware and different engine vehicle types. Mechanical designers have a huge commitment to the advancement of various force plant hardware, motors, mind boggling and straightforward apparatus and cooling and warming frameworks. Aside from structuring mechanical frameworks, mechanical designers are additionally associated with keeping up, testing and assembling them (Wickert 2). The previously mentioned are the traditional obligations and jobs of mechanical architects. ... rundown of 36 specialized divisions, running from advanced plane design and refined vitality frameworks to material building and strong waste building. Because of the different idea of mechanical building, experts are engaged with structuring and working of gadgets and machines which permit individuals to endure and work submerged, on the ground, noticeable all around and in space. They make machines which can broaden people’s capacities, wellbeing and expectations for everyday comforts, and effect their living condition. Normally, the accessibility of materials for handling their undertakings decide a large portion of the things these experts can or can't accomplish. This is the motivation behind why specialists work intimately with material researchers with the point of fitting the mechanical just as electrical and compound qualities of materials to investigate the chance of making new applications (Wickert 7). The activity profile of mechanical building is ever expanding an d this calls for experts to wander into showcasing and money related highlights of item advancement just as into the board of the two individuals and assets. When all is said in done, mechanical building gives a wide scope of employment decisions to understudies looking for a steady and intriguing profession. Starting Your Journey into Mechanical Engineering The initial step to take so as to turn into a mechanical architect is going in science, arithmetic and material science. To meet all requirements for enlistment into a mechanical building program in a school, one should score in any event 50 to 60 percent in the three subjects. After this, one is required to sit for selection tests like The Joint Entrance Examination for IITs (IITJEE) to be admitted to various IITs among others. There are various designing universities on the planet where one can get enlisted into a

Impact of media such as video games, film and TV on the behaviour of Essay

Effect of media, for example, computer games, film and TV on the conduct of adolescents - Essay Example The manner in which the media has caught the hearts and the psyches of youngsters has made individuals believe that it will affect their everyday practice as well as their personal conduct standards and thinking designs. It is expected that brutality in media will cause youngsters to get savage in nature. Numerous individuals accept and are persuaded that kids and young people will turn out to be progressively forceful and will enjoy unlawful exercises on the off chance that they are presented to viciousness in media consistently (Freedman, 2002, p. ix). These convictions and fears about media brutality affecting the youngsters adversely have been encouraged by cases of logical research led by analysts and wellbeing associations. Be that as it may, the way that media viciousness doesn't cause hostility has been demonstrated by many research concentrates in field of social brain science (Freedman, 2002, p. ix). Numerous deficiencies, similar to poor estimating of animosity, absence of suitable approach and inability to control the significant third factor, have been found in the bits of research that guaranteed that media savagery causes hostility in young people (Holder, 2012, p. 77). Be that as it may, the pessimistic effect of viciousness in media, particularly in computer games and network shows, has been advertised such a great amount by the media that it has made dread in the brains of individuals. Individuals need to comprehend that there are a few beneficial outcomes of computer games and network shows that have been recorded through solid research examines. It is the need of an hour to get profound into the point. Rather than accepting simply a large portion of the story, individuals should put forth attempts to know every bit of relevant information. The dread that media viciousness makes youngsters carry on in forceful way is ridiculous as research considers have demonstrated that media can be helpful in building up certain physical abilities as well as help in the improvement of social and virtues. The effect of computer games Video games are viewed as one of the most unsafe screen based media of all. The way that one of the most mainstream media among adolescents and youngsters is the computer game has expanded the worry of grown-ups. It was comprehended that standard playing of computer games have prompted negative physical, mental and social impacts on players (Gunter, 1998, p. 15). It was likewise felt that the undesirable degree of pre-occupation with computer games and PCs can prompt advancement of fixation in kids (Gunter, 1998, p. 15). In their examination, Linn and Lepper (1987) have detailed that educators have discovered discernibly progressively hasty and forceful conduct in young men matured 10 to 12 years, known to be ordinary computer game players, and with whom they had customary contact in school (as refered to in Gunter, 1998, p. 96). As per Anderson et al. (2010), a meta-examination indicated that forceful pr actices in players across culture, and sexual orientation is seen as expanding with playing of rough computer games (as refered to in Holder, 2012, p.77). Be that as it may, differentiating claims were made by different research concentrates on the effect of media on youngsters. The connection between forceful conduct and computer games isn't built up in all the explores (Gunter, 1998, p. 96). In an investigation of people matured 12 to 34 by Gibb et al. (1983), no relationship was found between the proportions of threatening vibe or confidence in the subjects with the measure of guilty pleasure in the computer games they played (as refered to in Gunter, 1998, p. 96). Truth be told, an investigation by Kestenbaum and Weinstein (1985) has

Questions Answers.

Questions Answers. Thanks to the miracles of modern transportation, Im wringing out this weeks MIT roundup from the wrong side of the Mississippi. (Internal aside: The previous sentence sounds like it was written by a cattle rancher. This distresses me. I own no cattle.) Tucked away in the American prairies and folded under a blanket of metropolitan sprawl, Saint Louis is best known for the transformation of the hyperbolic cosine function into a national symbol of westward expansion, Barack Obamas favorite pizza, Yan Z., frequent superiority in the World Series, frequent superiority in the cooking of ravioli, frequent superiority in being more dangerous than other cities, Yan Z., frequent superiority in jazz, Yan Z., and frequent superiority in being the hometown of exactly seven early action acceptees to MIT this year. Congratulations! In order to ready the potential 13ers for the ceaseless rounds of free food that will be slung at them as soon as they bare their unfed faces on campus, the local alumni association sponsored a luncheon today for the acceptees and their genetic prototypes (a.k.a. parents). I was in attendance to take pictures of food- I mean, answer questions. All in all, the afternoon was filled with nutritious discussion worthy of repost on the blogs, which inspired in me the idea of reposting the discussion on the blogs (marvelous logic!). Thus, I present these following questions of great import, as well as answers of great export: How accessible is campus dining? In my realm of discussion, campus dining is a porcupine in a petting zoo of tamer subjects (like the arts at MIT or eating desserts at MIT) : its difficult to approach, prickly to handle, and hasnt evolved significantly in the last 30 million years. Also, I prefer to avoid it completely by (1) grocery shopping on a weekly basis and (2) occasionally reverting to a hunter/gatherer lifestyle (hunting down leftovers from special events and gathering victuals from study breaks and group dinners, that is). Sadly, such glamorous dining habits are not universally feasible on campus. In four of the twelve dorms, residents are required to pay $300 per semester for a 50% discount in any of the four residential dining halls, which are only open during dinner hours. Breaking even with the dining system is about as easy as breaking through a wooden door, which is why I chose to live in one of the non-dining dorms and carry the key to my room door. Common alternatives to residential dining: 1. Buying groceries and cooking for yourself or in a group. All the dorms have microwaves, stoves, and fridges, as well as at least one member who knows how to prevent the fire alarms from going off. 2. Buying food at the Student Center, home to Subway, Dunkin Donuts, Cafe Spice (Indian), Sepal (Middle Eastern), Shinkansen (Japanese), Cambridge Grill, and Annas Taqueria. Additionally, the campus is peppered with soup-salad-sandwich cafes and food trucks. 3. Joining a fraternity/sorority/independent living group that provides a full meal plan (dinners and access to breakfast/lunch supplies for a set price per semester). Convenient details can be found here. Currently, the campus dining system is a breeding ground for complaints and receives quite a bit of coverage in the Tech. Having said this, everyone gets fed one way or another, even when Im not around to take pictures. What will AP tests do for me? AP tests will help you achieve physical and spiritual separation with your money. As for achievements that are slightly less Zen, 5s on the AP Calc. BC exam and the AP Physics C exam will get you out of corresponding introductory classes at MIT. A 5 on one of the AP English tests will grant you exemption from the Freshman Essay Evaluation (FEE), which is a pain in the collective neck of the freshmen class. Exemption from the FEE gives you the sweet freedom to take any writing class that you want. Other AP scores are like raisins in cookies: nice to have around, but mostly useless. At the beginning of the year, MIT offers Advanced Standing Exams for students who wish to pass out of introductory biology or chemistry. This year, the biology exam had a 31% passing rate, while chemistry boasted a whopping 7% (figures courtesy of The Tech). I offer this as evidence that MIT freshman subjects require a deeper level of understanding than do most advanced high school classes. How did you like your classes this semester? Viewed from the flip side of finals week, my classes look great, like Oprah Winfrey these days. Sure I complained about biology once in a while and was consistently asleep for about 10 minutes of every linguistics lecture, but Ive learned how to cure cancer (theoretically) and rewrite Dave Barry jokes using the International Phonetic Alphabet, so Im a better person now. Academic highlight of the semester? I say with no hesitation and thus no punctuation even when needed such as right here that Introduction to Solid State Chemistry was the greatest class I have ever beheld in my brief academic career. Professor Sadoway fully deserves his five-star ratings on his YouTube lectures. (Amusing story: I was feebly attempting to conceal my camera while taking this shot, but it turns out that the video camera in the lecture hall was pointed directly at me. As a result, everyone in 3.091 who watches the online video lectures witnessed my tourist-esque behavior.) Coming to MIT with a paltry years worth of non-AP, non-honors high school chemistry just a shade above the difficulty level of baking-soda-and-vinegar vocanoes, I should have been grossly underprepared for a class that covered everything from Schrodingers wave equation to zwitterionic properties to polymer engineering (not to mention the sheer intimidation factor of a class of over 500 students). As it happened, inexperience worked to my advantage. Unjaded by the confidence of prior knowledge, I ended up working harder and studying longer than basically everyone I knew. Never before had I found chemistry to be even vaguely fascinating, so my newfound enjoyment of the material was mildly mind-shattering. In the end, I got the 3rd highest grade in the class* and landed a paid research project with Professor Sadoways research group next semester. Empirical evidence shows that, on occasion, effort pays off even at MIT. (*Information obtained from TA informally. Generally, MIT doesnt rank students; in fact, this semester Ive only received exact, numerical grades in one class so far.) I mentioned this anecdote for two reasons: 1. To invalidate the assumption that having minimal prior knowledge in a subject will necessarily prevent you from succeeding in it. (In other words, dont worry if you feel as if your high school classes are like Bambi to MITs Godzilla. (In other other words, its okay if your high school science classes sucked.)) 2. To suggest that MIT introductory classes can be immensely worthwhile and challenging even if you learned the same subjects in high school. What are your plans for IAP? IAP, or “Independent Activities Period” in unzipped form, is the temporal broom closet in which you cram all the hopes and dreams and wildly ambitious schemes (hey, that rhymes!) that you never had time for during the regular semester. Want to learn how to speak in Tagalog while spinning a Chinese yo-yo at the same time? Save it for IAP. Planning to visit your friend in Random Hall that you havent talked to since Orientation? Make an IAP date. Trying to dip into Java programming, amateur orienteering, or chocolate tasting? Take an IAP class. Need to atone for your past cynicism by helping prefrosh see the bright side of MIT life? Save that one for CPW, actually. A quick rummage through my junkyard of IAP plans produces the following: 1. Working on a paid research project with Group Sadoway. Along with Ambrose 12, Ill be investigating the design of solid-state polymer batteries for performance in high temperatures, which is useful because liquid electrolytes tend to randomly explode. 2. A 6-unit class in Mechanics II, because double the mechanics is double the fun! However, Ive always been wary of having fun in excess, so I might end up dropping the class if it turns out to be too hefty of a time investment. 3. Hummus taste-off. Enough said. Should I have to describe this in more detail, I may start weeping tears of joy. 4. Mystery hunt, MITs epic-scale, campus-wide, interactive puzzle challenge. Ill probably be a devoted spectator on the Random Hall team, which is usually one of the more formidable contenders. 5. Weekly Dim Sum runs. My personal goal is to introduce at least three new people to the gutteral, gristly gourmet experience on each trip. 6. A pilgrimage to Pour House, an MIT favorite in Boston that serves half-priced burgers on Saturday nights. 7. Taking a Sport Taekwondo class. 8. Helping Katelyn 12 move into my room (yep, thats Roommate #3) since my former roommate decided to ditch our hovel and live a monastic life of solitude in a single down the hall. Katelyn, if you are reading this, I propose we celebrate your moving-in (inmoving?) by preparing a homemade dumpling feast with turkey meatloaf and carrots and oyster sauce and vinegar and tamarind chutney. Also, you should grate up some confetti. 9. Helping Abby 12 decide on a mural to paint on the wall outside my room. So far, Im gunning for one of M.C. Eschers scroll-sized prints. Any thoughts from the blogosphere? 10. Collaborating with Aviv 09 on the Random Hall History Project. Earlier this year, Aviv contacted me about collecting photos and anecdotes for an online database of the long and illustrious history of our beloved dorm, a proposal that immediately went onto my mounting heap of IAP tasks. 11. Starting a website with Donald Guy 12 in which we empirically prove that everything in existence is the Stata Center (at least from a visual/artistic standpoint). This sweepingly ambitious vision was inspired on a cold December evening as Donald and I were leaving Simmons Hall. My attention was snagged by some object or another that resembled MITs famous wonder of Seussical architecture, and I remarked on this aloud, to which Donald responded: “Everything is Stata.” A proverb was born. 12. Blogging, reading, sitting in on the occasional programming class, and generally reacquainting myself with effective methods of chillaxing. In actuality, Ill probably end up doing half of the above and sleeping through the rest. Back to the MIT Prefrosh Luncheon: How was your salad? Was it bigger than your head? Truly, this is a question of extraordinary relevance. I opted for an unbalanced pot-pourri of spinach leaves, fried shrimp, mango, and strawberry, with emphasis on the spinach. Carrot and onion served as nothing more than charming footnotes of vinegary flavor. The sheer breadth of the bowl dwarfed my cranium, but the salad was underwhelming. Dang, sorry that salad didnt work out for you. How was the other food? Unexpectedly, the bread basket was a tour-de-force of texture and warmth, seamlessly integrated into a soft, crusty lesson in The American Bread Experience. I was fortunate to have seated myself next to Max 13s mom, who brimmed with excellent motherly questions and also allowed me to photograph her main course. If memory serves me faithfully, this is grilled salmon with rice and asparagus stalks. For the dessert course, I rotated myself to another table and chatted with Julia 13, who stunned my lens with a bright ruby sorbet. Derailing unabashedly from the track of MIT admissions relevancy, I had a pulled-chicken Banh Mi sub for dinner five hours later and nearly decided to scrap my IAP plans and book a flight to Vietnam. (New Years Resolution: 12.1 megapixels.) Next time, Ill try to cover Bizarre Questions That You Wonder About But Rarely Ask, so feel free to vent your curiosities via comment or email. In the meantime, happy calendar reset!

Cultural Diversity - 1212 Words

University of Phoenix ETH/125 University of Phoenix ETH/125 This course has taught me a lot about cultural diversity that I was previously unaware of. Granted, I have always had at least a tolerance towards other cultures and ethnicities that were different from my own, but this class has helped me to learn more about those cultures and taught me to have more of an acceptance for those cultures rather than just tolerating them. I have also learned that all cultures, races, and ethnicities should have the chance to be understood and accepted for who they are, rather than what the media portrays them as. So many people are discriminated against because of a story in the news that has absolutely nothing to do with them as a person, but†¦show more content†¦One thing that will definitely have to be done is to lessen the amount of stereotyping and prejudice that is projected in the media. When newspapers or TV reporters run a story about a terrorist attack, they generally speak about one specific culture or group of people as if the enti re race of those associated with the perpetrators are held responsible for the actions of those involved, when this is never the case. This in-turn causes fear to run through the minds of virtually everyone not associated with that culture or group and causes them to become afraid of that specific group or culture, which tends to lead to prejudices and discriminations. One example of this is the attacks on 9/11, all of the media coverage pointed fingers at Muslims being solely responsible for the attacks on our country, and therefore the entire country became afraid of anyone associated with the Muslim culture, which also caused many of the Muslims in the United States to undergo unfair treatment. In fostering appreciation for diversity, the media promotes events such as cultural heritage festivals, and in more prominent cases things like Black History Month every February. About once or twice a year locally, there is media coverage surrounding Native American Indian festivals, or P ow-Wow’s, that generally last anywhere from a few days to a week at most. Coverage is often done of some of the Native American tribal dances, or stories shared about certain craft pieces and the historyShow MoreRelatedDiversity And Cultural Diversity1288 Words   |  6 PagesCultural diversity is defined as â€Å"the existence of a variety of cultural or ethnic groups within a society† (Google diversity). As we continue down the path of globalization it becomes important to reflect on the ever-changing landscape of society and the values people may have in them. This applies both towards society and the work place in which society must operate. Companies like Ernst Young, ATT, and Comcast acknowledge the changing landscape and are leading the charge towards becoming aRead MoreCultural Diversity and Louie2086 Words   |  9 Pagesencouraged to work in groups without ethnocentrism. Through working in a group with conversation, Louie can learn and understand othersâ⠂¬â„¢ feelings. 4) Workforce diversity has been a great challenge for manager. Do you agree with this statement? Justify. For us, we agree with the statement which workforce diversity has been a great challenge for manager. It makes manager’s life difficult. Employees may have problems among themselves which need attention from managers and managers alsoRead More Cultural Diversity Essay480 Words   |  2 Pages Cultural Diversity: Campus Climates and Classroom Instruction American Society has been and continues to become increasingly mixed, complex, and variegated in its cultural practices and ethnic make up. However, the state schools have fallen short of race goals established thirty-one years ago in a desegregation case now known as Geier v. Sundquist. The University of Tennessee at Knoxville has notoriously had one of the worst recruiting efforts for diversifying undergraduates. This realization makesRead MoreA Cultural Diversity Training Program1213 Words   |  5 PagesWith many organizations expanding and becoming more global organizations, whose businesses deal with other countries, cultural diversity becomes more challenging. That is why it is important for organizations to create a cultural diversity training program to encourage employee from different backgrounds to come together and learn each other s belief system which can enhance the organization s ability to problem-solve. To do this successfully an organization needs to create an organizationalRead MoreDemographic Diversity And Cultural Diversity1700 Words   |  7 PagesDEMOGRAPHIC AND CULTURAL DIVERSITY GOPI KRISHNA CHALLA RIVIER UNIVERSITY Demographic and Cultural Diversity ABSTRACT The research is concerning Organizational Behavior which includes unusual types of Organizations with dissimilar types of public behaviors. Among that Demographic Diversity and Cultural Diversity of an Organization is extremely significant to turn into a triumphant organization or company in the marketplace Especially the Demographic and Cultural Diversity show the in goodRead MoreReflection Paper On Cultural Diversity1815 Words   |  8 PagesFinal Reflection Paper During this summer semester, I have learned many important skills concerning my internship at Retreat of Lancaster County. These skills can be divided into four categories - social and cultural diversity, helping relationships, group work, and assessment. Retreat of Lancaster County is an inpatient drug and alcohol rehabilitation center with both rehab and detox levels. At this location, I have been able work with patients entering recovery for alcohol use, heroin use, prescriptionRead MoreCultural Diversity And Team Performance Essay1330 Words   |  6 PagesThe journal paper ‘Cultural diversity and team performance: The role of team member goal orientation’ by (Pieterse, Van Knippenberg Van Dierendonck,2013) is to investigate the members goal orientation in the relationship between performance and cultural diversity. The contribution of Pieterse, Van Knippenberg Van Dierendonck (2013) is that they have developed and test the theory under the CEM model on how achieve ment setting stimulates the team member goal orientations that affect performanceRead MoreGraduation Speech : Cultural Diversity1316 Words   |  6 PagesWhen I originally set out to start this project, I started out wanting to explore how books could be used to address diversity in the classroom in terms of the students’ cultural backgrounds. After spending time in my classroom, I came to the realization that investigating this question would be a challenge, due to the fact that I was only able to observe a handful of situations where students interacted with books, much less books that included aspects of culture. In my classroom, books that incorporatedRead MoreThe Importance Of Cultural Diversity On Education1383 Words   |  6 PagesThe Importance of Cultural Diversity In Education It is Carmen’s first day in her very first English speaking classroom, ever. She is beyond nervous, petrified of what the first day in her new classroom might entail. As the clock approaches 8 AM, a ton of questions are running through her head. Should I say â€Å"hi† or â€Å"hello† to my classmates? What if they can hear my accent? What if they can smell the chorizo my mom packed in my lunch? What was the little girl’s name I just met outside? What if theRead MoreDiversity And Cultural Issues Of Tesol Education1545 Words   |  7 PagesEDUC600 I001 Fall 15 Final Reflection Journal: Diversity and Cultural Issues in TESOL Education During the course entitled Diversity and Cultural Issues in TESOL Education, issues of diversity and culture, as well as methods, strategies, and approaches for engaging English language learners were examined. Students all over the world learn English for a variety of reasons. Some students must study English as a requirement. Other students may wish to travel, study abroad, or work in the global marketplace

Thee Checkers Speech Rhetorical Analasis - 1483 Words

Checkers, The American Dog in Disguise: A Rhetorical Analysis of Nixons Address In The Checkers Speech, Richard Nixon responds to criticism regarding an alleged secret fund. At this time, 1952, Nixon was running for vice president with presidential candidate Dwight D. Eisenhower. Eisenhower was enjoying enormous popularity when the rumor surfaced one month before the election. Nixon was accused of accepting a supplemental salary of $18,000 dollars, contributed by a group of supporters back in his home state of California. There were also rumors that Eisenhower would drop Nixon from the ticket. So Nixon was forced to come up with a remedy for the untimely situation. Not only did he have to convince the American people he was†¦show more content†¦Nixon was basically stating that he was a proven enemy of communists and that the democrats assisted them. Finally, Nixon supports Eisenhower by showing that he is qualified to clean up corruption and deal with communists. If one looks closely at Nixons speech it has a very easy, logical pattern to follow, and allowed him to achieve every goal that he set for himself. One of his main intentions of his speech was to attack the democrats, but at the same time make republicans, including himself, look good. After Nixon built up his own credibility, he began to bash the democrats. He implied that Stevenson and Sparkman had something to hide, unless they do as I did and make their finances pubic. Nixon encourages his audience to believe a lot of things that may or may not have been true. One, that he has done nothing morally wrong with using the $18,000 fund because he made his finances public. Two, he is an honest man, and he deserves to be retained as Vice Presidential candidate. Three, rich men such as Governor Stevenson who inherited a fortune from his father should not deserve to be president. But, a modest man such as himself or Eisenhower, a common man that God must have loved, should have th at chance at office. In general Nixon said that Eisenhower and he, the republican candidates, are qualified to lead the country and democrats are not. Therefore, he only left the American public with the option of electing the

Anatman The Five Skandas And Emptiness Free Essays

In short, the doctrine of the five Kansas implies that the â€Å"self† is radically Returning to the Second Noble Truth: The Second Noble Truth states: ducked has specifiable origins. Remember, the e root of ducked is, in part, . But this is a result of believing that the self is an thing and thus foolhardier. We will write a custom essay sample on Anatman The Five Skandas And Emptiness or any similar topic only for you Order Now In addition, we can now see that is brought about by than manta. The three roots of suffering are thus: (craving to have) of the fact that ‘You† are no more 2. 3. Emptiness: The Sanskrit word (craving to not have) (Of the truth Of manta) is commonly translated as â€Å"emptiness. Due t the negative connotations of the word, many contemporary scholars of Bud hiss have suggested alternative translations such as â€Å"limitlessness† or â€Å"boundlessness. † In this class we’ll stick to the common translation of â€Å"emptiness† while keeping in mind the at it does not mean that â€Å"nothing exists† or â€Å"nothingness. † There are many layers to the concept that have developed throughout history . On the one hand, there is the he other hand, there is the notion which well look at presently. On t notion. Well examine this aspect when discuss mindfulness (in this section of the course) and Zane (in the Zen socio n). Two Metaphysical Senses of Emptiness: Sense 1: This oldest sense of the term is merely the concept of manta (and consequently the five Kansas). This is the understanding taken up by the Sense 2: tradition of Buddhism. This understanding is the newer of the two (although from our perspective it s quite ancient). In short, it is the claim that all of reality is radically not merely the â€Å"self. † This meaning of emptiness is corn to the tradition of Buddhism, and originates in the Mohammad philosophy of Nicaragua. However, we need a little bit more detail to do the notion justice. Dependent Origination: The central idea behind dependent origination is that everything is radically and in radical One important consequence of this is that there are neither nor causes effects-?there is nothing that can be identified as the cause or the e effect. There is only the momentary interrelation of the five processes. Thus, reality is no more than a vast system Of _processes. Do not confuse this with the scalded â€Å"butterfly effect. † Another important consequence is that there are no There arena’ metaphysically NT upon everything else. Objects. Indeed, everything is radically depended Other terminology for dependent origination includes â€Å"interdependent arising † â€Å"interdependent coarsening,† or simply â€Å"interdependence. † Wrapping up: So, the distinction between the two senses of emptiness is really one of just r stringing the radical interdependence of the Kansas to the â€Å"self† and of globalization it to all of reality. However, the implications of globalization interdependence are important. The y include: 1. There are no 2. Everything is 3. There are no on and things at all. With everything else. 4. Literally nothing exists-?only causes and effects. Exist-?and thus no Exist. 5. Ignorance as a cause of ducked not only means that one is ignorant of the truth of manta, but that one is also ignorant of the above four facts (among others). These consequences are very important to note when discussing the differed CE between and which we won’t be able to fully summarize until the end of this section. An Interesting Question: self next? Given that Buddhism accepts that notion of reincarnation yet claims that there e is no (but just a set of ever changing processes), what is it that is reborn from one lie fee to the Let’s discuss this as a class. How to cite Anatman The Five Skandas And Emptiness, Papers

Project Management Constraint and Cost

Question: Discuss about the Project Managementfor Constraint and Cost. Answer: The project of every industry is defined as one time endeavor and a temporary that are undertaken to the in order to create a product or service which is unique in nature. A project usually brings added value or a beneficial change in the different aspects of its field of work. However, project management is the discipline or field that deals with managing and organizing resources in a way so that the resources will deliver the work that are essential for completion of a project within a specified time, constraint and cost (Patel, 2008, p. 1). All the human beings are defined as the project managers, as all of them are indulged in work both in terms of personal and professional fields. Apart from that, human activities are essential for completion of any project. However, it can be said that from very primitive ages there are many scientists who are involved in developing systems that will help in solving issues of project management. The US Navy system earlier has faced many issues in the field of Polaris missile system. In terms of finding solution, PERT technique has been introduced in the perspective of project management. Apart from that, it is figured out that, Henry Gantt is known as the father of control and planning techniques and Fredrick Taylor is known as father of scientific management (Patel, 2008, pp. 3-4). Project manager is a person who has the responsibility of pursuing the project in maintaining the productive mutual interaction and progress of the project. Project managers of various organizations are responsible for the representative of the client while determining the exact demands and needs of the clients based on the nature of the project or the firm. He must possess the capabilities and adaptabilities of the internal procedures of the project along with maintaining the relation between the contractor and the representative. The duty of a successful project manager is to envisage the project from its beginning to the end entirely with perfection while ensuring the realization of the vision of the project (Patel, 2008, p. 5). The thesis statement of the essay revolves round the triple constraints of the project management i.e. cost, time and scope constraint that are the elements determining the success of the project. Importance of Triple Constraints in the Project Performance and its Success This section will define the triumph of a project management depends on the proper balance of the competing demands by using the different constraints of the projects triple constraint. Triple constraint helps in improving the project performance by successful implementation of the skills of the project managers involve in it. Triple constraint of a project is defined as term in project management that consists of a framework of three parameters of project performance. The three parameters are cost budget, time schedule and product performance. Figure 1 Triple constraints of project management (Source: Rosenau Githens, 2011, p. 38) Product performance: The constraint of product performance is developed from the capture of the performance and functional requirements of the project by the team of the project. In this aspect, the operating cost, maintenance cost, standard cost of manufacturing a product, product performance are the elements that influence the product performance constraint in the triple constraint of project management (Rosenau Githens, 2011, p. 38). Time performance: Time performance constraint of the project depends on the project supervisor who is liable for the completion of the project with the required quality. The team will decide the time of completion of the project by checking the estimation of duration, analyzation of the critical path of the project. These are the points of concerns of the project managers while determining the time performance of the project. It is important for the project managers for dividing the several tasks of the project to the different group members of the project. Cost performance: The estimated cost performance of the project includes expenses of the capital that is being computed in the cost-estimating practices. The capital budget of the project is also computed by presenting the different practices of cost-estimation. Cost of a project after its determination must not be extended. The cost constraint of the project depends on various variables such as material rates, labour rates, profit, plants, risk management and equipment (Rosenau Githens, 2011, p. 39). Project management is explained as the management method and monitoring the process of comparison of the actual performances while determining variances in evaluating the possible alternatives while taking proper corrective action maintaining the success of the project. Different types of controlling activities are present in the implementation in the project. However, triple constraints of the project describes the relationships between the time schedule, product performance and cost performance in the project management at a preferred price curve, level of performance and limited budget (Atkinson, 1999, p. 337). Triple Constraints as the Success of the Project The success of project management depends on many factors. The outcomes of the different activities of project management depends on the implementation of the success There are many factors of success which include satisfying the schedule of the project, meeting the aims of the project, and the obvious indicators in terms of completion of budget. The factors of accomplishment of the project based on the triple constraints of the project are inadequate basis for different project, unsupportive top management, wrong personality as the project manager, improper techniques of project management, closedown of project or unplanned activities of the project, improper defined tasks, misused management techniques, inadequate basis of the project (Munns Bjeirmi, 1996, p. 82). Narrow definition of project management and its relation with the triple constraints of project i.e. cost, scope and time of the project. The role of a successful project supervisor is to ensure the completion of the work within time, scope and budget by maintaining correct performance level. However, the elements of triple constraints are maintained by the project manager itself regarding the characteristics of the product or service in the technical aspect of the project. The most important responsibility of a project manager is to handle the technical issues of the project. However, the primary responsibility of the project manager while ensuring the completion of the work within the time. Apart from that, the scope, budget, and the level of correct performance of the project are also maintained by the project manager. Project managers of organization should understand the vision and mission of the company first, then they have to ensure the fact that the project goals and objectives must meet with the organizational goals (Lewis, 2002, p. 24). However, the responsibility of project managers does not ends here. They must have to take care of the fact that the organizational interests must be met along with enhancing the presentation of the team members. The concept of project management is depended on the factors of triple constraints of the project. The triple constraints of the project are scope of project, cost of project and time of completion of project. The success of project management depends on the perfect implementation of the different elements of the triple constraints and the skills of the project manager in the particular project. The essay describes different theoretical and practical aspects of the project supervision along with the description of the each constraint of the project. Apart from that, there are many techniques such as PERT or CPM in order to complete the project in a successful way in the particular time frame (Ika, 2009, p. 6). The accomplishment of a project executive is to convert the diverse resources of the project into successful implementation. The success also depends on the perfect mix of the tools and techniques that will fit the situation of the task in the stipulated time. References Atkinson, R., (1999). Project management: cost, time and quality, two best guesses and a phenomenon, its time to accept other success criteria.International journal of project management,17(6), pp.337-342. Ika, L.A., (2009). Project success as a topic in project management journals.Project Management Journal,40(4), pp.6-19. Lewis, J.P., (2002).Fundamentals of project management: developing core competencies to help outperform the competition. AMACOM Div American Mgmt Assn. Munns, A.K. Bjeirmi, B.F., (1996). The role of project management in achieving project success.International journal of project management,14(2), pp.81-87. Patel, V. N. (2008). Project Management. Oxford Book Rosenau, M.D. Githens, G.D., (2011).Successful project management: a step-by-step approach with practical examples. John Wiley Sons.

Basic Guide on How to Write a Dissertation

Basic Guide on How to Write a Dissertation How to write a really good dissertation is the question that has probably been the cause of many sleepless nights for you. Writing a thesis is not difficult at all, as long as you remember some rules and tips that guarantee an excellent dissertation for you. You may have had awful experiences while writing dissertations, but have you ever noticed why you keep getting only Cs and Ds in your dissertation assignments when the guy sitting next to you gets an A+ every time with half the effort than you? Most students spend fortnights, even months, racking their brains, and trying to squeeze as much out of it as possible. However, the reason that they get sick grades is not that they do not make an effort, but that they ignore several essential points while writing dissertations. It does not matter how many painful hours you spent in the library or how much research you did while surfing on the net, as long as you forget to think about the crux of the subject. Following points will help you write dissertations that will earn you the grades you deserve: Make sure you have understood the topic of the dissertation completely. Never miss a chance for a wee discussion with your teacher. As long as you know the topic you are writing a thesis on, you can rest assured that 40% of the task is complete. There is nothing entirely as wrong as completing a dissertation and then finding out that the Triceratops you have just written about as a musical band in your project is dinosaurs! Now that you have full knowledge of what you are going to write, let us move on. Never ever ignore the websites, books, authors etc that your teacher has given to you for research. At least 60% of the references should be from those sources. After looking at the sources, your teacher has told you to take help from, proceed to examine for other material that might help you with your dissertation. You do not have to look too much, as Internet has already done half of your research job. However, for most common topics, you will be able to find stuff from sources like Encarta, Encyclopedia Britannica, and Wikipedia, etc. For more detailed research, you can ask your subject teacher for more references to help you. Get as much information you can gather. Keep on taking everything that seems relevant to the topic you are writing your dissertation on. Once you have enough material, shape it up into a dissertation, and then spend the rest few days cutting off the additional ‘fat’ from your paper. For more information about writing a professional dissertation or thesis paper you can visit our custom writing service for buying your dissertation immediately.

Country risk strategic planning Essay Example

Country risk strategic planning Essay Example Country risk strategic planning Paper Country risk strategic planning Paper Nominated for Oscar film ‘Charlie and the chocolate factory’ (2005) directed by Tim Burton, Charlie as a small kid with big mind endeavors to find golden ticket to visit chocolate factory wherein varieties of chocolates viz. , lollipop, candies, chocolate bars and chewing gum are some of favorite snack of children although lollipops are another name for ‘cavities on a stick’. In the end, Charlie owns the biggest factory of chocolates in the world. The moral that is drawn out of this film, ‘nothing is impossible’ in business in order to become rich and famous, provided with right attitude, aptitude and a bit of fortune or luck. Also in this competitive world of global business, finding an area of opportunities is also an art to establish business with perfect business plans and supporting systems. France wines are one of the oldest and most revered by Popes and Princes whether it is red wine or black wine. Further according to researchers, a good wine extends health benefits such as in reducing cardiovascular diseases and ischemic stroke. Weather and climate conditions of various countries also necessitate consumption of wine which is why wine has been the most favorite beverage of French. Mode of entry France is Europe’s biggest diversified country having 60 million population and in producing industrialized economy with a GDP of $1. 4 trillion. France has always been center for international trade and commerce frontiered by Germany, Spain, Italy, Switzerland, Luxembourg and Belgium. Wine Business Monthly report 2005 states that most of the successful global wineries are in U. S although France has market for domestic brands, over the years, consumers began to use wines which are imported into France and with the changing times, new flavors of wines are being introduced into the country. Strategy In France every business must be registered with the Chamber of Commerce with a qualified accountant and also get an understanding whether business is being launched as a micro business which must show a turnover of 27,000 euros per annum and it will determine tax structure. Formalities of documents and payment of cheques in euros has to be made. Further strategy to launch product in the market must be through consumer forum and surveys periodically to know the feedback from the consumers about newly introduced wines. Control and evaluation Periodical research, feedback, evaluation of performance in wine market and find local suppliers in the market who can demonstrate product with efficient strategies of marketing. Further plans must be made to make improvements in the product offering better taste and flavor as wine market in France is saturated and consumers will always on the look out for new flavors as a matter of necessity. Contingency plan Launching of new brands of wine always face a threat of rejection or failure in the market in winning the taste of consumer. R. H. Philips winery had launched four new brands whereas each brand has it own variety, purpose, unique in packing with an appropriate reason. Conclusion Scope of wine business in France is large whereas keeping French speaking staff and a professional accountant are a must to be successful in wine business in France. References Charlie and the chocolate factory (2005) Accessed on 16 March 2007 imdb. com/title/tt0367594/ Gide Loyrette Nouel, Guide to doing business in France Accessed on 16 March, 2007 lexmundi. com/images/lexmundi/PDF/guide-france. PDF A step-by-step guide to setting-up business in France Accessed on 16 March, 2007 frenchentree. com/france-employment-work-jobs/DisplayArticle. asp? ID=20546 Sales Marketing Accessed on 16 March, 2007 winebusiness. com/SalesMarketing/webarticle. cfm? dataId=44324

Love Essay Example | Topics and Well Written Essays - 500 words - 7

Love - Essay Example It focuses on Clegg’s road towards recovery from cocaine and alcohol at the age of thirty four. Clegg decides to enter an inpatient facility to help him reclaim his career, apartment, his dear cat and a boyfriend to love. His road to recovery is full of pain with little glory. The theme of love in the memoir gets portrayed through the support that Clegg receives from the circle of those trying to recover from addiction (Clegg 22). Clegg remembers friends who supported him and saved his life as they tried to relate to him. It is through their encouragement that he never gave up. He explains the friendships he made while on his road to recovery as incomparable to others he had. The friendship he creates is on another level as he gets to share experiences that other people would not understand. Clegg also tells of his story of sobriety so he can get loved by the old and new family he finds (Clegg 48). ‘This is our youth’ is a play by Kenneth Lonergan. The play centers on two friends, Warren and Dennis. Both are college dropouts. Warren shows up at his Dennis’s apartment after having stole fifteen thousand dollars from his dad. Warren gets introduced to the complexities of human relationships about loyalty and betrayal by Dennis and his female companion, Jessica. The play portrays young love by the characters. The theme of love gets depicted by the relationship between Warren and Dennis. Warren hopelessly hero worships Dennis and follows him through the life of the party. Warren hooks up with Jessica while Dennis gets along with Valerie, his girlfriend. The love between the characters is young, free, wild and careless. Jessica and Warren have sex yet they do not have a long standing chemistry. Dennis is rude to her girlfriend on the phone yet he claims to love her. The characters are bound with a love that gets characterized by experimentation with drugs. ‘Sex without love’ is a poem by Sharon Old. In the poem, the poet tries to understand how

Exploring the factors behind medication non-compliance among patient Dissertation

Exploring the factors behind medication non-compliance among patient with bi-polar disorder - Dissertation Example Role of Nurses: A Re-look of their Role in Bipolar Disorder Care 15 2.4. Role of Organisations in the Care of Patients with Bipolar Disorder: A Welcome Development 18 Chapter 3 Findings and Discussion 19 3.0. Introduction 19 3.1. Findings and Discussion 20 3.1.1. Bipolar Disorder: An Old Disease with New Approach 20 3.1.2. The Nature of Holistic and Collaborative Treatment Approach (HCTA) for Bipolar Disorder 21 3.1.3. HCTA and Nurses’ Role 22 3.1.4. HCTA and Organisations Servicing Bipolar Patients 23 Chapter 4 Conclusion and Recommendation 24 4.0. Conclusion 24 4.1. Recommendations 25 References 27 Appendix 1 30 Abstract Bipolar Affective Disorder (BD) is an ancient disease that is given new understanding and contemporary approaches to treatment. The interplay of psychosocial factors and physiological elements in the understanding and treatment of BD is crucial. In this context, treatment of BD ought to be approached from holistic and collaborative perspective. Considering t he significance of gaining further understanding of bipolar disorder, this research intends to conceptually clarify the concept of holistic and collaborative treatment approach of BD. Likewise, it seeks to determine the role of nurses in the holistic and collaborative treatment approach of BD. Finally, it aims to identify the role of organisations in the holistic and collaborative treatment approach of BD. ... In order to attain the aims of this research and address the questions of this study, a documentary analysis had been conducted. Some of the findings of the research are: 1) Bipolar disorder is an ancient disease that is given a new look. 2) Nurses hold a crucial and central role in the management and treatment of BD. 3) Organisations rendering service to bipolar patients are laudable institutions that need to spread across the globe to address BD. Chapter 1 Introduction 1.0. Introduction Bipolar Affective Disorder (BD) is an ancient disease that is given new understanding and contemporary approaches to treatment (Thomas, 2004). Bipolar disorder is characterised by chronic and recurrent marked mood instability (Crowe et al, 2010). The episodes are normally intense, varying in degree with extreme highs and lows that are often intermingled, thus creating mixed states, a hybrid of symptoms, which in turn, makes it difficult for an easy categorisation of BD (Frank et al., 2000). Thus, de spite the new look of BD as a result of the identification of the various types of mania comprising the spectrum of BD (Akiskal, 2009), the easy categorisation and labelling of bipolar disorder is still a challenge (Crowe et al., 2010). Nonetheless, it is deemed essential that an appropriate characterization of the mania the patient is experiencing be provided in order to give the proper treatment that is required by the patient facing this illness (Akiskal 2002, 2009; Thomas, 2004). The need for ‘proper treatment’ for bipolar disorder is crucial because BD is now ranked fourth in the global burden of disease as a leading of cause of disability (WHO 2010). An important development in the treatment of BD is the

Preventing Deliberate Self Harm in Prison: Review of Methods

Preventing Deliberate Self Harm in Prison: Review of Methods Systematic review of the efficacy of methods  of preventing deliberate self harm in prison In delving into an examination of a ‘Systematic review of the efficacy of methods of preventing deliberate self-harm’ it is important to understand that the scope of the examination takes in a broad range of considerations, views and methodologies that are aligned with the main subject matter. Thus, having a clear understanding of what self-harm is represents a necessary facet in order to be able to determine the context within the scope of this examination. Hawton (1) states that â€Å"deliberate self-harm† entails â€Å"intentional self-positioning or self injury, irrespective of the apparent purpose of the act†. The most common forms, and or actions usually entail self-poisoning, overdosing on drugs, and the cutting of oneself (2). The preceding, self-harm, in a prison environment represents â€Å"a significant problem† that â€Å"requires the coordinated input of a number of agencies†, which includes â€Å"acute medical and psychiatric ca re (3)†. The subject of deliberate self-harm represents a broad subject area that includes alcohol abuse, deliberate self-injury by means of cutting, and other techniques. It also entails drug use, starvation, and other means via which individuals seek to harm, and or damage themselves. Harrison and Sharman (4) advise that self-injury represents a manner in expressing deep distress as represented by the cutting, burning, or other injury to oneself. They continue that frequently individuals do not know, or understand why they inflict harm upon themselves, and add that it is frequently a means to communicate what one cannot put into either words or thoughts (4). Harrison and Sharman (4) indicate that self-harm can be described â€Å"as expressing an inner scream†, which after the harm has been inflicted, then individuals are frequently able to cope with life, for a period of time. The preceding is expressed by many studies and articles that self-harm and self-injury represents a broad se t of acts that can, and does emanate from one not looking after their own needs from either an emotional and or physical standpoint (4). The infliction if self-injury can include cutting oneself, scratching, burning, hitting oneself, swallowing, and or putting harmful things inside one’s body, as well as the use of drugs to hide, and or mask distress, for escapism, and or relief (4). Self-harm also can include becoming involved in as well as staying in a relationship that is abusive, taking unneeded and unnecessary risks, eating disorders such as anorexia and bulimia, and as mentioned drugs, along with alcohol abuse (4). The preceding are manifestations of excess that almost all individuals exhibit in some limited form or another as also represented by overeating. Overwork is an illustration of the foregoing whereby one attempts and or tries to lose themselves in an activity as opposed to being alone with their thoughts, and or feelings (4). The foregoing explanation of self-harm, and self-injury spans a broad range of descriptions, and has been utilized to draw attention to the depth of methods that a systematic review of the subject matter entails. In equating a ‘systematic review of the efficacy of methods for preventing deliberate self-harm in prison, it is critical to understand the terms utilized in the preceding title, focusing first on ‘efficacy’ as the core word defining the context. The Merriam-Webster online dictionary (5) defines ‘efficacy’ as â€Å"the power to produce an effect†. This definition is mirrored by Houghton Mifflin (6) that states it, efficacy, is the â€Å"power or capacity to produce a desired effect; effectiveness†. The foregoing represents a significant contribution to the understanding of the range this examination will cover in terms of its systematic review. The core of the problem represent identification, treatment, and follow up, which is r eferred to as interventions at varying stages in the process of uncovering and dealing with individuals exhibiting the traits, and or recorded histories of self-harm. The primary objectives concerning intervention is to identify, and manage self-injurious behaviour, enacting where possible improvement in the individual’s mental state, behaviour patterns, and functioning over the short, medium and long term. The preceding is manifested by less than six weeks, six weeks to six months, and more than six months respectively. The typical manner in which the foregoing is handled in a prison environment is via: the utilization of conventional as well as newer antipsychotic drugs, use of non-pharmacological interventions as represented by dialectical behaviour therapy, and the removal of identified individuals to safe cells whereby they can be placed under close observation. The secondary objectives represent the determination of the invention(s) that might have a beneficial effect. Such also entails understanding the diagnosis of treatable illnesses as evidenced by: severe depression episodes that include psychotic symptoms, as well as post-schizophrenic depression, and the diagnosis of individuals suffering from emotionally unstable disorders of the personality that are borderline This examination shall delve into the understanding of self-harm, and self-injury as it relates to individuals that are incarcerated, along with treatments, evaluation of intervention methodologies, common treatments, strategies in treatment and the efficacy of the methods utilized in prevention of the condition of deliberate self-harm. Jackson and Waters (7) inform us that there is no singular method that provides the necessary scope to answer the broad array of questions concerning â€Å"†¦ public health, health promotion problems and interventions†. They point to Pettigrew and Roberts (8) who advise that when the problem is known, then the types of studies to answer, and hone in on the problem can be deduced. The preceding thus sets the parameters for this examination concerning a ‘systematic review of the efficacy of methods of preventing deliberates self-harm in prison’. Garner (9) advises that in general, â€Å"people who deliberately hurt themselves do so because they feel that they need to, and that the act itself makes them feel better for a while, and more able to cope†. She adds that â€Å"People report overwhelming feelings of misery, emotional distress and hopelessness which lead them to the apparent solution of inflicting pain on their bodies†, and thus harming themselves. For a great many individuals, the preceding, self-harm, represents the solution, but however, it is in the reality a facet of the problem that is unresolved within themselves (9). Harrsion (10) advises that in the â€Å"strictest terms† Deliberate Self-Harm represents the general terminology describing activities that are self-damaging. The foregoing includes activities such as alcohol abuse along with bulimia to add to the other manifestations thus far mentioned. He also advises that Self-Injury makes more specific reference to the activities entailing the utilization of cutting, positioning, bruising, burning, and over-dosing with the intent of suicide as well as other activities directed at self-injury (10). In the preponderance of instances, it has been observed that the infliction of self-injury often means self-protection as opposed to self-destruction, representing a â€Å"way of copping †¦ when things get really bad (11).† Bywaters and Rolfe (11) continue that â€Å"People deal with things in different ways and, unfortunately or not, this is my way†. The preceding is an important understanding in the issue, which is highly com plex. The phenomenon, deliberate self-harm, represents a subject that has, and is entailing â€Å"extensive sociological, epidemiological, psychological, biological and clinical study† along with research as well as speculation as to its causes, reasons and roots (12). Jackson (13) published a set of guidelines which added to the ‘Handbook’ that provide â€Å"a working framework to conduct a systematic review of health promotion or public health intervention† to be utilized in conjunction with other source materials in the conducting of reviews concerning health interventions. There are two types of ‘reviews’ referred to by Jackson (13), which consist of: â€Å"traditional literature reviews/narrative reviews†, and â€Å"systematic reviews (with or without) meta-analysis† The first, â€Å"traditional literature reviews/narrative reviews† is generally conducted as well as interpreted by experts in the field utilizing â€Å"informal, unsystematic and subjective methods †¦ which is often summarised subjectively and narratively† (13). Jackson (13) explains that such processes representing â€Å"searching, quality appraisal and data synthesis are not usually described and as such, they are prone to bias†. The advantage of the preceding is the participation by said experts â€Å"who may have a thorough knowledge of the research field†, however it is also pointed out that the disadvantage is represented by the fact that these individuals and or authors â€Å"may have preconceived notions or biases and may overestimate the value of some studies† (13). In conducting a ‘systematic review’ of an individual with the condition of self-harm and self-injury, Jackson (13) defines the process as one that is â€Å"a review that is â€Å"very much driven†, in today’s terms, â€Å"by the evidence-based medicine movement†. She continues that a systematic review is thus defined as â€Å"a review of the evidence on a clearly formulated question that uses systematic and explicit methods to identify, select and critically appraise relevant primary research† (13). She adds that said systematic review is utilized to â€Å"extract and analyse data from the studies that are included in the review†(13). A meta-analysis represents when two or more studies are combined statistically â€Å"to produce a single estimate of the effect of the health care intervention under consideration† (13). Jackson (13) cautions us that the preceding, a meta-analysis, represents simply the statistical combination conc erning the result from the studies utilized, and that as such the final estimate concerning the effect might not necessarily represent the result found in the systematic review as done via the literature. Accordingly, the preceding should thus â€Å"not be considered as a type of review† (13). The following represents a comparison of the varied types of reviews: Table 1 – Different Types of Reviews, A Comparison (13) The Department of Health, under its â€Å"Delivering the Future† guidelines concerning self-harm (14) state that in many instances, acts of self-harm are not connected with attempts to commit an act of suicide. It states that such may represent instead an attempt to either influence, and or secure aid and help from others as well as a means to obtain relief from what is an unpleasant, and or overwhelming emotional state and or situation (14). Chapter 2 – Clinical Guidelines and Interventions As advised by Jackson and Waters (7), there is no singular method that provides the scope of information, and or definitions to answer the broad array of questions concerning interventions. As indicated by Pettigrew and Roberts (8), the foregoing requires a determination of what the problem is as a means to select the types of studies and information needed to hone in on the problem so that answers can be deduced. Therefore, in order to reach a determination, and or closer approximation of the potential type, or types of intervention needed, a â€Å"preliminary scooping search† (7) represents a means aids in gaining familiarity with the type(s) in interventions. This entails utilizing the questions that are asked, and answered in the interview session as the basis for the preceding. Jackson and Waters (7) in referring to Popay et al (15), as well as Dixson-Woods and Fitzpatrick (16) argue â€Å"†¦ qualitative research should have a role in systematic reviews†. Spen ser et al (17), as cited in Jackson and Waters (7), advises that the purpose of qualitative research is to provide a deeper understanding of the experience that individuals have, along with their experience factors, histories and importantly, their perspectives within their individual settings, and circumstances in an attempt to glean why people behave in the manner they do. The preceding represents the attempt to understand behavioural patterns, and social actions. In a study conducted in the United States representing a small group of just 21 adults that were receiving aid for deliberate self-harm, it was found that the most promising intervention methodology entailed ‘problem solving therapy’ (18). The preceding found that the most promising type of intervention entailed short-term problem solving therapy, that was cognitively oriented psychotherapy. The foregoing, as represented in five studies versus that standard aftercare indicated a trend that showed decreasing self-harm, with the treatment time varying among all five participants (18). In another set of interventions conducted that entailed twenty adults in each study group indicated a reduction concerning the repetition of self-harm incidents (18). The methodology utilized represented what is termed ‘dialectical behaviour therapy (DBT), which is a treatment program that is comprehensive, and was developed to see to individuals with severe dysfunctional problems. It a lso was designed to uncover those who exhibit borderline personality disorder along with recent incidents of deliberate self-harm (18). In addition, the study revealed that the â€Å"administration of antipsychotic flupenthixol† was shown to significantly reduce the percentage of repeated incidents of deliberate self-harm among individuals that had a prior history of at least two previous suicide attempts as opposed to testing the preceding on another trial group whereby a placebo was used (18). Hogg and Burke (19) advise that self-harm represents more in the attempt to relieve distress and or tension than anything else. Clinical Guidelines Nationally, in the United Kingdom, there are ‘clinical practice guidelines’ as represented by what are termed systematically developed statements developed to assist clinicians, and patients in making decisions concerning the appropriate treatment as represented by differing specific conditions (14). And while the aspects of conditions, circumstances, and related criteria differ in a prison environment, it is important to understand that there are national clinical practice guidelines in place that have some applicability. The preceding guidelines have been devised from available research, and evidence that utilized both predetermined as well as systematic methodologies for the identification, and evaluation of evidence concerning the varied specific conditions (14). In those instances whereby sufficient evidence is either lacking, or not compiled in meaningful numbers, and or conclusions, the guidelines incorporate recommendations as well as statements that have been ba sed upon a consensus as arrived at by the development group responsible for the guidelines (14). The National Institute for Clinical Excellence (20) approach the subject of intervention by stating that the management of self-harm calls for the utilisation of both primary as well as secondary care services in order to provide a complete assessment of the individual’s mental health as well as social needs, along with factors that precipitated the situation, and the factors of risk entailing future and further self-harm incidents. This approach is also supported by Green and Sinclair (21) who add that the appropriate treatment methodologies should be sensitive in terms of the differences that exist between patients exhibiting self-harm characteristics, therefore interventions must be mindful as well as acknowledge the diverse needs as represented by differing circumstances. Thomas and Faulkner (22) add that what is termed as â€Å"user led† evidence is increasingly being recognized in both policy making as well as research, and that perspectives of self-harm treatment following incidents should be investigated thoroughly to correlated findings to further establish care pattern guidelines based upon similar lines of historical facets. Such, however has not been the case, as present evidence relies strongly upon patient studies based upon preventing, and managing self-harm based on a medical perspective. The National Institute for Clinical Excellence (20) in its NICE guidelines, recommend that such a study should be implemented whereby qualitative methodology is applied in a rigorous fashion to examine user experiences, and results. The utilization, and importance of clinical guidelines has been devised as a means via which to improve the outcomes along with processes for the treatment, and intervention of individuals demonstrating a tendency, and or actual history of self-harm and self-injury. It is important to understand that the reasons, and causes for self-harm as well as self-injury are not entirely understood, and that each case and instance represents its own unique set of causes, histories, backgrounds, and rationales. As such, the Department of Health in developing said guidelines has cautioned that the preceding does not represent a substitution for either clinical judgment, or professional knowledge (14). In addition, the guidelines indicate that they are not meant to replace, and or supercede the responsibility of qualified health professionals in their rendering of decisions with respect to their patients. The purpose of the guidelines are to aid professionals in good practice points as well as recommendations for medical treatment, along with psychosocial ,and interventions, with the aims to (14): reach an evaluation of the specific medical as well as surgical interventions undertaken during the first forty-eight hours following an episode reach an evaluation, where possible, of risk assessment for the individual involved make an evaluation of the utilization, and role concerning the psychological as well as pharmacological interventions utilized in said episode reach an evaluation concerning the role as represented by service delivery systems, along with service-level interventions regarding the treatment and care of individuals who have committed self-harm acts to integrate all of the preceding to reach a determination of best practice representing the care, and treatment of those persons whom have committed an act or acts of self-harm. The following guidelines are intended to focus upon those individuals that have committed act(s) of self-harm representing an expression that demonstrates personal distress, along with those situations whereby an individual specifically intends to injure themselves (14). It should be noted that the prison systems fall under the guidelines of the NHS, and the guidelines are applicable to these types of situations as such falls under what are termed statutory services (14). Guidelines The HM Prison Service (23) set forth a â€Å"Prison Drug Treatment and Self-Harm† â€Å"to introduce new procedures†¦Ã¢â‚¬  devised to â€Å"minimize the risk of self-harm† from occurring as a result of â€Å"reaction to the stresses† associated with certain drug treatments. It further stated that compliance with the guidelines requires (23): appropriate information sharing to ensure that proper treatments are being conducted as well as to gather database information on treatment effectiveness inventions. That under ‘Mandatory Action’ That the Directors along with Governors ensure: That managers and staff in drug treatment positions are informed of the treatment guidance contents, and are following the prescribed outlines, That case history information shall be detailed, including prior drug treatment as well as mental state, and such provided to a CARAT team while the assessment is being conducted. The preceding is also to be shared with other intervention treatment programs to further the informational base of how differing case histories, and approaches fair in terms of effectiveness to build the historical base of improved interventions in the future. That prisoners under treatment are monitored for emotional as well as mental well being during the drug treatment process. That providers administering drug treatment must have familiarity concerning the ‘multi-disciplinary risk management process’, termed ACCT, or F2052SH, as well as invoking these procedures upon the identification of someone found as being at risk concerning self-harm, and or suicide. Lastly, drug treatment as administered by providers needs to actively promote as well as facilitate healthcare services access, along with the broad array of support services that are in prisons. The national guidelines for prison treatment of self-harm and drugs, as set forth in â€Å"Prison Drug Treatment and Self-Harm† (23), advises that there are a number of important considerations which must be taken into account during the assessment of the potential utilization of treatment for individuals being treated for self-harm as well as the types of support needed. It advises that the management of the process for self-harm, and suicide represents a multi-disciplinary process that must include CARAT, ACCT, and or F2052SH in the risk management process after the identification of an individual with suicide, and or self-harm tendencies as well as a demonstrated history (23). The treatment of self-harm entails the inclusion of any and all prior treatment, and event histories that should be sought concerning the informational basis for the engagement of intervention (23). The intervention process needs to be cognizant of the individual’s prior treatment along with so cial, mental, and family problems as the concerns underlying the issue may lie in these areas. The guidelines, and information as set forth under â€Å"Prison Drug Treatment and Self-Harm† (23) specify that the treatment programs as represented by CARATs, clinical services as well as Intensive Rehabilitation I are collectively the responsibility of the UK Prison system. CARAT represents the care coordinators for prisons with drug problems, and this agency maintains contact with each prisoner identified in their database. CARAT also maintains contact those instances whereby prisoners are transferred between institutions as well as treatment intervention transfers. Increased effectiveness under the shared informational context is seen as a result of the availability of prior history on prisoners, thus providing data on the path(s) taken, and the results achieved. The preceding also aids in the implementation of more effective intervention techniques. A mandatory facet of the guideline calls for the opening of an ACCT, and or F2052SH as soon as they are aware of an individ ual’s suicide, and or self-harm tendencies and or past actions (23). Under the â€Å"Prison Drug Treatment and Self-Harm† (23), the former treatment, medical, and personal histories of individuals represent an important aspect in continuing as well as prescribing new treatment as it aids those in delivering care to build upon past information. Continuity of care is a vital facet in the setting forth of treatment and allied routines, and it also adds that the delivery of treatment, and intervention in isolation is unacceptable (23). Information with respect to the preceding historical aspects can be obtained by those administering treatment from (23): Oasys assessments, LIDS records that record prior episodes as contained in the ACCT or F2052SH database, Healthcare services The â€Å"Prison Drug Treatment and Self-Harm† (23) document states that prisons need to ensure that a written as well as observed policy on the institution’s â€Å"substance misuse service† that covers the following (23): the clinical services that are provided as a result of healthcare, the guidelines for detoxification for opiates, alcohol as well as bebzodiazepines, that information representing assessment, the setting for treatment and overdose, along with essential observations are in keeping with the guidelines as set forth by the Department of Health, that the health care treatment has been and is being administered in accordance with CARAT drug care plans, as well as the fact that an NHS specialist is involved in the guideline preparations. The foregoing procedural guidelines have been devised to reduce incidences associated with self-harm behaviour. The use of drugs is also considered as a self-harm behavioural pattern. As such, clinical assessment concerning the misuse of substances represents an area definable through the first reception into the prison system as represented by initial medical examines as well as screening of the individual’s personal medical files, and sentencing records (23). The foregoing also applies to incidents of self-harm. Identified individuals that have self-harm, and drug use problems are thus referred for clinical misuse assessments (23). Under the â€Å"Prison Drug Treatment and Self-Harm† (23) guideline, prison systems have the responsibility to provide the appropriate settings for clinical interventions that permit unrestricted observation for patients that exhibit complex needs, with such observation available at all times (23). The â€Å"Prison Drug Treatment and Self-Harm† (23) also provides for healthcare and CARAT teams to work jointly on protocols concerning the referral of individuals that exhibit self-harm risk as well as suicide, and other mental health facets. The preceding, protocols, require in addition to prison referral concerning the aforementioned to CARAT teams, that an ACCT, and or F2052SH must be opened concerning any case that has these symptoms (23). The CARAT assessment framework contains elements that are utilized to provide detailed information concerning individual records of treatment as well as health areas as such relates to self-harm. The following specifies the drug intervention record asks and or records the following under the: A. Treatment Section (23): If the individual is presently receiving drug use treatments, under section 5.12 This aspect represents the opportunity to determine the type(s) of treatment administered to the prisoner, and whether such prior treatment records should be obtained. If the individual has had any drug use over the past two years, under section 5.13 Under this segment of questioning the CARAT worker should determine the type(s) of treatment the prisoner received, from the individual themselves as well as the treatment agency. Such data is useful in determining the treatment intervention(s) utilized and how such affected the prisoner, in addition to identifying if the individual had and or has any problems related to coping and related areas. Has the individual had any treatment for drug use in prison, under section 5.13 Details representing prior treatment, help options and other relevant contact details, under section 5.15 B. Health Section (23): If the individual has any mental and or physical health issues, under section 6.2 Under this facet, the CARAT worker seeks information from various agencies as well as healthcare concerning if prior treatment has either caused, and or raised any problems that might contribute to the prisoner’s physical, and or mental health areas. C. Disclosure Form (23): Informed Consent Under the disclosure form, it is indicted clearly that the prisoner’s consent is not a requirement if the CARAT team thinks that the prisoner may be at the risk of committing self-harm. The consent form also permits that information can be shared between agencies, as well as disclosing the treatment the prisoner is receiving. D. Referral Form (23): This form is devised to allow for any other relevant information, such as risk to the prisoner as well as others, access problems, and related areas, to be recorded as part of the assessment, thus resulting treatment formulation. E. Comprehensive Substance Misuse Assessment (CSMA) (23): Under the ‘National Treatment Agency Model of Care’, a Comprehensive Substance Misuse Assessment (CSMA), along with the preparation of a corresponding care plan must be concluded before the administration of drug treatment. However, the foregoing is noted as to potentially not being possible for those individuals whose stay inside the prison system is relatively short. History of Substance Abuse – Under section 1 Under this segment, the CARAT worker’s responsibility is to seek detailed information concerning the prisoner’s prior treatment through asking direct, and informed questions. In the exploration of the preceding, the CARAT worker needs to be mindful of as well as to take into consideration the processes utilised to achieve said outcomes as discovered

Leading at a Higher Level

IntroductionThe book under consideration is named â€Å"Leading at a Higher Level† and this extraordinary book was written by Ken Blanchard. The author has previously written numerous books namely The One Minute Manager, Raving Fans and now this book. The books written by the aforementioned author have turned out to be helpful for a number of people in perfecting their own leadership skills and expand the prospective of those around them.Now, in Leading at a Higher Level, Ken Blanchard discloses the answers to superlative leadership. Anyone and everyone can profit from the recommendations in this book that have previously helped thousands of leaders and business’ become more oriented around its people, centered on the satisfaction of its customers and performance-driven. The author introduces the readers to innumerable concepts such as the â€Å"triple bottom line† and how to use it to generate effectual objectives and visions.The book provides the readers with t he ways to determine ways to turn customers into what the author calls â€Å"raving fans† and build up a proper â€Å"customer mania.† Any of the higher authorities of an organization can use the techniques presented by the author in his book their own guidance, for leading teams as well as complete organizations. It can also help one in finding their own individual â€Å"leadership point of view†, which is a skill that all really great leaders have power over and it is also helpful in finding out how to relate it all the way through your entire life. By the use of this book, regardless of who or what place you are at, one can produce high-performing business; that can ease out life for everyone. Hoist your game, improve your presentation and make sure that you are foremost at a higher level.ReviewAs said, â€Å"Leaders in any realm of life can become self-serving when the driving reason for being in business is based solely on profit. While profit is a legitim ate goal, neglecting to see leadership as part of a higher calling diminishes the capacity to influence others and impact the greater good† (William, p.1). Leading at a Higher Level scrutinizes the notion of leading with a higher rationale, which necessitates a persuasive visualization and a way of life that the expansion of people is in the same way important to that of presentation. Author Ken Blanchard dares readers to show the way by asking themselves about their own realities, what they position for, and how they can take the inventiveness even if they do not have authoritative power.In the aforementioned book, the author along with a number of his colleagues has made the efforts to put forward their own understanding of top-notch leadership. By reading the book one can learn just how to create aims and objectives for the organization and the ways by which you can make your existence known as well as where your company is moving.Blanchard expands his step forward work on conveying well-known customer service and creating what he calls â€Å"raving fans.† In the book one will find the state-of-the-art dialogue of the well-known Situational Leadership II techniques for leading yourself, persons, teams, and complete businesses. Most significantly, Leading at a Higher Level the book is a big help if one wishes to take a good look at himself, determine the private â€Å"leadership point of view† and then use it for the rest of his or her life.  In the words of the author, â€Å"those who want to lead at a higher level need to understand what a high performing organization looks like and what is necessary to create one. They need to aim for the right target. Profit is the applause you get for taking care of your customers and creating a motivating environment for your people† (Blanchard, p.4).The author believes that anyone who wishes to become a better leader in any company, any organization, and any area of life needs to have a fi xed aim, follow the right idea, focus on the â€Å"bottom lines† that really matter at the same time as providing the customers with good support and deliver your ideal customer experience, and create â€Å"raving fans†. But most of all what he wants to deliver is that leaders should, â€Å"Listen, praise, support, guide, and help your people win† (Blanchard, p.5).The book is extremely informative when it comes to learning how to lead your people to enormity as you create elevated performing organizations that make life better for everyone. This book will direct you, motivate you, incite you, and be your criterion. Ken Blanchard along with a vast number of his colleagues are people that have spent a number of years in serving good leaders and organizations become grand, and as well as stay that way. In this book, they have made an effort to bring together everything they have learnt in the years gone by. By this book one can discover how to, â€Å"Go beyond the short term and zero in on the right target and vision, deliver legendary, maniacal customer service, and earn raving fans, truly empower your people and unleash their incredible potential, ground your leadership in humility and focus on the greater good† (Blanchard, p.10). Since a very long time, a vast number of people have benefited from the insight, understanding, and convenient procedures.From my personal point of view, the book is excellently written providing examples from the lives of real leaders. The book has been written in a very exciting manner and one can not get bored while reading it. Speaking for myself, I have not found anything negative about the book.ConclusionIn the light of the above discussion we can hereby culminate that the book that has been mentioned above namely Leading at a Higher Level was written by Ken Blanchard and the book is related to the ways in which leaders can understand themselves and then lead themselves, their teams and the entire org anizations on the way to success.Works CitedBlanchard, Ken. Leading at a Higher Level: Blanchard on Leadership and Creating High Performing Organizations.   United States of America. FT Press. 2006 Pp. 4,5,10.Williams, Susan. Leading at a Higher. Financial Times. 2007. Pp.1.

Hitler’s Foreign Policy

History – Hitler’s Foreign Policy The Revival of Germany January 1933 – Hitler becomes Chancellor Hitler’s Foreign Policy Aims 1. Destroy Treaty of Versailles (Versailles had limited Germany’s armed forces, taken away her colonies, forced Germany to give land to her neighbours which meant there were Germans under foreign rule) and impose German control in Europe. This involved rearmament & the destruction of French alliance system. 2. Union of German-Speaking people > Hitler was an Austrian, he longed for Union 3. Getting â€Å"living Space† from â€Å"sub-human† Slavs USSR (according to Mein Kampf Hitler’s real enemy not the West) & Poland. He argued Germans were the master race who needed living space as Germany was overcrowded and lacked food and raw materials. APPEASEMENT Appeasement was the policy followed by the British and later by the French. Aim: avoiding war with aggressive powers such as Japan, Italy and Germany giving way to their demands provided these were not to unreasonable. Reasons: Political divisions in France: hard to take a strong stand & refused to go to war without British support as the French were ultra-cautious Fear of modern war: fear of the bomber (particularly after Guernica) â€Å"The Bomber will always get through† & terror of poison gas> heavy losses Treaty of Versailles: unfair > sympathetic > revise clauses >Anglo-German friendship > Germany would have no need to be aggressive. Fear of communism: threat greater than Hitler> Germany guarantee against communist expansion Need for a strong Germany: Economic co-operation between Britain and Germany would help recover Germany’s economy > decrease of violence in Germany Public Opinion: Government was supported by pacifist opinion. British economic crisis: couldn’t afford expenses for rearmament. Britain’s military shortcomings > economic crisis, Britain had not rearmed. From 1936-39 Britain rearmed to negotiate from a position of strength U. S. isolationism > no support Examples Rearmament -1933 Anglo-German naval plan – 1935 Hoare-laval 1935 Re-occupation of the Rhineland – 1936 Anschluss – 1938 Munich conference – 1938 Czechoslovakia – 1938 Results: Did not work > encouraged Hitler Allowed him to destroy Versailles Made Germany strong Disarmament Conference 1933 The League called for a conference to persuade its members to disarm. Hitler wanted to appear morally justified before starting to rearm. Complaining Germany was the only power to have disarmed, he suggested a general formula to be reached. When the others refused he withdrew Germany from the Conference & from the League, then started building up Germany’s munitions industries. Re-armament To fulfill his aims, which he could only achieve by conquering the land he wanted, he had to re-build Germany’s armed forces by defying Versailles. This was a popular policy as itappealed to: nationalist > angry at limitations imposed by the treaty workers > full employment industrialists > big profits Gamble:Germany’s armed forces were still weak Reactions: Britain:no intervention Britain didn’t want to get involve in European affairs > internal problems Britain didn’t want to spent money on rearmament > Great Depression France: no intervention put up â€Å"Mignot Line†: a series of heavily armed forts along the border with Germany. Italy: ready to take action †¢ 1934, Austrian Nazis tried to overthrow the Austrian government by killing the chancellor. To prevent Hitler from taking control of Austria, Mussolini placed army units in the border with Austria. Non-agression Pact 1934 Germany & Poland agreed to sign a ten year non-aggression pact, which was later broken by Germany in 1939. Germany: needed to buy time to build up armed forces. She had to appear reasonable, until she could dictate from a position of strength. The pact also weakened the entete. This was simply regarded as a temporary measure. Poland:lack of confidence in France (French turned down a suggestion of a preventive war) fear of losing the Polish corridor. Austria 1934 Aim: Union of Anschluss Actions: Austrian Chancellor (Mussolini’s protege) was shot dead by Austrian Nazis who occupied the radio station > Austrian government stops coup. Reaction: Mussolini moves forces to Austrian frontier. Result: Hitler was still weak so he denied German interest in conspiracy. Soviet Union enters the League 1934 The French Foreign Secretary managed to secure the Soviet Union’s entry to the League. This was another setback for Hitler. The Saar plebiscite 1935 End of French 15 year administration of Saar (coalfields, factories, railway centre) Plebiscite held > Saarland returned to Germany (inhabitants-German) Hitler regarded this as a victory against Versailles Introduction of Conscription 1935 After 2 years of secretly re-arming Hitler announced there would be compulsory military service for all men. By 1938 Germany’s armed forces were as good as France’s. Hitler justified himself arguing he was responding to the French increase in military service and British increase in airforce. Stresa Front 1935 Great powers took no military action. At Sresa Prime ministers of France, Britain & Italy joined to confirm Locarno. The League censured German rearmament. In May France & Russia signed pact for mutual assistance. Russia & Czechoslovakia signed another pact where it was understood that Soviet aid would follow French initiative. The Stresa Front was undermined by the Anglo-German naval treaty and the Abyssinian affair. Anglo-German naval plan 1935 British aim: limit German navy, the British argued that Hitler would rearm anyway and that a limit was better than no limit at all. Agreement: German limited to 35% of the tonnage of British fleet & 100% submarines. Results: o British approval of Germany’s right to rearm (disapproval of Versailles) > France and Italy were angered o Stresa front broken Reoccupation of Rhineland 1936 While the League was busy dealing with the Ethiopian affair, German troops reoccupied Rhineland defying Locarno treaties & treaty of Versailles Hitler tried to reassure France & Belgium with offers to sign peace pacts Gamble: German army was still weak > Enemies could have easily defeated them Generals were nervous & ready to withdraw at first sign of trouble Humiliating for Hitler and generals > coup d’etat Reaction: Britain & France distracted by Ethiopia Britain: sympathetic (believed Germans were only moving back to their own back garden > appeasement, they were impressed by Hitler’s 25-year peace offer. France: Didn’t mobilise. France wasn’t willing to take action without British support. France was divided, there had been riots. The French as the British were ready to see how Hitler would behave in the future. Results: Hitler was encouraged to take further gambles > he underestimated allies Hitler was popular > almost impossible to move against him Secure strategic position in any future war against France> Germany started building â€Å"Siegfried line† Possibility to attack weak countries > Poland Austria 1938 According to Mein Kampf the absorption of Austria was the Hitler’s first territorial revision of Versailles. Hitler was an Austrian and longed for this union. Hitler expected the Austrian Nazis to undermine the state and then call in the Germans. The Democracy had already ended and a type of clergical dictatorship had been established. Shuschnigg’s attempts: To maintain Austrian independence, Schuschnigg relied on Mussolini. He had attempted to placate the Germans with a pact in 1936. Austria announced her German character. Representatives of the national opposition entered the government and Nazis were released in exchange for no more conspiracies or illegal propaganda. When Schuschnigg discovered plans for an Austrian-Nazi coup d’etat he asked Von Papen to arrange a meeting with Hitler. Hitler’s demands – The meeting In February 1938 Hitler met Schuschnigg for a discussion about the relationship between their countries. After threatening Schuschnigg for several hours Hitler handed him a list of ten demands: Austrian Nazis should be reinstalled A leading Nazi Seyss-Inquart was to be made minister of the interior – key position that gave him control over the police Close economic and military relations were to be established Schuschnigg’s attempts to maintain peace: To prevent a Nazi take-over he organised a vote on the question of union with Germany Failure on winning international sympathy Britain: refused to give any conforting advice France : did not call up any reserves > lack of British support Italy: Mussolini was aware of where power laid, when he learned that Tyrolese would continue under Italian rule he decided not to intervene. He was not interested in Austria, Hitler promised to help Mussolini in any circumstances. Hitler’s reaction: He demanded the vote to be postponed & Schuschnigg to resign or the German army was to invade Austria. Schuschnigg resigned along with all government ministers except Seyss Seyss-Inquart became chancellor & invited the German army to occupy Austria Austrian Nazi opponents were arrested and the jews were deprived of civil rights A plebiscite was held & there was an official â€Å"yes† vote in facour of the Anschluss. Results: 1. Hitler took first step to create a big Germany 2. Germany was strengthened by the incorporation of Austria. Population: 7 million. Resources: iron, steel, magnetite. 3. Strategic benefits: Czechoslovakia >weaker, surrounded by German territory. Open door into the Balkans 4. Hitler’s Popularity increased. Opposition became more difficult 5. Relationships with Italy improved > Mussolini sided Germany 6. Jews were deprived of civil rights 7. France & Britain: delivered protest to German government > no arm Czechoslovakia 1938 Minorities in Czechoslovakia due to: Populations throughout Europe were mixed Sutelenland > montanious district which provided a strong frontier against Germany. Czech Crisis The 1930’s depression & rise to power of Nazis encouraged a German people’s army led by Henlein to demand for the Sudetenland to be transferred to Germany The Czechs mobilised part of their forces and the Russians told the French they would respect their 1935 agreement to protect Czechoslovakia. Hitler and the sudetenland Hitler instructed his generals to prepare for an invasion by 1st October Risks: Czechoslovakia was well-equipped for a war (large army,large air forceand industry. 2 Powerful allies: o France:unwilling to fight germany,the army wasn’t ready o USSR:great political problems + war with Japan Britain & France: asked Hitler to be reasonable, however encouraged president Benes to accept Henlein’s 8 points. He accepted. Chamberlain’s Aeroplane Diplomacy Chamberlain followed the policy of Appeasement when the Czech crisis began. When the Czech crisis deepened, Chamberlain was encouraged to fly to Germany and speak with Hitler personally. Berchtesgarten At Berchtesgarten when Hitler demanded the cession of the Sudetenland Chamberlain agreed to hand over areas of the Sudetenland with over 50% of German population. Then Chamberlain persuaded the Czechs and the French to agree. Godesburg Chamberlain flew to Germany and found Hitler wanted all of the Sudetenland and the Czechs to give land to Poland and Hungary. The British cabinet: refused to accept France called up reserves Czechoslovakia: had already ordered mobilisation Countries prepared for war The Munich Conference 1938 Reasons: Chamberlain didn’t like the prospect of war > unlikely to win support of empire + commonwealth He thought it was better to fight for a clearer cause and not a country which was so far away that most British had not hear of Britain’s air defences were still weak > Germany was producing a new aircraft Me-109 Britain needed time to prepare: time for factories to produce aircrafts in big numbers, develop radars, spitfires Britain was not likely to win Agreement: Hitler, Mussolini, Chamberlain and Daladier met at Munich. Neither the Czechs nor the Soviets. They all agreed that the Czechs had to give the Sudetenland to Germany or they would have to fight Germany alone. Czechoslovakia accepted Results: Germany strengthen by surrender of mountain fortifications Czechs lost mountain fortifications > easier to attack > balance of power>Germany o Millions of Czechs o Industry > armaments o Raw materials Poland seized the Teschen district > coalmines & Hungary took land: they were encouraged to side Hitler Chamberlain > hero (short term) Soviet Union worried the west would do nothing to stop Hitler>they feared they would have to face the Germans alone Hitler’s ambitions increased>believed Britain and France wouldn’t stand up to him. Czechoslovakia Destroyed 1939 Hitler claimed the Czech government had lost control and that a civil war would break if Germany didn’t intervene Hitler bullied Hacha into inviting German troops to occupy the country > threat to bomb Prague After Hacha issued the invitation he used this as an excuse to justify his actions March 1939 – German troops marched into Prague Bohemia and Moravia > Protectorate of germany o Slovakia:remained independent > became a puppet state o Ruthenia > Hungary †¢ Britain & France protested but took no action as Germany had â€Å"technically† been invited into Czechoslovakia. The polish Guarantee Agreement : Britain gave Poland a guarantee to protect it from Germany. France later supported it. Reasons: The Polish corridor > Germany wanted it back (German inhabitants). Chamberlain realized Hitler couldn’t be stopped by appeasement > stronger measures were take to stop Hitler. Problem: Britain and France were geographically unable to defend Poland and succeed. Hitler’s reaction: ignore it > issued an order to invade Poland Germany and Italy 1934: enemies > Mussolini stopped Hitler from taking Austria 1935:Italy was angry with Britain and France > Ethiopia 1936: Rome Berlin axis > cooperate against communism o Fascists dictators Anti-comintern pact (Italy, Germany and Japan) >work against international communism 1938: Mussolini allowed Germany to take over Austria 939:italy invaded Albania to match the occupation of Prague The Pact of Steel 1939 Agreement:They would support each other in a war Mussolini’s request: materials Italy needed to help Germany > Italy was not prepared for a war Germany and the USSR Hitler:hated communism > wanted to take â€Å"lebesraum† from USSR. Hitler regarded the Soviets were his main enemies as stated in Mein Kampf Soviet Union: most hated the Nazis The Nazi-Soviet pact 1939 (Ribbentrop-Molotov) Agreement: -If Germany attacked Poland the USSR was to remain neutral Agreement: -Germany could occupy the western parts including Danzig and the Polish corridor – USSR entitled to occupy western parts: Baltic provinces Result: Germany was free to attack Poland > USSR only great power capable of defending Poland. USSR Reasons: 1. failure to reach an agreement with the west: †¢ Soviet Union was still backwards and needed time to develop. †¢ Anglo-French weakness > Stalin feared he would have to fight Germany alone. 2. British reluctance to ally: Churchill urged an alliance > only way to stop Hitler †¢ British Government was frightened if not more of Stalin than Hitler †¢ Conservatives hated communism > Nazis guard against spread of communism in Europe †¢ Soviet strength was underestimated > British believed purges had weakened the armed forces, officers had been killed †¢ Chamberlain’s reluctance > probably as the opposition wanted an allian ce †¢ British responses were slow and made by low-ranking officials in contrasts with Stalin’s quick responses to Birtish initiative, he took negotiations seriously. Eden’s offer to go on special mission > rejected 3. Fear of Japan: †¢ Clashes between soviets and Japanese increased > Japan was a threat to soviets who didn’t like the prospect of a was with 2 fronts. Stalin needed security in Europe 4. Attractiveness of German offer: †¢ Territory in eastern Poland (contained ethnic Russians, seized by Poland after the Russo-Polish war) > Buffer zone against Poland 5. Desire of a breathing space: †¢ Buy time to prepare defenes †¢ Get armed forces ready †¢ Industralize Russia †¢ Prepare for war Get effects of modernization through German reasons: 1. Prevent a war with 2 fronts 2. Desire to invade Poland Results: Germany was free to attack Poland: USSR only country geographically capable of defending Poland Events: -September 1:inva sion of Poland September 3:outbreak of war -Britain and France realised the necessity to stop Hitler > prevent expansion of Germany -The Czech guarantee was not honoured > couldn’t afford the same with Poland >affect international credibility -Corridor concession had been encouraged Support of British and commonwealth -British Factories were readu to build modern fighter planes Reasons for World War II Hiters ambitions(foreign policy): o Determined to acquire Sudetenland o Germany invaded Poland U. S isolationism: o U. S did not get involve in European affairs Appeasement: o Allowed Hitler to destroy Versailles o Encouraged him to believe countries would not stand up to him o A stronger Policy could have destroyed Hitler (e. g. Rhineland) Nazi-Soviet Pact o Freed Hitler from a two front war o Allowed Hitler to attack Poland