Law of Contract Assignment Example | Topics and Well Written Essays - 3500 words

Law of Contract - Assignment Example It might be noticed that an agreement basically contains two components: Agreement and enforceability by law. An understanding is characterized as 'each guarantee and each arrangement of guarantees framing thought for other.' This basically implies there ought to be an offer and acknowledgment to shape an understanding. It is significant that before an understanding is settled there ought to be a Consensus advertisement idem (Consensus to the issue) between the two gatherings. Both the contracting gatherings should 'state and mean the equivalent' without which there can't be an agreement. The other component of agreement, enforceability by law, underscores the significance of goal to make a legitimate commitment or obligation to perform or keep away from playing out certain act(s). These demonstrations could identify with social or lawful issues. A standard structure contract is a pre-built up record of legitimate terms routinely utilized by a business substance or firm in exchanges with clients. The record indicates the lawful terms overseeing the connection between the firm and another gathering. The firm requires the other party to acknowledge the record without revision, and without anticipating that the other party should know or comprehend its terms. A Standard Form of Contract is utilized in light of the fact that the agreement record indicates the lawful terms administering the connection between the firm and another gathering. The firm requires the other party to acknowledge the record without change, and without anticipating that the other party should know or comprehend its terms. For what reason would anyone utilize a standard type of contact A Standard Form of Contract is utilized on the grounds that the agreement record determines the legitimate terms administering the connection between the firm and another gathering. The firm requires the other party to acknowledge the record without change, and without anticipating that the other party should know or comprehend its terms. The adequacy of the Standard Form of Contract is just when it is acknowledged. The Standard Form of Contract are being utilized since the nineteenth century for some, business exchanges like railroad tickets, protection contracts, lottery tickets and mail request deals. These agreements do encourage business exchanges. Another significant explanation behind utilizing this Standard Form of Contracts are that streamline time and exertion and abstain from formal agreement prerequisites that would hinder business and raise the expenses of items. Accessible Standard types of Contract 1. Fix and Maintenance Contract. This is an agreement utilized for a mortgage holder/occupier without an advisor. (JCT) 2. Minor Works Building Contract with contractual worker's plan. This is utilized as a Home Repair and Mainte

How an HR Practitioner ensures the services they provide are timely and effective Essay

Organizing Conflicting Needs The necessities of clients may some of the time be clashing (for instance, directors need creation results and longer working hours while representatives need additional downtime and spotlight on work/life balance). HR would learn which requests were the most earnest and significant, considering the simplicity and speed of managing each issue while keeping up center around the general needs of the association. It is imperative to keep all clients educated regarding what HR can give in the method of administrations and set reasonable desires. HR should be adaptable, simple to contact and ready to react quickly and successfully. Anyway on events where the customer’s need can't be managed immediately, a full clarification must be given alongside evaluated timescales for goals. Powerful Service Delivery Conveying Service On Time By organizing needs, HR can guarantee that issues are taken care of as indicated by earnestness. For instance, considering the impact of each solicitation on the business and considering: Keeping up the prosperity of workers Authoritative crucial, and qualities Satisfying execution needs Current enactment Fulfilling the requests of inner partners (representatives, board individuals, and the executives) and outside partners (worker's guilds, investors, accomplices, work candidates). HR great practice would include building up a case record that could be evaluated to check progress, taking a gander at regions of duty and assignment of undertakings to guarantee needs are managed dependably. Plans would be investigated and refreshed at ordinary interims to check advance and think about any adjustments in the circumstance. Conveying Service on Budget Consistently HR must think about the budgetary ramifications of conveying administration by liaising with fund/accounts offices and guaranteeing administration is given inside spending restrictions. It is additionally critical to have an away from of all assets accessible to the association to ensure against pointless spending. For instance, consider utilizing in-house benefits as more financially savvy than purchasing administrations in from outside the association. Managing Difficult Customers Managing troublesome clients can have a scope of suggestions to staff and the association. HR needs to consider: Where troublesome client conduct may emerge and where it would be viewed as a hazard Suitable help for staff and administrators taking care of troublesome clients in accordance with organization methods, for example, case gatherings or direction. Consider the requirements of outer clients including associations and contractual workers. The most much of the time detailed troublesome client practices are: Verbal Abuse †swearing, contending, hostile comments. Antagonistic Behavior †non-verbal communication, compromising motions. Physical Abuse †that may bring about injury Thoughts for managing troublesome clients may include: Keep compact records and guarantee these are examined transparently with the client. This guarantees they know that their conduct will be on record and they can't deny their activities later on. Acclimate to their character; impart such that accommodates their character to cause them to feel progressively good and maintain a strategic distance from showdown. Continuously follow right hierarchical method. Clients will be more averse to contest activities taken in accordance with direction/law. Pose inquiries, listen cautiously, show an enthusiasm for the individual, use non-undermining non-verbal communication and keep in touch. Keep level head and don't react to their negative feelings or misuse. Never make guarantees! Taking care of and Resolving Complaints HR will deal with protests on a formal or casual premise. Every circumstance must be managed speedily as it emerges and be taken care of in a reasonable and reliable way. Normal mediations or an open entryway arrangement can urge workers to discuss issues before they heighten. HR ought to plainly convey the arrangement for raising a complaint (eg casual protests, composed grievances, how grumblings might be heightened and evaluated timescales). Clarify that the association esteems it’s clients and wishes to determine any issues that may emerge. Guarantee clients feel guaranteed that their issues will be paid attention to and managed secretly and urge clients to input any issues before they strengthen. Strategies for Communication Viable correspondence between all partners is essential to guarantee every single invested individual are educated and associated with the dynamic procedure. The technique for correspondence utilized relies upon the clients needs, the sort of data and how much data they need, and how the client is probably going to respond to the data moreover. (Awful news is best passed on inâ person instead of recorded as a hard copy to permit questions and conversation to happen). Three Different Communication Methods Strategy for Communication Favorable circumstances Inconveniences Email Quick and advantageous Can be sent whenever of day/night Modest Can be sent to people or gatherings Append documents and offer data Can be encoded to send private data Affirmation of conveyance/perusing can be set up Discussion/data is recorded as a hard copy Beneficiary has the opportunity to react Depends on beneficiary approaching email account Not reasonable for bunch conversations Less close to home and may prompt misconception May have long hold up before getting an answer PC infections Phone Effectively available to the vast majority all over (versatile) Discussion can be private, or telephone call Perfect if a quick reaction is required Messages can be left on answerphone Individual might be locked in/have no sign, so incapable to accept call Mobile/Overseas calls can be costly It is difficult to record the discussion Spoken data just, can't share pictures, records and so on Can't decipher non-verbal communication Up close and personal Prompt criticism Can peruse non-verbal communication or outward appearances Can share records/pictures and talk about Constructs more grounded connections Useful for fragile circumstances Coordinations may demonstrate troublesome/costly to get members together in one spot No record except if note-taker present, so discussion not responsible Discussions may get warmed Reference http://www.teach-ict.com/gcse_new/correspondence/comm_methods/miniweb/pg3.htm http://businesscasestudies.co.uk/hmrc/getting-the-message-over the-significance of-good-interchanges http://davidlivermore.hubpages.com/center/Difficult-Employees

Happy Pi Day!!!

Happy Pi Day!!! 3.14159265358979323846264338327950288419716939937510 How many digits do you know? More to come later today about how MIT celebrates Pi Day. How do you celebrate Pi Day? Update (PI/2007 5:35 PM) So this year, the Undergraduate Math Association sponsored a Pi Day Celebration of sorts. This was the email I received advertising the event. This Wednesday, 3/14 at 5pm in room 2-102, the UMA is celebrating our favorite constant in style with the following events: Pie baking contest Pi recitation Pi history Pie eating contest Pi or not contest Theres also free pie for everyone! And, you can pick up a coveted UMA Pi Day T-shirt. See you there! Tonight, Eta Kappa Nu (a course 6 Honors Society) will be hosting an additional event. Q: What do you get if you divide the circumference of a jack-o-lantern by its diameter? A: Pumpkin pi. Dont forget to celebrate Pi Day (3/14) TODAY! Stop by the Student Center 5th Floor lounge at 8pm for free punch and pie! HKN Social Committee A few pictures and videos from the event: And a video (Disclaimer: Its big) And since Im such a fan of Pi apparently, I made a few news appearances for Pi Day: Associated Press ABC News Ciao!

How to Use Dialogues in Class

Its easy to get stuck in a rut when using dialogues in class, but these teaching tools are full of potential. Here are some activities that use dialogue beyond just rote reading and parroting.   Use Dialogues to Practice Stress and Intonation Dialogues can come in handy when working on stress and intonation. Students move beyond focusing on single phonemic pronunciation issues and concentrate instead on bringing the right intonation and stress to larger structures. Students can play with meaning through stress by creating dialogues that focus on stressing individual words to clarify meaning. Use dialogues that students are familiar with so that they can focus on pronunciation rather than vocabulary, new forms, etc.Introduce students to the concept of using stress and intonation to highlight content words while brushing over function words.Ask students to highlight their dialogues by marking the content words in each of their lines.Students practice the dialogues together focusing on improving their pronunciation through stress and intonation. Base Impromptu Skits on Dialogues One of my favorite uses of shorter language function dialogues (i.e. shopping, ordering in a restaurant, etc.) for lower levels is to extend the activity by first practicing dialogues, and then asking students to act out dialogues without any help. If you are practicing a number of dialogues, you can add an element of chance by having students pick their target situation out of a hat. Provide numerous short situational dialogues for a target linguistic function. For example, for shopping students can practice exchanges of trying on clothing, asking for help, asking for a different size, paying for items, asking for a friends advice, etc.Have students practice each situation multiple times.Write each situation on a small piece of paper.Students choose a situation randomly and act it out on the spot without any dialogue cues. Extend Dialogues to full Blown Productions Some situational dialogues just call out for full blown productional values. For example, when practicing modal verbs of deduction using a dialogue to make suppositions about what might have happened makes a perfect scenario for practice. Students can begin with a dialogue to get the gist of a scenario, and then let their imaginations take over. Introduce target structure in class. Good structures for longer skits include: conditional forms, reported speech, modal verbs of deduction, speculating about the future, imagining a different past (past modal verbs of deduction).Provide a dialogue with targeted structure as inspiration.Divide the class up into smaller groups, each in the group should have a role.Using the dialogue as a model, students should create their own longer multiple person skit.Students practice and then perform for the rest of the class. Paraphrase Dialogues Paraphrasing dialogues can help students focus on related structures. Begin slowly by asking students to substitute or paraphrase shorter forms. End with more extended dialogues. Provide short dialogues to students and ask them paraphrase shorter phrases. For example, if the dialogue asks for suggestions with a phrase such as Lets go out tonight, students should be able to come up with Why dont we go out tonight, How about going out for a night on the town, etc.Hand out a few different dialogues, ask students to read the dialogue and then create another dialogue on the fly without using the same exact words. Students can take a look at the original lines, but must use other words and phrases.Ask students to read a dialogue to another pair. This pair in turn attempts to repeat the dialogue through paraphrase. As a variation to this exercises for lower level classes, students can expand their use of a wider variety of vocabulary and expressions by using gap fill dialogues. Students still have the structure of the dialogues to hold on to, but must fill in the gaps for the dialogues to make sense.

Principles of Disease and Epidemiology Free Essays

Chapter 14 – Principles of Disease and Epidemiology Pathology Infection and Disease 1. Pathology is the scientific study of disease – concerned with cause (etiology) and manner in which disease develops (pathogenesis) – Also concerned with structural and functional changes brought about by disease and final effects on the body 2. Infection – invasion or colonization of the body by pathogenic microorganisms 3. We will write a custom essay sample on Principles of Disease and Epidemiology or any similar topic only for you Order Now Disease – when infection results in change in state of health Normal Microbiota – 1. Free of microbes in utero, at birth gain lactobacilli in intestine from mothers vaginal canal, E. oli taken through food and inhabits intestine thru life 2. Ten times more bacterial cells than human cells in the body 3. Normal flora – normal microbiota 4. Transient microbiota – present for a while but disappear 5. Distribution of normal flora dependent on physical and chemical factors, defenses of the host and mechanical factors Relationship between Normal Flora and Host 1. Microbial antagonism – aka competitive exclusion – normal microbiota ability to protect the host from overgrowth of harmful microorganisms 2. Normal microbiota and host live in symbiosis – one is dependent on the other 3. The three types of symbiosis – commensalism (one organism benefits, other unaffected), mutualism (both benefit) and parasitism (one harmed and one benefits) 4. Probiotics – live microbial cultures applied to or ingested that are intended to exert a beneficial effect Opportunistic Microorganisms 1. E. coli – normally harmless but in other parts of the body – cause UTI, pulmonary infections, meningitis or abscesses. 2. AIDS – compromises immune system – increases susceptibility to opportunistic infection e. g. Pneumocystis pneumonia The Etiology of Infectious Disease – Koch’s Postulates – 1. Koch established that microorganisms cause specific disease 2. Isolated microorganisms from diseased animal, grew in pure culture and identified, injected healthy animal, disease reproduced and identical 3. Experimental requirements – same pathogen must be present in every case of disease, pathogen must be isolated from diseased host and grown in pure culture, pathogen must cause disease when inoculated into healthy animal, pathogen must be isolated from inoculated animal and shown to be original organism Exceptions to Koch’s postulates – 1. Unique culture environments – modified to establish etiologies of those that cannot be grown on artificial media e. g. viruses, syphilis, leprosy 2. Some disease such as tetanus have unequivocal signs and symptoms 3. Some disease may be caused by a number of microbes e. g. pneumonia and nephritis 4. Some pathogens cause several diseases e. g. S. pyogenes 5. Certain pathogens only cause disease in humans e. g. HIV Classifying Infectious diseases – 1. Every disease alters body structures and functions in particular ways ad are indicated by several kinds of evidences 2. Symptoms – changes in body functions 3. Signs – objective changes the physician can observe or measure e. g. lesions, swelling, fever and paralysis 4. Syndrome – a specific group of signs or symptoms that accompany a disease 5. Communicable disease – any disease that spreads from one host to another e. g. herpes, chickenpox, measles, typhoid fever and TB 6. Contagious diseases – Spread easily from host to host e. g. chickenpox 7. Noncommunicable Disease – caused by microorganisms that inhibit body and only occasionally produce disease or live outside the body and produce disease when introduced e. . tetanus Occurrence of Disease – 1. Incidence – the number of people in a population who develop a disease during a particular period of time 2. Prevalence – number of people in a population who develop a disease at a specific time, regardless of when it first appeared – old and new 3. Sporadic disease – occurs on ly occasionally e. g. typhoid fever 4. Endemic disease – constantly present in a population – e. g. common cold 5. Epidemic disease – Many people in a given area develop disease n short time e. g. AIDS, STD’s 6. Pandemic – Epidemic disease that occurs worldwide e. g. avian flu Severity or Duration of Disease – 1. Acute disease – develops rapidly but only lasts a short time e. g. influenza 2. Chronic Disease – develops more slowly and body’s reactions may be less severe but continues or recurs for long periods of time e. g. Mono, TB HepB 3. Subacute – Intermediate between Acute and Chronic e. g. Sclerosing panencephalitis 4. Latent Disease – causative agent remains inactive for some time but than becomes active to produce symptoms e. . shingles 5. Herd Immunity – Immunity to disease in most of population Extent of Host Involvement – 1. Local infection – microorganisms limited to relatively small area e. g. boils 2. Systemic infection – Spread throughout the body by blood or lymph e. g. measles 3. Focal infection – local infection enters blood or lymph and spread to other specific body parts where they are con fined – arise f/ teeth, tonsils, sinus 4. Sepsis – toxic inflammatory condition arising from spread of microbes from a focus of infection 5. Septicemia – blood poisoning systemic infection arising from multiplication of pathogens in blood 6. Bacteremia – presence of bacteria in blood, Toxemia – presence of toxins in blood and viremia – presence of virus in blood 7. Primary infection – acute infection that causes initial illness 8. Secondary infection – caused by an opportunistic pathogen after primary weakens defenses 9. Subclinical (inapparent) infection is one that does not cause any noticeable illness e. g. Polio HepA can be carried but never developed Patterns of Disease . Sequence – must be reservoir of infection as a source pathogen transmitted to susceptible host by contact or vectors transmission followed by invasion (enters host, multiplies) injures host through pathogenesis 2. Despite these effects, occurance of disease generally depends on resistance Predisposing factors – makes body more susceptible and may alter course of disease 1. Gender – Fema les more UTI, Men more meningitis 2. Genetic background – sickle cell against malaria 3. Climate and weather – respiratory disease increase in winter 4. Others – nutrition, age environment, lifestyle, habitat, illness, chemo, emotions. Development of Disease – 1. Incubation Period – interval between initial infection and first mild signs and symptoms, time depends on virulence, number of microorganisms, and resistance 2. Prodromal period – characterized by appearance of the first mild signs and symptoms 3. Period of illness – disease at its height and all signs and symptoms apparent, PT dies during this period if not overcome 4. Period of Decline – signs and symptoms subside- vulnerable to secondary infection 5. Period of convalescence – body returns to its pre-diseased state and health is restored The Spread of Infection Reservoirs of Infection – 1. Reservoir of Infection – A continual source of infection- may be human animal or nonliving 2. Human reservoirs – Many people harbor pathogens and transmit them – Carriers are living reservoirs and harbor the disease with or without signs or symptoms – Can carry disease during latent phases such as incubation or convalescent – play important role in spread of AIDS, typhoid fever, diphtheria, hep, gonorrhea, and streptococcal infections 3. Animal Reservoirs – Wild or domestic – Zoonosis are diseases that occur in wild but can be transmitted to humans e. g. Rabies, Lyme disease – Can occur through contact of animal, its waste, consumption or contamination. 4. Nonliving Reservoirs – Soil and Water – Soil e. g. Ringworm, Botulism and Tetanus, Water e. g. – usually contamination related, cholera , typhoid fever Transmission of Disease 1. Contact – spread od an agent of disease by direct contact, indirect contact or droplet transmission a. Direct Contact – touching kissing, intercourse, – Any close physical contact e. . STDs, AIDS, cold, influenza, staph, Hep A, measles etc. b. Indirect Contact – occurs when agent of disease is transmitted from reservoir to host by means of nonliving object – Fomite is a object involved in spread of infection e. g. tissues, bedding, syringes etc. c. Droplet Transmission – microbes are spread in droplet nucle i that travel short distance – Sneezing, coughing, talking – not considered airborne e. g. flu, pneumonia and pertussis 2. Vehicle Transmission – transmission of disease by a medium, such as water food or air and drugs blood IV and body fluids d. Waterborne – contaminated water, cholera leptospirosis e. Foodborne – transported through undercooked, poorly kept or unsanitary food such as tapeworm f. Airborne – droplet nuclei in dust that travels more than 1 meter – measles virus and TB bacteria as well as some spores can be carried in dust and cause disease coccidiodomyosis 3. Vectors – animals that carry disease from one host to another – g. Mechanical Transmission – passive transport on insects feet or body part – houseflies transfer from feces to food h. Biological transmission – active process and more complex – arthropod bites infected person pathogens reproduce in vector increase causes more possibility of transmit. If arthropod vomits or defecates while biting host, can transfer from gut. Often parasites, also includes – Lyme disease, plague, Malaria etc. Nosocomial (Hospital Acquired) Infections 1. A nosocomial infection is any infection that is acquired during the course of stay in a hospital, nursing home or other healthcare facility 2. About 5 – 15% of all hospitalized patients will acquire this 3. Result from combination of weakened host, chain of transmission in hospital and availability of microorganisms in hospital. Microorganisms in the Hospital 1. Often normal flora are a problem when introduced to body in catheters and surgical procedures 2. Major problems include coagulase negative staph, S. aureus, E. coli, Enterococcus, P. aeruginosa, Enterobacter, K. pnuemoniae, Candida albicans 3. Most frequent are opportunistic gram negative, drug resistant Compromised Host 1. Resistance impaired by disease, therapy and burns. 2. Two principals – Broken skin/Mucous membranes and suppressed immunity . Broken skin and mucous membranes – disable first line of defense 4. Invasive devices also cause problems 5. Adverse effects to B and T Cells compromise host Chain of Transmission – 1. Direct transmission from staff member to patient and among patients 2. Fomites such as catheters, syringes and respiratory devices Control of Nosocomial Infections – 1. Aseptic techniques can prevent – Hand washing most important 2. Hospital infection control staff members are responsible for overseeing proper cleaning, storage and handling of equipment and supplies Emerging Infectious Diseases . EID’s are new or changing, increasing recently and showing future increase. 2. Number of factors contribute to emergence including new strains which may result from genetic recombination (E. coli), a new serovar resulting from changes or evolution (Vibrio cholerea) , use of antibiotics and pesticide to cause resistance, changes in weather patterns (Hantavirus), modern transportation (West Nile), Ecological changes from natural disasters construction or wars, animal control measures (kill deer predators, more deer, more Lyme disease and failures in public health measures. . CDC priorities (1) Detect investigate and monitor pathogens and disease (2) Expand basic and applied research on ecological and environmental factors microbial changes and host in teraction (3) Enhance public information (4) Establish plans to monitor and control worldwide Epidemiology 1. The science of epidemiology is the study of transmission incidence and frequency of disease 2. Modern epidemiology began in mid-1800s with the works of Snow, Semmelweis and Nightingale 3. Descriptive Epidemiology – data about infected people is collected and analyzed – includes info about person place and period 4. Analytical epidemiology – analyzes disease to determine probable cause – (case control method) a group of infected people is compared with an uninfected group or (Cohort Method) people in contact with an agent vs. hose not in contact with the same agent 5. Experimental Epidemiology – controlled experiments designed to test hypothesis are performed e. g. placebo studying 6. Case reporting provides data on incidence and prevalence to local, state and national health officials 7. The CDC is the main source of epidemiologic information in the US 8. The CDC publishes the Morbidity and Mortality weekly report to provide info on incidence and deaths. How to cite Principles of Disease and Epidemiology, Papers

Why Good People Suffer free essay sample

Why do good people suffer or why do bad things happen to good people? † This question seems to be very common these days. It seems as though good people get the brunt of all suffering, while evil-doers enjoy life. But if we observe closely, we see that everyone undergoes suffering in some form. Keeping this in mind, our question becomes meaningless. Just because a person is good does not mean there would be no suffering in his/her life. But what do we mean by „good In Sanskrit, „sadhu? is the word used for a good person. Sadhu comes from the word „saadh? , meaning „to accomplish?. If we work for ourselves and achieve great things, there is nothing laudable about it, but if we help others to achieve their goals, then it is an accomplishment. If someone is good to you and you reciprocate, that is common courtesy. But if someone is harming you, and despite that you continue to wish that person well without expecting anything in return, it is real goodness. We will write a custom essay sample on Why Good People Suffer or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page A sadhu bathing in the river saw a drowning insect. He saved it from drowning and was stung in return. Again, the insect fell back into the river and the sadhu pulled it out of the water and placed it under a shady tree. On seeing this, a person asked the sadhu, â€Å"Why did you do that? † He replied, â€Å"The insect did not give up its nature, so why should I? † How can we achieve this goodness in our lives? To reach any target, we must first have a goal. Similarly, for achieving goodness, we must have a standard of goodness which is known to us, because only then can we rise up to the required levels. As long as we see differences in the world around us, true goodness will not manifest. This can be achieved only when we become aware of our oneness with others. An example will illustrate this point better. Every organ of my body is part of one whole. If the finger goes into the eye, there is instant forgiveness, because of the complete identification with the finger. Now that we know what is good, let us see what suffering is. Objective suffering befalls all people, good or bad. Situations leading to suffering could have their roots in past actions. Objectively, the existence of pain or any other physical handicap cannot be denied, but the degree of sorrow this leads to is entirely subjective. Riches or positions of power do not guarantee happiness. People become miserable over small matters. If a person claims that he is good and is suffering, while the dishonest person is flourishing, we can be very sure that the person is not good. For a good man, the real suffering is to do something against his convictions. Suppose a pure vegetarian is faced with a situation of remaining hungry or eating beef, the chances are that the former option would be more acceptable. All our spiritual practices cannot eliminate suffering, but they protect the mind and make suffering acceptable, just as on a rainy day, we cannot stop the rain, but can protect ourselves from getting wet with an umbrella. Bhagavan Krishna says, â€Å"A good person never suffers. † By some logic we feel that suffering and enjoyment is related to past actions. If we observe at the subtle level, we find immediate results of our actions. The moment a good thought enters our mind, we feel elation, and similarly a wicked thought causes agitation. Real suffering is when we lose our goodness. Compromising with goodness is the greatest suffering. Even though superficially it may appear that evil doers are flourishing, it should not be an excuse to compromise. The problem arises when one does not have an ideal or when one is not able to live up to one? s ideal. But the greatest problem is when one believes that the ideal is not worth living up to and has lost its utility. Remember, a good man will stand by his convictions, because â€Å"If you do not stand for something, you will fall for everything. †

Appeasement Policy Towards the Outbreak of World War 2

Appeasement Policy Towards the Outbreak of World War 2 Free Online Research Papers When The Great War came to an end in November 1918, the suffering of the nations involved was so appalling that many hoped never to repeat such an experience again. The fact that the Second World War took place just twenty years later is indeed intriguing. Until now, the debate on who is to be blamed for causing the war is still on, with many historians coming to different conclusions. There were three prominent underlying factors from the 1920’s onwards that can be evaluated when discussing the causes of the war. They are the Treaty of Versailles, the weakness of the League of Nations and the world economic crisis of the early 1930’s. In short, these factors formed the basis for the starting of a war by providing a tense atmosphere in Europe. However, the Treaty of Versailles and the weakness of the League could only be responsible to a limited extent as Europe in the mid 1920’s was on the road to recovery, with peaceful foreign policies that could have pr evented war. Clearly, more major factors were needed in order for a war to breakout. In fact, the three main parties responsible for causing the war were the appeasers (British and French), the Soviet Union and Hitler. In addition, the different viewpoints of historians are also compared in the course of this investigation. The policy of appeasement adopted by the British and the French was a factor that played a critical role in the outbreak of the war. As the British Prime Minister, Stanly Baldwin was the first to introduce appeasement in the mid 1930’s. However, when Neville Chamberlain came into office in 1937, he took appeasement to a whole new level. According to the British government, the meaning of appeasement was â€Å"pacification through the settlement of issues by negotiation and compromise†. The British pursued this policy with great confidence as they had several logical reasons to justify their actions. It was only after the signing of the Treaty of Versailles, that many British began to feel that Germany was indeed â€Å"harshly† and unjustly treated. They were also afraid that Germany would turn towards aggression once again and perhaps spark another war. Therefore, Britain was willing to give in to Hitler’s demands as it was a way of â€Å"redre ssing Germany’s legitimate grievances†. Especially after the Wall Street Crash of 1929, the British were interested for various reasons in the â€Å"preservation of peace†. With a crippled economy, Britain could not afford to spend on rearming her armed forces, and therefore was in no position to wage a war against aggressor nations. Since an economically strong Germany was essential to achieve economic stability in Europe, appeasement seemed appealing as it would not only strengthen the German economy but also put an end to the political instability within Germany. Furthermore, Britain would also benefit from trading with a financially strong Germany. Besides, since most of the British still bared in mind the destruction and atrocities caused by the Great War, there was a â€Å"widespread appeal of pacifism† in Britain. Chamberlain’s policy of appeasement was therefore widely supported by the British as it was seen as a way to prevent another devastating war from taking place. Furthermore, as the League of Nations was proven to be unsuccessful in the preservation of peace, Chamberlain believed that only a personal diplomacy between leaders could resolve conflicts. Besides, as Chamberlain and other Conservatives feared Communism more than Nazism, they hoped that Hitler would stop the sprea d of Communism to the West. This was especially so during the 1930’s when Stalin’s Russia was strengthening due to rapid industrialization. Although the policy of appeasement is often associated with both the British and the French, it is important to note that in the beginning, the French did not always support appeasement. Unlike Britain, France was more interested in ensuring her national security and the suppression of Germany. The French strongly believed that in order to preserve the peace in Europe, Germany had to be severely weakened. However, as France was significantly weakened and divided as a result of much political upheaval caused by a constant change in governments, the French subsequently subscribed to Britain’s policy of appeasement. In the eyes of the appeasers, the policy of appeasement was intended strictly to preserve peace in Europe. However, this was misinterpreted by Adolf Hitler, who in turn saw it as a weakness of Britain and France. In 1933, Hitler came into power with a goal to make Germany into a great power again. Through his foreign policies, Hitler hoped to achieve this by overthrowing the Treaty of Versailles, strengthening the armed forces, recovering lost territory and uniting all Germans within the Reich. This ambition of his was another factor that played a critical role in the outbreak of the war. Hitler saw himself as â€Å"catalyst of the will to Germanic greatness†, and he believed that Germany would only become strong again through the use of aggression and war. In 1934, Hitler posed a direct challenge to the Treaty of Versailles by rearming the German armed forces. He managed to do so by reintroducing conscription and ordering the mass production of submarines, tanks and aircrafts. Upon announcing Germany’s rearmament programme in 1935, the initial response of the British and the French â€Å"amounted to little more than solemn protestations and appeals to the League of Nations†. At the Stresa Conference, Britain, together with France and Italy did not attempt to stop Hitler’s rearmaments. Instead, they only assured the protection of Austria’s sovereignty. Similarly, even the League of Nations did not attempt to restrict Hitler’s aggressive rearmament plans as there were â€Å"no economic or military sanctions imposedâ € . As a result of appeasement, Hitler’s confidence grew significantly. The Anglo-German Naval Agreement signed in June 1935 was Britain’s form of appeasement towards the German rearmaments. The terms of the agreement acknowledged the German rearmament of her Navy and it was limited to thirty-five percent of the British fleet. It was the first time where the British openly approved a German contravention of the Versailles Settlement. Besides, the signing of the agreement was solely made by Britain, without the consent of France and Italy. The agreement did not only undermine the mutual trust between Britain and France, but also compromised the Stresa Front. As the agreement was effective in helping Germany flout the Treaty of Versailles, Hitler felt assured that the appeasers would not stop his rearmament programmes and perhaps even his goals to overthrow the treaty. In 1936, Hitler ordered the remilitarization of the Rhineland. As the Rhineland was a strategic â€Å"military position from which the French could have struck at the heart of Germany’s power† , reoccupying it removed a serious threat to Germany’s sovereignty. Prior to the reoccupation, the appeasers were well aware of Hitler’s plans to carry out a â€Å"coup†. However, they did not attempt to stop him from taking back what was originally Germany’s. France could have stopped Hitler by sending in troops, but however she was afraid of waging a war with Germany, given the lack of British support. Germany could then deter future French aggression by building heavy defenses and deploying troops in the Rhine region. As a result, Hitler grew even bolder and he began to challenge the balance of power in Europe. The German annexation of Austria was finally successful in March 1938. Hitler saw the annexation of Austria â€Å"as a solution to the problems of Germany’s war-orientated economy†, and also as a way of uniting all Germans within the Reich. Following the demonstrations staged by the Austrian Nazis on Hitler’s order, German troops were sent to occupy Austria. As Britain believed that Austria was under the sphere of German influence, the responses of the appeasers were nothing more than protests. The Anschluss with Austria did not only strengthen the friendship between Germany and Italy, but it also provided Hitler with a â€Å"direct passage into Southeast Europe†. Appeasement from Britain and France once again gave Hitler a confidence boost to continue his conquest. Following the Anschluss with Austria, Czechoslovakia was next on Hitler’s agenda. Assured by his previous successes, Hitler demanded for the incorporation of the Sudetenland into the Third Reich. The Sudetenland was the wealthiest and the most industrialized region of Czechoslovakia, with the largest population of German minorities living outside Germany. In support of the Sudeten Nazis led by Henlein, Hitler caused a widespread political turmoil with his propaganda campaign. Afraid that a war might breakout, the appeasers called on the Czech President, Benes to make compromises with Hitler. Hoping to resolve the issues, Chamberlain met Hitler on three separate occasions. At Berchtesgaden, Hitler honored Chamberlain’s proposal that there would be self-determination for Sudetenland. However, at Godesberg, Hitler demanded the immediate impartment of Sudetenland into the Third Reich. Unwilling to compromise any further, Chamberlain returned to Britain and ordered t he armed forces to prepare for war. At the Munich Conference, the Big Four gave in to Hitler’s harshest terms. The Czechs, on the other hand were forced to sign the agreement. Chamberlain then signed another pact with Hitler, stating that the two nations would never go to war again. As Hitler invaded the rest of Czechoslovakia in March 1939, it was clear that the policy of appeasement was a failure. Hitler â€Å"had now reached the limits of what the appeasers were willing to tolerate from him†. Despite the rising tension, Hitler took a risk and invaded Poland. When he ignored the ultimatum issued by Britain and France to stop his invasion of Poland, the appeasers declared war on Germany. Besides appeasement and Hitler himself, there were other factors that contributed to the outbreak of the war. Firstly, the Great Depression of the early 1930’s led to the rise of a totalitarian, Nazi Germany led by Hitler. By the late 1920’s, the German economy was on the road to recovery due to excessive American investments. As a result, Germany subsequently became heavily reliant on the US backing given to them. Following the Wall Street Crash of 1929, America withdrew its investments in Germany and demanded the payment of the loans given to them earlier. The German economy therefore went into a state of serious depression. Afraid of losing even more support from the people, the Weimar government was â€Å"unwilling to take the unpopular measures that would be required to bridge the gap†. Since the severe economic problems in Germany were not resolved, the masses started to look towards the Nazi Party for solutions to their woes. This significantly attributed to the rise of the Nazi Party and Hitler. Secondly, the weakness of the League of Nations made it incapable of preserving peace in the 1930’s. From the start, the League lacked the backing of the two super-powers, USA and Russia. Following the United States Senate’s rejection of both the Treaty of Versailles and the League, the USA subsequently adopted the policy of isolation. Russia on the other hand was not incorporated into the League as there was a widespread fear of Communism. Furthermore, its leading members, Britain and France each had their own self-interests. This in turn limited the purpose of collective security. This purpose of the League was severely undermined on two occasions, namely the Japanese invasion of Manchuria and the Italian invasion of Abyssinia. During the Abyssinian crisis, Italy managed to conquer Abyssinia despite the economic sanctions imposed on her. As Mussolini â€Å"succeeded in flouting the League†, it was no longer seen as an effective form of collective secu rity. The League was indeed effective in resolving humanitarian crises, but however when it came to preserving peace, it was filled with flaws. In conclusion, the outbreak of the Second World War was a shared responsibility mainly between Hitler, Britain and France. The policy of appeasement which was intended by Britain and France to preserve peace was misread by Hitler as a weakness. The appeasers were partially responsible for causing the war as appeasement provided Hitler with a platform to increase his demands with each success he attained. Furthermore, they were inconsistent in their stand towards Hitler’s aggression. As the appeasers have been giving in to Hitler’s demands since 1936, Hitler assumed that they would do the same for his invasion of Poland. Unexpectedly, Britain and France declared war on Germany and this sparked off the war. Hitler himself was also partially at fault for causing the war as he misinterpreted the intentions of the appeasers and turned towards aggression. The other underlying factors such as the Versailles Settlement, the weakness of the League and the world economic c risis all played minor roles in the outbreak of the war. They were primarily responsible for creating a tense atmosphere in Europe but were too trivial to spark a war. The Nazi-Soviet non-aggression pact was also partially responsible as it provided the assurance Hitler needed in order to invade Poland without having to worry about a Soviet invasion. In short, the outbreak of the war was the result of a series of misunderstandings and miscalculations made by the respective leaders. 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