Appeasement Essay -- History European Historical Essays

Appeasement The task of explaining why appeasement, has been continuously addressed by historians over the years. To date, there is still no single cause identified. Nonetheless there is however a general consensus amongst historians that the frightful events of world war one, distilled a sense of fear and regret amongst British society, and consequently Britain strived to prevent any future war, through whatever means necessary. In the aftermath of World War 1, lay a mutual understanding between the British government and society that never again should a catastrophe such as World War 1 occur, it was described as the "war to end all wars" reinforcing the view that it was a cataclysmic event which should never be re-enacted upon society. British public became disillusioned with the use of force in international relations and as a result sought an approach consisting of an effective system of collective security. In post war society anti-war books, films and poems all became increasingly well lik ed and several pacifist pressure groups were formed with the sole aim of achieving peaceful solutions to international problems. These groups were known as The Peace Pledge Union, The Peace Society and the No More War Movement. World War 1 essentially left Britain in a state of mourning, and accordingly thousands of war monuments were erected, and an annual day of mourning and remembrance was established, known as Remembrance Sunday. This was an attempt to pay tribute to those heroes lost in the war and to act as a subtle reminder of the devastation caused by the war in a bid to prevent any future conflict. As a result of the desolation a common consensus was becoming apparent amid the general public, which was that, there were no clear societal gains from the war and the obvious economic, and political decline of the country showed no gains in that sector either. Hence the reduction of arms and peace became vote winners in elections. Appeasement can be defined as " a disposition to avoid conflict by judicious concession and negotiation". Neville Chamberlain noted that the British public would not wish nor accept another war. Therefore the British government sought to follow a policy of appeasement. However, everyone did not share the acceptance of the policy of appeasement. Looking on with hindsight many historians have condemned the actions of Chamberlai... ...nland. There are mixed opinions towards this policy, and the question why historians have debated appeasement continuously over the passing decades. Many believe that Chamberlains policy of appeasement was fuled by a desire to do everything in his power possible to avoid war, and his belief that all European powers shared the dame feeling. The catastrophic events of World War one set in a deep fear and hatred of war among many. It is also felt that Chamberlain followed the policy of appeasement as a means to buy some time as he realised that British defences were hopelessly inadequate, as British military strength had been greatly reduced due to the commitment of disarmament. Even at the time of the Anschluss Britain was declared unprepared for war. Therefore to conclude, whatever the reasons for the continual policy of appeasement, it can be said that appeasement with the sole aim of preventing war did not succeed, however what it was seen to do was prolong the inevitable. Many strongly feel that the continual demands of Hitler were flared by the lack of opposition, and his continual greed for expansion, his demands were rarely attacked, simply given into with little hesitancy.

Homlessness in the US

In the two studies I reviewed, both pertained to school aged homeless children. Both studies were conducted to determine the need for a better education for these children. The first study I reviewed was called, Sheltered homeless children: Their eligibility and unmet need for special education evaluations. This study focused on the exploration of unmet need of special education evaluations for homeless children in Los Angeles, California. The second of my studies was called, Cognitive and academic functioning of homeless children compared to housed children. The analyzation focused on the effects of being homeless to a child's cognitive and academic functioning. Both of the above studies brought about the same basic issue of homeless children having the right to a better education. In both studies it was determined that homeless children, when tested, perform rather poorly in the area of academics. In the first study (Sheltered Homeless Children: Their Eligibility and Unmet Need for Special Education evaluations) homeless shelters were selected randomly and from these families were selected that consisted of one child aged 6 to 12 years. Testing was performed in a quiet place. There were 118 parents and 169 children involved in the study. The parents were asked questions pertaining to the how and why of homelessness. The homeless children were tested with questions from the RAND Course of Homelessness Study 3. 9, a Behavior Checklist, the Peabody Picture Vocabulary Test, the National Health Service, and the Woodcock-Johnson Language Proficiency Battery Assessment Test. The Peabody Vocabulary picture test was also used in the second study. In the second study (Cognitive and Academic Functioning of Homeless Children compared with Housed Children) the homeless children and their mothers selected for the study were from the Bronx in NY. There were 102 homeless children in the study. They were between the ages of 6-11, around the same age group as the first study; they were sought out of public schools. The housed children were selected randomly for the study. The mothers were asked how and why they became homeless and how long they had been homeless, and if they had a job, as in the study before. The children were all tested with numerous tests pertaining to their academic and cognitive functioning skills. The Raven's Test, the Peabody Picture Vocabulary Test, the Wide-range Achievement Test, a Child Depression Inventory test, and A maternal Anxiety test were issued to the children. Both of the studies focused on the same issue, that homeless children were not being assessed for their need of assistance with their academics. The first study did not involve children who were not homeless but the second study used them as a control. The second study also focused more on the effects of being homeless leading to anxiety and depression. Both of the studies had determined that homeless children have poorer scores compared to those that are non-homeless, and that they are more developmentally delayed. Both the studies also found that they have a higher rate of learning disabilities. There is also a higher need to assess children who might be eligible for special education services. The findings of the first study imply that there is a high level of unmet need for special education evaluations for homeless children. There should be more procedures conducted to determine one's eligibility for special education services for the homeless. Also, interventions should be provided for school-aged homeless children from special education professionals, general health care providers, and housing services. The second study suggests that there needs to be more of an effort to educate those that are homeless by academic professors. There needs to be more assessment of special education for these children. The study also touched on the fact that these children are often depressed and have a high rate of anxiety, this should be assessed through counseling services. In both of the studies, society needs to take an interest in helping get these children off the streets in the first place. The main purpose for both of the studies was to examine the impact homelessness has on a child's academic functional level. In both of the studies it was found that homeless children between the ages of 6-12 scored lower on achievement tests. They also had a higher level of depression and anxiety. Furthermore, they also had an increased rate of learning disabilities and the need for special education evaluations. Society needs to put more of an effort in getting these children off the streets and into a proper home so they can grow more academically and to develop at a typical rate. Academic professionals need to assess their need of assistance with their work and assess a higher need of special education evaluations. Professionals need to understand that these children have a harder time concentrating on their academic material because they are faced with issues like where they are going to sleep tonight instead of 4+3.

Health Disparities American-Indians and Diabetes

Health Disparities: American Indians and Diabetes Introduction Type 2 diabetes mellitus (T2D) is the most common form of diabetes (American Diabetes Association, 2012). T2D is so prevalent that it is estimated to be the fifth most common cause of death worldwide (Yates, Jarvis, Troughton, and JaneDavies, 2009, p. 1). T2D manifests when the body is unable to metabolize glucose properly, resulting in elevated blood sugar, debilitating fatigue, and other serious complications such as distal limb amputations, kidney failure, and blindness. The generally accepted causes of T2D include diet, sedentary lifestyle, and obesity. The environment therefore plays a significant role in T2D etiology and efforts to control its prevalence tend to focus on lifestyle changes (Yates, Jarvis, Troughton, and JaneDavies, 2009, p. 1-2). For example, improved diet and exercise programs have been shown to reduce the risk of disease by 50% to 90%. Since the environment plays a dominant role in determining disease prevalence, other factors such as cultural differences, socioeconomic status, and educational achievement would also tend to influence diabetes incidence. This essay will review the contributing factors that determine the prevalence of T2D in the American Indian population, a demographic with shockingly high rates. Epidemiology Between 1994 and 2004, the rate of diabetes mellitus among American Indians (AI) below the age of 35 doubled, from 8.5 to 17.1 diagnoses per 1,000 individuals,Show MoreRelatedAmerican-Indians and the United States Health System1556 Words   |  6 Pages American Indians and the United States Health System Introduction Though American Indians are enjoying an independent public health system with above $3 billion funds provided by Congress annually for delivering healthcare services to them, still figure and facts on health status of American Indians reveal that they are facing many difficulties and have to suffer from diverse type of illness and disease at a misappropriate level. 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