The White Australia Policy, The Racist Country Its...

â€Å"Australia is not, and never has been, the racist country its academic historians have condemned† Critically analyse ‘the white Australia policy’ relating it to the quote provided In 1901, Edmund Barton the prime minster at time decided to introduce the Immigration Restriction Act left Australia banning prostitutes, criminals, and anyone under a contract or agreement to perform manual labour within Australia which seems that Edmund Barton was doing his job and kept Australia safe but he was not. This is because, he did not stop there, he introduced a dictation test to exclude certain people by making them sit a written exam that they need to pass to be welcome in Australia voted by an immigration officer and majority of the non-white people was given the answer no you are not welcome here. Many of prime ministers were involved in this as it ended in 1973. The quote â€Å"Australia is not, and never has been, the racist country its academic historians have been condemned â€Å"is most certainly incorrect between the years 1901 to 1973 as the majority of people were not allowed to enter Australia if they were non- white people. The reasons proving that Austral ia was indeed a racist country include the reasons why the white Australia policy was introduced, immigration and the way other countries saw Australia. The reasons why the white Australia policy was introduced is why Australia was awfully racist. Although numerous people were gratified to be Australians and thought it was aShow MoreRelatedOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagescolonies after 1870 as a predictable culmination of the long nineteenth century, which was ushered in by the industrial and political revolutions of the late 1700s. But at the same time, without serious attention to the processes and misguided policies that led to decades of agrarian and industrial depression from the late 1860s to the 1890s, as well as the social tensions and political rivalries that generated and were in turn fed by imperialist expansionism, one cannot begin to comprehend the

Building Organizational Capacity in Healthcare

Question: Discuss about the Building Organizational Capacity in Healthcare. Answer: Building Organizational Capacity in Healthcare The bureaucratic structure at the Sydney Community Hospital (SCH) is the greatest impediment towards the realization of specialized healthcare among the ever increasing number of patients in the community. The advantages of the system include establishment of particular task and roles within the departments aimed at providing positive health experience. The current structure of the hospital fails to accommodate efficiency and effectiveness regarding the flow of the information required in medical and health facilities. One of the disadvantages of this kind of management structure is that it does not facilitate the efficient and effective provision of quality health care services in the hospital (Casey, Payne, Eime, 2012). One important characteristic of the system is the availability of numerical management layers. The numerous layers of management make it tough for the effective and efficient decision-making. In a hospital setting, systems that allow quick flow and effective decisi on-making need to be integrated into the management structure (Davis et al., 2011). Bureaucratic form of management creates a chain of command through which the information flows. Each department works under the specific rules and guidelines from the top management. The top directors are involved in establishing policy, and they pass them to the managers for implementation (Edwards, Stickney, Milat, Campbell, Thackway, 2016). The traditional structure at the Sydney Community Hospital lacks the needed efficiency and flexibility regarding management and decision-making. Apparently, the current system requires multidisciplinary teams capable of performing quality, wide range of services. As dictated by the bureaucracy, each department in the hospital carried out a specific task. The population in the area has increased for the last five years. The government augments the budget of this facility to encourage the establishment of a structure that can accommodate specialized care. The fewer departments in the current structures fail to accommodate patients with special needs such as cancer patients. The population of the children in the community has increased. The current structure lacks well-established pediatrics departments to cater for the needs of the children in the area. Alternative Organizational Structure The mission of the new organization structure that needs to be put in place is to facilitate the provision of high-quality specialized care in partnership with the patients, healthcare professionals as well other stakeholders in the hospital. This can be achieved through establishing a new system that allows the needed flexibility and specialization regarding the provision of the quality care (Fuller et al., 2015). The current bureaucratic system needs to be abolished. The cross-functional team needs to be established across the organization. The organizational team will facilitate the improvement of the clinical outcome required in the Sydney Community Hospital (SCH) (Golenko, Pager, Holden, 2012). The cross-functional team will facilitate the removal or organizational or communication barriers that may exist between healthcare professionals (Hanney Gonzlez-Block, 2016). The traditional system didnt provide healthcare professionals with the mandate and responsibility of making maj or decisions. Everything had to follow a particular chain of command. In this new system, the cross-functional teams will have the responsibility of making the needed decisions to ensure the effective and efficient provision of specialized medical and healthcare services to the patient (Judd Keleher, 2013). The team will have the ability to priories what is needed within each functional department. Additionally, the teams will be composed of healthcare professionals and medical professionals with specialized training in each and every department(Stephens et al., 2017). For example, the cross-functional team in pediatric departments will be composed of pediatric doctors and nurses as well as managers in charge of the management of the health welfare of the children. In addition to that, the new supportive system of management constitutes a cross-functional team will facilitate the provision of the needed leadership at all levels of management for goals achievements and effective ser vices delivery. The diagram above shows the recommended health care structure for SCH. The new organization structure will facilitate the implementation and passing of the information among the healthcare professionals. The hospitals will establish a wing with four extra departments Oncology department- the department will be responsible for the provision of quality care to patients with different types of cancer (Fuller et al., 2015). The departments will be equipped with a cancer diagnosis and treatment equipment. Oncologist will be in charge of these departments Pediatrics Department These are departments will be in charge of all children related treatments Nursing home for senior citizens with chronic illness such as diabetes (Kong, Fang, Lou, 2017). Mental health department for patient with mental depression among others The key authority lines of authority The concept and analytic team- The team will be composed of the outcome analyst and data architects. The team will be responsible for implementation of the Electronic record keeping within SCH. The management of the data using Electronic Health Record system is the key to ensuring easy storage, retrieval and access of health records within the hospitals. Additionally, the team will be responsible for ensuring the free flow of the information in all the departments within the hospital (Wenke Mickan, 2016). The team will also be responsible for ensuring that only healthcare professionals who have access to that kind of opportunity access the sensitive data. The work group- the members include clinical staffs from different departments with the aim of executing a given clinical tasks that include hip surgery among others. The team will be composed of members who understand the patient's workflow (Webster, Thomas, Ong, Cutler, 2011). Additionally, they will be responsible for making decisions involving the appropriate medical interventions for patients suffering from sensitive illness such as cancer among others (Golenko, Pager, Holden, 2012). The team will also be involved in the analysis of the available data with the aim of identifying areas that need improvements. Clinical implementation team-The members of the team will be practicing clinicians who established and owns various types of clinical processes. The function of the team will involve evaluation of how medical processes are implemented and how they can be improved. In addition to that, the team will combine and recommend changes in their daily lives. In addition to that, the team will be responsible for outlining the workflow and what is expected of the teams. The support team will ensure that everything in the hospital operates effectively and efficiently. The processes and the protocol approved by the unit will be aimed at improving the specialized care provided to the patients. Guidance team-The mandate of this guidance team will be to monitor and evaluate the implementation of the protocols in the hospital. (Judd Keleher, 2013) The team will also provide guidance where appropriate to ensure effective and efficient utilization of quality care in the hospital. The members of the team will include specialist from different areas in the hospital. Senior Executive leadership team -The team will be involved in ensuring that the operations in the hospitals are carried out effectively (Green, Bell, Mays, 2017). They will be involved in evaluation and passing of the policy and processes in the hospitals. Members of the team will involve health administration experts who are experienced in hospital operations. The current bureaucratic system involved the following patterns or chain of command The limitation of these systems as mentioned in the first part makes it difficult to provide quality medical and healthcare services in the hospital. The decision must pass through a specific chain of command. This hinders effective and efficient quality services to the patients. Additionally, the older system does not accommodate the flexibility required regarding healthcare delivery in the hospital. The Advantage and the Limitation of the New Organization Structure The suggested organizational structure in part two above is an example of a supportive structure in which cross-functional teams are involved in the implementation of the procedures and processes within the organization. At any given organization, cross-functional teams carry out complex tasks that cannot be accomplished by a single entity (Green, Bell, Mays, 2017). The members of such team come from different departments with different skills. What makes cross-functional teams successful is the elements of diversified experience working together to complete a given task (Mills, Rosenberg, McInerney, 2014). In SCH the cross-functional teams as described above will facilitate the implementation of daily activities within the hospital. The teams will also ensure that quality and affordable care is provided to the patients in an effective and efficient manner. Each team will carry out specific roles and duties. The teams will also be involved in carry out major decision to provide hig hest quality care to the patients. The cross-functional team will facilitate the overcoming of the barriers hindering the provision of quality care in the hospital (Hanney Gonzlez-Block, 2016). Additionally, it will enable the transition from the bureaucratic system of organization. The cross-functional teams are important in healthcare because they allow provision of needed flexibility regarding decision making in the hospital. Limitation of the cross-functional team is that; they originate from different areas, it may take time for them to develop the needed chemistry. Proper association and interaction among employee are very crucial (Judd Keleher, 2013). It aids in the provision of quality services. Apparently, cross-functional teams may be faced with communication barriers as a result of different specialization (Chan, Bowers, Barton-Burke, 2017).. The interaction may also be hindered because of the lack of needed hierarchy. Doctors and nurses are required to work together as a team. This may affect the operation because the doctors may feel as if this is undermining the authorities they have over nurses. References Casey,M.M., Payne,W.R., Eime,R.M. (2012). Organisational readiness and capacity building strategies of sporting organisations to promote health.Sport Management Review,15(1), 109-124. doi:10.1016/j.smr.2011.01.001 Chan,R.J., Bowers,A., Barton-Burke,M. (2017). Organizational strategies for building capacity in evidence-based oncology nursing practice.Nursing Clinics of North America,52(1), 149-158. doi:10.1016/j.cnur.2016.10.001 Davis,E., Williamson,L., Mackinnon,A., Cook,K., Waters,E., Herrman,H., Marshall,B. (2011). Building the capacity of family day care educators to promote children's social and emotional wellbeing: an exploratory cluster randomised controlled trial.BMC Public Health,11(1). doi:10.1186/1471-2458-11-842 Edwards,B., Stickney,B., Milat,A., Campbell,D., Thackway,S. (2016). Building research and evaluation capacity in population health: the NSW Health approach.Health Promotion Journal of Australia,27(3), 264. doi:10.1071/he16045 Fuller,J., Koehne,K., Verrall,C.C., Szabo,N., Bollen,C., Parker,S. (2015). Building chronic disease management capacity in General Practice: The South Australian GP Plus Practice Nurse Initiative.Collegian,22(2), 191-197. doi:10.1016/j.colegn.2014.02.002 Golenko,X., Pager,S., Holden,L. (2012). A thematic analysis of the role of the organisation in building allied health research capacity: a senior managers perspective.BMC Health Services Research,12(1). doi:10.1186/1472-6963-12-276 Green,S.A., Bell,D., Mays,N. (2017). Identification of factors that support successful implementation of care bundles in the acute medical setting: a qualitative study.BMC Health Services Research,17(1). doi:10.1186/s12913-017-2070-1 Hanney,S.R., Gonzlez-Block,M.A. (2016). Building health research systems: WHO is generating global perspectives, and whos celebrating national successes?Health Research Policy and Systems,14(1). doi:10.1186/s12961-016-0160-x Judd,J., Keleher,H. (2013). Building health promotion capacity in a primary health care workforce in the Northern Territory: some lessons from practice.Health Promotion Journal of Australia,24(3), 163. doi:10.1071/he13082 Kong,S., Fang,C.M., Lou,V.W. (2017). Organizational capacities for residential care homes for the elderly to provide culturally appropriate end-of-life care for Chinese elders and their families.Journal of Aging Studies,40, 1-7. doi:10.1016/j.jaging.2016.12.001 Mills,J., Rosenberg,J.P., McInerney,F. (2014). Building community capacity for end of life: an investigation of community capacity and its implications for health-promoting palliative care in the Australian Capital Territory.Critical Public Health,25(2), 218-230. doi:10.1080/09581596.2014.945396 Organisational Capacity Building in Health Systems. (2012). doi:10.4324/9780203097823 Stephens,T., De Silva,A.P., Beane,A., Welch,J., Sigera,C., De Alwis,S., Haniffa,R. (2017). capacity building for critical care training delivery: development and evaluation of the network for improving critical care skills training (nicst) programme in Sri Lanka.Intensive and Critical Care Nursing,39, 28-36. doi:10.1016/j.iccn.2016.08.008

Gothic horror novel Essay Example For Students

Gothic horror novel Essay Frankenstein is a gothic horror novel written by Mary Shelley. The novel is about death, love, ambition and prejudice. When Mary Shelley wrote Frankenstein in the 19th century she was only 18 years old. The novel came to be written because of a challenge set by Marys liturgy friends, Lord Byron and Percy Shelley. The challenge was to write the most frightening ghost story of all time. Mary Shelley revealed later on that the novel had come from a dream she had. Mary Shelleys life influenced her novel greatly. For example, her mother died shortly after giving birth to Mary and as we can see she incorporates this idea into this novel. Furthermore this novel incorporates the theory of Luigi Galvani who believed that he had discovered electricity in human limbs.  This novel is about a doctor by the name of Victor Frankenstein who is obsessed at the possibility of creating an artificial life. The monster created from discarded human limbs is later rejected for its ugliness and inhumanity. The creature, unwanted, untutored in normal human behaviour and finally driven away by rejection to a murderous revenge on Frankenstein and his family. With this happening to the monster throughout the novel, Mary Shelley created the affect on us the reader of sympathy and concern towards the monster. By examining this novel, I will try to uncover how Mary Shelley makes us, the reader, sympathise with the monster. Firstly I will look at the relationship between the monster and Victor and how that makes us sympathetic towards the creature. When Victor comes across the monster for the first time he describes the monster with the words its unearthly ugliness rendered it almost too horrible for human eyes, this instantly shows the reader that there is a lack of sympathy towards the monster. Whats more the use of unearthly is stating that the monster is unnatural, absurd and meaningless. Mary Shelley carefully chose words with evil connotations to emphasise Victors hatred, such as Victors name calling of the monster, devil, daemon and vile insect all emphasise Victors hatred towards the creature. If Mary Shelley portrayed Victor in a different light and for him to act frightened, anxious and nervous when talking to the monster then that would probably make us take pity on Victor because he is afraid of his creation. However because Mary Shelley portrays Victors reaction to the monster to be completely the opposite of being scared, the reader feels they have to sympathise with the monster as it is Victor who is acting like the monster. In one example of analysis, Mary Shelley uses the metaphor of Adam and Eve to develop our sympathy with the monster. She has the monster say to Victor, on the sea of ice, Remember I am thy creature; I ought to be thy Adam, but I am rather the fallen angel, whom thou drivest from joy for no misdeed. Here the monster is stating that Victor needs to take responsibility for what he has created. Victor is supposed to be playing God, however God stood by his creations whereas Victor has just abandoned his. The monster wants to shame Victor into taking responsibility for the lives that were lost. Hence, Shelley is stating that the monster has been abandoned by Victor which increases our sympathy towards the monster. Mary Shelley creates a contrast between Victor and the monster whilst they speak for the first time. These two reactions are completely the opposite. Whilst Victor has feelings of bitter anguish, and he somewhat loathes the monster as he describes the monster with words such as wretched devil, daemon. Here Mary Shelley chose words with evil connotations to emphasise Victors detestation of the monster. This increases our sympathy towards the monster as the name calling from Victor is proving that his emotions appear more like the monsters. .u0cc926d9e15843bd2f409370d491f589 , .u0cc926d9e15843bd2f409370d491f589 .postImageUrl , .u0cc926d9e15843bd2f409370d491f589 .centered-text-area { min-height: 80px; position: relative; } .u0cc926d9e15843bd2f409370d491f589 , .u0cc926d9e15843bd2f409370d491f589:hover , .u0cc926d9e15843bd2f409370d491f589:visited , .u0cc926d9e15843bd2f409370d491f589:active { border:0!important; } .u0cc926d9e15843bd2f409370d491f589 .clearfix:after { content: ""; display: table; clear: both; } .u0cc926d9e15843bd2f409370d491f589 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0cc926d9e15843bd2f409370d491f589:active , .u0cc926d9e15843bd2f409370d491f589:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0cc926d9e15843bd2f409370d491f589 .centered-text-area { width: 100%; position: relative ; } .u0cc926d9e15843bd2f409370d491f589 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0cc926d9e15843bd2f409370d491f589 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0cc926d9e15843bd2f409370d491f589 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0cc926d9e15843bd2f409370d491f589:hover .ctaButton { background-color: #34495E!important; } .u0cc926d9e15843bd2f409370d491f589 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0cc926d9e15843bd2f409370d491f589 .u0cc926d9e15843bd2f409370d491f589-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0cc926d9e15843bd2f409370d491f589:after { content: ""; display: block; clear: both; } READ: Dickens presents the characters of Gradgrind EssayWhereas the monsters reaction towards Victor is completely different as the monster is calm and collective and he expected the reaction he got off Victor as his first words to Victor were I expected this reaction. This shows that the monster is intellectual as he was aware of the reaction he received from Victor. In addition to that whilst the monster is talking to Victor on the sea of ice the monster appears to be reflective and sad from the time when he says You purpose to kill me up until Do your duty towards me these words that Mary Shelley wrote increases our sympathy towards the monster because these words spoken by t he monster verify the fact that it is Victor who is acting as the monster. Mary Shelley includes the theme of nature/nurture into her novel to increase our sympathy with the monster because by nature he is naturally a sensitive, composed creature underneath his deceptive manner. Although he strives to portray himself as a well-mannered being, the evil side in him seeks to overcome this.  However as the monster hasnt been nurtured by Victor he doesnt realise the extent of his behaviour. If Victor stood by his creation and taught him right from wrong then he would know good from evil. On the other hand because Victor neglected him hes resentful of Victor and seeks to gain revenge which eventually leads to the murder of one of Victors family. Mary Shelleys intention with the affect of nature/nurture is that nature is instinctive and needs to be nurtured to bring out the better alternatives.  I feel as if I have learnt a lot from the novel Frankenstein because I think that people shouldnt act in the way in which Victor did because everybody should be treated the same no matter what they look like. Also if people get treated badly like in the way in which the monster did we dont actually realise how it will affect them.  Mary Shelley intended to make Victor look like the real monster and Shelley achieves this by making Victors emotions get the better of him. In addition to that Shelley also intended us, the reader to sympathise with the monster; she achieves this by portraying Victor as the monster and makes him treat the monster inadequately.

Rethinking Leadership In The Learning Organization Essays

Rethinking Leadership In The Learning Organization A proclamation by a CEO that we are going to become a learning organization will likely be met with collective eye rolling and wonderings of, What workshop did he attend last week? Indeed, many employees are so accustomed to these management initiatives-of-the-month that seeing any results from such a managerial decree is extremely unlikely. Another of the main barriers to creating a learning organization, Senge says, is the difference between compliance and commitment. The employees are loath to accept change that starts at the top of the managerial hierarchy. A value is a value only if voluntarily chosen. We cannot force others to learn. Since it is really the individuals that comprise a learning organization, there is no substitute for a personal desire to learn. Decisions made by managers can also have the effect of paradoxically moving an organization backwards. Downsizing can lead to increased competitiveness, which is a hindrance to productivity. Competitiveness can also undermine collaborative efforts and thereby affect a companys economic prosperity. Senge defines three leadership types that he says are essential to building a learning organization: 1. Local line leaders. These are leaders who undertake meaningful experiments to test whether new learning capabilities actually lead to improved business results. 2. Executive leaders. They provide support for line leaders, develop learning infrastructures, and lead by example in the gradual process of evolving the norms and behaviors of a learning culture. 3. Internal networkers. These are individuals who can move freely about the organization to find those who are predisposed to bringing about change, to help out in organizational experiments, and to aid in the diffusion of new learning. None of the issues prevalent in businesses today will be resolved by a hierarchical management system. To bring about change, we must explore new ideas in leadership based on new leadership principles. Senges five disciplines have interested me since the start of this course. Their applications in our educational system could be profound. The largest barrier that todays schools, adult or otherwise, face is the tacit acceptance that what is now cannot be changed. It is this mental model that we must break down before real change can be affected. By recognizing the needs of adults in a learning environment, many, if not all, of the principles of the learning organization can be applied to the hierarchical organization of the administration in our schools. The barriers discussed in this article are no different from the barriers faced by school administrators. People who are not committed to change will not buy into any new idea. Change cannot be mandated. It must come from within the organization. Education

Sample Causal Argument Essay

Sample Causal Argument EssayThe idea behind a sample causal argument essay is to get students to start thinking in terms of cause and effect relationships. The next step is to make the connection between the actual cause and effect relationships they discover in their search for such connections. In the process of this, they will also learn about data analysis, probabilistic reasoning, and logical reasoning skills.Argument and knowledge are closely linked. Students should be able to grasp an argument when it is made clear. When arguments are made, it is important that the student understands that it is an attempt to persuade and convince other people of a point of view.Causal relationships are complex, but they do exist in the real world. In most cases, what causes one event or situation to occur is usually what will lead to another. And it is also a factor that often influences the way others will perceive what has occurred.Students should be taught that in order to argue that one w ay of thinking leads to another, it must be clear how the causal relationship exists. To do this, the argument should be proven in such a way that it is both logically sound and believable. The truth about that relationship needs to be articulated so that it can be evaluated. Only then can students grasp the logical reasonableness of the argument.In fact, if you offer examples of causal relationships in the real world, students will find that it is really a lot easier to see why some events are the result of others. The more examples that are provided, the easier it becomes to connect the dots in the minds of the students. After all, if you have gone over your list of example cause and effect relationships, the student already knows that the reader is looking for an inference of causality.The next part of the essay is to demonstrate the way in whichthe student has interpreted the relation. The essay writer should not go beyond this stage. If there is a need to go beyond, then it is advised that the writer discuss a few things with the student. But the main point should be remembered.For example, if the causal relationship between one cause and one effect was caused by climate change, then the student should state that climate change has made him/her a bit colder. But the cause of this coldness should not be pointed out, because that would be quite the problem. It is just that there are different ways in which the coldness can be explained.So, if you are wondering how to write a causal argument essay, it is best to look at examples of causes and effects relationships. These should be introduced to the student before the essay is written. If the student takes what they are learning from these examples, they will be well prepared to write an argument of their own.

General Haig Essay Example

General Haig Essay Example General Haig Essay General Haig Essay Soldiers during the First World War may have felt that their Generals and Commanders just ordered them around and never helped in the actual fighting and the battles of the First World War. They may have felt angry and frustrated because of this. However the Generals job was to teach and order soldiers how to fight and why to fight for their country, and not to go to war and have the possibility of dieing. Other soldiers may have felt some respect for the Generals as they have already provided service to their country, and felt the need to obey them. Source A is from the British magazine called Punch. It shows us a cartoon of a General addressing his man in a rehearsal before an attack behind enemy lines. Beneath the cartoon is a dialogue box which illustrates what is happening in the picture explaining that the Major General is saying that there are three essential differences between the rehearsal and the real thing. This is a quote take from the extract including the main punch line and explanation of the cartoon; There are three essential differences. First, the absence of the enemy. Now (turning to the Regimental Sergeant-Major) what is the second difference? The absence of the General, Sir. This suggests that the British magazines view of soldiers attitudes towards their Generals was that they felt abandoned and unjust because the commanders wont be joining them in battle, but also that the man expects that their commanders not to be in an attack with them. The purpose of the cartoon was to show and give the message to the British public about the attitudes of British soldiers. : This source is not very useful to a historian studying attitudes of British soldiers to their commanders during the First World War because it is form a British magazine and not is not an actual written reference. Also it has no factual evidence that it happened and is only a matter of the person who drew its point of view. However there is fictional dialogue from a soldier talking to his commander, which has probably tried to be accurate even though it is through the cartoonists point of view. Source B is from the TV show Blackadder Goes Forth from the BBC. It tells us that the character Captain Blackadder is sarcastically telling his fellow men about what is going to happen to them. He says that the General Insanity Melchitt invites them to a mass slaughter. This shows that Captain Blackadder feels that the General is insane in sending them out to battle which will ultimately end up in death. Also it quotes Were going over the top after sitting here since Christmas 1914, during which millions of men have died and weve advanced no further than an asthmatic ant carrying some heavy shopping. This suggests that the soldiers attitude (in this case Captain Blackadder) towards their commander is that he feels that the war is pointless and they havent moved anywhere at all due to the Generals decision making. It uses this language and context because it is taken from a comedy programme about the First World War. The purpose of the programme and the extract was to show the attitudes of soldiers in the First World War towards their commanders in a comical way. This source is quite useful to a historian studying attitudes of British soldiers to their commanders during the First World War because it is from a trusted and well known and respected source in Britain (The BBC). On the other hand it has fictional context and is supposed to be a comedy show which probably exaggerates the truth and is sarcastic. Source C is from a quote in the newspaper, The Daily Telegraph, November 1998 written by the son of Field Marshal General Haig, Earl Haig. It tells us that Earl thinks its time that his father should be praised and given credit for his role and job and the victories he achieved in the First World War. It says that he thinks he was one of the greatest men in the twentieth century and not a callous, uncaring man when in fact he was a very humane man. He also says When the old soldiers who fought in the war were alive, I never heard a word of criticism from them. It is in more recent times that it has come. This tells us that he heard that nothing was said about his father until more recent times instead of from the people who were actually in the war. This shows its problems because people might have lied to him and agreeing with him that his father was doing the right thing. It then later says that many of the people who pour scorn his father and the way of the war dont know the first thing about it and that serious historians are now coming to the view that the war had to be fought to end it. This suggests that he thinks that historians now know why it had to be fought that way and people cannot judge what happened without strong evidence that they do. The message he is trying to put across is that his father did the right thing and if historians want to know the real views about soldiers attitudes towards their commanders, they should listen to him because he is his son and has heard from people who fought in the war there views on his father. This source is very useful to a historian studying the attitudes of British soldiers to their commanders during the First World War because it is from a respect broadsheet newspaper and is an extract from General Haigs son. This helps because obviously General Haigs son would know a lot more about his won fathers characteristics and ideas more than most people. It has lots of dialogue and is a serious account. It actually states about the soldiers views and attitudes towards their commanders. However it is slightly biased because it is written by General Haigs son, which does mean that his son could be backing up and supporting his father and possibly lying to the newspaper in order to back up his father, who he respects. In conclusion, sources A to C are useful to a historian studying the attitudes of soldiers to their commanders in World War One because they all show in some way, the views of soldiers on their commanders. Source C is most useful to a historian because it is the most reliable source out of the 3 and contains more facts than the other two. Source A is limited to historians because it is a picture with speech written underneath about one persons view on soldiers attitudes towards their commanders. They all have uses to historians as they are all very different and can all be used for historians studying the attitudes of soldiers to their commanders in World War One. 2) General Douglas Haig was Britains commander-in-chief during the Somme battle and took much criticism for the sheer loss of life in this battle. He put his belief into one final mighty push against the Germans to be destroyed in the Somme region of France. The French had been asking for some form of military assistance from the British to help them in their battle with the Germans at Verdun, and so Haig had helped them, thus helping to win World War One. However different people think different things about General Haig. Some think that he was a skilled soldier like John Keegan whereas others think Haig was reluctant to the consequences of his battle tactics. People criticize him for his belief in the simple advance of infantry troops on enemy lines, which included the loss of 20,000 allied soldiers killed on day one and 40,000 injured making it the bloodiest day in British military history. Source C is an extract from the British broadsheet newspaper, The Daily Telegraph and was written in November 1998, by the son of Field Marshal General Haig, Earl Haig. It tells us that Earl thinks its time that his father should be praised and given credit for his role and job and the victories he achieved in the First World War. Earl writes I think the serious historians are now coming to the view that the war had to be fought to the end. This suggests that he believes that some historians are getting the idea of his father wrong and is also persuading historians that the war had to be fought to the end by using the phrase serious historians. Meaning, those who do not have that view are not serious about the history of his father General Haig. This source therefore does support Keegans interpretation of Haig. However, this source is not entirely reliable because it is a one-sided biased point of view of General Haig, because it is simply from his son who supports his father no matter what others say about him. It is still quite useful though as it does entirely back John Keegans view on General Haig because it shows that people who fought in the war never criticised General Haig and it is in more modern times people believe that General Haig was a bad person in the world of the British military. Source D is a poster which is called Your Country Needs Me taken from the book General Haigs Private War. It shows a caricature of General Haig pointing towards himself mimicking the famous poster of Lord Kitchener and Uncle Sam pointing at the person reading it. The poster has the words Your Country needs me l like a hole in the head which is what most of you are going to get. The word me is in very large bold letters compared to the other ones to get the point of the poster across to the person viewing it. This suggests that the person who made it believes that General Haig should not be the commander-in-chief for the British army during that point in time because he is leading them towards death and is a mocking General Haig in doing so. It shows us this by General Haig pointing at himself and using the phrase like a hole in the head which is what most of you are going to get showing that the person who drew this poster believes that if you joined General Haig you will almost certainly die. This source therefore does not support Keegans interpretations of Haig. However, this source is not entirely reliable because again it is a one-sided point of view and is produced in a way that is rebellious, comical way which mocks General Haig. Although it is still quite useful because it shows what other peoples views are about General Haig, giving another side to the story. Source E is three different extracts form Haigs diary showing his own view on the Battle of The Somme and trench warfare. It tells us Haigs views prior to the Battle of the Somme, the day before the Battle of the Somme and the day of the Battle of the Somme. Haigs view in the first extract written prior to the Battle of the Somme in June 1916 is very realistic which says things like The nation must be taught to bear losses and The nation must be prepared to see heavy casualty lists. This suggests that Haig knew what will happen on the day of the Battle of the Somme, and that it will be a day in which Britain will lose many lives informing people that they should be prepared for what is about to happen. The second extract written on 30th June 1916, the day before the attack began is a very reassuring and generally good message about the soldiers welfare and mind state. It says The men are in splendid spirit and The barbed wire has never been so well cut nor the artillery preparation so thorough. This suggests Haig is full of confidence and believes he is doing the right thing because of the things soldiers have said about him and has been done in preparation. It gives this impression also by the language and context used in the extract. The final third extract written on the 1st of July 1916, the day of the Battle of the Somme is quite unreliable because it shows almost what is a frightened message written in denial of what is happening. The extract says that the attack was very successful and everything went like clockwork. This shows some truth because the attack was successful but was also the worst and bloodiest day in British military history and all did definitely not go like clockwork due to the extreme levels of death and what could be said poor battle tactics. It also says Our troops are in wonderful spirits and full of confidence. That phrase is very unreliable because General Haig wasnt even there, therefore he would not know about the soldiers feelings. This source therefore does support Keegans interpretation of Haig. However, this source is not entirely reliable because it is all written by General Haig himself and in most cases he will be one-sided to support his ideas and the consequences of them, whether the outcome is bad or good. The source does have limited information because General Haig wasnt there and cannot give a full image and brief of what really is going on. It is still very useful though for John Keegan to back up his interpretations of General Haig as it is written by the man himself, also it gives reliable information like those realistic points of view in the first extract. Source F is from Great Battles of World War 1, written by a modern historian, Anthony Livesey, published in 1989. It tells us about how General Haig was silent, humourless and reserved but also was shrewd, ambitious and had great self confidence. It says Perhaps his greatest failing was his constant, often misplaced optimism, which seemed to stem from his belief that he had been chosen by God to serve his country. This shows us that Livesey only wants to suggest his ideas about Haig as a military commander and places ideas about why Haig chose to battle the way he did, and why he never seemed to give up hope. The last sentence It was probably this inability to recognise defeat that led to his continuing attacks on the Somme and Passchendaele, tells us that Livesey has a clear guess at why Haig would continue the attacking in places like Somme to end the war. Overall it is giving both sides of the argument and gives the point of view from a modern historian. This source therefore does and does not support Keegans interpretation of Haig. However, this source is not entirely reliable because these are all probable ideas from one man, and they are his conclusions as of what Haig was and why he did things in the way he did. It is still quite useful though as it does support Keegans interpretations in some ways, but justifies reasons why Haig did things with his misplaced optimism and inability to recognise defeat. This affects the way Keegans interpretations of Haig by downgrading the reasons for Haigs actions. Source G is from the War Memoirs of David Lloyd George, published after the war and written by the British Prime Minister David Lloyd George. It tells us that Lloyd George tried to shift the blame over to Haig. It also tells us about the pride he has for his people The tale of these battles s the story of the million who would rather die than call themselves cowards even to themselves. This suggests that he is proud to be part of a nation where millions of British people would rather die than call themselves and there nation cowards. The source is very anti Haig/General in the sense that he says and also the two or three individuals who would rather the million perish than they as leaders should admit, that they were blunderers. And My only justification is that Haig promised not to press attack if it became clear that he could not attain his objectives by continuing the offensive. This suggests that he is trying to shift the blame of the tragedies of the war as Prime Minister over to the leaders of the military, in particular, General Haig. This source therefore does not support Keegans interpretation of Haig. However this source is not entirely reliable because it is written by the British Prime Minister who obviously does not want to make himself look bad and a disgrace to the country, willing enough to blame it on someone else if needs be. It is still quite useful though as it provides the thoughts of the leader of the country and gives some amount of evidence against Keegans interpretations. Source H is an extract from the official biography Haig, by Duff Cooper. Cooper was asked by Haigs family to write this book. It tells us that there can surely be only one opinion which is, if Haig refused to fight then it would of meant the abandonment of Verdun to its fate and the breakdown of co-operation with the French. This suggests that Cooper thinks that Haig had to give battle on Somme and that it is the only opinion of Haig and the Battle of the Somme. This source therefore does support Keegans interpretation of Haig. However, this source is not entirely reliable because Cooper may be linked to the Haig family if they asked him to write it, because of his views on Haig and the battles he commanded, showing that the source is slightly biased. It is still quite useful though as it is positive evidence towards John Keegans interpretations and it is also reliable because it is from the official biography of General Haig, which gives yet another view about Haigs actions. Source J is from The Times, a well known British broadsheet newspaper. It was written on the 10th May 1917 (after the Somme) and contains a one column article from the Rheinisch Westfalische Zeitung which is a German newspaper. It tells us that it is a German tribute to Sir D. Haig. This source is very pro German and constantly but discretely tries to offend Great Britain, and England in particular. It says Field-Marshal Haig is certainly one of the ablest generals of contemporary England, and like the majority of able Britons is of Scottish descent, by saying that the writer is saying that more able British people are usually Scottish, and not English. This is an example of the Germans offending the English by saying Scotland is more superior. Also it says that he is apparently the best man Great Britain has to set against her enemies, but his energy and eagerness to attack have not proved equal to the German art of defence will certainly make all of Germany very satisfied. This suggests that the British do not have anything to offer that is as good as the German defence making the German people happy because they are suggested better than the British. This source therefore does not support Keegans interpretation of Haig. However, this source is not entirely reliable because it is written by Germans who will not diminish their country and will make out that the British have nothing worthy against them. It is still quite useful; though as it gives a German point of view and shows what Germany think about Haig, instead of just British points of view. Source K is from an article by S. Warburton published in Hindsight: GCSE Modern History review in April 1998. It shows us a balanced account of Haig and clearly showing both sides of the arguments; was Haig ultimately, victorious or did he make a mistake by taking battle on the Somme. It also states that Haig should not be blamed for the failings of the British war efforts, because it puts too much of a burden of guilt on one man, meaning that Warburton feels that Haig was wrongfully accused of the British military failings. It says Haig was the product of his time, of his upbringing, education, training and previous military experience. On argument goes that he was, ultimately, victorious and, even if he had been replaced, would there have been anyone better for the job? This suggests to us that Warburton thinks that Haig was brought up the right way during his time and shows one side of the argument but also hinting that he feels was there really anyone better for the job. This source therefore does support Keegans interpretation of Haig. However, this source is not entirely reliable because it was published in 1998, whereas there is more sufficient evidence in present day. It is still very useful though as it is written for a GCSE Modern History review book, written by a historian which gives a sense of trust and factual evidence towards Keegans interpretations. Source L is an extract from General Haigs Special Order Of The Day which was issued to every member in the British Armed Forces and written. It tells us about what is expected and what every soldier must follow. It says Victory will belong to the side that holds out the longest. There is no other course open but to fight it out. Every position must be held to the last man. There must be no retirement. With our backs to the wall and believing in the justice of our cause each one of us must fight on to the end. This strongly suggests that General Haig thought that victory will only be received, if the British stuck it out the longest even though there would be many deaths and casualties, there must be no giving up, or backing out and that every man shall hold every position and fight to the end until the enemy is destroyed. This source therefore does support Keegans interpretation of Haig. However, this source is not entirely reliable because it was written by General Haig and therefore biased and was also issued after the bloodiest day in history, the Battle of the Somme. It is still very useful though as it a written document issued to every member in the British Armed Forces by General Haig. This supports Keegan because it is sufficient evidence to back up his interpretations. In conclusion, sources C to L do provide sufficient evidence to support John Keegans statement that Haig was a highly skilled soldier. Throughout the sources more of them give evidence to back up Keegans interpretations than go against them. Most of the sources do support Keegans interpretations because they are written by people involved with Haig or historians. For instance, the quote Haig was the product of his time, of his upbringing, education, training and previous military experience. On argument goes that he was, ultimately, victorious and, even if he had been replaced, would there have been anyone better for the job? , is written by a modern historian in a book which informs students at GCSE level about General Haig, and does ultimately support John Keegans interpretations.

Analyze the main theories in Origin of Species by Charles Darwin and Essay

Analyze the main theories in Origin of Species by Charles Darwin and then present arguments by his detractors and supporters for these theories - Essay Example Immediately and after the theory was proposed, there were many supporters and many detractors who questioned the validity of the theory and its applicability in the word. The book was controversial and it still remain controversial apparently due to the contradiction that it made to the religious belief of the people at that time and the fact that the contribution that it continued to express between the scientific and religious world. There were also many scientists who supported and many who refuted the theory as not applicable and a mere protrusion of Darwin’s mind. Since then there have been an evolution of the theory but some of the principles of the postulation of the theory are still acceptable to the world of science. But the subject of creation and evolution still attracts ranging controversy in the world. (Jenkins, 2002) The theory can be summarized into some key postulations which showed how species survived in their natural environment. The theory of survival for the fittest and eliminating by natural means showed that the current species that we have been a product of the genetic material that makes up the species and the natural environment under which they live. The theory postulated that species are likely to survive in the environment when there are favorable conditions that can allow for the evolution to take place. As such species changes as the environment changes and therefore it is the way a species adapts to the environment that determines how the species will survive in the environment. In the course of his adoption, they undergoes different structural changes which are all meant to give them adaptive feature that the will help them to survive in the environment. (Ronald, 1994) Therefore we can say that it is the nature which selects the right individuals who will survives in the environment. The theory was hence called natural selection theory