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The Munich Agreement And The Anglo German Declaration

For some European powers at the time, The Munich Agreement and the Anglo-German Declaration was considered to have achieved a peace that was thought to be unconceivable. Unfortunately, the great claims of Neville Chamberlain did not come true. These agreements only delayed the inevitable between the great European powers and allowed Hitler to gather more territory with relative ease. This document between the powers of Germany, Italy, France, and the United Kingdom outlined the terms and conditions under which Germany would annex a large portion of Czechoslovakia. Throughout this text, the historical context and significance of the Munich Agreement will be analyzed. The Munich Agreement was produced in hopes to stop Hitler; he was threatening to unleash war upon Europe if he did not get the Sudetenland. With Hitler’s tyrannical pleas, the leaders of Britain, France, and Italy agreed to the annexation of a large portion of Czechoslovakia out of fear of war (Munich Agreement). I t is important to note that Italy was an ally of Germany. Benito Mussolini, Italy’s leader at the time, was one of Hitler’s greatest inspirations during his rise to power. Germany, Italy, Britain, and France all came together in Munich, Germany to hold a conference to discuss Hitler’s tyrannical demands. The agreement was signed on September 29th, 1938 and it formally allowed for Germany’s annexation of the Sudetenland (Munich Agreement). The agreement came at a time where Europe seemed to beShow MoreRelatedThe United Nations7583 Words   |  31 Pagesan Austrian-born German politician who was the leader of theNazi Party (German: Nationalsozialistische Deutsche Arbeiterpartei (NSDAP); National Socialist German Workers Party). He was Chancellor of Germany from 1933 to 1945 and Fà ¼hrer (leader) of Nazi Germany from 1934 to 1945. As effective dictator of Nazi Germany, Hitler was at the centre of World War II in Europe and the Holocaust. Hitler was a decorated veteran of World War I. He joined the precursor of the NSDAP, the German Workers PartyRead MoreAssess How Hitlers Ideology Affected Nazi Foreign Policy Between 1933-391528 Words   |  7 Pagesmake their own history†¦under given and imposed conditions’ has been tainted by several revisionist historians as the catalyst for Hitler’s foreign policy. A.J.P. Taylor even goes on to argue that Hitler was not only continuing a policy of previous German governments but he also believes Hitler can not be directly implemented in the events which unleashed WW2. However, to attribute Hitler’s foreign policy purely to his opportunistic characteristics would be to ignore his personal motivations and bothRead MoreAppeasement, A Foreign Policy2236 Words   |  9 PagesAdolf Hitler was able to take advantage of these German grievances and used them as part of his campaign to gain power and bring back Germany to its former glory, by any means necessar y. Historian Christopher Waters States that â€Å"Hitler was not willing to accept the European Status quo established under the Versailles treaty†3 When the leaders of Europe became aware of Hitler’s obvious intentions, they rightly feared the outbreak of another war due to German aggression and emergency meetings were calledRead MoreWorld War II Essay example2157 Words   |  9 Pages The Second World War began in September of 1939 and was between the Allies and the Axis. It began with Germany’s unprovoked attack and conquest of Poland, and involved Britain and France from the beginning. Its origins lay in German resentment at the terms of the Treaty of Versailles (1919), the economic crisis of 1929-30, which favored the rise to power of Fascist dictators, the failure of the League of Nations to gain international acceptance for disarmament, and the policy of imperialism adoptedRead MoreThe United Kingdom : A Stable Government Model Essay1528 Words   |  7 Pagesliterature and sports. A legend like the United Kingdom is not simply created, it was foraged through hardships and tribulations in order to become an unstoppable force of nature. According to the Encyclopedia Britannica after many conquests by an Anglo-Saxon king, Ireland fell under English rule and formally joined Great Britain in 1800 with the Act of Union. Though Ireland later regained its independence in 1922 but two thirds of the country stayed apart of the United Kingdom. The United KingdomRead MoreThe Short-Term Significance of Adolf Hitler on International Relations 1933-1953.2024 Words   |  9 Pagesappointed chancellor he intended to destroy the last remnants of the Weimar republic and set about destroying democracy in Germany altogether. Hitler in his own words wanted to create the politically and biologically eternally valid foundations of a German Europe.[1] This famous quote of his in 1932 clearly represented his vision of Europe and that it should be dominated by Germany. Hitler’s view is further supported by his quote from a Nuremburg rally in 1933 after 15 years of despair, a great peopleRead MoreMolotov Ribbentrop Pact7210 Words   |  29 PagesMolotov–Ribbentrop Pact The Molotov–Ribbentrop Pact, colloquially named after the Soviet foreign minister Vyacheslav Molotov and the German foreign minister Joachim von Ribbentrop, was an agreement officially titled the Treaty of Non-Aggression between Germany and the Soviet Union[1] and signed in Moscow in the late hours of 23 August 1939.[2] It was a non-aggression pact under which the Soviet Union and Nazi Germany each pledged to remain neutral in the event that either nation were attacked byRead MoreEssay about British Middle East Policy in the Late 1930s3295 Words   |  14 Pagesalso a major source of oil. Oil was to become one of the most useful chemicals needed by the economy of a country both in peace and most importantly for war. The British commitment to a Jewish National Home in Palestine, agreed upon in the Balfour Declaration of 1917, created a series of conflicts for the British-Arab policy. This pledge to the Zionists created a great uprising by the Arabs both in Palestine and the ne ighboring countries. It was apparent that the British were losing control over thisRead MoreHitler s A Study Of Tyranny5435 Words   |  22 Pagesrelationships with others, prejudice and hatred for the established world and non-Germanic peoples (especially the Jews), a penchant to exhibit fanatical, passionate outbursts. In 1913, Hitler moved to the German city of Munich. When World War I broke out in 1914 he volunteered for the German army. Hitler served continuously throughout the war, except when he was wounded in 1916 and when gassed two years later, he was continuously at the front â€Å"serving as a Meldeganger, a runner whose job was toRead MoreOne 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 Pagesmeasures we deploy to demarcate historical epochs, the twentieth century does not appear to be a very coherent unit. The beginnings and ends of what we choose to call centuries are almost invariably years of little significance. But there is little agreement over when the twentieth century c.e. arrived, and there were several points both before the year 2000 (the collapse of the Soviet Union, the reunification of Germany, the surge of globalization from the mid-1990s) and afterward (9/11, or the

Media Influence on Students Free Essays

Children’s use of media is socialized mostly in the family (cf. Bryant, 1990). Television is an essential part of family life. We will write a custom essay sample on Media Influence on Students or any similar topic only for you Order Now Viewing occurs mainly with other family members, especially for young children. For instance, in one longitudinal study, more than 70% of the time that 3- to 7-year-old children spent watching general audience programming occurred with a parent (St. Peters, Fitch, Huston, Wright, ; Eakins, 1991). Moreover, television habits are formed early. The amount of television viewed is somewhat stable from age 3 onward, probably because it depends on family patterns that do not change readily (Huston, Wright, Rice, Kerkman, ; St. Peters, 1990). The process of learning is composite and multifaceted. The child should negotiate a series of vital tasks as he or she grows. The child must protect a sense of attachment to mother, father, and family (Bowlby, 1988). Then the child must move through the phases of separation and individuation (Mahler, Pine, ; Bergman, 1975). Here, the baby begins to move toward being a person (i.e., toward developing an internalized world of thought, emotion, and judgment that will facilitate the baby to be autonomous and self-regulating). From there, the child must start to deal with his or her issues of sexual identity, competition, power, and insertion in the group, elements that Freud (1933/ 1964) termed the Oedipal phase. The relationship between unconscious fantasy and the growth of the personality can be understood from the following: The growth of the personality occurs with the maturation of the perceptual apparatus, of memory as well as from the hoarded experience and learning from reality. This process of learning from reality is connected with the development and changes in unconscious fantasy. There is a constant struggle with the child’s invincible fantasies and the encounter of realities, good and bad. (Segal, 1991, p. 26) It is also been asserted by experts that media is somewhat unethical for children. Television with its extreme reaching influence spreads transversely the globe. Its most significant part is that of reporting the news and sustaining communication linking people around the world. Television’s most prominent, yet most stern feature is its shows for entertainment. Violence in entertainment is a main issue in the growth of violence in society, Violence is the exploit of one’s powers to mete out mental or physical injury upon another, and exemplars of this would be rape or murder. Violence in entertainment attains the public through television, movies, plays, and novels. On July 26, 2000, officers of the American Medical Association, the American Academy of Pediatrics, the American Psychiatric Association, the American Psychological Association, the American Academy of Family Physicians, and the American Academy of Child and Adolescent Psychiatry issued a â€Å"Joint Statement on the Impact of Entertainment Violence on Children,† which was subsequently endorsed by both houses of the United States Congress. At this time, well over 1,000 studies—including reports from the Surgeon General’s office, the National Institute of Mental Health, and numerous studies conducted by leading figures within our medical and public health organizations—our own members—point â€Å"Overwhelmingly to a causal connection between media violence and aggressive behavior in some children. The conclusion of the public health community, based on over thirty years of research, is that viewing entertainment violence can lead to increases in aggressive attitudes, values, and behavior, particularly in children†¦.† (Joint Statement on the Impact of Entertainment Violence on Children, Congressional Public Health Summit, July 26, 2000). â€Å"The effect of entertainment violence on children is complex and variable. Some children will be affected more than others. But while duration, intensity, and extent of the impact may vary, there are several measurable negative effects of children’s exposure to violent entertainment†¦. We in no way mean to imply that entertainment violence is the sole, or even necessarily the most important factor contributing to youth aggression, anti-social attitudes, and violence†¦. Nor are we advocating restrictions on creative activity. The purpose of this document is descriptive, not prescriptive: we seek to lay out a clear picture of the pathological effects of entertainment violence. But we do hope that by articulating and releasing the consensus of the public health community, we may encourage greater public and parental awareness of the harms of violent entertainment, and encourage a more honest dialogue about what can be done to enhance the health and well-being of America’s children† (Joint Statement on the Impact of Entertainment Violence on Children, Congressional Public Health Summit, July 26, 2000). New interactive digital media have become an integral part of children’s lives. Nearly half (48%) of children six and under have used a computer (31% of 0-3 year-olds and 70% of 4-6 year-olds). Just under a third (30%) has played video games (14% of 0-3 year-olds and 50% of 4-6 year-olds). Even the youngest children — those under two — are widely exposed to electronic media. Forty-three percent of those under two watches TV every day and 26% have a TV in their bedroom (the American Academy of Pediatrics â€Å"urge parents to avoid television for children under 2 years old†). In any given day, two-thirds (68%) of children under two will use a screen media, for an average of just over two hours (2:05). (PR Newswire; 10/28/2003) Moreover, children at elementary level constantly struggle between fantasy and reality can be seen in the child’s deep ambivalence concerning accepting the difference between â€Å"what’s real† and â€Å"what’s made up.† The child frequently attempts to obliterate differences, particularly those existing between the sexes and the generations. The child wants to be everything; he or she wants to be his or her own cause, he or she wants to be unlimited. The child wants to be a boy and a girl; to be his or her own father and mother; to know everything without learning and so forth. One can readily see that TV (as well as movies and video games) can be experienced as a means to gain the delusion of gratifying those wishes. However, teachers and parents distinguish that fantasy and daydreams persist to play an active, at times predominant, aspect of the child’s development all through his or her formative years. In many cases, it is not until early adolescence that we see children able to assimilate their fantasies with rational thought in a way that make certain that external reality takes an increasing hold over perception, reasoning, and behavior. Although many more years are required before the child matures into a person who adeptly and constantly discriminates the internal from the external in a usually integrated fashion. It is this slow and accruing process of thought and fantasy being integrated with the resultant increase in the growth of the personality that seems to undergo the most inhibition when the consumption of media images becomes extreme or defensive. Children’s animated cartoons show how outer, media-based images â€Å"mimic† the form of unconscious fantasy. The cartoon is a psychologically charged, exciting portrayal of fantastic (animated) characters. Its form is simple: An underdog (disguised child) comes into conflict with others (the top dog = parents or older children). There is danger, threat of destruction or death that is conquering in a magical and effortless fashion where pleasure and laughter are the outcome. The Coyote wants to eat the Roadrunner; Elmer Fudd wants to shoot Daffy Duck. Throughout complex and irrational activities, the â€Å"victim† triumphs over the â€Å"villain.† Furthermore, there are no real consequences attendant to the use of immense aggression and force. Magically, all characters reappear in the next cartoon and the cycle of conflict and decree, pleasing the child’s wish to overcome limitation and smallness, is repeated once more. Further, teacher in classroom can develop the child’s ability to be creative, to construct a â€Å"transitional space† (Winnicott, 1978) within which to form new blends of inner and outer, is inhibited to the degree that the child’s mind is saturated with media-based images, characters, stories, and inspiration. The child must transform the â€Å"raw material† of both his or her inner and outer world in a pleasing synthesis in order to feel truly knowledgeable and in charge of his or her existence. The passivity by-product of TV viewing leads to a restraint of autonomous inspiration and produces what teachers are seeing more and more: anxious, irritable, angry, and demanding children who are unable to â€Å"play† and who demand to be â€Å"entertained† in a mode that approximates their experience of TV viewing. The use of drugs and alcohol utilize the same mechanisms as TV to achieve their psychological effects. As the substance user’s body and mind are chemically altered, deep unconscious fantasies of security, charisma, power, or limitlessness are activated. Hence, Winn (1985) was accurate in describing TV as the â€Å"plug-in drug† as the â€Å"use† of TV to fend off depression, anxiety, and conflict is identical in its function to that of drugs and alcohol. The faction of â€Å"instant gratification† can be seen to plea to the universal wish to be the satisfied infant sucking at the breast: a mere cry, the feed and the bliss of satisfied sleep. The reality is unfortunately much more difficult, for what we see are increasing numbers of frustrated, angry, and uncooperative children, experiencing their wishes as demands, and their hopes as entitlements. However, learning is fundamentally based on more about how to communicate effectively with children on the subject of coping with the intimidating aspects of their environment. It is significant to recognize that some level of fear is suitable and indeed may be important to survival in certain situations. On the other hand, overburdening children with fears of horrendous disasters that are either unavoidable or highly unlikely to threaten them personally may add undue stress to the procedure of growing up. Because television is one of children’s main sources of information about the world, we need to be capable to make reasoned decisions about what to expose our children to and when. We also require being able to explain crucial features of life to them in an age-appropriate way that preserves their youthful optimism while encouraging necessary and suitable precautions. Work Cited Bowlby J. (1988). A secure base: Clinical applications of attachment theory. London: Rutledge. Bryant J. (Ed.). (1990). Television and the American family. Hillsdale, NJ: Lawrence Erlbaum Associates. Freud S. (1964). New introductory lectures on psychoanalysis (standard edition, 22). London: Hogarth Press. (Original work published in 1933) Huston A. C., Wright J. C., Rice M. L., Rerkman D., St. M. Peters ( 1990). â€Å"The development of television viewing patterns in early childhood: A longitudinal investigation†. Developmental Psychology, 26, 409-420. Joint Statement on the Impact of Entertainment Violence on Children, Congressional Public Health Summit, July 26, 2000. Also Available At: http://www.aap.org/advocacy/releases/jstmtevc.htm Mahler M., Pine F., Bergman A. (1975). The psychological birth of the human infant. New York: Basic Books. New Study Finds Children Age Zero to Six Spend as Much Time With TV, Computers and Video Games as Playing Outside; One in Four Children Under Two Have a TV in Their Bedroom. WASHINGTON, PR Newswire; 10/28/2003 Also Available at http://www.findarticles.com/cf_dls/m4PRN/2003_Oct_28/109334573/p1/article.jhtml Segal H. (1991). Dream, phantasy and art. London: Tavistock/Routledge. St. M. Peters, Fitch M., Huston A. C., Wright J. C., Eakins D. (1991). â€Å"Television and families: What do young children watch with their parents?† Child Development, 62, 1409-1423. Winn M. (1985). The plug-in drug: Television, children and the family. New York: Penguin Books. How to cite Media Influence on Students, Essay examples

Decision Making based on Opportunity Cost-Free-Samples for Students

Questions: 1.As a producer, why is it important to consider the Price Elasticity of Demand of your Product when setting the price you are going to charge? 2.Explain the difference between Comparative advantage an absolute advantage. Answers: 1.Introduction The price for normal goods is the primary determine of the quantity demanded. The consumer behavior is such that they want to maximize utility but by spending the least money possible. Thus they tend to buy more goods when the price is low but less goods when price is high. Analysis The concept of Price Elasticity of Demand (PED) is to show how a unit price change influences the quantity demanded (Pal, 2016). Competition creates a need to charge the best price to attract more customers. Selling at very high price may shift customers to make their orders from other suppliers offering at lower price. Its not price of a good alone that mainly influence demand; the type of good also affect demand. For instance, the demand for a good with close substitutes fall when the producer raises own price. On the other hand, the demand for unique products does not change much when price is raised Fig (a) Elastic Demand(b) Inelastic Demand The change in price affects demand differently; in fig (a), demand is elastic, meaning that the change in demand that results from a small price change is very high (Chand, 2016). Its thus not advisable to raise price in this case. In figure (b), where demand is inelastic, the change in demand is low even with a big price change. This is the best case to raise price. Conclusion PED is an important sales tool for the producer as it guides him/her on when to lower or raise prices and at the same time achieve the objective of increasing revenue. Elastic demand is not suitable for price raise; on the other hand, price could be raised under inelastic demand 2.Introduction Absolute and comparative advantage are two concepts mainly used in international trading (Schumacher, 2012). The concepts may also however be used locally in comparing the efficiency and opportunity cost between two parties. In international trade, a country cannot produce everything or import everything. It only produces that which it can effectively and import that which it cannot. Analysis Absolute advantage means that a producer is able to produce more effectively than the other. On the other hand, opportunity cost is used to define the comparative advantage; this is where the producer has a lower opportunity cost in producing a certain good compared to a similar producer (Perera, 2016). For instance, assume two countries, U.S and Australia that produces two goods (maize and wheat). U.S can either produce 50 bags of maize or 25bags of wheat. Australia can either produce 40 bags of maize or 10 bags of wheat. In this case, the U.S has an absolute advantage in both maize and wheat production since it has an ability to produce more compared to Australia. However, if the U.S produces maize, it foregoes 25/50 or 0.5wheat bags, but Australia foregoes only 10/40 or 0.25 wheat bags after producing bags of maize. Australia has a comparative advantage in maize production. U.S has comparative advantage in wheat production. Australia should thus specialize in maize production and U.S on wheat production and both can trade. Conclusion Absolute and comparative advantage is an essential concept that facilitates international trading. It is also used for saving costs. Costs is not the only factor that is explained by this concept; time may also be a factor where one party may have absolute or comparative time advantage over the other. Comparative advantage is essential for specialization. References Chand, S. (2016). The Importance of Elasticity of Demand (5 Important Points). YourArticleLibrary.com: The Next Generation Library. Retrieved 2 August 2017, from https://www.yourarticlelibrary.com/economics/the-importance-of-elasticity-of-demand-5-important-points/8964/. Pal, D. (2016). Elasticity of Demand and Supply (With Diagram).Economics Discussion. Retrieved 2 August 2017, from https://www.economicsdiscussion.net/elasticity-of-demand/elasticity-of-demand-and-supply-with-diagram/16244. Perera, G. (2016). Difference between Absolute and Comparative Advantage. Pediaa.Com. Retrieved 2 August 2017, from https://pediaa.com/difference-between-absolute-and-comparative-advantage/. Schumacher, R. (2012). Free trade and absolute and comparative advantage: a critical comparison of two major theories of international trade. Potsdam, Universita?tsverl