Voting in America free essay sample

The numbers are in. All Americans have the right to vote, as soon as they turn the age of eighteen then every single one of them can vote. If youre blind there is brail, if you’re deaf the elections are done on the computer so you can read it. You dont have to have a specific amount of money or own a certain amount of land, men and women can vote and all races can vote. Yet still barely half of all eligible voters show up and cast a ballot at each election. The number does rise when presidential elections come around but it still makes no sense. Men and women sacrificed their lives for us to be able to take a few minutes out of our day and vote. We, the people get to have a say in our government. Foreign countries would literally kill for a chance like that and yet many Americans take advantage of their rights. We will write a custom essay sample on Voting in America or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page What irritates me the most is people will choose not to go and vote and yet they still want to complain about how our government is run. From the minute, that our great legends in history like Thomas Jefferson sat down and came up with a government they included the people fully and made sure the right was there to vote. It took a little longer to initiate voting for all sexes and races but it was a battle we won. How can we not appreciate something we worked so hard for? The topic of this essay is to tell whether voting should be mandatory for each and every person. It would be so easy for me to answer yes to that question; however, doing that would violate our unalienable rights of the constitution. Everyone in America has freedom that cannot be taken away. Forcing people to vote would make us look hypocritical to all the other foreign countries. I believe that even though we should not force each individual to vote we should promote voting even more. People will eventually realize how much voting actually means to the government, and just how much their one vote can change the man who leads our country, or the rate of taxes, or who is elected onto their childs school board. I also believe we need to promote all elections not just the presidential one. Electing the president is a very important election but people also need to realize that the people elected on their school board will make rules for their children, the taxes voted on will affect them, and when electing a governor they will need one to work with them. If people truly knew how much of an impact the other voting had I believe the voting rate would go up noticeably.

ESL Beginning Opposites Lesson Plan

ESL Beginning Opposites Lesson Plan Learning new vocabulary often requires hooks - memory devices that help students remember the words they have learned. Here is a quick, traditional and effective exercise focusing on pairing opposites. The opposites have been divided into beginner, intermediate and advanced level lessons. The exercise can be done as a matching exercise, or, for a greater challenge, students can be asked to come up with the opposites themselves. Both types of exercises are included in the resource section of this lesson. Aim: Improving vocabulary through the use of opposites Activity: Matching opposites Level: Beginner Outline: Divide students into small groups and distribute the opposites worksheet. Ask students to either match the opposites (exercise 1) or write the opposites (exercise 2). If you have more time, you can ask students to first match the opposites and then write out the opposites individually. Alternatively, you could give exercise as follow-up homework. Correct in class. Expand the exercise by asking students to provide synonyms. Exercise 1 - Match the Opposites boyspeakoldrightfarfootsisterwifeblackcoolbuycleansmallwomanbegindrinkfullfatstand upfathershorthardcoldlight big, largebrotherdark, heavydirtyeatemptyendgirlhead, handhothusbandleft, wronglistenlong, tallmanmothernear, closenew, youngsellsit downsoft, easythinwarmwhite Exercise 2 - Fill in the Opposites boyspeakoldrightfarfootsisterwifeblackcoolbuycleansmallwomanbegindrinkfullfatstand upfathershorthardcoldlight Intermediate Level Opposites Advanced Level Opposites Back to lessons resource page

TMA04 B202 Accounting & Finance Essay Example | Topics and Well Written Essays - 2000 words

TMA04 B202 Accounting & Finance - Essay Example The name Tesco first appeared above a shop in Edgware in 1929 and since then the company has grown and developed, responding to new opportunities and pioneering in many innovations. By the early 1990s Tesco faced strong competition and needed a new strategy. We were good at buying and selling goods but had begun to forget the customers. Sir Terry Leahy, who became Chief Executive in 1997, asked customers the simple question - what are we doing wrong?". We then invested in the things that matter to customers. For example, we launched our loyalty scheme Clubcard and Tesco.com, our internet home shopping service. Going the extra mile for customers has been key to our growth. We want to make customers lives easier and better in any way we can. We want to appeal to every customer and give them a reason to come back to Tesco. Originally specializing in food and drink, it has diversified into areas such as clothing, consumer electronics, financial services, telecoms, home, health and car insurance, dental plans, retailing and renting DVDs,[4] CDs, music downloads, Internet services and software.(Tesco plc) Among its local competitors most significant ones are Morrisons,Sainsbury and Asda. The following graph shows Tesco’s market shares locally(TESCO MAIN SUBMISSION TO THE COMPETITION COMMISSION (CC) INQUIRY INTO THE UK GROCERY RETAILING) According to TNS World panel Tescos share of the UK grocery market in the 12 weeks to 30 November 2008 was 30.9%, up 4.3% on 12 weeks to 2 December 2007. Across all categories, over  £1 in every  £7 (14.3%) of UK retail sales is spent at Tesco. Tesco also operates overseas, and non-UK revenue for the year to 24 February 2007 was up 18% on 25 February 2006. Wal mart had sales of $287bn ( £160bn) in 2004-5, more than its three closest rivals put together(Deloitte 2006 Global Retailing Powers study). Walmart had put its feet in China.Following suit Tesco aggressively expanded in China, while Wal-Mart plans to hire

Diagnosis Case Study Example | Topics and Well Written Essays - 750 words

Diagnosis - Case Study Example Along with this, there are anorexia and catabolic process of chronic inflammatory process of the disease. All these may combine to cause profound weight loss over a short period of time. 3. Since there is a component of malabsorption, Schilling test may be done to rule out Vit B12 deficiency. Electrolytes to rule out potassium, magnesium, and calcium deficiencies need to be done. Serum albumin would indicate hypoalbuminaemia indicating amino acid malabosrption or protein losing enteropathy. Air-contrast barium enema and CT scan need to be done to better delineate the terminal ileal involvement. Colonoscopic examination with rectal biopsy can yield the histologic nature of the disease. 4. Apart from other general measures like nothing orally, intravenous alimentation, fluid resuscitation, the medical therapy of first choice would have been sulfasalazine. This drug consists of a sulfapyridine moiety chemically bound to 5-aminosalicylate. This undergoes bacterial cleavage, the liberated sulfapyridine is absorbed, and the salicylate component exerts its anti-inflammatory action through inhibition of prostaglandin synthesis, thus reducing the inflammation. 5. 5. The complications that may arise out of this disease, that is, Crohn's disease are intestinal obstruction; fistula formation with contiguous intestinal lumen or urinary tract; small-bowel or colonic malignancy; bile salt malabsorption leading to increased gall stones; and increased incidence of urinary tract oxalate stones. 6. If there is associated chronic inflammation of the bone marrow, there may be anemia with decrease in the platelet count. The anaemia is variable, so are the red cell indices. Megaloblastic anemia with increased MCV is rare. 7. On the basis of these preliminary tests, the diagnosis would be Crohn's disease. This disease presents in a young adult with variable weight loss, right lower quadrant discomfort or pain, and diarrhoea. The diarrhoea is usually moderate often without gross blood. The patient looked pale due to anaemia, and mouth ulcerations were due to aphthous stomatitis, which is a common accompaniment. The right lower quadrant tenderness is consistent with the mass felt per abdomen that reflected adherent loops of bowel. As expected, the blood picture reflected anaemia and leukocytosis. The final diagnosis is made from the appearance of the distal ileum that showed narrowing and thickening of the intestinal wall. 8. The main risk factor is genetic predisposition to the development of the disease. Whites and Jews have increased incidences, and increased preponderance of disease in monozygotic twins support. Exact genetic linkage yet to be discovered. 9. The other risk factors that may be involved are, immune mechanism suggested by extra-intestinal manifestations, abnormalities of cell-mediated immunity, and psychological factors caused by stress. 10. There is considerable individual variation with respect to drug metabolism, hence effects of the drug. Drug metabolism is related to cytochrome P450 family of genes. In humans, enzymes encoded by P450 genes are located in the liver where they metabolize drugs. Through oxidative metabolism, these enhance water solubility of the drug to enhance its excretion. For drugs that are metabolized in this way, this process affects the blood levels of the compound, so the therapeutic efficacy, and sometimes, this is necessary to

Logistics and Supply Chain Management Essay Example | Topics and Well Written Essays - 3250 words

Logistics and Supply Chain Management - Essay Example A proper integration of functional and cross functional activities on the basis of product flow is also required to further the supply chain efficiency. The answers to the following questions elaborate on these aspects of supply chain management. In the present day business environment firms can enhance their competitive strength by efficiently managing their supply chain. The typical supply chain in any manufacturing firm consists of various firms and agencies taking part in the purchasing, production and distribution functions of the firm. The objective of an effective supply chain management is to ensure that the costs involved in procuring the materials and components, cost of carrying the inventory of various materials and the cost of distributing the products to the end customers are reduced to the maximum extent possible so that the profitability of the company can be improved. In the process of improving the efficiency of the production process techniques like 'just-in-time' manufacturing system helps the firms to achieve the objective of cost reduction and minimization of production time. It is also important that there is an effective information flow between various supply chain partners. With the advanced informa tion and communication technology existing today it becomes easier for the firm to communicate with each other efficiently. This paper discusses some of the relevant aspects of an efficient supply chain management. 1. Critical Evaluation of the Contribution of Just-in-time (JIT) The JIT philosophy advocates the elimination of waste through the process of simplifying the production processes and elimination of piling up of inventories. Also known as 'lean production' JIT is a 'demand-pull' manufacturing system. Under this system each component in a production line is produced immediately as needed by the next step in the production line. In a typical JIT production line manufacturing activity at any particular workstation is prompted by the need for that station's output at the following workstation. In the JIT system demand triggers each step of the production process starting with the customer demand for the finished product at the end of the process and working all the way back to the demand for direct materials at the beginning of the process. In this way the demand pulls an order through the production line. The demand-pull feature of JIT production system achieves close coordination among workstations. The objectives of JIT are to (i) meet customer dema nd in a timely way, (ii) with high-quality products and (iii) at the lowest possible total cost. Contribution

Features and Types of Organisational Structures

Features and Types of Organisational Structures Organisational Structure The organisational structure in any business is important. To survive, all organisations have to be able to accomplish tasks and this requires carrying out certain duties. Structure splits the tasks of the whole organisation into smaller and more practical chunks, and allocates them to sections of the organisation that are held responsible for its completion. It also ensures that all the different sections are coordinated and controlled in a way which it has to achieve something. For example, to distinguish the structure of Jaguar an organisation chart could be used; however this is a very crude representation of the organisation and does not show how the organisation communicates or the flow of work, which may be crucially necessary for it to succeed. I believe that Jaguar’s structure is a Product grouping; mainly because a Product grouping is most often established where an organisation has a number of specific product lines (in this case the different models/makes of vehicles). Usually in this sort of structure each individual section is operated separately giving it a number of advantages. For instance, everything in a certain product line is brought together in the one central area making it easier for communication and coordination. Due to Jaguar’s product development nature, such an advantage is especially relevant as it allows for a specific team to be able to convey information between each other much faster. It is, therefore, easier to understand the information as it is easier to understand the information as it is directly being talked about directly, rather than in a document where visualisation may be required. However a Product grouping also has disadvantages, for example, team members can become to foc used on their own product and lose sight of advances made in other product groups. Again this could pose a problem in an organisation like Jaguar as it could potentially cause disillusionment between product groups by group members choosing to use their own way to achieve objects instead of listening to information from group members out with their product group which could aid them. Centralisation is another key feature in the structure of an organisation. This underlines the locality of decision making in an organisation and through this develops an understanding of the authority and responsibility in the organisation. Everybody in an organisation has responsibility, but when it is used in terms of the structure it refers to those who have a larger effect on the overall managerial aspect. In Jaguar, for instance, it is assumed that the CEO (Commanding Executive Officer) is responsible for the performance of the company; at the next level down would be the marketing director, who would be held responsible for achieving marketing objectives and so on. In centralised structures decision making tends to be retained in the hands of a small number of people at the top of an organisation, while those that are decentralised, decision making authority is delegated. From my point of view I think that Jaguar is a decentralised, as decisions are made at a point closer to operational levels. By being able to make these important decisions closer to the operational aspect of the product groups it makes a decision on the problem at hand quicker to solve, and also develops leadership skills of those lower down in the organisation. It also frees up the top management to devote its attention to long term strategies, which a company like Jaguar has to take into account due to the constant changing market direction and the type of customer who is attracted to its products. Formalisation reflects the extent to which the formal rules and procedures govern activities in an organisation and, in particular whether the nature of the work is prescribed in rules that specify what shall be done and often how it will be done, rules and procedures can be implicit as well as explicit, and can be used to either prescribe what should be done or proscribe what is forbidden. To some extent increased formalisation is a function of organisational size. Once an organisation grows beyond a certain point it becomes almost impossible to rely on interactions used to control and coordinate a smaller company. For a larger company, such as Jaguar, there tends to be more specialists higher up in the hierarchy allowing it to focus more on the long term strategic issues. Thus procedures and rules become the main way of controlling activities and introducing a degree of predictability into the organisation (Mintzberg 1979). This is a large disadvantage for the smaller product group s within Jaguar as it means there is a larger degree of predictability into their activities as well as a large distance between the groups and the management level. Organisational culture is used to try and describe the experiences of people within the organisation. It usually describes their beliefs, habits, manners, self-image and they way tasks are undertaken. To current employees the culture within their organisation will go unnoticed. The culture within the organisation is important as it key to the company functioning at its best as well as developing leadership throughout the company. A key role for the culture of an organisation is to differentiate its own specialised culture from another organisation. From my point of view, I think that Jaguar has a Task culture. This is because the management could be seen as having a series of problems to be solved. For example, Jaguar may have to make new car models to keep up with new advances in car safety and new legal regulations, which would require a team to be formed and to deal with the problem. However this has a slight disadvantage in that the teams can become easily bored with predictability and repetitive tasks. To be successful a business must continually modify to its competitive background. There are certain central ideals which stay steady and provide a sense of direction in the decision making process. These unchanging ideals form the company vision and help in identifying the company’s mission. The mission conveys the belief s and objectives (vision for future), which is made up of three main elements: Values Purpose Objectives (Vision) The values and purpose together create the beliefs of the company and usually remain the same in the long term. The values central to a company are limited to a small number (usually no more than five). They reflect the principles of the organisation as a whole. One way to identify a value would be to see if it would stay the same if the organisations situation changed. It would be counted as a value if it did stay the same. Also, if the organisation changed into a different industry, the values that were carried over would be the central values. For instance, a central value that I believe Jaguar employs is innovation. Now, as unlikely as it may seem, if Jaguar was to change its market area and this key value was no longer an advantageous aspect of the company then it would be detrimental to the company. But if Jaguar were to change its market then I should change to one where its value of innovation would aid in Jaguar’s success. The purpose is the reason that the company exists. It is shown through the company’s mission. Similar to the company values, the purpose of the company is relatively unchanging and lasts for long periods of time. This purpose is what sets the organisation apart from similar organisations. Since the main priority of a company is to turn over a profit, however this should not be part of the company’s main mission as it does not offer a suitable path for employees to follow. For example, one of Jaguar’s purposes would be to provide excellent customer service when dealing with potential clients. This would be especially important to the management of the company as it would show how the whole company treats individuals and would also influence employees on how to treat others – not just with clients. Both the purpose and values are not directly selected but are exposed. The beliefs of the company should not be goal orientated but instead, it should reveal the company as it is The objectives (or vision) are what the higher management (such as the CEO of the company) decide to try and achieve. The vision dictates an objective that the company will set as a long term goal. This contradicts the central beliefs of the company as the vision is directly chosen. Due to the vision being long term goals, they are much more demanding than other goals. The organisation has to realise that there is a reduced chance of successfully achieving the vision, but to initially begin to compete these goals the company must believe the vision can be achieved. The goals should be challenging enough that it motivates staff into increasing efforts to reach them. The majority of visionary goals come under four main categories: Target – e.g. sales targets Common Enemy – e.g. overtaking rival companies in the market Role Model – e.g. to emulate companies of a similar type Internal Transformation – e.g. becoming number one company in the market Even though a company’s vision may take a large amount of effort to achieve, most companies that have employed a long term vision have become very successful. But once the goal has been achieved, a company which would like to continue its success usually employs a new vision to keep the organisation motivated. For instance, a long term vision that could be employed, especially for a car company such as Jaguar, would be to reduce the carbon footprint of the company. This would be seen as a long term goal as it would take a long amount of time to successfully convert from fossil fuels to renewable energy as well as to research new way in which to power cars cost effectively.

Stereotyping :: Psychology Stereotyping Stereotype Essays

Stereotyping Stereotyping is a form of pre judgement that is as prevalent in today's society as it was 2000 years ago. It is a social attitude that has stood the test of time and received much attention by social psychologists and philosophers alike. Many approaches to, or theories of stereotyping have thus been raised. This essay evaluates the cognitive approach that categorisation is an essential cognitive process that inevitably leads to stereotyping. Hamilton (1979) calls this a 'depressing dilemma'. Brown's (1995) definition of stereotyping through prejudice is the 'holding of derogatory social attitudes or cognitive beliefs, the expression of negative affect, or the display of hostile or discriminatory behaviour towards members of a group on account of their membership to that group'. This definition implies that stereotyping is primarily a group process, through the individuals psyche's within that group. A further idea of stereotyping, defined by Allport (1954) as 'thinking ill of others without warrant', is that people 'make their mind up' without any personal experience. This pre judgement about a whole group is then transferred to the stigmatisation of any individuals in that group. It is these ideas that the essay aims to evaluate, through the cognitive process of categorisation and the above definitions that bring about three distinct features of stereotyping, that our cognition can be demonstrated through. The first characteristic of stereotyping is over-generalisation. A number of studies conducted found that different combinations of traits were associated with groups of different ethnic and national origin (Katz and Braly, 1933). However, stereotyping does not imply that all members of a group are judged in these ways, just that a typical member of a group can be categorised in such judgements, that they possess the characteristics of the group. Still, when we talk of a group, we do so by imagining a member of that group. The second feature and characteristic of stereotyping is the exaggeration of the difference between ones own group (the in-group) and the 'other' group (the out-group). This can be traced back to the work of Tajfel during the 1950's - 'the accentuation principle' (Tajfel, 1981). Tajfel's work was specifically on physical stimuli, and concluded that judgements on such stimuli are not made in isolation, but in the context of other factors. Applied socially - a judgement about an out-group relies upon other factors surrounding the judgement in question, as well as making a statement about the in-group and the relationship between the two groups.

British Depth Study 1890-1918 Essay

What were the living and social conditions like in the 1890s? Living conditions: * Towns became overcrowded. * People lived in slums, often whole families lived in one room. * No internal water supplies. * Shared outside toilets. * Limited electricity, wealthy families were starting to get it. * Larger families but higher infant mortality. * Very limited birth control, moral distaste. * Church taught contraception was wrong. Working conditions: * Most workers worked in factories. * Peace work – women given work to do at home or in small workshops, sewing or making matchboxes or candles, many others worked in textile factories. It was used to supplement the man’s income. * No minimum wage or restrictions on the amount of hours worked. * No unemployment benefit, sick pay or pensions. * Many workers only had seasonal employment. * Safety at work had improved, rates of pay were still the same. The state believed it was down to the employee to accept a wage. State of education: * State education until twelve. * Church schools provided a different type of education, most school were church schools. * Factory schools educated the children of their workers. * Very limited secondary education, only available for the wealthy Victorian attitudes and solutions to poverty: * Rich deserved to be rich, poor deserved to be poor. * Deserving poor were morally correct, mainly women and children. * The undeserving poor spent money on beer, drugs and prostitutes and were morally irresponsible. * Had to help yourself. * People went to workhouses, worked for food and a bed. What were social reformers doing in 1890s and what motives were there for reforms? William Booth and the Salvation Army: * Like Christian groups gave hot soup and bread to people but did more. * William and Catherine Booth went out and found poor people within East London. * East London mission expanded until in 1878 had 45 branches and was called Salvation Army. * Organised like an army. * Used attention-grabbing techniques – smart uniforms, brass bands to get attention and money. * By 1900 it ran training centres, labour exchange to help people find jobs, a farm and brickworks. * Designed to help people and train poor. * Salvation Army gathered information about poor and causes of poverty, showed some people couldn’t help being poor – out of their control * William Booth described poverty in three circles; the starving and homeless (honest poor), those that lived by vice and those that lived by crime. Charles Booth: * Wealthy Liverpudlian, inherited business and moved to London. * Refused to accept Government statistic that 25% of working population in London was in poverty. * Spent 17 years with a team investigating living conditions, income and spending of over 4000 people. * Found 31% of Londoners lived below poverty line. * Many thought it was their own fault they were poor but Booth worked out 85% were poor because of wage and unemployment problems. Split the poor into four groups: * Class A – lowest class – street sellers, criminals, loafers – life of savages with extreme hardship – 11,000/1.25% population * Class B – causal earnings – widows, deserted women, part time labourers – shiftless and helpless – 110,000/11.25% population * Class C – occasional earnings – hit by trade depressions – 75,000/8% population * Class D – low wages, less than 21 shillings per week – dock labourers and gas workers -just enough to survive – 129,000/14.5% population Seebohm Rowntree: * Intrigued by Charles Booth’s findings he wanted to see how York compared. * Calculated a family of 5, 3 adults and two children could live off 21 shillings and 8 pence per week. * Found 28% of York families were below this line, divided them into two categories: * Primary poverty – no matter how hard a family worked, they would never earn enough money to provide themselves with adequate food, shelter and clothing. These families didn’t stand a chance. * Secondary poverty – These families could just about feed, clothe and shelter themselves, provided there were no additional calls on their income. These families lived on the edge. * 10% of York in Primary poverty, 18% in Secondary poverty. * Used Booth’s idea of poverty line to work out when may be above or below. Other motives: * Surveys like those of Charles Booth and Rowntree changed opinion. * Impact of the Boer War – 40% volunteers were unfit for the army and falling behind Germany. People feared Britain would no longer be great power imperially, economically and militarily unless looked after people better. * German government had already introduced social reforms like pension and insurance schemes. * Labour party formed in 1900 poised a threat and Liberals feared losing working class votes unless they acted. * In 1906 Liberals won landslide majority and were expected to act. * Some New Liberals were in Cabinet and had the power and responsibility to help the state. What reforms were brought in? Elderly: Pensions Act (1908) * Gave weekly pensions from government funds to the elderly. * Only for over 70s * Promised to be introduced in 1908 and made law the year after. * Single person could receive 5s (s=shillings) per week. * Married couple could receive 7s 6d (d=pence). Later increased to 10s. Children: Free School Meals (1906) * Local councils given power to give free school meals to children from the poorest families * Paid for from the local rates * By 1914, 158,000 children were getting free meal once per day School medical inspections (1907) * Doctors and nurses went to schools and gave compulsory medical checks. * Recommended any treatment that should be done. * Checks were free, treatment wasn’t. * In 1912 treatment became free Children’s Act (1908) * Children became ‘protected persons’, people could be prosecuted for cruelty against them. * Poor law authorities had to visit and supervise children who had suffered cruelty or been neglected. * All children’s homes were registered and inspected. * Children under 14 who broke the law couldn’t go to adult prisons. * Juvenile courts were set up to try children accused of a crime. * Children who committed a crime were sent to Borstals, specially built and equipped for young offenders * Children under 14 couldn’t go in pubs. * Cigarettes couldn’t be sold to under 16s. School clinics (1912) * Network of school clinics set up to provide free medical treatment. * Necessary because some parents could not afford the treatment needed that was discovered during medical inspections. The sick and unemployed: Labour Exchanges Act (1909) * National string of labour exchanges set up. * Unemployed workers went to labour exchange to look for work. * More efficient than tramping around workplaces and more efficient for those offering work to people. * Like modern job centre. National Insurance Act (1911) * Insurance scheme aimed to prevent poverty because of illness. * Workers could insure themselves against sickness and draw money from the scheme if they fell ill and could not work. * All manual workers and people in low-paid white-collar jobs had to join. * Workers paid 4d for insurance stamps which they stuck on a special card. * Employers contributed 3d per worker. * Government contributed 2d per worker. * If a worker fell ill they got sick pay of 10s for 13 weeks, then 5s for 13 weeks in any one year. National Insurance Act, Part 2 (1911) * Aimed to prevent poverty because of unemployment. * Insured workers for the periods of time that they were out of work. * At the start scheme open to mainly men who worked in jobs where there was a great deal of seasonal unemployment such as shipbuilding and engineering. * Workers, employers and Government each paid 2d in insurance stamps per week. * When unemployed workers could claim 7s 6d per week for 15 weeks. How effective were these reforms? Children Benefits: * Free school meals for the poorest families’ children. * Free medical checks at school and after 1912 free treatment. * New laws passed to protect children. Drawbacks: * Had to pay for medical problems between 1907 and 1912 despite free checks. * Only some councils gave free school meals. * Limited enforcement of new laws. Elderly Benefits: * Funded by the state (non-contributory). * Provided some state assistance. * Kept elderly out of workhouse. Drawbacks: Couldn’t get it if: * Had been in prison within the last ten years. * Earned over  £31 2s per year. * Hadn’t been a British citizen for twenty years. The Sick Benefits: * 10 million men and 4 million women involved. * Stopped people falling into poverty through sickness. * Allowed people to get money if they were ill. * Got 9d for every 4d paid in. Drawbacks: * Cost worker 4d for insurance stamps, employers paid 3d and Government 2d. * Could only claim for 26 weeks per year, half at reduced rate. * Was compulsory. The unemployed Benefits: * Stopped people going into poverty because of unemployment * Labour exchanges. * Helped people who were in seasonal employment. Drawbacks: * Cost worker, employer and Government 2d per week. * Only available for 15 weeks per year. * Limited to a number of professions (2.25m eligible). Female Suffrage What were the social, political and legal positions of women in the 1890s? Working class: * Before 1870, most didn’t go to school. In 1870 state education set up and became compulsory by 1880. * By 1900 97% of all children could read and write. * At school predominantly taught to be good housewife. * Most working class women had small job – supplement man’s income. * Near end 19th century new jobs for women appearing e.g. typing. * Got less pay for same wage as men and worked long hours. Middle and upper class women: * Educated to be good companions. * In 2nd half of 19th century women got more freedom. * Still hard for women to get into higher education. * Women’s colleges had been set up but women still couldn’t get degrees. * New employment opportunities opened up for middle-class women; teaching, nursing and clerical work. Marriage: * Inferior position to husbands. * Became property of husband when they married, transferred all belongings. * Could rape and batter wives, women couldn’t instigate divorce. * Some changes came in in 1900: women could divorce men for cruelty, desertion and bigamy, women kept property after marriage, women couldn’t be kept in husband’s home against will. Votes: * Women had good jobs but couldn’t vote. * In 1867 Parliament had considered giving women the vote but decided against it. For and against female suffrage For: * Women had wealth and careers but were not allowed to vote. * It would get men to raise their moral standards like women. * Equality would stop pre-marital sex, prostitution and venereal disease. * Britain is not a democracy until women get the vote. * Voting is a right to which women are entitled. * Other countries were giving women the vote. Against: * Women and men have separate spheres. * Most women do not want the vote. * Women are represented by their husbands. * It is dangerous to change a system that isn’t broken. * Women’s role is in local affairs. * Women do not fight to defend their country. How effective were the activities of the suffragists and the suffragettes? Suffragists: * Bulk of campaigners; they encouraged, educated and persuaded people. * Didn’t undertake direct action campaign. * Entered political pact with labour party. Suffragettes: * Were the minority. * Set up by Emmeline Pankhurst and her two daughters. * Frustrated in 1906 when the vote wasn’t given to women. * At start causes nuisance and attacked symbols of the state. Winning the vote: * Propaganda – newspapers, posters and pamphlets * Meetings and demonstrations – held mass meetings and parades drawing over 20,000 protestors. * Civil disobedience and petitions – not paying taxes, boycotted 1911 census, 1910 petition to parliament in support of Conciliation Bill, over 250,000 signatures. * Hunger strikes – 1909 a number of WSPU supporters went on hunger strike whilst in prison to be recognised as political prisoners. Authorities force-fed them and passed cat and mouse act in 1913. * Suffragette violence – Slasher Mary destroyed paintings at the National Gallery, Lloyd George’s second home was firebombed, Emily Davidson dies at the Derby in 1913. Cat and Mouse Act: * Women began going on hunger strike in 1909 to be recognised as political prisoners. * Government couldn’t allow them to die and be seen as martyrs. * First started releasing them after a few days then started force-feeding. * In 1913 Cat and Mouse Act was passed allowing the women on hunger strike to be released after a few days and re-arrested once they had gone back to a healthy weight. Conciliation Bill: * WSPU calls off violence when Asquith agrees to give women the vote. * Asquith stalls on Conciliation Bill. * WSPU protests and turns into Black Friday, fights with police leading to WSPU members being assaulted. Date| Actions by Parliament| Actions by Militants| 1906| Liberals elected to Government| Start to disrupt liberal’s meetings to get votes for women discussed.| 1907| Government shows no interest in votes for women| NUWSS organises march to London| 1908| Herbert Asquith becomes Prime Minister| Suffragettes step up campaign to prove to support for women’s votes to Asquith| 1908| Some WSPU members arrested| WSPU smash windows in Downing Street and chain themselves to railings| 1909| Start force-feeding in prisons| WSPU step up campaignsHunger strikes in prison start| 1910| Discussions about Conciliation BillGovernment stall about Conciliation Bill| WSPU suspend campaignBlack Friday, when Government stalls.| 1911| Government abandons Conciliation Bill and gives more votes to men| WSPU furiously restart and step-up campaign| 1912| | Massive window smashing campaign by WSPUWSPU headquarters raided and many arrests, Cristobel Pankhurst flees to Paris| 1913| Introduction of the Cat and Mouse Act| Violence is increasedEmily Davidson dies at the Derby| 1914| Cracks down on WSPUWSPU prisoners released at start of the war| Continues with more violence, lose public supportHalts campaign when war breaks out| Did the violent methods of the Suffragettes help? Yes: * Made female suffrage front page news, brought to the attention of the public and Government. * When the issue had been raised it wouldn’t go away. Sooner or later they’d get the vote. * The idea of women voting became less strange. * The violence didn’t change Asquith’s opinions, he was already against it. No: * Violence played into Government’s hands, gave them an excuse not to give them the vote. * Government at time appeared close to giving vote but couldn’t be seen to be giving in to violence. * Violence turned moderate MPs against female suffrage, why bills for suffrage failed. * Supported the view women were not responsible enough to vote. * In 1913/14 NUWSS was growing in popularity at expense of WSPU, turning away from violence. How did women contribute to the war effort? Attitude of campaigners to the outbreak of war: * WSPU called off campaign and contributed to the war effort. * Emmeline and Cristobel Pankhurst started ‘Right to serve’ campaign demanding bigger roles for women. * Sylvia Pankhurst headed a breakaway pacifist movement opposing the war. * NUWSS – Millicent Fawcett backed the effort and NUWSS helped enrolling women to work in factories. Continued to campaign for suffrage but more low key. Roles of women during the war: * Supporting men – run families whilst men away fighting (extra responsibility) * Occupied position in the workforce. * Worked in expanded armaments factories and other jobs vacated by men. * Vital especially after munitions crisis of 1915 and by 1918 6 million women in employment (mainly munitions). * Suffered poor conditions e.g. ‘canaries’ who worked with dangerous chemicals (sulfur) * Canaries skin went yellow, some were sterilised by chemicals and some got kidney and liver disease. * Women’s land army – 16,000 women joined army to grow food, act as nurses and drivers. Problems women faced: * Balancing work and home * Food problems – rationing and food prices * Monetary problems – rent strikes, resolved by Rent Restriction Act. * Separation allowances – money paid to wives of servicemen and a pension if he died at war. Changing social attitudes: * Motherhood – Mother’s day introduced in 1916 to celebrate importance of women. Raised profile of mothers and encourage growth of birth rate, including recognition of unmarried mothers. * Greater social freedom – utilised extra income and numerous affairs leading to growth of STDs, some councils attempted a curfew to solve problem. Why women were given the vote in 1918 Problems with the franchise: * Wartime problems – many men lost the right to vote and registers out of date * Lobbying by Fawcett and NUWSS – petitioned electoral conference held in 1917 Details of the 1918 Representation of the People’s Act * All women over 30 allowed to vote and become MPs, all men over 21 could vote * There were some concerns over the majority of the electorate being women and young women lacking maturity Reasons for female suffrage in 1918: * Changing attitude of politicians – more sympathetic Lloyd George now PM * Contribution to the war effort – war work gave ideal reason for many politicians to end opposition * Limited female suffrage – appeased moderate opponents * Fear of return to suffragette militancy – avoid prospect of locking women up who had helped the war effort Campaign did not end until 1928 when the age of voting was equalised to 21 Impact of WWI How were civilians affected by the war? Recruitment: * Initial voluntary campaign led by Kitchener *  ½ million men joined in first month, 2.5 million by March 1916 * Men kept together in ‘Pals Battalions’ * Liberal Government wouldn’t force people to join up * In 1914 Britain had a huge empire but army of only 250,000 men * January 1916 Conscription Act passed making all men ages between 18-41 eligible for military service * Those in vital war industries were kept back Conscientious Objectors: * People who would not join up – mainly religious or humanitarian reasons e.g. Quakers * Mostly viewed as cowards by general public and referred to as ‘conchies’ * Given white feathers to shame objectors into joining up * Government – set up tribunals to decide if there were genuine reasons not to go to war * Could force them to help war effort in non-combatant roles on front line * Those who refused were imprisoned, if refused orders they were shot. Threat of shells, bombs and fear of invasion: * Shelling of coastal towns – December 1914 shelled Scarborough, Whitby and Hartlepool killing 119 people * Zeppelin and Gotha bombing raids – smaller zeppelins started bombing January 1915 – responsible 564 deaths and 1370 injuries. Later larger Gotha airships from May 1917 responsible for 835 deaths and 1990 injuries. First time UK vulnerable to foreign air attack. * Preparation for invasion – shelling of costal ports lead to plans issued in event of invasion. Organising Britain for war: * Defence of the Realm Act (DORA) – August 1914 * DORA gave government powers over nearly all areas of life including seizing businesses, land and controlling the spread of information * Control of industry – mining industry taken over by government, improved wages of workers. * Lloyd George headed new Ministry of Munitions created after shell crisis of May 1915. * Introduced modern techniques and dramatically improved efficiency – controlled over 20,000 factories. * Took over shipbuilding, mines and train networks. * Brought in drinking laws, controlled pubs (watered down beer) and controlled football fixtures. * Railways – needed to move troops around to ports to send them to France. Guaranteed the companies the same profit levels as 1913. Same thing happened with mines. Controlling food production: * Threat to food imports – UK relied on foreign imports of food and with the unrestricted German U boat campaign from 1916 faced severe food shortages and by April 1917 had 9 weeks supply left. * Germany wanted to ‘starve Britain to the negotiation table’ * Imported: 80% wheat, 50% milk, 50% fruit and veg, 100% sugar. * Improve supply of food – focus on expanding cultivation by increasing amount of arable land and expand agricultural workforce with Women’s Land Army. * Rich people bought more food than they needed causing prices to rise. Rationing – Also Ministry of Food of food set up anti-waste campaign and subsidised price of bread. * Voluntary rationing replaced by compulsory scheme in 1918, rationing included meat, sugar and butter. Ended in 1920. * Changes to British lifestyle – Asquith ran war effort as ‘business as usual’. * Lloyd George attacked waste, idleness and drunkenness and introduced restrictions on public entertainment (e.g. banning sports event and public holidays) and the sale and consumption of alcohol – introduced idea of total war effort. * Loss of holidays lead to strikes in 1917 and 1918. How effective was Government propaganda during the war? Newspapers: * Tight controls on what journalists on the front line could say. * Censored the wording of the reports. * No casualty lists until May 1915. * Ministry of Information censored letters home from soldiers, soldiers felt betrayed that their families believed the lies produced by the newspapers. Posters, postcards and cartoons: * Useful visiual impact, 110 were published during the war, 5 million copies issued. * Range of messages – anti-German, anti-waste and morale raising themes, recruitment. * All avoided any explicit description of the war. * Used postcards to develop themes e.g. ‘Telling the Story’ which showed the progression of a young soldier to his proud parents and family. Official photographs and paintings: * Low number of official photographers at the start of the war, 4, compared to Germany’s 50 and France’s 35. * Weren’t allowed to photograph dead bodies. * Later when Lord Beaverbrook became Minister of Information he gave the photographers more freedom as he wanted to collect a record of the war. Official films: * Used as newsreels. * Aimed to persuade people to help the war effort by mocking German’s and praising the British effort. * Most famous, The Battle of the Somme, consisted of staged and real footage. * Played to huge audiences and shocked many people with graphic scenes of death. Why did some women get the vote after the war? * Lloyd George had replaced Asquith in 1916 and he was more sympathetic to the idea. * Soldiers had lost right to vote by being abroad for a long time, needed more voters. * War work by women destroyed arguments of MPs against votes for women. * Many men were now in favour of women getting the vote after their contribution to the war effort – Britain may have lost the war without their help. * One of the arguments against women getting the vote was that they couldn’t help to defend their country, this argument was now invalid. * Conservative MPs were happy women under 30 wouldn’t get vote as they were worried young working-class women vote Labour. * Liberal and Labour MPs were happy all women over 30 would get the vote. This meant working-class, middle and upper class, so they wouldn’t all vote Conservative. * The Government was afraid that the suffragettes would restart their campaign after the war and didn’t want to imprison those who helped them win the war. On the other hand: * Many men, especially those in trade unions, did not welcome women workers in the First World War. They were worried that they would work for lower wages and take their jobs. They were not impressed by the work that women did! * Some women did not support the war effort, for example, Sylvia Pankhurst. She campaigned against the war. Some members of the NUWSS continued to campaign for votes for women. Did the Government really feel it wanted to reward these women? * The women who did much of the really dangerous, hard, and crucial work in the war were young and working class, for example, the munitions workers. And yet they were not given the vote in 1918! After the war What was the attitude of the British people at the end of the war towards the Germans and the Paris Peace Conference? Attitudes towards Germany: * Impact of wartime propaganda and casualty figures – effect of anti-German propaganda and UK casualties of over 600,000 * Felt Germany should be severely punished as they started the war * Public mood and the 1918 election – Lloyd George and the Conservatives dominated the collation given mandate to ‘hang the Kaiser’ and ‘squeeze Germany Attitudes towards war in general: * Influence of war poets – Sassoon etc. changing the image of war * Rise of pacifism – anti-war mood, First World War seen as the ‘the war to end all wars’ * Changing attitudes towards the Peace Treaties – Keynes and other criticisms of peace treaties leads to change in public attitude

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