Part Five Chapter VII

XII Halfway down his packet of Rolos, Robbie became extremely thirsty. Krystal had not bought him a drink. He climbed off the bench and crouched down in the warm grass, where he could still see her outline in the bushes with the stranger. After a while, he scrambled down the bank towards them. †M thirsty,' he whined. ‘Robbie, get out of it!' screamed Krystal. ‘Go an' sit on the bench!' ‘Wanna drink!' ‘Fuckin' – go an' wai' by the bench, an' I'll gerra drink in a minute! Go ‘way, Robbie!' Crying, he climbed back up the slippery bank to the bench. He was accustomed to not being given what he wanted, and disobedient by habit, because grown-ups were arbitrary in their wrath and their rules, so he had learned to seize his tiny pleasures wherever and whenever he could. Angry at Krystal, he wandered a little way from the bench along the road. A man in sunglasses was walking along the pavement towards him. (Gavin had forgotten where he had parked the car. He had marched out of Mary's and walked straight down Church Row, only realizing that he was heading in the wrong direction when he drew level with Miles and Samantha's house. Not wanting to pass the Fairbrothers' again, he had taken a circuitous route back to the bridge. He saw the boy, chocolate-stained, ill-kempt and unappealing, and walked past, with his happiness in tatters, half wishing that he could have gone to Kay's house and been silently cradled †¦ she had always been nicest to him when he was miserable, it was what had attracted him to her in the first place.) The rushing of the river increased Robbie's thirst. He cried a bit more as he changed direction and headed away from the bridge, back past the place where Krystal was hidden. The bushes had started shaking. He walked on, wanting a drink, then noticed a hole in a long hedge on the left of the road. When he drew level, he spotted a playing field beyond. Robbie wriggled through the hole and contemplated the wide green space with its spreading chestnut tree and goal posts. Robbie knew what they were, because his cousin Dane had showed him how to kick a football at the play park. He had never seen so much greenness. A woman came striding across the field, with her arms folded and her head bowed. (Samantha had been walking at random, walking and walking, anywhere as long as it was nowhere near Church Row. She had been asking herself many questions and coming up with few answers; and one of the questions she asked herself was whether she might not have gone too far in telling Miles about that stupid, drunken letter, which she had sent out of spite, and which seemed much less clever now †¦ She glanced up and her eyes met Robbie's. Children often wriggled through the hole in the hedge to play in the field at weekends. Her own girls had done it when they were younger. She climbed over the gate and turned away from the river towards the Square. Self-disgust clung to her, no matter how hard she tried to outrun it.) Robbie went back through the hole in the hedge and walked a little way along the road after the striding lady, but she was soon out of sight. The half-packet of remaining Rolos were melting in his hand, and he did not want to put them down, but he was so thirsty. Maybe Krystal had finished. He wandered back in the opposite direction. When he reached the first patch of bushes on the bank, he saw that they were not moving, so he thought it was all right to approach. ‘Krystal,' he said. But the bushes were empty. Krystal was gone. Robbie started to wail and shout for Krystal. He clambered back up the bank and looked wildly up and down the road, but there was no sign of her. ‘Krystal!' he yelled. A woman with short silver hair glanced at him, frowning, as she trotted briskly along the opposite pavement. Shirley had left Lexie at the Copper Kettle, where she seemed happy, but a short way across the Square she had caught a glimpse of Samantha, who was the very last person she wanted to meet, so she had taken off in the opposite direction. The boy's wails and squawks echoed behind her as she hurried along. Shirley's fist was clutched tightly around the EpiPen in her pocket. She would not be a dirty joke. She wanted to be pure and pitied, like Mary Fairbrother. Her rage was so enormous, so dangerous, that she could not think coherently: she wanted to act, to punish, to finish. Just before the old stone bridge, a patch of bushes shivered to Shirley's left. She glanced down and caught a disgusting glimpse of something sordid and vile, and it drove her on. Part Five Chapter VII VII ‘Fuckin' shurrup, Robbie! Shurrup!' Krystal had dragged Robbie to a bus stop several streets away, so that neither Obbo nor Terri could find them. She was not sure she had enough money for the fare, but she was determined to get to Pagford. Nana Cath was gone, Mr Fairbrother was gone, but Fats Wall was there, and she needed to make a baby. ‘Why wuz ‘e in the room with yeh?' Krystal shouted at Robbie, who grizzled and did not answer. There was only a tiny amount of battery power left on Terri's mobile phone. Krystal called Fats' number, but it went to voicemail. In Church Row, Fats was busy eating toast and listening to his parents having one of their familiar, bizarre conversations in the study across the hall. It was a welcome distraction from his own thoughts. The mobile in his pocket vibrated but he did not answer it. There was nobody he wanted to talk to. It would not be Andrew. Not after last night. ‘Colin, you know what you're supposed to do,' his mother was saying. She sounded exhausted. ‘Please, Colin – ‘ ‘We had dinner with them on Saturday night. The night before he died. I cooked. What if – ‘ ‘Colin, you didn't put anything in the food – for God's sake, now I'm doing it – I'm not supposed to do this, Colin, you know I'm not supposed to get into it. This is your OCD talking.' ‘But I might've, Tess, I suddenly thought, what if I put something – ‘ ‘Then why are we alive, you, me and Mary? They did a post-mortem, Colin!' ‘Nobody told us the details. Mary never told us. I think that's why she doesn't want to talk to me any more. She suspects.' ‘Colin, for Christ's sake – ‘ Tessa's voice became an urgent whisper, too quiet to hear. Fats' mobile vibrated again. He pulled it out of his pocket. Krystal's number. He answered. ‘Hiya,' said Krystal, over what sounded like a kid shouting. ‘D'you wanna meet up?' ‘Dunno,' yawned Fats. He had been intending to go to bed. ‘I'm comin' into Pagford on the bus. We could hook up.' Last night he had pressed Gaia Bawden into the railings outside the town hall, until she had pulled away from him and thrown up. Then she had started to berate him again, so he had left her there and walked home. ‘I dunno,' he said. He felt so tired, so miserable. ‘Go on,' she said. From the study, he heard Colin. ‘You say that, but would it show up? What if I – ‘ ‘Colin, we shouldn't be going into this – you're not supposed to take these ideas seriously.' ‘How can you say that to me? How can I not take it seriously? If I'm responsible – ‘ ‘Yeah, all right,' said Fats to Krystal. ‘I'll meet you in twenty, front of the pub in the Square.'

Scholarly Paper

The caring component of nursing encompasses much more than a combination of scientific and the technical. It encompasses the mandates a balance of â€Å"the head, the heart, and the hands† or â€Å"the science, the skill, and the spirit.† Nursing has its roots in the humanities, which address the wholeness of the persons for whom we care. Nursing has been sanctioned by society; nursing care satisfies a real human need. Nursing mandates the interaction with people at the most intimate level during the most crucial and critical times in their lives. And yet, the liberal arts in our educational programs continue to diminish to accommodate the scientific knowledge necessary to practice nursing. Nurse midwives provide comprehensive prenatal care including delivery for patients who are at low risk for complications. For the most part, they manage normal prenatal, intrapartum, and postpartum care. Provided that there are no complications, normal newborns are also cared for by a nurse midwife. Nurse midwives often provide primary care for women's issues from puberty post menopause. As a profession that seemingly demonstrates many of the same behaviors as obstetrics and gynecologist, we need to not only demonstrate but also document how midwifery differs from obstetrics and gynecology. Although the behaviors that a midwife, a physician a nurse- practitioner, or a physician's assistant demonstrate when providing women's health care may be similar, the origin, attitudes, and perception of the care may be radically different. If midwives truly provide women- oriented care with a focus on excellence in the process of providing care and attentiveness to outcomes, this should clearly be reflected in each client's medical record. Nurses long have been concerned with the psycho-social responses of clients to health and health alterations. The interrelationship of physiological and psychological heath requires careful attention to both dimensions within the client's family, cultural, and environmental context, and with consideration of the client's developmental level. (Tharpe, 2006, p, 1) Psycho-social functioning has two components: intrapersonal and interpersonal. Intrapersonal functioning refers to that which goes on within the individual, whereas interpersonal functioning involves a person's interactions or relationships with others. During the intrapersonal and interpersonal assessment the nurse's attention should focus on the client's current psychosocial status, with enough history to yield an appreciation of the individual's present â€Å"self.† For a comprehensive approach, the intrapersonal and interpersonal components of the nursing assessment should not be isolated from other parts of the assessment. For example, while assessing a client's physiological status, the client's interaction with and responses to the nurse provide information about cognitive style, affect, and language. (Styles, Patricia 1996, 7) The current motto of the American College of Nurse-Midwives- â€Å"With women, for lifetime†- summarizes concisely the vast area of midwifery health care. While the name â€Å"midwife† conjures images of pregnancy care and attendance at birth, the fact is that for century's midwives have been called upon to assist women in health care matters that have extended beyond childbearing. Historically, midwives have helped women with issues regarding menarche, menstruation, and menopause. And this historical role has not only extended throughout the twentieth century but has expanded further. (Vaeney, 2004, p, 380) Reference Bellack, P, Janis. Barbara, J, Edlund. (1992). Nursing Assessment and Diagnosis, London: Jones & Barlett Publishers, 337 Cody, K, Willam. Kenny W, Janet. (2006). Philosophical and Theoretical Perspectives for Advanced Nursing Practice, London: Jones & Barlett Publishers Styles, Madden, Margretta. Patricia, Moccia. (1996) On Nursing: A Literary Celebration: an Anthology, London: Jones & Barlett Publishers, 7 Tharpe, L, Nell. (2006) Clinical Practice Guidelines for Midwifery & Women's Health, London: Jones & Barlett Publishers, 1 Vaeney, Helen. Kriebs, M, Jan. Margretta, L, Carolyn. (2004). Verney's Midwifery: fourth edition, London: Jones & Barlett Publishers, 380      

Abducted by a UFO: prevalence information affects young children’s false memories for an implausible event Essay

SUMMARY This study examined whether prevalence information promotes children’s false memories for an implausible event. Forty-four 7–8 and forty-seven 11–12 year old children heard a true narrative about their ï ¬ rst school day and a false narrative about either an implausible event (abducted by a UFO) or a plausible event (almost choking on a candy). Moreover, half of the children in each condition received prevalence information in the form of a false newspaper article while listening to the narratives. Across two interviews, children were asked to report everything they remembered about the events. In both age groups, plausible and implausible events were equally likely to give rise to false memories. Prevalence information increased the number of false memories in 7–8 year olds, but not in 11–12 year olds at Interview 1. Our ï ¬ ndings demonstrate that young children can easily develop false memories of a highly implausible event. Copyright # 2008 John Wiley & Sons, Ltd. Both recent studies (e.g. Pezdek & Hodge, 1999; Strange, Sutherland, & Garry, 2006) and legal cases have demonstrated that children can develop memories of events that never happened, so-called false memories (Loftus, 2004). A well-known legal case is the ‘McMartin Preschool’ trial in which several teachers were accused of ritually abusing hundreds of children across a 10-year period (Garven, Wood, & Malpass, 2000; Garven, Wood, Malpass, & Shaw, 1998; Schreiber et al., 2006). Some of the children recalled extremely bizarre, implausible events such as ï ¬â€šying in helicopters to an isolated farm and watching horses being beaten with baseball bats. The charges against the teachers, however, were eventually dropped; videotapes of the investigative interviews indicated that the children were suggestively interrogated and many experts concluded that the children’s memories were almost certainly false. Controversial cases like the McMartin trial have inspired researchers to investigate how children develop false memories of implausible experiences (Pezdek & Hodge, 1999; Strange et al., 2006), yet the precise antecedents of implausible false memories are still ill-understood. The question we ask here is whether prevalence information—that is, details about the frequency of a false event—is a potential determinant of children’s implausible false memories. *Correspondence to: Henry Otgaar, Faculty of Psychology, Maastricht University, PO Box 616, 6200 MD, Maastricht, The Netherlands. E-mail: henry.otgaar@psychology.unimaas.nl Copyright # 2008 John Wiley & Sons, Ltd. H. Otgaar et al. What do we know about the role of prevalence information in the development of false memories? Mazzoni, Loftus, and Kirsch (2001) describe a three-step process that explains how false memories are formed. According to this model, three conditions must be satisï ¬ ed to create false memories. First, an event has to be considered plausible. Second, the event has to be evaluated as something that genuinely happened. Finally, images and thoughts about the event have to be mistaken as memory details. Consider, now, just the ï ¬ rst stage of Mazzoni et al.’s model (event plausibility) and how prevalence information might affect perceived plausibility. Recent experiments have shown that prevalence information enhances the perceived plausibility of implausible events (Hart & Schooler, 2006; Mazzoni et al., 2001; Pezdek, Blandon-Gitlin, Hart, & Schooler, 2006; Scoboria, Mazzoni, Kirsch, & Jimenez, 2006). Mazzoni et al. (2001) asked undergraduates to read false newspaper articles describing demonic possession. The articles implied, among other things (i.e. a description of what happens in a typical possession experience), that possessions were more common than people previously thought and after reading the articles participants were more likely to believe they had witnessed a demonic possession in the past. Other studies investigating the role of prevalence information in eliciting false beliefs have produced similar striking effects (Hart & Schooler, 2006; Mazzoni et al., 2001; Pezdek et al., 2006; Scoboria et al., 2006). What we do not know, however, is whether prevalence information inï ¬â€šuences the development of false memories (stage 3 of Mazzoni et al.’s model) and not just false beliefs per se. This is an important issue in the false memory literature because several authors have argued that memories and beliefs, although related, are deï ¬ nitely not the same (Scoboria, Mazzoni, Kirsch, & Relyea, 2004; Smeets, Merckelbach, Horselenberg, & Jelicic, 2005). Moreover, the effect of prevalence information has only ever been tested on adults’ beliefs. To date, no study has examined whether prevalence information affects the generation of children’s false memories. What do we know about event plausibility in the development of children’s false memories? In short, research has produced interesting but varied results. Early studies showed that children were more likely to create false memories of plausible than implausible events (Pezdek & Hodge, 1999; Pezdek, Finger, & Hodge, 1997), and researchers suggested that it may be difï ¬ cult to implant false memories of an implausible event (i.e. receiving a rectal enema). In contrast, one recent study shows that children will falsely recall both plausible and implausible events to a similar extent (Strange et al., 2006). Three different explanations might account for these mixed ï ¬ ndings. First, Strange et al. presented children with a doctored photograph of the false event whereas Pezdek and colleagues used false descriptions. Doctored photographs might be considered an extreme form of evidence -one that is very difï ¬ cult for children to refute. It is probable, then, that the doctored photographs skewed the children’s plausibility judgments which in   turn caused them to develop false memories for the plausible and implausible event at a similar rate. Second, Strange et al. compared false events that were either plausible or implausible whereas Pezdek and colleagues (1997, 1999) contrasted false events that differed in terms of script knowledge (i.e. description of what typically occurs in an event). Speciï ¬ cally, they compared a high script knowledge event (i.e. lost in a shopping mall) with a low script knowledge event (i.e. receiving a rectal enema). However, the exact relation between script knowledge and plausibility is not clear (Scoboria et al., 2004). Third, the two false events used in Strange et al.’s and Pezdek et al.’s studies differed with respect to valence. Strange et al.’s events were positive (i.e. taking a hot air balloon ride and drinking a cup of tea with Prince Charles), whereas Pezdek and colleagues implanted false negative events in Copyright # 2008 John Wiley & Sons, Ltd. children’s memory (i.e. lost in a shopping mall and receiving a rectal enema). Studies have shown that valence affects the development of children’s false memories (Ceci, Loftus, Leichtman, & Bruck, 1994; Howe, 2007). Since plausibility, valence and script knowledge seem to play a role in the development of false memories, the false events used in the current study were matched on these factors. To examine whether prevalence information can lead children to develop full-blown false memories of plausible and implausible events, and to examine developmental differences in the development of false memories, we adapted the false narrative procedure (e.g. Garry & Wade, 2005; Loftus & Pickrell, 1995; Pezdek & Hodge, 1999; Pezdek et al., 1997), and exposed some 7–8 year old children and some 11–12 year old children to one true description and one false description of past experiences. Previous studies have shown that these age groups differ developmentally with respect to suggestibility and false memory formation (e.g. Ceci, Ross, & Toglia, 1987). The true description described the child’s ï ¬ rst day at school. The false description was either plausible and described almost choking on a candy, or implausible and described being abducted by a UFO. Half of the children in each group also received prevalence information in the form of a newspaper article. The article suggested that the target false event was much more common than the children probably thought. Our predictions were straightforward: based on the prevalence literature with adults, we predicted that children who heard false prevalence information would be more likely to report false memories than children without false prevalence information. With respect to the role of event plausibility, two predictions can be formulated. Based on studies by Pezdek and colleagues (1997, 1999), we would predict that regardless of prevalence information, plausible events would elicit more false memories than implausible events. However, based on a recent study by Strange et al. (2006), we would expect that plausible and implausible events are equally likely to elicit false memories. Finally, because younger children are more suggestible than older children (for an overview see Bruck & Ceci, 1999), we expected that younger children would be more likely to develop false memories than older children. METHOD Participants The study involved 91 primary school children (48 girls) from two different age groups (n  ¼ 44, 7–8 year olds, M  ¼ 7.68 years, SD  ¼ 0.52; n  ¼ 47, 11–12 year olds, M  ¼ 11.64 years, SD  ¼ 0.53). Children participated after parents and teachers had given informed consent. All children received a small gift in return for their participation. The study was approved by the standing ethical committee of the Faculty of Psychology, Maastricht University. Materials True narratives True narratives described children’s ï ¬ rst day at school. This event was chosen because it was a unique event that had happened to all children at age 4. Children’s parents were contacted by telephone to obtain the following personal details about each child’s ï ¬ rst school day: the family members or friends who escorted the child to school, and the teacher’s and school’s name. These details were incorporated in the true narratives. Copyright # 2008 John Wiley & Sons, Ltd. An example of a true narrative was: Your mother told me that when you were 4 years old, you went for the ï ¬ rst time to the elementary school. The name of the elementary school was Springer and it was located in Maastricht. The name of your teacher was Tom. Your mother took you to school. False narratives False events were selected from a pilot study. In that study, 49 children (M  ¼ 8.02 years, SD  ¼ 1.20, range 6–101) rated the plausibility and valence of 29 events on child-friendly 7-point Smiley scales (anchors:  ¼ implausible/negative,  ¼ plausible/positive) with bigger smiley faces referring to more plausible/more positive events. Speciï ¬ cally, children had to indicate how likely the events were to happen to them (e.g. ‘How likely is it that you almost choke on a candy’?; i.e. personal plausibility; Scoboria et al., 2004) and how pleasant the events were for them (e.g., ‘How pleasant is it that you almost choke on a candy’?). To ensure that they understood the events, all children rated two practice items. Furthermore, 19 children (M  ¼ 8.74 years, SD  ¼ 1.05, range 7–10) were instructed to report everything they knew about each event and the total number of idea units served as our measure of children’s script-knowledge about the events (Scoboria et al., 2004). Based on their ratings, we selected two events, almost choked on a candy and abducted by a UFO. These events were equal in terms of valence (Mchoking  ¼ 1.65, SDchoking  ¼ 1.48, MUFO  ¼ 1.94, SDUFO  ¼ 1.98, t(47) < 1, n.s.) and script knowledge (Mchoking  ¼ 1.11, SDchoking  ¼ 0.99, MUFO  ¼ 0.74, SDUFO  ¼ 1.05, t(18)  ¼ 1.20, n.s.), but differed in terms of plausibility with mean plausibility ratings being higher for the choking event (M  ¼ 5.86, SD  ¼ 2.02) than for the UFO event (M  ¼ 1.63, SD  ¼ 1.75, t(47)  ¼ 10.07, p < .001). Age did not correlate with plausibility, valence and script knowledge for the two events ( ps > .05). Children’s parents conï ¬ rmed that their child had never experienced the false events. The false narratives were: Almost choked on a candy: Your mother told me that you were at a birthday party when you were 4 years old. At this party you received a bag of candies. When you were at home again, you were allowed to have one candy. Your mother saw that you turned blue and she panicked. Then she hit you on the back and the candy came out. Abducted by a UFO: Your mother told me that when you were 4 years old, you were abducted by a UFO. This happened when you were alone outside. You mother was inside the house. Then she suddenly saw through the window that a UFO took you. False newspaper articles For the true and false events a newspaper article was fabricated describing that the event took place quite frequently when participants were age 4. These false newspaper articles were similar in appearance to a local newspaper. Moreover, to personalize the newspaper articles, we included the children’s hometown in the articles. The newspaper articles were 1 Because the age range of our pilot sample did not completely overlap with the age groups of our study, we conducted a 2 (pilot group: younger vs. older children)  2 (event: UFO vs. choking) ANOVA with the latter factor being a within subject factor to examine the effect of age on plausibility judgments. No signiï ¬ cant interaction emerged ( p > .05) indicating that age did not have an impact on the plausibility ratings of our two events. Therefore, the plausibility ratings of our pilot sample can be extended to the older group of our study were randomly assigned to the plausible or implausible event and to the prevalence or no prevalence information condition. Each child was interviewed individually twice over seven days. All interviews were audio taped and transcribed. During the interviews, one true narrative and one false narrative were read aloud, with the latter always being presented in the second position. The procedure of the interviews was similar to that used by Wade, Garry, Read, and Lindsay (2002). At the start of Interview 1, children were told that we were interested in their memories for events that had happened when they were 4 years old. Children were instructed to report everything they remembered about the events. In the prevalence information condition, they were told that to help them remember the events they would be provided with a newspaper article. Subsequently, the interviewer read out the article to the child. Children who did not describe details of the target event were told that ‘many people can’t recall certain events because they haven’t thought about them for such a long time. Please concentrate and try again’. If they still did not recall any details, the interviewer made use of context reinstatement and guided imagery. The purpose of these retrieval techniques was to take the children mentally back to the scene of the event. Speciï ¬ cally, children were told to close their eyes and they were asked to think about their feelings, who was with them, and about the time of the year. After this, children were asked again to recall any details about the event. If they still did not come up with details, the next narrative was presented or the interview was stopped. At the end of Interview 1, children were asked to think about the events every day until the next interview and they were instructed not to talk with others about the events. Parents were asked not to discuss these events with their children. Interview 2 was similar to Interview 1. At the end of Interview 2, they were debriefed using ethical guidelines for false memory research with children (Goodman, Quas, & Redlich, 1998). RESULTS AND DISCUSSION An extensive number of children were extremely surprised during the debrieï ¬ ng when they were told that the false event did not happen to them. For example, one 8-year old child responded ‘It really did happen’ where another one said ‘I really can remember seeing the UFO’. After the debrieï ¬ ng, 39% (n  ¼ 13) of the children remained absolutely conï ¬ dent that they experienced the false events. We debriefed these children until they understood the events were false. Together, these ï ¬ ndings suggest that the false memories in this study were not the result of children falsely assenting or trying to please the interviewer. True events True memories were categorized as either remembered or not remembered. To be categorized as remembered, children had to report at least two of the three personal details correctly. Children’s true recall was near ceiling. They remembered 88 (97%) events at Interview 1 and 89 (98%) events during Interview 2, x2(1)  ¼ .07, n.s. False events For the false events, two independent judges classiï ¬ ed each memory report as no false memory, images but not memories or false memory according to criteria used by Lindsay, Hagen, Read, Wade, and Garry (2004). If a child attempted to recall the false event, but did Copyright # 2008 John Wiley & Sons, Ltd. Appl. Cognit. Psychol. 23: 115–125 (2009) DOI: 10.1002/acp Prevalence information, plausibility, and children’s false memories not have any memory of the event or did not report any details that were beyond the false description, the report was categorized as no false memory. A report was judged as an image when children speculated about details and described images related to the false events. For example, one child reported: ‘I think I almost choked on a candy on the birthday of Mauk. I am not sure. It was not a pleasant feeling’. To be classiï ¬ ed as a false memory, children had to indicate that they remembered the event and provide details beyond those mentioned in the narrative, but related to the narrative. To give an example of a detail, one child stated that he remembered being taken to the UFO through a blue beam of light. If children stated that they thought the event and/or certain details could have happened, then this was not scored as a false memory. Furthermore, to minimize the effect of demand characteristics, direct responses to interviewer prompts were not classiï ¬ ed as a false memory. The following dialogue from Interview 2 illustrates a child’s false memory of the UFO abduction. Child: ‘I saw cameras and ï ¬â€šashes and some people in the UFO’. Interviewer: ‘How many people did you see’? Child: ‘Approximately nine or ten’. Interviewer: ‘What kind of people’? Child: ‘People like me, children’. Interviewer: ‘What else did you see’? Child: ‘I saw some people and also some blue/green puppets were passing’. Inter-rater agreement for classiï ¬ cation of the memory reports was high; k  ¼ 0.92 for Interview 1 and k  ¼ 0.94 for Interview 2. Collapsing across the conditions, at Interview 1, 33% (n  ¼ 30) of the children developed a false memory. Thirty per cent (n  ¼ 9) of these children assented to the false events immediately, that is prior to guided imagery and context reinstatement. Thirty-six per cent of the children (n  ¼ 33), with 67% (n  ¼ 20) immediately assenting, ‘remembered’ the false events at Interview 2, x2(1)  ¼ 26.61, p < .001, Cramer’s V  ¼ 0.54. Some of the children who rejected the false events at Interview 2 indicated, despite the explicit instruction at Interview 1, that they had discussed the false events with their parents. The increase in false memories over time is in line with previous studies with adults and children (e.g. Lindsay et al., 2004; Strange et al., 2006; Wade et al., 2002). Furthermore, 10% (n  ¼ 9) of the children were classiï ¬ ed as having an image of the false events at Interview 1. At Interview 2, this percentage decreased to 7% (n  ¼ 6), x2(1)  ¼ 58.53, p < .001, Cramer’s V  ¼ 0.80. Recall that the primary question in this study was whether prevalence information boosts the likelihood of plausible and implausible false memories. Table 1 shows the percentage and number of children who reported false memories as a function of interview and condition. To examine the role of age, event type, and prevalence information in the development of false memories, we conducted a logistic regression analysis with the dependent variable being false memory (0  ¼ no false memory/images, 1  ¼ false memory). In this analysis, we only focused on ‘genuine’ false memories and did not collapse across false memories and images. Although non-parametric methods, such as logistic regression, often lack the statistical power to detect interactions (Sawilowsky, 1990), there are four important points to note about these data. First, the only signiï ¬ cant interaction found was an Age  Prevalence information interaction at Interview 1. Prevalence information enhanced the development of 7–8 year old children’s false memories but not 11–12 year old children’s false memories, and this effect occurred at Interview 1 (B  ¼ 2.16, SE  ¼ 0.96, Copyright # 2008 John Wiley & Sons, Ltd.

Integrated Logistics Core Process Redesign Case Study

Integrated Logistics Core Process Redesign - Case Study Example Siemens ROLM management was willing to benchmark its processes with other Giant corporations. They aimed at restructuring the whole company. This was a difficult project since it involved radical changes. The management awareness was a critical enabler to ensure that the re-engineering process was a success. This awareness was a process from the beginning of the project to when the company began to yield substantial profits. The process begins when the management recognizes the need to adopt the change to improve the operations of the enterprise. At his time the management knowledge and understanding is minimal. With time the management understanding shifts to another level where they understand the business process idea and how they can effectively adapt and bring change within the company. After the management has adopted the process, they clearly identify the company’s vision and then have a different view of the processes not as a project but a way to run the business (Sto ddard and Jarvenpaa, 1995). According to the case, the integrated logistics core process-reengineering program instigated in August 1992. This logistic was viewed as a cycle from the initiation until when the equipment was operational. The customer focus is another important enabler that Siemens ROLM focused on. At the beginning of the re-engineering process, the employees are uncertain of how to meet the customer needs. This is due to the change of products they are offering to their customers this tends to be difficult to determine the needs of new customers in the market. The employees also realize their aim top deliver extraordinary products and also realize that customers demand uniform excellence in the product quality. They later build up a relationship with the trading partners to meet the needs of the final customers. According to the case, ROLM had the reputation on focusing on its customers at whatever cost.

Final Exam Essay Example | Topics and Well Written Essays - 500 words - 1

Final Exam - Essay Example Another very realistic story which everyone in class talked much about was, â€Å"One Friday Morning† written by Langston Huges, this story is about a teenage girl who attains success after her art talents are exhibited in a contest, but everything changes and people start treating her badly because she is a black girl. The subject matter of the story is that racism should not be the cause of discouraging people in achieving what they want, and every one should be treated equally irrespective of their class, creed or color. Another story which caught our interest in class and which we enjoyed reading was â€Å"Fish Cheeks† written by Amy Tan, it is about a Chinese girl who is in love with the son of an American minister, her mother invites the ministers family over for the Christmas eve but she feels ashamed of the way her family acts in front of them. The lesson we learnt from it was that everyone should be proud of their culture because everyone has their own cultural values. All these stories were different in their own manner but they taught all the students something important about life and people. Another really interesting assignment, which we got and interested us, the most was comparing two essays â€Å"Where are you going, where have you been & Fish Cheeks† with the movie â€Å"Stand by me†. Both of the essays and the book are about evolution between youth and adulthood, when one can try new things and is still able to blame his or her actions on immature scruples. Teenagers often get caught up in a stipulation of inquisitiveness where finding themselves becomes predictable. The dissimilarities between the two were that they were not about racism, and the movie is about four best friends who take an overnight hike through the woods near their town to find the body of a boy whos been missing for days, where as the essay Where are u going where have u been is about a

Types of Accountancy the field of Accounting is the unbrella to Essay

Types of Accountancy the field of Accounting is the unbrella to various subcategories of this field such as auditing, public accounting, tax accounting etc - Essay Example They are: It is the most commonly recognized type of accounting that involves preparing, auditing and presenting of financial statements. Public accountants work for clients of corporations, non-profit organizations, government agency, private business or individuals performing wide range of duties like accounting, tax, auditing and bookkeeping. â€Å"External Auditing† is also being executed by some of the public accountants that form the important part of accounting profession. They review the financial records to clear all the underlying errors or financial problems to ensure accurate financial statements of company. Career as a public accountant would start with auditing, tax advisory services or management advisory services that require a Bachelor’s Degree in accountancy. Certified Public Accountants (CPAs) are the nationally certified public accountants who cleared the Uniform Certified Public Accountant Examination and possess a Bachelor’s Degree with minimum of two years experience in public accounting. The â€Å"forensic accounting† is another specialization of public accountants that deal with investigation and interpretation of crimes such as illegal financial activities, bankruptcies or contract disputes etc. These forensic accountants possess the knowledge of accounting and finance along with law and investigation to work with law enforcement. Management accounting provides the information to the internal users of the business or industry that includes company managers or employees keeping the information confidential. It uses the economical and financial information to plan and control activities that involve in cost management, asset management and budgeting etc. It predicts the future of a business or industry by considering the past and present financial data like preparation of budgets. Management accountants are also known as private, corporate or industrial accountants who are

Iron Deficiency Anemia Essay Example | Topics and Well Written Essays - 1500 words

Iron Deficiency Anemia - Essay Example The article encompasses information about causes, symptoms and treating iron deficiency anemia. The body needs iron to make hemoglobin, the most important component of the red blood cells. Insufficient supply of iron limits the production of hemoglobin, which in turn affects the production of red blood cells (RBCs). This decreased amount of hemoglobin and RBCs in the bloodstream is known as anemia. Since, RBCs are needed to carry oxygen throughout the body, anemia results in less oxygen reaching the cells and tissues, affecting their function (AMAG Pharmaceuticals). Iron-deficiency anemia (IDA), often caused by inadequate iron ingestion. It is the major cause of anemia in childhood. Iron-fortified infant formulas and cereals have substituted the iron requirement in infants of United States (American Reagent). IDA or Iron-deficiency anemia doesn't develop instantly, but, a person develops through stages of iron deficiency, beginning with iron diminution, in which the amount of iron in the body is reduced while the iron in RBCs remains constant, persistence of this leads to progression of iron deficiency, ultimately leading to IDA. This is because the red blood cells will have less hemoglobin than normal (AMAG Pharmaceuticals,). Iron-deficiency anemia is a resultant of several factors, encompassing- insufficient iron in the diet, poor absorption of iron by the body, ongoing blood loss, most commonly from menstruation or from gradual blood loss in the intestinal tract, episodes of rapid growth. In certain cases poverty becomes a contributing factor to IDA because families living at or below the poverty level may not be getting enough iron-rich foods (Gasch,, 1997). It is manifested that Iron deficiency alters the physiological functions and IDA enables the body to absorb more lead, which enhances the risk of lead poisoning in kids, particularly those living in older homes. This leads to ill health and also children face difficulties in learning and show behavioral problems. Moreover, rapid growth demands more iron and therefore any kind of iron deficiency in nutrition leads to IDA. It is observed that, infants, discontinuing iron-fortified formula and substituted with cow's milk before 12 months can lead to IDA. Since, cow's milk is low in iron essential for infant growth and development; it often replaces the consumption of iron-rich foods. Milk reduces the absorption of iron causing irritation in the intestinal mucosa resulting in small amounts of bleeding. This slow, gradual loss of blood in the stool - combined with low iron intake - may eventually result in IDA (US FDA). Other causes of IDA encompass prematurity and low birth weight, poor iron intake in the diet for children between the ages of 1 and 3 years make them prone to IDA, high consumption of cow's milk, during the onset of puberty, when growth is at its peak, boys are at risk of IDA. Adolescent girls are at higher risk because of menstrual blood loss and smaller iron stores than boys. Many girls also tend to consume a diet low in iron. On the contrary, multivitamins with iron aren't adequate and taking too much iron is a major cause of serious poisoning in children (American Academy of Pediatrics, AAP). Deficiency of Vitamin C also leads to poor iron absorption leading to IDA as vitamin C enhances iron absorption in the body. Inadequate daily intake of iron in pregnancy, growth

DUNKIN DONUTS CASE STUDY Essay Example | Topics and Well Written Essays - 500 words

DUNKIN DONUTS CASE STUDY - Essay Example In their attempt to sell only good quality products, Dunkin Donuts have created a Coffee Quality Checking Lab, in which every aspect of the coffee is checked, so that the consumers get the best value Dunkin Donut product, no matter wherever it is sold. They have also increased the value perception by giving consumers "what they want". For example, they introduce only those products which are demanded by the consumers and do not come out with random products. This is how Dunkin Donuts is increasing its value perception and having great success in matching their philosophy which is 'great quality with affordability'. Its value perception is similar to that of KFC and McDonalds. They also try to give the maximum quality to their consumers and waiting time for their burgers is only 3 minutes. This is like if Dunkin' Donuts could not sell their coffee in 18 minutes they throw it away, in the same way KFC and McDonald throw away their burgers if they are unable to sell them. The positionin g strategy of Donut Dunkin is very simple as they target a mass market without any distinction of different classes, different level of education etc. According to William Kussels, Dunkin' Donuts Senior Manager, whenever you take a ride to one of our outlet, you always see Mercedes parked with pickup trucks, this shows that we do not target any specific consumer class but we target a mass market.

Research paper on Sweden Example | Topics and Well Written Essays - 250 words

On Sweden - Research Paper Example They face some distress and mistrust of people from different cultures. They are often afraid that other cultures will not understand them (Devito, pg 150). The geographical orientation of Sweden is another roadblock to successful communication. The country is separated by many rivers and forests. This makes it hard for people of different cultures to meet and mingle. Ethnocentrism is another noticeable barrier among the Swedish. They often feel that they culture is the richest as compared with other cultures. They therefore believe that other cultures should study their culture and not vice versa (Guirdham, pg 316). Americans are continuously trying to ease thriving communication with the Swedish. However several strategies are needed for this to actualize. The Americans should be Americans more open -minded to the Swedish culture. They should develop a positive attitude towards the culture. Americans should also be more flexible in accepting the Swedish culture. They should strive to be altruistic this will ensure that the Swedish group opens up to new ideas. The most effectual way for Americans to enhance communication with the Swedish group is by understanding and learning their culture (Verderber et al pg 117). This will ensure that the Americans learn the Swedish culture. In so doing the Swedish group will be compelled to learn and open up to more

HRM and the External Environment Essay Example | Topics and Well Written Essays - 2500 words

HRM and the External Environment - Essay Example Flexibility has lead towards the development of new types of employment which significantly differ from the past types of employment such as very short term contract jobs, work at home, outsourcing various assignments etc. Today’s organizations demand flexibility at workplace, various skills, ability to work in different environment and cultures on different assignments, proficiency and high level performance at work place from their employees while the past organizational structure demanded commitment from the employees in exchange of job security (Claydon and Collin, 2005). For achieving high level of functional flexibility, in addition to the high compensation packages organization provide their employees with the opportunities of developing their skills by conducting training programs. This allows the employees to enhance their competencies in various skills and become more marketable (Claydon, 2004). This essay focuses on the increasing flexibility at work place and its i mpact on the employment relationship and the psychological contract, a social contract between the organization and the employee. It will try to reveal if the implementation of flexibility on the organizational level has led towards the alteration of employment relationship or the reduction of level of commitment towards the organization. It starts with the introduction of flexibility and the flexible firm model proposed by Atkinson (1984) with special emphasize on the labour force and 21st century competitive climate in the markets. The different theories and mechanism adapted by the organizations in order to achieve flexibility and the role of human resource management in utilizing the human resources of the organization to improve financial performance will be discussed in order to comprehend the impact of flexibility on the employment relationship, especially the employee commitment towards the employer and psychological contract which are essential concepts in the employment re lationship. Work Force Flexibility It was the 1980’s when crucial changes took place in the work place and employment relationship, the relationship between the employer and the employees. Osterman (2001) revealed that the past employment culture promised extreme job securities and the employees enjoyed relatively longer job periods. In contrast, the decision making process was wholly dependent on the supervisors; the employees had limited role in the organization and was restricted to successfully accomplish the task assigned to them. The trend changed during the last two decades of the twentieth century, the increased pressure of domestic competition and international competition, advances in the technologies, important financial change etc compelled the business organizations to look for the augmented flexibility in order to enhance the yield, rapid responsiveness to changing markets situations and innovation. The business organization have adapted the strategies to eradic ate the permanent jobs not only for the periphery group of work force but also for the core group,

Films of moral struggle research paper Example | Topics and Well Written Essays - 5000 words

Films of moral struggle - Research Paper Example In addition, the paper is going to determine whether clones should be accepted into the society since they have human feelings and memories. Also, the paper is going to discuss the advantages and disadvantages of cloning. The main question that the paper is going to address is should clones or can clones should replace human beings? Moon is a 2009 British film directed by Duncan Jones and produced by Stuart Fennegan and Trudie Styler. The science fiction film is portrayed in the future that is 2035. The star of the film is Sam Rockwell as Sam Bell who is an astronaut mining helium-3 in solitary for three years. ‘Moon’ superseded its budget of 5million dollars to gross at 9.7 million dollars in total. Towards the end of his three year contract, Sam who works with a robot called GERTY discovers that he has a doppelganger. This is after he crashes and overhears his robot companion talking to the rescue team. After tending to his unconscious doppelganger, the two Sam find out from GERTY that they are both clones of an original Sam. After this shocking news the two clones decide to undertake their own investigations and search into the cloning business. They are shocked to discover a vault full of hundreds of clones which seem to be half asleep. They discover that the company the original Sam works for clone’s astronaut to escape paying new astronauts. They decide to expose lunar company to the world and the younger or newer Sam goes to earth and tells the story which brings a lot of conflicts to the company as witnessed in the shift in stock value. In the end the film depicts that human beings do not agree with lunar’s work ethics and it seems the clones are more humane than humans themselves (Moon). Cloning can be defined as the creation of similar genetic copies using the original organisms DNA thereby making their DNA 100% similar (Hutson, 2015). Cloning uses the same process of creation like bacteria or plants do that is asexual

Adults with Learning Disabilities Essay Example for Free

Adults with Learning Disabilities Essay The discourse of ‘learning disabilities’ is now being used to challenge a wide range of acts and practices, including violence and intimidation, non-consenting sexual acts, the bullying of less resilient people by more able service users, unacceptably deprived physical or social environments and financial exploitation or fraud. Some argue that it should include all abuses of human rights. Clearly, these issues are not new as the following essay illustrates, and historically some of these practices have been hidden within service cultures while others have been quite open but variously rationalized as ‘behavior modification’, ‘relationships’, ‘control and restraint’, or ‘not giving in to attention seeking’. Abuse was regarded as a central, and inevitable, feature of institutionalized provision in influential models such as that of Goffman (1961) and Wolfensberger (1975 and 1980) within an analysis whose focus was on organizations and ideology. The new discourse is much more personalized and within it the focus is on the experience of the victim. This has some advantages for individuals and highlights some dilemmas for service organizations. It makes clear that people with learning disabilities are harmed, as any individual would be, by personal or sexual violence or exploitation. Harm is deemed equivalent whoever has caused it, for example whether it has been perpetrated by another service user, a member of staff or a stranger. This way of framing harmful acts highlights conflicts of interest between service users: the discourse of ‘challenging behavior’ for example, designed to neutralize the stigma of difficult behavior, inadvertently deflects from and discounts the experience of those on the receiving end of difficult behavior. Naming these acts as abusive confronts service agencies with the need for specialized, safe (expensive) placements for those who present a risk to others. Men with learning disabilities who have difficult sexual behaviors, for example, are often placed alongside very vulnerable people, their needs for asylum taking precedence over the safety of more vulnerable people (Thompson and Brown 1998). But while this acknowledgement is a step forward for individuals ,the new discourse risks personalizing forms of mistreatment that arise out of societal and structural inequalities. At an individual level, when issues of power are overlooked or neutralized, abusive and exploitative interactions can be explained away as relationships of choice. At a service level, new fault-lines between agencies and between purchasers, providers and regulators set up contingencies that make abuse more likely and less visible. At a societal level, there is growing inequality between the pay and working conditions of managerial, professional and so-called ‘unqualified’ staff within and across the statutory, private (for-profit) and voluntary (not-for-profit) sectors. Gender and race exacerbate the unequal position of direct care staff and the disproportionate responsibility that falls on them. This paper divides into two parts. First, I shall review the current usage of the term ‘learning disabilities’, looking at how it is being defined and categorized. Second, I will outline what is emerging as good practice in this field. WHAT DOES A LEARNING DISABILITY LOOK LIKE? Let me explain this with an exaomple: Saras lifelong difficulty with reading and writing had nothing to do with not being smart. Most individuals who have a learning disability are of average to above average intelligence and therefore have the intellectual potential to succeed at school and in careers. But they often do not reach this potential. While effort and motivation are important for success, it is clearly unfair to say of someone with a learning disability that he or she just needs to try harder. No matter how hard Sara worked, her problems did not go away. We know that a learning disability is caused by specific dysfunction within the central nervous system. The central nervous system, made up of the brain and the spinal cord, controls everything we do: our ability to process and think about language and to express ourselves verbally, as well as our ability to process nonverbal information, including art or music. Saras symptoms included reversing or rotating numbers (6 for 9), letters (b for d;p for q), and words (was for saw; on for no) when writing; omitting letters and sounds; and making sound and word substitutions when reading (tril for trial;then for there). Such problems make it difficult to decode words, and these decoding errors are most evident when reading aloud. Though never diagnosed, Saras symptoms became evident in first grade, when formal reading instruction began. As we learn to read we must of course master the alphabet, which is like a code, and learn the relationship between letters and sounds. Reading is a process of decoding the clusters of letters, converting them into words, and then attaching meaning to the words. In many cases, problems with phonological processing the ability to receive, transform, remember, and retrieve the sounds of oral language interfere with the acquisition of reading skills. Phonological processing involves the ability to separate a word into its component parts or blend sounds to construct a word. Problems with these skills make it very hard for the beginning reader to achieve fluency. Comprehension of written material depends on accurate and fluent decoding, a good vocabulary, and comprehension of the grammatical structure of sentences. When these skills are not developed that is, when they are slow and labored the reader must devote more energy and effort to identifying and comprehending each individual word, rather than constructing meaning from an entire paragraph or from general context. For many years, researchers believed that the reader automatically moved from reading the words on a page to comprehending, without participating in the process of constructing meaning. But recent research points to the fact that the reader plays an active role: using background knowledge about the subject, calling on appropriate strategies for both decoding and comprehension, and applying the right amount of attention and concentration. Reading strategies are now considered essential components of the reading process. These might include paraphrasing while reading or summarizing afterward to help with comprehension. Competent readers are able to evaluate the reading task and select strategies that are a good fit or match to the task. In Saras case, she read slowly and had to reread material several times, so she found it difficult to comprehend content or recall important facts when questioned about them later. Unlike good readers, she did not rely on strategies that could help her. She also struggled with writing. Many times she was ashamed to submit patient reports because she knew they were filled with spelling, punctuation, and grammatical errors and were not organized or structured well. Her reports never reflected her knowledge or keen insight into patient care. Writing problems can be seen at any age, although they become more evident as academic or work demands increase. While Sara knew what she wanted to say, she had trouble getting started, focusing on the essential facts, and editing effectively. She tended to use the same words over and over. This was so different from her spoken language, which was rich and varied. Not surprisingly, it took her a long time and a good deal of effort to complete her reports. Her mathematical skills, though, were more than adequate. But there are people with learning disabilities who have problems understanding mathematical concepts or difficulty solving verbal or written mathematical problems. These problems may stem from more than one source, including inadequate spatial or directional sense and difficulty understanding abstract symbols or the language of mathematics. To use a basic example, someone who does not have a good understanding of concepts such as plus and minus is going to find it hard to identify the process needed to solve a mathematical problem. Learning strategies will be of great help to this person. Sara was also troubled by her erratic performance at work. Some days, she would be fine. But when she was fatigued or stressed, she found her attention was poor and she made more than the usual number of errors. At these times, she did not feel in control and usually needed to take a break and call on the support of friends to help her get back on track. While Sara felt her social life to be strength, some individuals who have learning disabilities have difficulty in social situations because they cannot perceive others needs and make or keep friends. Relationships with family and friends and associates on the job may suffer. As a way of compensating, an individual may avoid social situations altogether and thus become isolated. Others may struggle with low self-esteem and a lack of assertiveness, which can lead to self-fulfilling prophecies of failure. Moreover, repeated negative experiences in school and at home can discourage an individual from even trying. Many individuals who have learning disabilities have difficulty planning ahead and then evaluating their performance in academic courses or work-related tasks. Planning involves the ability to determine the outlines of a task and the skills it will require. Planning helps us generate strategies or know when to ask for outside help. We are not always conscious of initiating this type of planning because so many tasks are performed automatically, such as remembering a frequently called phone number by using a mnemonic, or writing notes in a book or on a memo. But when tasks are new or complex, active planning is needed. Other learning problems may stem from an inability to manage ones time effectively to get something done on schedule. For example, many college students do not leave sufficient time to research and write a term paper, and end up frantically completing it the night before it is due. Or a manager may delay writing a budget or marketing report, finding it hard to begin. In order to use strategies at school, at home, or on the job, we need to be aware of ourselves as learners. Researchers have suggested that each of us has our own built-in executive function that directs and controls our actions. If this executive is efficient and aware of individual skills and the strategies needed to accomplish a task, the appropriate plan of action can be put into effect. If the plan is unsuccessful, then the executive reevaluates and initiates a new course of action. Individuals who have learning disabilities have a less efficient executive, the theory goes, and are therefore less able to generate and use effective strategies in their personal and professional lives. In addition to learning disabilities, a large number of adults suffer from attention-deficit/hyperactivity disorder (ADHD). ADHD affects an individuals ability to focus and concentrate on school or work tasks, and to make good use of strategies. The struggle to achieve is so much harder with the added burden of ADHD. Although external factors do not cause a learning disability, we know that they do play a significant role in learning. It is well documented that the environment we live and work in influences and helps to shape our learning patterns, behavior, and sense of self. Research has consistently shown that the type and quality of support provided both at school and within the home are strong determinants of success in school, at work, or in ones personal life. For example, a supportive family, early identification of learning problems, and appropriate intervention may make all the difference in helping an individual compensate for the disability. Learning disabilities are found throughout the world and in all socioeconomic groups they are not bound by culture or language. Approximately the same numbers of males as females have learning disabilities, and the problem tends to run in families. Many prominent figures in politics, science, and the arts are reported to have had a learning disability, among them Nelson Rockefeller, Winston Churchill, Albert Einstein, Thomas Edison, and Auguste Rodin. Einstein, for example, was described as having difficulty learning a foreign language and mathematics of all things! He also struggled with other academic subjects and with writing. All adults face the challenges and rewards of employment, home and family, leisure pursuits, community involvement, emotional and physical health, and personal responsibility and relationships. Adults who have learning disabilities must manage these life demands with an added set of problems. Society expects adults to be self-supporting, to function within a community, and to exhibit appropriate social behavior. Typically, to be self-supporting one must be employed. Employment for most adults spans a long period of time. It may begin with the exit from high school and continue for fifty or more years. While research on the employment of adults who have learning disabilities is sparse, and the findings that are available reflect the heterogeneity of the population, the information reported is unfortunately discouraging. It suggests that individuals with learning disabilities, as a group, show higher rates of unemployment, have jobs of lower status, receive lower pay, and change jobs more frequently than those without learning disabilities. Of course, there are many individuals at all levels of the workforce who do attain professional success. Further, there are well-documented accounts of persons with learning disabilities throughout history who have made significant contributions to society, among the most notable being Einstein, Edison, Churchill, and Rockefeller. It is important to keep in mind that adults who have learning disabilities who have above average intelligence, come from middle to higher economic backgrounds, and/or have completed postsecondary education, have higher rates of employment, higher job status, and greater job satisfaction than this research indicates. Those who graduate from college are much more likely to hold professional or managerial positions, for example, than those who have only a high school diploma. What makes success on the job so difficult for some people with learning disabilities? For one thing, persistent problems with reading, writing, and arithmetic can interfere with their work. Many report that they continue to struggle with decoding skills, sight vocabulary, and reading rate. Banking tasks and money management often bring out their troubles with arithmetic. Spelling is frequently reported to be the biggest problem of all. The level of basic skills that is required in the current job market is expanding to include more abstract abilities. Employers want their workers not only to be proficient in basic skills but also to be able to use these skills effectively and efficiently to solve on-the-job problems. Employers want the people they hire to be able to read for information, to analyze and synthesize the material, and apply the material read to on-the-job situations. They further expect employees to analyze problems, formulate solutions, and communicate that process, in writing, to others. Workplace mathematics, like reading and writing, also requires identification of the problem, analysis, and then the ability to find a solution. Employers further expect good interpersonal skills. The ability to use technology and information systems is becoming more essential as well. To do all of these things efficiently and effectively, workers must have mastered basic skills and be able to apply thinking skills. They also need personal qualities such as individual responsibility, self-esteem, and self management. The nature of a learning disability may affect the development of some of these competencies. For example, because of years of struggle and failure, self-esteem may be low and self-monitoring skills may not be functioning effectively. Employers often do not understand what a learning disability is, thus making it even more difficult for the adults with learning disabilities whom they supervise. Because employers cannot see the disability and may have limited knowledge about learning disabilities, they may find it difficult to understand that the problems are real. Therefore, they may fail to provide the necessary accommodations and supportive environment. They may often fail to recognize that, with assistance, workers who have learning disabilities may be tremendous assets to the company. A learning disability is a lifelong condition. Some adults, by the time they have completed their formal education, have learned to compensate for their difficulties. For many others, difficulties continue and to varying degrees impact on careers, social relationships, and activities of daily living. There are adults who were diagnosed as children and received services under the guidelines of PL 94-142. But more and more adults, who never knew why school was so hard, are now addressing the problem by initiating an assessment and seeking services to help them cope with their disabilities. Adults who have learning disabilities are a heterogeneous group. Some struggle with reading and writing, some with mathematical tasks, some with the basic challenges of daily life. There are adults who have learning disabilities who have trouble finding and keeping a job; others are professionally successful yet cannot seem to develop a satisfying social life. And there are those who seem to have few problems as they successfully negotiate the range of lifes demands. Adults who have learning disabilities are not merely children with learning disabilities grown up. The impact of having a learning disability differs at each stage of development. And adulthood itself has many stages, each with its unique challenges. Satisfaction or dissatisfaction at one stage does not guarantee the same degree of adjustment at another. At one point, the adult might deal with self-identity, at another with employment and economic independence, and still another with personal responsibility and relationships. As a group, adults who have learning disabilities represent a broad spectrum of the population. We see individuals of different ages, from different socioeconomic, ethnic, and cultural groups. We see different clusters of social and learning problems that affect education, social, personal, and occupational adjustments. The field now recognizes the unique needs of the adult who has learning disabilities, and as such has responded by providing legal protection, programs, services, and an ever-developing information base. Where do we stand today? References: Erikson, E. H. 1968. Identity: Youth and crisis. New York: Norton. Hallahan, D. P. , Lloyd, J. W. , Kauffman, J. M. , Weiss, M. P. , Martinez, E. A. (2005). Learning disabilities: Foundations, characteristics, and effective teaching (3rd ed. ). Toronto: Pearson Education, Inc. Johnson, D. J. , Blalock, J. W. (1987). Adults with learning disabilities: Clinical studies. Orlando: Grune Stratton. Jordan, D. R. (1996). Teaching adults with learning disabilities. The professional practices in adult education and human resource development series. Malabar, Fla: Krieger Pub. Shapiro, J. , Rich, R. (1999). Facing learning disabilities in the adult years. New York: Oxford University Press. Wong, B. Y. L. (1998). Learning about learning disabilities. San Diego: Academic Press.

Different Networking Systems Advantages and Disadvantages

Different Networking Systems Advantages and Disadvantages Local Area Network: Local Area network is isolated network. Generally, It is build in a physical location. such as office, home etc. Computers are connected to each other by a small server and also connected to the wide area network (Internet). This types of networks are very usefull for sharing data likes files, small or big document, play network games etc. Metro Politian Area Network(MAN) : Metropolitan area network is a large computer network where computers are connected with each other from different geographical location. Its structure and built process are quite similar with LAN the only difference its spans an entire city or a selected are like college or university campus or a commercial area. We can get a shared network connection form MAN. Wide Area Network (WANs): Wide area network is similar to a Local area network but here all other device connected to each other by fiber-optic cables, telephone line or a satellite links. Networking Topologies: Bus: Every node or device are individually linked up to successive other device or other node . Its a very simple network but its has sum troubleshooting network issues . such as if a node is not working then how can anyone find the error node. Other way it has data redundancy issues. Ring: It quite similar to bus network topologies. It has no termination like bus topologies. The main reason is that this topologes has no end it related to each other like a circle. this network has some fault such as difficulty of adding a new node to a token ring network. Star: In this netwrok each and every node maintains an itotally individual connection to a switch, where all other nodes are connected. It has a direct connection with swithch to node. the weakness are need more wire to setup a network. Mesh: In this topology every node conected with each other node. It generally used in warreless network. It need a large amount of overhead which very difficult to manage+ Hybrid: This is simply a topology referring to the case where more than one topology is utilized. ti is the combination of star and ring topology. 1.2 Evaluate the impact of current network technology, communication and standards. Answer: OSPF: It is a routing protocol generally used for larger network either a single network or a group network. It is designed by Internet Engineering Task Force. It can also used as a Gateway Protocol. FTP: File Transfer Protocol (FTP) is mainly a standard protocol of Network which is used to transfer data from client to host or one server to another server . If user or admin want to upload a file on a website he or she needs a username, password and host address. SMTP: Simple mail transfer protocol is like a media which transfers e-mail. SMTP always work with POP3 service. TCP/IP: Transmission Control Protocol and Internet Protocol is a set of a protocol stack. Basically it is tow different protocol. TCP/IP is closely related with FTP, SMTP, HTTP. 1.3 Discuss how protocols enable the effective utilisation of different networking systems. Network Protocols are ensure proper utilisation of different network system. OSI model Layer 2 protocol is data link protocol which handles the physical and logical connections to the packets destination using a network interface card (NIC). Layer 3 Protocol called Internetwork Protocol (IP) it is also called network layer protocol it work for routing, directing datagrams from one netwrok to another. IP protocol always analysis larger datragrams and identify each and every host with a 32-bit IP address. Layer 4 protocol are TCP, UDP. Transmission Control Prtocol (Tcp0 establishes connections between two hosts on the network through sockets which are determined by the IP address and port number. one the other side provides a low overhead transmission service, but with less error checking. 2.1 Discuss the role of software and hardware components. Answer: Software: All Network software consists of the programs and protocols which required to connect computers together. Their primary purpose are data inter connect each other, data sharing. Application sharing: For application sharing all computer use same platform to connect and manage computer. If a network share application software platform to connect then it can reduce network cost. Hardware or Peripheral sharing: Network software also share hardware such as phone, fax, printer etc. A printer connected with ser with server and all other computer can share that computer. Management and Security: Network software provide some mechanism to maintain proper security of data and its can make backup copy of valuable date. It can monitor and make a digital report on resource utiliaation and efficiency. Operating System: Windows or Linux system. Hardware: Network Interface card (NIC) Hub Switches Bridges Routers Gateway Modems 2.2 Discuss server types and selection requirement. Answer: For the given scenario I would prefer a window server and here I want to clear my intension by full filing server selection requirement. So If any admin want to select a server types then admin must follow, server, proxy servers, web server, mail server, FTP server, SMTP server. Here I try to mention server and its work Server: A Server designed to get request or to process requests from other device or node(client) and deliver or process data to other node or client over a local network, or the wide area network. Now a days we find plenty of servers around us. So, I try to figure out some common server types: Proxy Servers: A proxy server like a middle man between a client and a real server. Here client means a web browser such as Internet explorer or chrome. When a client make a inquiry then web browser its try to solve it, otherwise web browser forward the query to the real server. In this way a proxy server reduce search time. A proxy server also used to filter request. A network admin used it to control unauthorized web access. Such as: many company block facebook, online game site etc Mail Servers: A mail server used for delivers e-mail over a network or over the internet. This types of servers receive e-mails from other nodes or users and send the mail to correct node or client. Web Servers: Web server generally a server which commonly used to host websites. Its deliver web page with content to client site and all the content are plain HTML documents or a image. Application Servers: Application server generally called appserver. It is a software which controlled all application between users and an server. Real-Time Communication Servers FTP Servers: File Transfer Protocol (FTP) is mainly a standard protocol of Network which is used to transfer data from client to host or one server to another server . If user or admin want to upload a file on a website he or she needs a username, password and host address. Server types selection is an important step for a new network. To select a server for office or a home is not easy its seems quite complicated. So an administer should make his own criteria to select server type. So, I try to set some criteria. Software requirements: Comment Operating systems (OS) Windows CPU type and speed Lattes Expansion/Upgrade Criteria Must Drive types, space, and speeds Lattes Physical characteristics Yes Brand Intel(Processor), HP (Network Printer) 2.3 Discuss the inter-dependence of workstation hardware with network components. 3.1 Design a networked system to meet a given specification. Answer: Design of a computer network systems first think about a central device which could be a switch or a router, A central server, a pc for every users, hard ware components . Office PrinterLife Insurance company Router Agent 6 Agent 4 Server Agent 2 Agent 5 Life Insurance Company Network Structure Agent 3 Hardware requirement: Name Quantity Comment Server 1 Main Server Printer 1 Network Printer Router 7 Main Router, Office and Agents Switch 1 Central switch PC 9 Main office and agents Software requirement: 1. Windows 7 2. Internet connection 3.2 Evaluate the design and analyse user feedback. Answer: 4.1 Implement a networked system based on a prepared design 4.2 Test the network system to meet user requirements. 4.3 Document and analyse test results against expected results 4.4 Recommend potential enhancements for the networked systems. 4.5 Design a maintenance schedule to support the networked system.

The Paris Peace Conferences Justified History Essay

The Paris Peace Conferences Justified History Essay The relations between France and Germany up to the 21st century have never been outstanding. Ever since Napoleons domination of Germany, and Germanys later victories in their domination of France, the two countries have always been rivals with one another, to the point where they hated one another. In the decade prior to World War I, Germany had a massive buildup of military strength. When World War I began however, Germany seemed to be stuck up against all of Europe. Their defeat in the war spurred the creation of the Treaty of Versailles, a treaty directed at the losers of the war, that was greatly influenced by their enemy, France. Frances aims during the discussion of the treaty during the post war peace conferences were evidently the intent of crippling Germany until they would never be able to rise up as a threatening power in Europe. This statement seems one sided at first, but through further analysis, I found Frances thoughts and situation at the time to be justifiable to so me extent, and that their cruelty towards Germany understandable. I have therefore decided to investigate just how much of Frances aims towards Germany can be justified by their fear of Germany invasion, and a sense of national security. This paper will analyze acts of aggression between France and Germany prior to the peace conferences after the war, and uncover the extent of the hate between the two countries. Because the peace conferences consisted of multiple European personalities, including Woodrow Wilson of the United States of America, a number of their mindsets at the time will be analyzed. This analysis will allow for a further look into Germanys mental position in the minds of European leaders at the time. The specific points of the treaty will also be assessed in whether or not they follow through with Frances situation at the time, and their necessities. Through all of this analysis, it was found that Frances aims towards Germany were justifiable, in that Frances proximity of German territory evoked fear and a want for heightened security against Germany. Germany had invaded France many times, and each time had been complete domination, so their fear of German strength was understandable at the time. However, at the same time, there were some French aims that seemed to be abuses of their power over Germany after World War I, such as their confiscation of many natural resources including the German Saar Mines, and the massive reparations Germany was forced to pay. Introduction It was evident, ever since the Franco-Prussian War of 1870-71, that France and Germany had tensions that had the potential to catalyze a future war between not only them, but the entire world. The initial rule of Napoleon ruined future relations with Germany, with his conquest of all of the German states into his French Empire, and the forceful conversion of the German states into those of France. Along with the Franco-Prussian War, and the German annexation of Frances Alsace-Lorraine, a French state that consisted of all French peoples  [1]  , the hate that France had for Germany was unimaginable, and the brutal war debt that Germany forced France to pay certainly didnt mitigate the tensions. Prior to World War I, Germany was undoubtedly the only country that had military strength rivalling that of Great Britains, and this gave reason for the French to fear German invasion, because they did not stand a chance against the overwhelming military strength of Germany. World War I how ever, was a turning point in the balance of powers in Europe, and as a result of Germanys defeat to the Allied countries of France, Britain, and Russia  [2]  , Germany was ultimately placed into Frances position pre-World War I. It was during this time that France felt a sense of control and power over Germany, and it seemed that they wished to utilize this newfound power to implement the long awaited revenge they had for Germany since the 1800s, to be done during the post-World War I peace conferences, and namely the Treaty of Versailles. The conference for the discussion of this treaty was organized by Woodrow Wilson, the democratic President of the United States, who hoped that the shape of Germany and the successor states in central and eastern Europe would be clearer, to ensure a sustainable peace in Europe.  [3]  The members of the Allied winners  [4]  , feeling more antagonistic, felt that Germanys terms of defeat, fate of its colonies, indemnities, military limit s, and reparations, should be implemented upon them without actual conference nor discussion with Germany themselves, because they were clearly the loser of the war.  [5]  This aim was most apparent in Clemenceau, the Prime minister of France at the time, who saw Germany as a permanent enemy, and knew that France was not the lone victor of the war  [6]  . He, along with all of France, had experienced multiple German invasions and feared that Germany could start another war, and France would be its first target, due to the proximity of both countries. These fears were spread to its allies, and as a result, Germany had restricted military numbers in soldiers and vehicles, large amounts of land confiscated, and unlimited reparations  [7]  to pay. Germany was crippled to the point where not only could they not start another war, but also being on the verge of collapse. It is arguable that France was justified in their aims of the treaty for their own and national security, b ut was this massive amount of restrictions just an abuse of power for revenge? This paper will argue that Frances aims were bent on revenge for Germanys superiority in Europe prior to World War I, but will also give a discussion for other factors such as national security, and a fear for Germany, that may have influenced their offensive position towards Germany during the post-World War I peace conferences. Franco-German Relations Pre-World War I Even when Germany didnt formally exist, but existed as the country of Prussia, France never had good relations with the Germans, which is especially evident during the rule of Napoleon during the 19th century. During this time, he invaded Germany multiple times, and after the Battle of Jena-Auerstedt in October 14, 1806  [8]  , Napoleon converted the divided thirty-nine German-speaking states into his Confederation of the Rhine, and destroyed the former Holy Roman Empire that ruled over Germany. A treaty that Napoleon implemented onto Prussia as a result of their victory in this battle was the treaties of Tilsit  [9]  , which resulted in large reparations owed to France by Prussia, and stripped them of almost half of their owned territory. Anger in the German states because of this defeat evoked German nationalism in later generations in these states, views in opposition of France domination, and Napoleons rule  [10]  . During this time, one of the most hated views of Fra nce was that under Napoleons rule, the monarchs of the German states were referred to as his vassals, and all the German states were just part of the French empire  [11]  . Being conquered by France, Germanys initial view on France was a hostile one, and posed a rocky road for future relations between the two countries. At this point, France had been the dominant power in Europe, towering over all of the European countries, especially Germany. The control that France had during this time may have angered the envious Germany, giving them a mind set on reorganizing the balance of power in Europe, with France at the bottom. However, with Napoleons unstoppable empire at Frances borders, the Germans would seek their revenge later after Napoleons fall of power, in the Franco-Prussian War. The Franco-Prussian war in the 1870s between France, ruled by Napoleon the 3rd (Napoleons son), and the Kingdom of Prussia, ruled by Otto von Bismarck, ended in the defeat of Frances second empire, and a laid foundation for Germany as a significant power in Europe. This meant more than a great victory over France for Prussia, but also the unification of its states with itself being the capital, into one unified Germany in 1871  [12]  . Frances defeat in this war also meant the German annexation of Alsace-Lorraine, a French city that was purely Francophone, but forcibly taken under German control. The German annexation of this particular state was guaranteed to make France a permanent enemy, and at the time even Bismarck knew this and opposed the annexation, but was overruled by his general (General Moltke) insisting it was necessary as a defensive barrier.  [13]  The indemnity that was imposed on France after this war, was identical to the amount that Napoleon charged on Prus sia during his rule, which portrays the mindset of revenge that Germany had for France, because they wanted France to experience the same suffering that was imposed on them by France. With their faltered relations leading up to World War 1, it seemed as though the anger towards the other country would not end here, as there were acts of blatant aggression from Germany towards France that later became the actual beginnings of the war. For instance, the Schlieffen Plan of the early 20th century must be addressed, a historical event that was the catalyst for the First World War. This plan called for German troops to invade France through the neutral country of Belgium, and assume domination of French troops, then immediately turn around and defeat Russian troops on their East side, in order to consecutively engage troops from two countries  [14]  . The organization and follow through of this plan portrays the overzealousness of Germany, and their overestimation of their control over Europe, possibly because of their domination by Napoleons enormous army back in the 1800s. Even though the entire plan was flawed, due to the need for the German army to fight two con secutive battles against two different countries with no rest, there was one particular flaw that questions the thoughts Germany had at the time. The plan was originally created by Count Alfred von Schlieffen, and modified by General Molkte, as mentioned previously. The flaw was that in order to cross over to France undetected, the German army was required to march through the neutral country of Belgium, whom was in an alliance (London Treaty of 1839) with Great Britain at the time. Their invasion of Belgium caused Britain to immediately declare war on Germany, which was the start of the war. According to German records, Germany was completely aware of this alliance, but didnt believe Britain would honor their treaty with Belgium and retaliate, a major mistake on their part  [15]  . They were surprised to hear that, The Britons will go to war for a mere scrap of paper.  [16]  Although this particular flaw in German logic can be blamed on ignorance, this ignorance was arguabl y as a result of their desire to invade France, without any setbacks, which furthers the view of German-Franco hatred prior to the War. Aggression between France and Germany during World War 1 The anger towards one another between Germany and France was one of the main contributors to the war, but these feelings didnt end with the declaration of war in Europe. Throughout the course of the World War (1914-1918), it was evident through the acts of aggression from both countries, that Germany and Frances hate for one another was everlasting. One of the first major battles of World War I, on the Western Front, was the Battle of Verdun in 1916, where Germany forced France into a battle of attrition on a French city called Verdun  [17]  . A German general by the name of General Falkenhayn, saw this ancient stronghold as a vulnerable target. His strategy was to continually bombard Verdun with heavy artillery shells, and this would divert Frances attention here, thus drawing them away from the Western Front, to Verdun. This plan, he believed, would bleed France dry of troops, and win the war  [18]  . The outcome was as he had planned, with French soldiers forming a defensive position, but unaware that they were vulnerable to German attacks from all sides simultaneously. The two sides were composed of two million German attackers against two hundred thousand French defenders, however France kept sending in reinforcements, which just ended in more casualties on the French side. France suffered considerably more casualti es and deaths than Germany did.  [19]  Although this strategy of attacking Verdun and forcing a battle of attrition was a cruel act, it is arguable that because the alliances of the war were favored towards France anyways (Triple Entente), Germany had no other choice but to use such tactics to gain an edge over the war. Another arguable point revolves around the already evident German relations with France. This particular act could very possibly be another unveiling of Germanys overwhelming power onto France, and by angering France by attacking one of their most precious ancient strongholds, Germany gave France a reason to be more grim and merciless in future encounters, namely the peace conferences when the war ends, and defeat was handed to Germany by the Triple Entente Alliance. Prelude to the Treaty of Versailles When World War 1 was over, and Germany was declared the loser, and the Allies the victors, preparations were set to create a sustainable peace in Europe, and to make sure a war of the same magnitude was prevented at all costs. This fight for peace was led by Woodrow Wilson, the democratic president of the United States since 1912  [20]  . Along with him, there were several other European leaders who joined the Paris Peace Conference in 1919. These personalities were Lloyd George of Britain, Clemenceau of France, Orlando of Italy, and of Wilson himself. Each leader had a separate view of how the peace treaty should have proceeded, and the kind of peace they wanted. Woodrow Wilson Wilsons perspective on European peace was expressed through his famous Fourteen Points. His points specifically demanded the end of all secret treaties (to prevent incidents like the Schlieffen Plan), freedom of the seas, removal of barriers and discrepancies in international trade, the reduction of weapons by all powers, even land distribution, evacuation of occupied territory, a redrawing of European boundaries along borders, and an international organization with a task of solely preventing war (To be called the League of Nations)  [21]  . In Wilsons point of view, he wanted to create a new type of treaty, because he believed that it was the old treaties that focused on policies of power, secret deals that excluded mention to the victimized countries, and the creation of secret alliances made between countries  [22]  . These were significant factors that led to the first world war, and Wilson wished to reform these kinds of treaties to avoid another war. However, Wilsons F ourteen Points had much difficulty in being accepted by the Allies, because each country had a different idea of peace, and how it was to be attained. Specifically, each of the Allies had a grudge for Germany, either because of its military presence during the war, or from past relations. At the end of the war, Germany accepted an armistice in preparation for upcoming peace treaties because their initial belief was that the Treaty of Versailles was to be created on the basis of Wilsons proposed Fourteen Points, with only minor modifications  [23]  . As well, because Germany was coming under a new rule of socialistic and democratic perspectives after having overthrown their current Kaiser, they had a belief that this new democratic Germany would be treated considerably by the victorious Allies, because they would re-emerge into Europe as a new Germany  [24]  . The Allies had a considerably different perspective towards Germany, after its previous accomplishments and increase in power, and being unaware, Germany accepted the Armistice of 11 November 1918  [25]  . Demands of the Allies with the Treaty of Versailles Lloyd George of Britain Germany was arguably the most hated country during World War I, because it was the enemy of the Triple Entente, but primarily because of its enormous increasing military powers. Germanys naval power was imminent when it became Great Britains top rival in the National Arms Race  [26]  , where countries raced to construct a greater amount of weapons to show military superiority. Britain was originally the richest country with a veto over naval warfare, with all countries not daring to fight with Britain in sea battles. However, with Germanys dramatic increase in power prior to World War 1, Britain lost their control over the seas, because although the numbers of ships they had were greater, Germanys naval power was great enough to rival that of Britains  [27]  . After the war, to consolidate their power over the seas once more, Britain wished to remove Germany from naval warfare, and the treaties they had control over gave them the authority to do so. Observing the demands Geor ge had against Germany and the reasons for their weak relations, seems only because Britain was envious of increasing German strength, and wanted to uphold their previous title of the most feared naval force in Europe. Georges Clemenceau of France France had placed Germany on the top of their list of hated and feared countries, with reasons as mentioned earlier, such as the earlier German annexation of Alsace-Lorraine, which they demanded be returned at the Paris Peace Conference, and the complete domination of France by Germany during the Franco-Prussian war  [28]  . But the most evident reason was their argument that most of the war had been fought on their soil, and they demanded that Germany pay for all the damages done. At the time, there was no numerical total, but it was certain that the amount in damages that Germany had to pay was well over nine trillion francs, a sum that even Clemenceau himself said, would lead to nothing practical,  [29]  meaning that this sum of money France was demanding wasnt solely because of the damages, but with a motive to cripple Germanys economy as well. Clemenceau also insisted on their demand for security against Germany, claiming that if Germany retained ownership of their lands , enough support could start another war. However, his paranoia for security from Germany has evidence, because having seen two German invasions of France during his rule, and being dominated in both of these, Clemenceau knew full well that France was not the lone victor of the war, but rather the Allies as a whole. Because Germany almost directly borders France, it seemed understandable that Clemenceau would be so desperate for a greater sense of security from Germany. France proposed to cut down Germany to almost French size, that the west parts of the Rhine be set up as independent states under the Allies control. (The land that was taken away from Germany can be found in the appendix). If not for the rejection of the request by Wilson and Lloyd George, this confiscation of land would have been approved. Clemenceau battled the rejection, but failed and agreed to put down his request on the condition that Britain and the USA would immediately come to their aid if Germany were to l aunch an attack on France. As well, instead of the control of the Rhineland, Clemenceau proposed the demilitarization of it instead. This alternate suggestion seems justifiable, in that France craved national security, because the Rhineland was indeed a direct border between France and Germany, and if Germany stationed troops in this area, France could be in danger of an attack. However, Frances demand for the confiscation of Germanys Saar coal-mines seems to be a far stretch from security. A large portion of Germanys income came from the export of coal from these mines, and without them, the amount of reparations France set on Germany would be almost unattainable, along with the economic setbacks on Germany as a result of restrictions on its economy in the treaty. These mines, along with the return of Alsace-Lorraine to France, a small strip of Schleswig to neutral Denmark, and two tiny districts Eupen and Malmedy, to Belgium were the only territorial losses that Germany suffered f rom their loss of the war, which is relatively small and modest, considering the magnitude of their loss. Clemenceaus desire to maximize the amount of power to be taken away from Germany, even if not all of their proposals were accepted by the Allies, seemed to be solely to fulfill a sense of security from a country that was directly bordering the Rhineland and had the likelihood of invading France at any time if the opportunity was available. End Result of the Treaty of Versailles The demands in reparations that the Allies placed on Germany were massive, and as mentioned, was well over any kind of sum Germany could afford to pay. The only possible way for Germany to come up with such a sum would be from export profits. This course of action would however, compete and interfere with the Big Fours economies. This economic reasoning was ignored by the Allies, because of their mind being set on repaying their enormous debts to the USA at the time. They regarded the debt they forced onto Germany as simply another means of righting their wrongs and of putting off the danger of a German revival.  [30]  When the Treaty of Versailles was completed in May 1919 and ready to sign, the Germans initially refused, due to obvious reasons of unjust conditions. The Allies threatened Germany with hostile action in response to their refusal, and this threat caused chaos in Berlin due to conflicting perspectives. The Germans knew that there was no possible way to retaliate aga inst the victors of the war, with their damaged and insufficient army, but every German citizen (and the Allies) knew that the conditions were completely absurd and meant to collapse Germany into a state where it was impossible to revive itself, rather than simply the pursuit of peace, as initially proposed by Wilson in his Fourteen Points but later rejected by the sheer influential power of the maddened Allies. Wilson was willing to abdicate to the demands of the Allies, in return for the acceptance of his proposal of a League of Nations (Germany was excluded however). The League of Nations was formed at Geneva during the Paris Peace Conference, but the United States didnt join ironically even though Wilson suggested it, nor did Germany until 1926, or Russia until 1934. The Official Treaty of Versailles was completed in three months. During its process, the Germans did not have the right to make or suggest decisions, and the Russians were not present during the making of the treaty . According to Wilson, the formation of the League of Nations was supposedly made to adjudicate international relations and be a means to solve problems between international powers. It is arguable that the systems only purpose seemed to be for maintaining the status quo in powers, in favor of France and Britain, and the exclusion and isolation of Germany, which was completely contrary to Wilsons initial proposal. Conclusion: Germany, prior to World War I, was one of the most feared and hated powers by France along with its Allied countries. During the era of Napoleons rule of Germany in the 19th century, Germany had been near the bottom in the balance of powers in Europe. With Napoleons domination of Europe at the time, Germany was inevitably one of the targets for his invasions to conquer all of Europe. Under his rule, Germany felt like a useless French state, and vowed to seek revenge on France. When Napoleon was defeated, Germany took this fantastic news as a turning point in their position of power, by dramatically increasing their military strength to the point where they rivaled Britain in the Arms Race. Germany put their newly built army on display during the Franco-Prussian War of 1870, ensuring the defeat of France, and the result of their victory was the annexation of the French state of Alsace-Lorraine, a large factor of Frances hate for Germany in their later encounters. However at the same t ime, Germanys presentation of their massive buildup of military strength evoked fear in France at the same time, because an invasion from Germany could happen at any time, considering the proximity between the two countries. The defeat of Germany by the Triple Entente Alliance in World War I, gave France a chance to revert their fear of Germany, because with their influential power in the Paris Peace Conference of 1919 and the creation of the Treaty of Versailles, France being one of the victors, could impose almost any amount of reparations and restrictions on Germany as they felt necessary. Clemenceaus fear of Germany was still evident during this time, because he wished to cripple Germany to the point of no revival. Frances hate for Germany, as well as their fear of them, were significant factors to Frances aims for crippling Germany in the Treaty of Versailles. The question is which one was the main contributor? With further research, it is possible to find the answer to this question. With the current evidence, it seems reasonable that France had the same mindset as Germany had after their buildup of power. Because France suddenly had so much power over Germany, after being Germanys underdog prior to World War I, revenge could have been a very influential factor that fueled their desire to crush Germany under the Treaty of Versailles and ensure that their opportunity for a return to power would never arrive. Bibiography Marks, Sally.  The Illusion of Peace: International Relations in Europe 1918-1933. First Ed. London: The Macmillan Pres LTD, 1976. Print. Sharp, Alan. The Versailles Settlement: Peacemaking After The First World War. Second Ed. New York: Palgrave MacMillan, 2008. Print. Keylor, William R. The Legacy of The Great War. Boston: Houghton Mifflin Company, 1998. Print. Roselle, Daniel, and Annie P. Young. Our Western Heritage: A Cultural-Analytic History of Europe since 1500. Lexington, Massachusetts: Ginn and Company, 1981. Print. Fischer, Conan, and Alan Sharp. After The Versailles Treaty: Enforcement, Compliance, Contested Identities. Abingdon, Oxon: Routledge, 2008. Print. Palmer, R.R, and Joel Colton. A History of the Modern World. 8th Ed. New York: McGraw-Hill, Inc., 1992. Print. Hacken, Richard, and Jane Plotke. Review of the Schlieffen Plan. World War I: The Schlieffen Plan. N.p., 10 1996. Web. 21 Dec 2012. . Macmillian, Magaret, and Richard Holbrooke. Paris 1919: Six Months that Changed the World. New York: Random House Trade Paperbacks, 2003. Print. Schulze, Hagen, and Deborah Lucas Schneider. Germany, A New History. London: Harvard Univ Pr, 1998. 356. Print. Napoleon and the Revolutionary Crusade (1795-1815). . University of Nevada, L.A, n.d. Web. 5 Apr 2012. . Duffy, Michael. Battles:The Battle of Verdun 1916. Battles:The Battle of Verdun 1916. Safesurf, 04 2003. Web. 21 Oct 2012. .