Women and Full-Time Employment

Phoenix Material Issue Analysis After reading the selected critical issue, use the following questions to analyze the issue. The word count for individual questions may vary but your responses should total 1,200- to 1,400-words for the entire worksheet. .1 What are some of the strengths associated with the Pro side of the Issue? What are some of the weaknesses? During the Pro side of the issue of women opting out, one of the strong points of the argument was that women were choosing to opt out of working once hey began having families.Although we live in a time where men and women both are the bread winners on the homes, the women are still the ones who feel as If they have to stop working and stay at home all of the time to take care of the children. If the husband is the one making all the money for the household, the wife will decide to â€Å"choose† to quit their jobs because they feel as if thing are being taken care of on the financial front and they are needed at home t o take care of the children. A weak point Is that If a woman wants to make the choice to continue working, they should array a man who is considerably younger or considerably older than they are.An older man is said to have been working longer and will have the financial means necessary to keep up with a household. Women who do have kids will be able to choose to quit their Job because there is no need for extra wages to be coming In. If they decide to keep working they can then choose a part time job where they can be at home with the kids during the day while the father is at work, and work during the night while the kids are at home sleeping and under the care of the father.What are some of the strengths associated with the Con side of the issue? What are some of the weaknesses? In the debate on the Con side, a strength of the argument made Is that women are not opting out, they do not have choices or options. They are torn between being a nurturing mother, or having a strong car eer. In a lot of these career paths, the debate is to whether or not they are family friendly, or very flexible. The women feel the need to be at home taking care of the child and making money to support the family.One of the weak points to this side of the argument Is that a woman may not have the desire to be with the child at the earlier stages of the child's life. For some women, that desire or the nature to be with the child comes at a later time, when they feel the child is beginning to really develop. Also, a point was made that there is a case of absent husbands, which Just means that the woman who shares the Job burden with the husband never gets to spend quality time with him.Whenever she is home with the child, he is at work and when she is going to work, then he is Just coming in from his Job. The only solution that loud possibly be made in order to spend time together is to get a schedule where the parents are both working at the same times and maybe hire a babysitter o r a nanny to lad In caring for the child while the parents are away at work. This way, both of the parents are free to work and will still have time when they come home to wind 1 OFF . 3 Based on the statements presented in this critical issue, which author do you agree with?Provide supporting evidence. I am a little on the fence as to which side to agree with because while I feel that women do choose to stop working or angered to part time working when their children are born, I still think that it is possible that a lot of women do not get to work in a career where they can have both a family and a good strong career. In a lot of today's careers, a person needs to be flexible and needs to be able to give their Job 100 percent which Just cannot be done if there is a family that needs a parent.In some situations, a man will stay home while the woman goes to work, and there is gender equality, but a lot of the time this is not to be the case. Although women had to fight to have the c hoice to work, there re a lot of men who still think the woman's â€Å"place† is at home taking care of the kids and doing the housework. Some men may tell the women that it is their choice to work, but it really is not much of a choice when there are no other options as far as taking care of the children.I agree that not a lot of Jobs offer flexible schedules for those who have families, and when a person has to adjust their schedules frequently, people may see it as giving them favors. The first argument stated that we are going back in time instead of progressing, which I do not really agree with, so I agree more tit the second statement that was presented. Today is no longer Just a â€Å"man's world†, and women are wanting to be standing as equal. .4 Explore two other roles that can be acquired during early and middle adulthood, such as through parenthood, romantic relationships, and career.How have these roles changed through the past generations? One of the roles that has changed in the past generations is the one of being a caregiver. Seeing how more women are making it in the career fields, there are some men out there who are taking care of the home while the woman goes off to work and takes care of finances. It was said to be the woman's role to stay home and take care of the home as well as the children, but times have certainly changed. In some cases, both parents are working while the children either have babysitters, or they go into a day care facility.Getting and staying married is another role that has changed through the years. In the past, even though the couple are no longer happy, they would stay married. In this case, it is no longer the same once the couple are not hashing out their differences. They are quick to leave once there is no more emotion left to try to patch things up in the relationship. 5 What psychological adjustments are made during early and middle adulthood to adapt to aging and changes in life style? How do es this affect development?For a woman, there are different psychological adjustments when it comes to adapting to age and changes in one person's lifestyle. A woman will have to go through many bodily changes that they may not be ready for, especially if someone has not explained to them what to expect and what is going to happen. Men go through their own bodily changes, but the psychology of it all for boys and girls are different. As need to do something â€Å"meaningful† or even sometimes a bit reckless. Not all people go through the same stages, and sometimes people will go through these stages at different times in their lives.When people are growing up, they have to mentally prepare themselves for what they will be going through. Instead of being afraid and running away from the change, a person needs to prepare and welcome the change because it will be the beginning of a new period in their lives as they continue to grow and develop. While there are some things that a person will go through as they are developing, there will be things that a person goes through that can occur at any period of time.

What is the role and purpose of the inspector in Priestley’s ‘An inspector calls’?

John Boynton Priestley was born within the city of Bradford on the 13th of September 1894. His childhood consisted of many major historical events, including the First World War in the period of 1914 – 1918, within this period he would have been 20, he served on the front line, and this life experience could have left Priestly with long-term mind like effects. Before the war his mother died, and collectively these two major events could have made him unstable or unsure of position within the world. You could describe his life as war, marriage and tragedy. Throughout his lifetime priestly wrote a number of novels, plays and other texts, mainly containing and expressing his own beliefs and experiences. As an individual he believed very much in capitalism and everybody living within there own success, benefiting from their own profits. Priestley was very left wing, whereas he disagrees with the right wing policies and prefers policies that are of a different extreme. This left wing attitude made up his main and general characteristic, which was that of someone expressing their views, his membership of the socialist party allowed him to do exactly this and share in other people's societal beliefs and views. This idea of Priestley's expression of beliefs, views, emotions and feelings of the world and society are shown clearly through the characters of Priestley's play â€Å"An inspector Calls†. Prior to the arrival of the inspector Mr. Birling appeared to be very confident in what he spoke, making his beliefs shown to his surrounding family. He made it clear that he was powerful and a strong believer of capitalism where oneself would benefit from all working efforts. From the opening scene Mr. Birling's characteristics started to be shown to the audience, he says, â€Å"I speak as a hard headed, practical man of business†, this shows that he considers himself of a high class and somewhat intelligent, however there is an understanding of his arrogance, self satisfaction and complacency. The idea of him being a man of business also suggests his obsession for money and power. Mr. Birling's confidence is shown in furtherance when he says, â€Å"the titanic-she sails next week forty-six thousand eight hundred tons- New York in five days and every luxury and unsinkable, absolutely unsinkable†. This to the audience shows irony as we know that the titanic went onto sink, however in context to the characteristic of Mr. Birling it becomes clear that he is a very confident and arrogant man. When the inspector arrives it is made clear that the family are tense, uneasy and uncomfortable with the arrival of an unexpected visitor. When the inspector asks any questions, very blunt and subdued responses are given. The family regard themselves as class which should receive no such suspicion of any crime or any police related incident. Mr. Birling believed that the inspector must be calling regarding his â€Å"Knighthood† or a warrant, however in actual fact there are questions to be answered, and this scenario shows the arrogance of Mr. Birling, alongside his self satisfaction and his complacency. The inspector at this time plays a vital role in the implementation of fear, worry and guilt. In furtherance Mr. Birling becomes victim to a thorough scrutiny by the visiting inspector. Before the inspector begins his questions Mr. Birling shares information which highlights his importance within the local community, His mellow minded approach to the scenario has no huge effect and instead suggests and expresses his personal characteristics to the audience. The way that Mr. Birling says, â€Å"I was an alderman for years and lord mayor two years ago and I'm still on the bench so I know the Brumley police officers pretty well†. This shows his eagerness to express his importance and destroy any of the inspector's suspicions or questions. As the questions carry on being delivered by the inspector, Mr. irling's level of impatience increases. He also shows an eagerness to complete the interview and carry on with the evening celebrations. At this stage of the play the inspector is staging a battle, where he has to bring Mr. Birling down to reality and try to extract information regarding the death of Eva Smith. As the inspector continues to reveal the horrific happenings, Mr. Birling continues to defend his position, expressing a query regarding the role in which he plays as a high class business man in connection to the death of an ‘unknown' person. Mr. Birling says, â€Å"Yes, yes. Horrible business but I don't understand why you should come here, inspector? † In relation to human nature in general it highlights people's arrogance, directly what is being shown through the character of Mr. Birling. It is made clear at this point that it was the idea of J. B. Priestley to express peoples characteristics and show them to the reading audience, probably intended to support the main theme of the play which is to extract information using certain techniques which are used in order to allow people to face their actions and relate it to guilt, making people realise the consequences of their actions. As more details become revealed by the inspector and as Mr. Birling realises that he has previously employed Eva Smith, tension starts to build, Mr. Birling begins to give very blunt, sharp and self centred, with the inspector interrupting with a very abrupt manner, suggesting that he wants answers and will not let Mr. Birling's attitudes and beliefs stand in the way. In relation to the real world, people often have to use appropriate manners and techniques to show that they are important and will not let anything slip away from the matter in hand, regardless of a person's attitudes and characteristics etc. Although Mr. Birling accepts that he has once employed Eva Smith, and in furtherance sacked her, due to a protest over the smallest increment of pay, which solely adds to and shows his arrogance, business man like ways and higher class ignorance. He stills shows denial, he says, â€Å"Oh – that's it, is it? Well we've got several hundred young women there, y'know, and they keep changing†. This clearly shows that Mr. Birling has no care for anybody other than himself and his family, this is also shown within the following quotation, he says, â€Å"A man has to make his own way – has to look after himself – and his family of course, when he has one†, Small details which are given off by Mr. Birling relate to a major or important and meaningful thing. Mr. Birling's actions and characteristics are very important towards the main theme of the play, as they separate truth from reality, just as many defensive people within today's society would also contemplate, it shows in general how people will withhold information for the sole purpose of preventing a leakage of information which could be potentially harmful lot themselves, there business or there social dealings. Within the context of ‘An Inspector Calls', Mr. Birling makes every possible attempt to prevent a scandal which would involve himself, he repeatedly says to the inspector, â€Å"I don't see where I come into this†. The use of the word ‘I' shows his belief in a society where oneself looks after themselves and there surrounding family only. Mr. Birling continues this self satisfied and self belief attitude as he continues to use words which refer to himself, this is recognised by the audience and the inspector who are now in realisation of his full characteristics. Mr. Birling is faced with the realisation of responsibility and how it is affected by small and simple actions which in context to the guilty party may appear harmless. The inspector says, â€Å"What happened to her then may have determined what happened to her afterwards, and what happened to her may of driven her to suicide†, this makes Mr. Birling think and realise fully what his actions could have caused, however instead of simple straight confession he replies to the inspector with the following comment, â€Å"oh – well put it like that, there's something in what you say, still I cant accept any responsibility. If we were all responsible for everything that happened to everybody we'd had anything to do with, it would be very awkward†. At this moment in time Mr. Birling demonstrates once again his strong and clear attitudes, however the inspector makes his first challenge, questioning his use of vocabulary, he asks more questions, forcing more related detail. The inspector starts to be shown as a strong character who is unwilling to take blunt and meaningless responses, however the inspector needs to be shown as strong, otherwise Mr. Birling would express no relevant detailed information, and instead only the bare minimum. Priestly made this idea significant by showing that so called superior high class citizens are not entitled to withhold and ignore information which links and directs to a plea of guilt. The Inspector asks very probing and searching questions, which have great significance, his role becomes much more exposed, the inspector as a character becomes someone who is confid ent, wise and possibly someone who is an advisor like person who is warning of a future event. He is seen as someone who can adapt to an individual to extract the highest quality of information. He acts as a catalyst, wanting to change something in the case of the Birling family, this is to turn their attitudes away from uncaring to somewhat sympathetic. The inspector says, â€Å"But after all it is better to ask for the earth than to take it†. This quote is significant because it shows a man of wisdom, and knowledge, but it also shows Priestley's perspective of life, showing that it is better to ask for something rather than just taking it. In relation to the general world it shows how people will just take something or do something without thinking of the consequences, this is exactly the point that the inspector is making when he makes this comment to Mr. Birling. Mr. Birling continues to show his arrogance as he begins once again to relate to his superiority and importance he says, â€Å"How do you get on with our chief constable, Colonel Roberts? † The way that he gives names is supposed to impress the inspector, and release himself from any further suspicions, even though at this stage he does realise that he has played a part in the death of Eva Smith. However it makes the inspector more eager to move on and away from the situation, leaving Mr. Birling beginning to realise his wrong doings which had consequences eventually leading to a death. Sheila enters and her interview begins. When she enters she appears totally oblivious to the presence of the inspector, although all is about to be changed as her true doings and actions are about to be exposed changing her high class status into a guilty, responsible and conscious citizen. Although Sheila is totally oblivious to the scenario and situation, she is eager to find out exactly what is going on, the complete opposite to her father, showing a difference in character. Sheila appears much more subtle and sympathetic, personally asking questions to entice more information. It becomes clear that the inspector will play up to Sheila's nature and play a different game, using different techniques. It appears at the outset that Sheila has driven herself into the situation and dragged herself in purely because of the many questions which she is posing. It appears that priestly wanted to make the play more interesting to the audience by introducing from the outset a mix of characters, creating conflict, opposition and contrast, however it is soon to be made clear that only from the outset the family are different, and in fact very similar within their ‘unintentional' actions. Gerald and Mr. Birling soon realise potentially what Sheila could be doing to the family, too much information can be never to good! Gerald intervenes with the following comment to the inspector, he says, â€Å"And I don't see that this inquiry gets you anywhere, inspector†. This shows Gerald's desperation to release Sheila from the scenario, and save the families from a public scandal. Gerald and Mr. Birling at this stage seem to have at least one thing in common, and this is the matter of business. Sheila starts to turn against her father, precisely what the inspector is trying to do, she says, â€Å"I think it was a mean thing to do†, this conflict starts to draw tension, totally obliterating the happy followings from the earlier evenings, Priestley's idea of creating conflict is the basis for the revealing of the truth, in relation to the general world it often takes a simple disagreement or argument for people to confront there guilt. Shelia has won the gold award for drawing attention to herself, asking many questions has eventually led her to be faced with the truth, the inspector appears to know more than he is letting on, and instead of showing it he allows the family to expose there corrupt ways themselves. Priestly made this idea of self exploitation significant because it shows how uncaring, unsympathetic people in general will expose themselves is correctly probed, in the case of the Birling family they are turned against each other, which makes them face to an extreme guilt and true reality. The inspector keeps the photograph to himself and only one family member at a time, refusing access to no one other than the interviewee. Could the photograph be someone different each time he shows it to somebody, the way that priestly keeps the audience guessing and allowing for them to draw there own conclusions on the situation is very cleverly done. Slightly coincidental but the inspector keeps the photograph very secret, just like the Birling family with there secret's, kept hidden from anyone other than themselves. The inspector has taken a very different approach to the interview with Sheila, this approach to Sheila is to extract information, however with the rest of the family members it is seen to be inappropriate and somewhat intrusive. With the continuation of the Inspectors questions and Sheila's subtle approach, she realises that she has some responsibility for the happenings of Eva Smith. She realises that the inspector had his suspicions and admits her responsibility, a total contrast to her fathers approach. As is shown in the following comment, she says, â€Å"I've told my father, he didn't seem to think it amounted to much – but I feel rotten†. It just shows there contrasting attitudes to life. Priestly made this idea of contrast significant because it shows how people on the outside can be very different, but inside can be very similar. As Sheila continues to expose her conduct, the audience starts to understand her character from a different angle, her innocent early impressions change as she tells of a story of jealousy. It becomes clear that Sheila was jealous of the girl, her looks and her position within the world. She says, â€Å"She was a very pretty girl†, this shows her jealousy of other glamorous threats within her society, she went onto to misuse her power, by using a threat to the manager, she says, â€Å"If you don't get rid of that girl, I'll never go near the place again†. This is significant because it shows how people's actions can be solely driven by jealousy and power, without thinking of the consequences, this is exactly the case of Sheila, the audiences perceptions of Sheila have suddenly changed, and as an audience we begin to understand that people shouldn't judge on first appearances as there is usually more to be told. The inspector says, â€Å"Well, we'll try to understand why it had to happen? And that's why I'm here, and why I'm not going until I know all that happened†, this quote is significant because it shows the inspectors determination to change the family, to extract and make them face reality and guilt, making them confess to all of there wrong doings, making them realise that actions have consequences. Sheila's interview takes less time than Mr. Birling's, possibly because of co-operative manner, showing a willingness to become involved and share all that she knows, accepting reasonability. Now that Sheila accepts what she has done, she casts her suspicions to Gerald, who is next for the hot seat. Gerald is confronted on his own honesty, Sheila realises that the inspector knows about each person, this is imprinted on her mind and she confronts Gerald about his own doings with Eva Smith, he admits a relationship only to Sheila expressing no real details, however not with an Eva Smith but instead with a Daisy Renton, the change in name suggests confusion and deliberate separation to attract no links between the very secretive family members. As Gerald's interview begins he again starts the routine where he tries to excuse his rather fragile Sheila. He protests that she must leave, escaping the following disturbing details which are to be revealed by Gerald. This is significant because it continues to show the families rather secretive motives, relating and sharing to nothing with the possibilities of exploitation leading to a public scandal. Gerald says, â€Å"I think Miss Birling ought to be excused any more of this questioning. She's nothing more to tell you†. From this comment he shows to the audience that he is hiding something, which appears to be his affair with the dead girl. The inspector makes a very interesting comment when he says to Gerald, â€Å"And you think young women ought to be protected against unpleasant and disturbing things†, which is closely followed by, â€Å"we know one woman who wasn't†, this comment is an attempt to hit Gerald with guilt in the face, it is yet another revelation from the part of the inspector. The inspector wants Sheila to stay with Gerald throughout his interview, he says, â€Å"She feels responsible. And if she leaves us now, and doesn't hear any more then she'll feel she's entirely to blame†, this quote is significant because it relates to an idea of sharing guilt and not just accepting as a sole being, however in relation to the general world, people are prepared to burden guilt onto a sole being to save themselves from any shame of guilt. As the interview of Gerald continued there were numerous interruptions, possibly planned, possibly coincidental, Mrs Birling made her first appearance who also tries to expel Sheila from the ‘damaging' scenario. Sheila continues to defend her case and manages to stay for the remaining of Gerald's story. There is an element of surprise when the inspector directly asks Gerald when he started seeing Daisy Renton, Gerald plays down the claim by saying, â€Å"where did you get the idea that I know her? † However the inspector continues to say, â€Å"I knew already! â€Å", this tactic used by the inspector is interesting as it shows the ignorance and arrogance of Gerald and Mr. Birling, who are unwilling to take and accept responsibility. The inspector is getting Gerald to reveal and expose his secret life, which prior to this interview no other person was aware of. Gerald reveals that he felt sorry for the girl and he was acting to save her from an atrocious womaniser, surely this shows a caring side to Gerald, yes, this other side to people is significant because it shows that people are made up of a mixture of personalities and characteristics, what would the world be like if we only had one mode? Gerald says, â€Å"We went along to the country hotel, which I knew would be quiet at that time of night† this suggests that he has been there before and possibly has a habit of taking in women for short petty affairs, this in relation to the real world shows how people have secret lives behind the backs of there supposed family. Gerald is exposed almost to be as bad a Muggerty, although he had saved someone from an extreme sexual relationship from an intense womaniser, he himself took advantage of the situation, turning a simple refuge campaign into a secret affair, although he did implement thoughtful and caring measures to make sure that she was well looked after, and free of trouble, you could say he was only helping a weak, vulnerable and deprived person. He said, â€Å"It was inevitable. She was pretty and warm hearted†, Priestly made this idea significant because it shows in relation to the world how people will take advantage of a weak and vulnerable person to benefit themselves in some way, In the era of priestly it was common for high profile men to take advantage of weak lonely women for the sole purpose of making there reiterating lives into something more exciting with a bit more entertainment. Gerald eventually puts into context what he has done and realises that elements were unscrupulous and inappropriate, Gerald explains that the relationship ended a few months after it begun, it was clear to the audience that the affair wouldn't of continued for a long period of time, because back then within the days of Priestly it was totally expelled that only people of the same class could have a relationship, and not a mixture in the case of Gerald and Daisy. In furtherance Gerald offered Daisy money to keep her sustainable and out of trouble, however she refused as she wanted the relationship to be meaningful and representative, she also wanted to take away the idea that Gerald was paying her for her services, this idea is significant because it shows that a proud person does not have to be of a social high class, and instead should be respected whatever there actions or beliefs. Gerald appears to have moved by the story in which he has told, he asks politely to be excused, the inspector allows for this to happen, the upset of Gerald is significant because it shows even a high class man of business with unsympathetic feelings for others in the world can and does feel emotion for tragedy's that occur within the world, I believe that it was the idea of priestly that characteristics must be shown and covered from every angle, in accordance with the main theme of the play which is the expressing of emotions, feeling guilt for the of consequences caused by an unintentional action. Gerald leaves and Mrs Birling now becomes accustom to settling routine of interview. Mrs Birling is very assertive showing that there should be no such suspicion hanging over her. She answers very sharply being very inconsiderate, when the inspector poses a question she immediately without thought gives such an answer which releases no such relevant information. The inspector says, â€Å"You're not telling me the truth! â€Å", which is followed abruptly with the following comment from Mrs Birling, she says, â€Å"I beg your pardon! already just seconds into the interview Mrs Birling and the inspector are having major clashes of personalities, Mrs Birling's attitudes are shown very strongly and she repeatedly makes the point that she has no point to play in this charade. As tension continues to grow, and as the inspector continues to fire questions which antagonise Mrs Birling, Sheila makes a point which brings the family back down to mother earth, she says, â€Å"We've no excuse now for putting on airs and that if we've any sense we won't try†. This allows Mrs Birling to realise that there is no escape as the inspector has already uncovered information from three characters, finally the inspector can resume his questioning to a more subtle level. Priestly made this point significant because it shows how people will act without full information to save themselves from suspicion or scrutinising. Still a little hesitant but more cooperative, Mrs Birling responds to the inspectors questions, it is revealed that she is a volunteer working for women's charity, she says, â€Å"We've done a great deal of useful work in helping deserving cases†. From this the audience starts to understand that she must be very caring, but indeed we are very wrong, our perception of a volunteer would be a caring person, but in the case of Mrs Birling it is non existent, it appears that she only carries out the volunteer work to gain status within her community, showing that she is prepared to be caring and work for free, to serve and aid the needy. Priestly gave the audience this idea because it is very true throughout the world, Mrs Birling represents the snobs of the world who participate in such events which gain them credentials within the community's perceptions. The inspector reveals that Mrs Birling was in fact one of the last people to see the girl before she died, she had appealed for help to the women's organization, however due to Mrs Birling's bitterness and prejudice she influenced the decision that no help would be given, Mrs Birling says, â€Å"I didn't like her manner†, jealousy and prejudice are shown. Priestly made this significant as he showed that a snobbish like person will feel no such remorse for somebody else's misery or wrong doing. In my own personal opinion Mrs Birling is the worst character out of them all, she had the opportunity to help this harmless, vulnerable, friendless, penniless, desperate victim but instead because she was dissatisfied with her initial case she dismissed her and made sure that the other members gave a unanimous vote to refuse help, it should be Mrs Birling who feels the most sympathy, but instead she probably feels the least amount of compassion from the overall spectrum of the Birling family. Tensions continue to rise as Mrs Birling's attitudes towards the inspector change, as she begins again to give responses which suit herself and not that of the inspector. More details are revealed which will eventually link back into the remaining character, Eric. The inspector Wants Mrs Birling to release more information to make her face the consequences of her actions, repeating and exploring the avenues more of the incidents will hopefully help Mrs Birling realise what she has done. The family begin to realise that Eric plays a role in the death of the girl, and his scrutinising will begin shortly, just as Mrs Birling's interview comes to a firm conclusion. The family sit and wait in anticipation for the return of Eric. Priestly made this idea of time significant, because it changes the way that we as the audience interpret the play, somebody who read the play twenty years ago will have different interpretations of the meanings than somebody who reads the play today. Eric enters and is sharply questioned, he enters with a realisation that the inspector knows about his traits, and actions, His realisation that his family are also aware of what he has done creates a rather subdued atmosphere, arguments arise and there is an overall feeling that Eric has committed such an act that jeopardises the family's status. With the family firing questions wanting to know why and what possessed him to do such a thing, the inspector becomes increasingly angry and frustrated. Eric says, â€Å"Could I have a drink first? â€Å", this is answered with a ‘No' from Mr. Birling and a ‘Yes' from the inspector, this conflict of interests between the two is increasingly apparent with a case of rivalry implemented. Is alcohol the answer to all problems? Priestly wanted to show how different people deal with their own problems in there own ways, this varies videly throughout the world. Suspicion and guilt hits Eric straight in the face, He tells of the secret meetings with the girl, and he explained how he made love to her on more than one occasion, it is suggested that himself and Gerald both took advantage of the girl, for her good looks, and her vulnerable position within life. Eric says, â€Å"She told me she was going to have a baby†, Eric then replies with, â€Å"I was in a hell state about it†, this shows that only consequences hit certain people in the face when they are confronted with reality, a baby for Eric created by accident with somebody he didn't love would have catastrophic and disastrous. Priestly wanted to show exactly how some high class families were humiliated back then within his era, when such events occurred it was common that the families would banish the perpetrator, and escape any disgrace from the local community, for the Birling family it would have been cataclysmic if any such news escaped of there corrupt wrong doings, this would have been followed by a public scandal. Eric's integrity is severely questioned by his fathers somewhat raging temper and annoyance. It is revealed that that he stole money from his own family business, as the truth is revealed, it becomes clear that Mr. Birling is more concerned about the money, than the pregnancy of the girl. He says, â€Å"He's admitted he was responsible for the girls condition†, Mr. Birling burdens total blame onto the Eric, as his secret life unfolds, for the position that the girl was left in. Priestly made this idea significant because it shows how people will prioritise things to there own aptitudes and attitudes of life, in the case of a business man (Mr. B) he is putting money and theft before family and pregnancy. This is shown by Mr. Birling when he says, â€Å"I've got to cover this up as soon as I can†. A childhood revolt begins to occur as Sheila continues to blame her mother and father for all of the endeavours committed by the younger generation. Eric blames his mother for the final death of the girl, saying, â€Å"You killed her – she came to you to protect me – and you turned her away†. This idea of a childhood revolt is significant because it shows how disrespect on the child's part occurs within a family, in the time of priestly it was unheard of a child questioning there parents, in the case of the play it was the inspectors job to remove such disrespect. The inspector continues to assert his authority, interrupting and taking charge, He gives a summary of events, hitting each perpetrator directly in the face with guilt and realisation of there true given consequences, he burdens the main blame onto Mr. Birling, who is left with a moment of thinking to reiterate what has just been said, this idea of repeating what has been done is allowing for the family members to understand the extent of there actions, coming to terms with the consequences, realising what they did then was unacceptable and a feeling of guilt should be felt. The interviewing of the family draws to a conclusion, he leaves the family divided, with opinions against each other, they are allowed to reserve judgement and come to terms within there own hemisphere just exactly what they have done. The inspector leaves giving a rather meaningful speech

Essay Writing and Backwards Brain Bicycle

What Does Essay Writing and Backwards Brain Bicycle Have In Common Essay writing is a must when you are going thru college. You have to write a lot to get through College, and if you want to go further with academia, you’re going to have to write a lot more than ever before. The more you learn the more you’re going to have to write, and essays are never going to stop. If you have a hard time writing essays, you may want to look into the Backwards Brain Bicycle by Smarter Every Day experiment by Destin. You might be confused, I know, so let me explain. Source: YouTube You must be wondering what does Backwards Brain Bicycle have anything to do with Essay Writing. Well, this Backwards Bicycle is going to help you understand a little better about how to write a first class essay OR dissertation. Well, by applying what you learn in this short 7 minute interesting and entertaining video, you will realize how we think one way, but then this Backwards Bicycle helps you understand the reality and how to make adjustments according to your new reality.So, why is it impossible to ride this Bicycle unless you practice daily?To find this out, I encourage you to watch this short, but useful 7 minute video by Smarter Every Day.Everyone Learns How To Write Just like a BicycleThe thing about the Backwards Brain Bicycle is that it helps remember how things used to be. In general, you know the expected outcome from your Bicycle. For example, if you turn the handlebar to the right, you know it will turn right. If you turn the handlebar to the left, you know the expected outcome which is that Bicycle would turn left. In this experiment, Destin challenges himself by switching things up a little bit. Essay writing in College is no different. Even though you have been writing ever since you were a child, given the new challenge and Writing Assignments you will have to think differently. The same writing that you did early on in school or even high school is now seems much more difficult. The reason why it gets harder to Write in College is because you have to relearn how to write in a certain manner. You may not get that at first glance, but things get a lot more progressive. This is where the Backwards Bicycle starts to show you the new world and how you need to get accustomed to new reality. Backwards Brain Bicycle challenges you to learn how to ride a bicycle even though people claim once you know how to ride a bicycle you never forget it, but by changing things a little bit, you can see how this can quickly become a difficult task. Writing in College vs. writing early on OR if you have gone for higher studies to another country is no different. This new challenge is going to take some time to master. So, how long does it take?But what if you changed things upIn this example, Destin the Engineer changed the Bicycle by switching the handlebars. Now when someone would want to turn right, the wheels would need to turn to left and vice versa. That meant that riding this bicycle, you’d have to intuitively change how you maneuver. You could not turn left, in order to turn right. It was a constant battle and it took this Engineer 8 months to learn how to ride this NEW Bicycle properly. Meanwhile, quite interestingly this Engineer proved that when you don’t have to unlearn and relearn you can get this done much more quickly. He asked his 6-year old son to ride the same exact bicycle and he could do the same thing in only 2 weeks. That’s right, it took his 6-year old only 2 weeks instead of 8 months to ride the backwards bike. Writing for College and adjusting to your new College life is no different as compared to writing early on in your childhood.Writing Is Not Always LinearWhen you write an essay, you may think that you have to write things out in a linear form. You start with an introduction then you write about the topic, and then you provide a conclusion towards the end. But that’s not always the case. As you learn how to write a College level essay, you may find that there are opposites that you need to work with. For instance, you’ll need to write an outline. You cannot get anywhere without an outline. You need to focus on what you want to say, a thesis, and then structure it in a skeleton to write points about. If you do not do this, and you just rely on the knowledge that you had previously, you’re not going to go very far. Writing an essay requires more than knowledge, it requires understanding. There’s a difference here that many students and adults do not get at first. You can write often, but if you don’t know how to illustrate your knowledge in a complex manner, writing long form, then you don’t really â€Å"understand† things. Regardless of the topic, you’re going to have to have an understanding of the larger principles and information that you’re working with. The subject matter you are going to be writing about has to be engraved in your mind, and you need to illustrate that through writing which may include paraphrasing Essays. The Bicycle itself, can be easy to learn, but if you switch the format of how to ride, your brain could cause problems as you’ll want to focus on the biases, and comfort zones of your memory of learning.Writing Requires New HabitsThe reason why children can learn things faster is because they don’t have biases, and they don’t have habits that are already formed through the practice and education attained through school. They are still learning, and therefore they will be able to mold into a new parameter of writing, and expression. Adults do not have that ability because they have a set standard they are following. Many people that write essays have a certain style. They know certain formats, and stick to them. While many professors are akin to grade well in these endeavors, you will need to know more about how to change on the fly. How to avoid plagiarismWhat if the assignment requires MLA formattingThen changes to Chicago Manual of StyleWhat if you’re supposed to write an essay that is about an opinion, or a review of a book or text of large quantities of informationWhat if you have to write something that is persuasiveThese are all different types of essays, and if you’re only accustomed to writing using â€Å"one† style, you will falter.Mind Over MatterTo change your mind, you will need to focus on a different form of learning. Instead of relying on what you already know, you have to refocus and readjust in way that might be difficult. Essay writing is very much the same. Every new essay that you create, has to bridge the gap between yourself, the reader, and the academic lesson that you’re trying to convey. Whether you’re writing for academic purpose OR writing for your workplace, you have to focus on how the audience is going to use your information. You cannot just rely on the past methods, and structures. You’ll need to create a different path, much like the Backwards Brain Bicycle. T The backwards bicycle worked out, but it took time to rethink and relearn the biases of the brain. That is the same as essay writing. The more comfortable you are with writing, the more you need to relearn and redirect. If not, your writing is going to fall short, and end up too linear, which is not going to work while presenting complex ideas.

Unemployment In America Research Paper Example | Topics and Well Written Essays - 1250 words

Unemployment In America - Research Paper Example Moreover, tax remission declines because the unemployed group includes individuals who have lost their employment for some reasons. Unemployment also increases the expenditures of the federal government. In the long run, the unemployed experience erosion of their skills which causes productivity when they get employed in the future (Bluestone, 2013). Researchers indicate that those who stay unemployed for long periods of their youthful years end up earning lower wages because it takes them a long time to adapt to the work environment, as well as acquisition of skills. Working conditions and rate of salaries have forced a significant number of employed Americans to drop out of their jobs. Part-time jobs, on the other hand, are deceptive to the statistics of unemployment rates since most of the part-time jobs are not satisfactory to the needs of the part-time workers. Only about 47.7% of adults in the United States work in full-time jobs. These are the only American adults working on jobs that are not satisfactory enough. It implies that most Americans would like to work on better paying jobs under proper working conditions Declines in the demand for services and goods are a major contributor to unemployment. Products and services create employment through the many transactions needed to deliver them to consumers. The production of products and services requires a significant number of employees. If the demand for goods is weakening, firms producing goods and services are forced to lay off some employees to reduce extra costs. Therefore, some people lose employment when demand for goods and services they were producing becomes lower (Bluestone, 2013). Most goods and services go through many processes before reaching the consumer. These processes create employment for many people as well. For example, some industries manufacture goods and deliver them to other industries for further processing.

Creative Thinking Profile Assignment Example | Topics and Well Written Essays - 750 words

Creative Thinking Profile - Assignment Example Whiles, I desire for there to be solutions to the problem, I always try to avoid rushing out on problems to come out with half-baked solutions. For this reason, I always put together alternative solutions and adequately weigh the viability of each of these solutions. There are also weaknesses with my creative thinking profile as a developer because the quest to come out with viable alternatives has been associated with possible instances of getting stuck with perfect solutions (Puccio, Mance and Murdock, 2011). Because of the weaknesses, I have always embarked on the constant training of my competences to ensure that I am not disadvantaged with decision-making processes. This way, I am always assured and guaranteed of effectiveness with practising my personal creative thinking profile. It can be said that my current professional role which entails that I work as a project team leader and project manager relate perfectly to my personal creative thinking style as a developer. This is because as a team leader, I work with people who are assigned different roles and tasks that are aimed at achieving specific goals for the organization. After the ideas have been put together by those members who are ideators and clarifiers, I come in as a developer to put the various ideas together and construct alternative solutions out of the ideas. After this is successfully done, I go back to my team to take part in a brainstorming process that is used to select the best solution out of available alternatives and options. In effect, there is sufficient evidence that my personal creative thinking profile is very much suitable for my role in the workplace. As Digman (1990) notes, developers work best when given sufficient independence to operate within a workspace. As a team leader in stead of a member, I am able to get this benefit to the fullest. Within the organizational setup, working with people with similar creative thinking styles as we have is as important as working with those with different creative thinking styles. For those with the same creative thinking styles, we are able  to coordinate well with them to ensure that much is achieved through shared practice within a very short time frame.

No topic Essay Example | Topics and Well Written Essays - 500 words

No topic - Essay Example I also believe in the importance of family life. One needs a family to survive the daily contradictions that life throws at you. I keep on living this kind of life because I have a supportive, understanding and caring family. I am able to pursue my dreams by studying. I have a reliable set of friends. I have professors who are serious about my welfare. I have a whole new world which awaits my talent and serious work. It matters a lot if the world does not exist and everything becomes an illusion. It will be a very difficult place to live in a zone which has no reality to speak of. Living things and non-living things both constitute reality. The individual lives of man take on a reality in itself. Even self-doubt is a reality for most people. The movie "The Game" (1997) is related to Descartes problem in the sense that it tackled Von Horton's self-knowledge and self-realization. The movie is a claustrophobic thriller which features the addiction of Von Horton to the Consumer Recreation Services (CRS), a form of entertainment, given to him by his brother Conrad. Von Horton uses the CRS and it leads him to experience bad and weird things. Von Horton gained from his ignorance and confusion the insight that man can seek himself.

The Great Pittsburgh and San Diego 2007 Fires Essay

The Great Pittsburgh and San Diego 2007 Fires - Essay Example The essay "The Great Pittsburgh and San Diego 2007 Fires" discusses the factors that led to the great Pittsburgh and San Diego 2007 fires that took place on April 10th at 12 o’clock and their consequences. The Great Fire of Pittsburgh took place on April 10th at 12 o’clock. It broke up in some frame buildings that were located to the Southeast of Ferry and Second Street in Pittsburgh. Two weeks prior to the fire break out, the weather was dry with high winds prevailing to a great extent. When the fire was discovered, the winds were blowing fresh from several points north of west. Within a short time, the fire flames had spread to the square. The wind’s velocity increased leading to more buildings catching fire. In a very short period, a third of the city was engulfed and consumed by the fire. The fire further extended to the Ferry side of Third Street extending further to Kensington town and destroyed it too. The district that was burned comprised of many busines ses and valuable factories. The loss amounted to approximately, $8,000,000. The growth and spread of the fire were caused by strong dry winds that were blowing in the town. As such, the dry weather conditions coupled with strong raging winds subsequently led to the spread of the fire to other buildings. Additionally, Pittsburgh at that time had uncontrolled/haphazard development. This resulted in a patchwork of homes and rich businesses. These wealthy people intermingled with other peasants who were adjacent, and who lived in wooden structures.

Final Case Study Analysis Research Paper Example | Topics and Well Written Essays - 1000 words

Final Case Study Analysis - Research Paper Example Incidents of sexual harassment can be hard to account for. When activities are conducted through the use of verbal ability and physical sexual harassment is conducted, it can be accounted for. In certain cases, sexual harassment activities become very hard to account for, for example: using signs and symbols to harass another individual. In workplace environment, sexual harassment cases involve both the harasser and the person being harassed. These activities might be conducted by the people in the supervisory and management level and these activities may even be conducted by peers or people working at the same level of the organization or by even those who are not working within the organization, such as customers and suppliers. Sexual harassment effects the organization and work environment in a negative manner and there are ways through which such activities can be countered. Negative Impacts While analyzing the effects of sexual harassment on an organization and the people workin g with the organization, EEOC gives emphasis to the negative consequences occurring due to this act rather than taking into consideration the intent behind such acts. In order to identify whether and act is sexually harassing is dependent on whether the victim believes that the act was unwelcoming or unasked for. The main method through which an act can be defined as unasked for is the negative impacts of that particular act on the behavior of workers. Sexual harassment researchers have asserted several areas that have been negatively impacted due to such activity; these areas include psychological and physical health of the workers, career, and perception of self and social areas. Victims of sexual harassment cases report elevated amount of stress as a result of being harassed. The level of symptoms further elevate as the contact between the victim and the criminal increases, when victims’ contact with those who witnessed the act taking place increases and when the victim ex periences retaliation as result of taking the complain to the authorities of the organization. Studies that are longitudinal in nature prove that the negative consequences of this activity last for a long period of time and even take the shape of future harassing activities if not countered (Paludi 96). One who is a victim of the act experiences several cognitive issues such as guilt of being victimized, escape from settings that are social in nature, shame of being harassed, fear, feeling of loneliness, agitation and decrease in the degree of self esteem. Physical issues experienced by the victim includes: abuse of substance, sleep depreciation, abnormal eating patterns and failure to concentrate. Further empirical studies prove that sexual harassment has negatively impacted the manner in which a victim used to work before being harassed and he even experiences negative impacts on his/her career goals (Goldstein 266). These negative impacts may or may not include increased level of leaves, alterations in goals related to career and alterations in working techniques. The person who is victimized may even experience distortion in important skills including interpersonal and social skills,

Charateristics of the Gifted Learner Essay Example | Topics and Well Written Essays - 1000 words

Charateristics of the Gifted Learner - Essay Example The discourse presented by the National Association for Gifted Children (NAGC) defines gifted students according to one which is stipulated in the Elementary and Secondary Education Act, to wit: â€Å"Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities† (National Association for Gifted Children, 2008, par. 1). With manifested innate and extraordinary talents and skills, these gifted students need academic interventions that would further develop their capabilities to maximum levels. In this regard, the current essay would use two constructive and two non-constructive characteristics of the Gifted Learner from the graphic organizer and provide definitions of the characteristics and a discussion of their impact on instruction. ... Constructive Characteristics Gifted learners have generally manifested characteristics which could be grouped according to: â€Å"(a) the diversity of areas in which performance may be exhibited (e.g., intellectual, creative, artistic, leadership, academic), (b) the comparison with other groups (e.g., those in general education classrooms or of the same age, experience, or environment), and (c) the use of terms that imply a need for development of the gift (e.g., capability and potential)† (Johnsen, 2006, par. 6). From among the constructive characteristics of gifted learners, two would be expounded in the current paper: (1) they may show keen powers of observation and a sense of the significant; they have an eye for important details; and (2) they often have a large storage of information about a variety of topics, which they can recall quickly. Keen powers of observation, the ability to sense the significant details and possessing an eye for important details fall under exem plary intellectual ability. Appendix A shows details of general intellectual abilities of gifted learners which are products of diverse researches from different scholars. From the list enumerated by Johnsen (2006), the following parallels showing keen powers of observation and focus on significant and important details, in addition to their ability to store and recall large amounts of information: Has an extensive and detailed memory, particularly in an area of interest. Is able to identify the important characteristics of new concepts, problems. Has a broad base of knowledge—a large quantity of information. Understands abstract ideas and complex concepts. Observes relationships and sees connections. Works conscientiously and has a high degree of concentration in areas of interest.

Human resources function Essay Example | Topics and Well Written Essays - 500 words

Human resources function - Essay Example Abundance of human resources gives the company the luxury of becoming selective and filling positions with the right candidate and qualifications. But with scarcity of people, the businesses had to do away with the luxury and use whatever manpower was available. Compensation scales had to be revised since manpower became expensive. Alternatively, employees had to be brought in from faraway places and the companies had to bear the responsibility of their transport charges and safety. Moreover, the profit margins were severely affected since the businesses could not work their usual hours due to limited manpower. With the demand for employees going up, candidates had a field time as they could demand any amount as remuneration. Companies increased wages in a bid to attract workers and this lead to the entry of many untrained workers. Menial jobs now began paying well. Under ordinary circumstances, workers would be trained well before they started working on floor, but due to scarcity o f staff they had to start right away with no prior training. Working in fast food restaurants suddenly became lucrative. However, this put a lot of pressure on the existing staff as they had to work with untrained workers, leading to mismanagement and chaos. This affected the smooth functioning of the restaurants and also their reputation. Yes, to a certain extent the HR situation is typical here

Maths project Coursework Example | Topics and Well Written Essays - 1250 words

Maths project - Coursework Example The collected data were from various ages and shoe size. Utilizing the underlying evidence to comprehend and make viable conclusion of the hypothesis that is most appropriate. Comprehension of the framework of the report and knowledge was utilized in creation of the thesis and via mind mapping the ideas were formulated for attaining relevant data. The objectives of this experiment are to contract a few friends and prevailing family member to aid in completing the questionnaire. It will involve collection of the shoe sizes for 20 children in the underlying range of 1 to 16 years old and carry out analysis of the data in order to either prove or disapprove the underlying fact that the prevailing children’s shoe sizes escalate with the increase in age. The investigation was kept fair and accurate as possible in regard to collection of the data pertaining to the shoe sizes and age. The major aim of the underlying experiment was to assess if the children’s shoe sizes escalates as their ages increases. It aimed at aiding in comprehending of the association amidst an individual’s age and their corresponding shoe size. The investigation also aimed at testing the underlying hypothesis through completion of the experiment after attaining the appropriate results of the investigation, assessing the results and verifying the validity of the prevailing hypothesis. Simple short questionnaire was utilized in obtaining sections of the vital information, shoe size, gender and corresponding age. All the prevailing participants were twenty and their consent were received from parents by elaborating the main reasons of undertaking the research. The data were then transferred into corresponding tally chart and then the number of participants with particular size shoe was computed. The data were displayed into the bar chart, pie chart and suitable scatter graph. Diverse means was utilized in computing averages and corresponding participants’ ages

Steady Oil Price Hike Essay Example for Free

Steady Oil Price Hike Essay The article about the rising oil price indicates two main economic concepts: first, â€Å"the rule of supply and demand†, and second, that† human wants is insatiable. † Oil is a natural resource and it is created by nature through thousands of years. Time is a very important element in the production of oil. Despite the fact that oil wells and rigs are discovered and/or pumped, still, the natural element of this product is very important. Going back to the relevant economic factors about rising oil prices, there is an unlimited demand for oil while its supply is getting scarcer. Aside from this fact, millions, if not billions, of dollars of investments are needed to have the black gold extracted, refined, and distributed. Everywhere oil is used. It is not only with the vehicles but also with all the machineries producing the goods and even food products that we consume on a daily basis. The second economic factor is the insatiability of humans in terms of their wants. Everyone wants this and everybody wants that. We all consume. We all want to acquire resources. This relates to the article in a sense that: (1) more consumption means more oil consumption; (2) in acquisition of wealth, natural and man-made factors happen in having oil prices rise; and (3) investors in oil trade would always go for a good profit margin while consumers would like to spare resources (money). The first factor is related to the explanation of supply and demand above. The second factor is important because natural calamities such as storm affects oil production but this all goes back to the fact that once the supply of oil is limited, and the demand is big, the market has to balance out and the only way is to raise prices. This benefit the â€Å"wants† of the investors who, in every situation, have their means in having their investments get a very good return. Consumers on the other hand, take their chance in acquiring cheaper oil as they want o save their resources in order to have extra left behind to acquire the rest of their needs and wants and this is explained by having their tanks full before the prices increase. Lastly, oil is not in market where fair competition rules. It is monopolistic. The major factor that makes it so important is its scarceness; its having limited supply with steady demand. Peer review on responses 1, 2 and 3 In the first response, the idea that oil is very vital in society is agreeable. The rest of the discourse of the article, however, is strongly disagreeable. First, in the point indicated that â€Å"the oil industry is an example of a perfectly competitive industry† and at the same time noting that â€Å"neither the firm nor its consumers decide on the price, rather the entire industry†. First oil is a product that triggers monopoly whether consumers like it or not. Second, the article contradicts itself: if the industry decides on the pricing itself, not the interaction of the oil firms and their consumers, this means that the market is â€Å"not free†. Not free means NO competition at all. Lastly, the article noted that â€Å"consumers never worried about spending massive amounts of money on oil during an economic struggle† and it is not true. Oil makes everything else expensive and it may be possible that no demonstrations are done against oil but against economic crisis, but it is important to realize that at least 70% of that crisis can be attributed to oil price movement: your cereal will be expensive once oil used in machineries producing it becomes expensive! Argument number two is also very good emphasizing the monopolistic characteristic of oil as a consumer product. The article even dwelled on deeply going into criteria of monopoly to establish the hypothesis, that indeed, this product is never a competitive product, in a sense that whether consumers like it or not, they are just forced to acquire oil out of necessity. The article is very â€Å"narrow† though. Maybe a little bit of expansion as to the idea of having it monopolistic and other related factors would even make the idea of the response more interesting. Lastly, response number 3 is a very good work. Admittedly, my response runs on parallel path as this one. It emphasizes the scarcity of the product, the inelasticity of demand, which is always there, despite the presence of supply or not. It focuses in the effect of transportation though, just like what was written in the article, not like what I have though to widen my perspective in reacting to oil-related write up.

Relationship between Poverty and Educational Outcomes

Relationship between Poverty and Educational Outcomes Children in Poverty:  Addressing Inequalities in Educational Outcomes Jodie Somerville The American Psychological Association (2007) asserts that socioeconomic factors and social class are fundamental determinants of human functioning across the lifespan including development. Levels of parental education, occupation and income are factors used to quantify socio-economic status and classify social class (Duchesne, McMaugh, Bochner Krause, 2013). Socioeconomic status (SES) is a recognition of the economic, environmental and education factors in the lives of parents, which affect educational outcomes of children. Often the relationship between SES and education focuses on those individuals living in poverty, the lowest tranche of economic privilege. Boston (2013) asserts that there are disparities evident in educational achievement between children from advantaged backgrounds and those experiencing deprivation. Students with higher family SES have higher educational achievement than students with lower family SES with a wide gap evidenced between the two (Thrupp, as cit ed in Boston, 2013). Those disparities and the inherent causes thereof will be outlined herein. Changes that may alleviate the effect of poverty on educational outcomes in New Zealand will also be highlighted. In particular, the need for a multi-faceted approach towards addressing inequalities in educational outcomes arising from poverty and SES. In 2012, 285,000 children in this country aged 0–17 years lived in poverty equating 27% of all New Zealand children (Craig, Reddington, Wicken, Oben Simpson, 2013). It is important to note that poverty rates for MÄ ori and Pasifika children are around double those for PÄ kehÄ /European children with evidence suggesting that MÄ ori and Pasifika children are almost twice as likely to be living in severe poverty and face a higher risk of remaining in poverty for extended periods of time (Boston, 2013). Major influences on the overall level of child poverty are changes in demographics, family structure, unemployment rates, benefit and retraining levels, childcare services and housing costs, all of which are influenced in broad terms by social policy and legislation to some degree (Davies, Crothers, Hanna, 2010). These factors have led to a rise in the cost of living particularly housing affordability, food and medical care (Boston, 2013). The changes have also seen low wages and relatively high taxes for low income families with family assistance programmes not sufficient to meet shortfalls for those in poverty (Every Child Counts, 2010). These aforementioned factors that give rise to poverty and low SES have subsequent health, cognitive and socio emotional outcomes which affect child development (Duchesene et al., 2013). The development of the child then in turn affects his or her educational achievement. The relationship between SES and educational attainment of children is evidenced in a New Zealand study by Fergusson and Woodward (2000). That study noted that children from higher SES backgrounds achieved university entrance rates five times higher (57%) than those of children from families of a lower SES (11%). Further, there is a statistically significant relationship between family income during the early years of a childs life and subsequent school completion rates and adults income with children from poorer families having worse outcomes (Gibb, Fergusson, Horwood, 2012). Boston (2013) cautions that although there is evidence of a strong correlation between the socio economic status of children and their education achievement, socio economic status in itself is not the only cause of poor educational outcomes. He asserts there other interlinking factors associated with SES, particularly factors prevalent in situations of poverty, that contribute to the educational attainment gap . The first aspect affecting educational achievement is family SES and income. Duchesne et al. (2013) state that children of low SES backgrounds often have poor nutrition, are exposed to environmental hazards and have inadequate access to healthcare. Boston (2013) highlights that limited finances place constraints on choices and opportunities for those living in poverty. This includes being able to afford nutritious food, access to primary healthcare and quality early childhood education, accommodation choices and providing for a stimulating home environment. The effects of poverty on educational outcomes are wide reaching. Poor nutrition can effect physical and mental growth and development and cognitive function. It can also result in lethargy and resultant decreased motivation to learn. Boston (2013) states that children from low SES backgrounds are likely to eat fewer healthy foods and have higher cholesterol intake than their peers in elevated socioeconomic circumstances. They are also much more likely to start the school day hungry and have little or no lunch. This reduces the child’s ability to concentrate and learn and generates negative behaviours. In New Zealand lack of access to health care for children living in poverty is linked to the high rates of otitis media, an infection of the middle ear particularly prevalent in MÄ ori children, which leads to hearing loss (Duchesne et al., 2013). Boston (2013) also notes that during their early school years economically disadvantaged children typically have less access to a variety of important learning resources such as books, newspapers and the internet. The second link between poverty and educational achievement are parenting factors. Bradley Corwyn (as cited in Duchesne et al., 2013) highlight a strong association between poverty, low levels of parental education and lower levels of school achievement for children. Parental education has an effect on interactions at home and the ways in which parents interact with their children (Duchesne et al., 2013). Children whose parents, especially mothers, have higher levels of education were more likely to be supported in ways that encouraged engagement in education including better resources. Overall experience in homes with lower levels of parental education was likely to be less with lower parental input (Duchesne et al., 2013). This is evidenced in activity levels and language use with parents in poorest families using only one third of the spoken language of other families when conversing with their children (Hart Risley as cited in Duchesne et al., 2013). Language is important to le arning and displaying knowledge at school. Parents own experience of education affects interactions with children including their ability to prepare children for school, their expectations and attitudes towards education. Parents from lower SES groups may value education but have little expectation for their children to excel. They may have little or no relationship or trust towards the school or teachers. This low level of expectation is linked with a negative orientation towards school, a sense of indifference and alienation from education and influences the attendance and participation patterns of children (Boston, 2013) making further schooling beyond what is compulsory less likely (Duchesne et al., 2013). Parents with low educational achievement were also less likely to provide cognitively stimulating enrichment such as trips to libraries or specialist classes such as music lessons for their children (Duchesne et al., 2013). The third link between poverty and educational achievement is stress. Families living in poverty encounter employment uncertainty, poor financial stability, transience and often live in substandard overcrowded accommodation in neighbourhoods where violence is prevalent (Duchesne et al., 2013). These conditions of hardship are contributors to parental stress, relationship difficulties and mental health issues (Boston, 2013). Both Duchesne et al. (2013) and Boston (2013) assert a correlation between stress and maladaptive parenting behaviours (including a higher incidence of neglect and maltreatment) and lower levels of warmth and responsiveness in familial relationships. This situation undermines a child’s sense of security and self-esteem, identified as factors that may provide some resilience for children at risk from poverty (Duchesne et al., 2013). Stress also contributes to learnt helplessness and feelings of powerlessness. Children living in stressful environments, partic ularly substandard accommodation and more likely to suffer illness that impacts on learning. The transient nature of low socio economic households also has damaging educational outcomes. A fourth connection can be made between school factors and educational achievement. In the same way that a childs school outcomes are not purely as a result of their individual characteristics but subject to wider family and environmental influences, there are influential factors within schools themselves and their interactions with families that affect educational achievement for low SES children (Duchesne et al., 2013). McLloyd, 1998 (as cited in Duchesne et al., 2013) suggests that teachers often perceive students ability and behaviour more negatively for those from lower SES circumstances. Children from poverty were less likely to receive positive attention and reinforcement for academic achievement possibly attributable to lower teacher expectation for those students. Duchesne et al. (2013) highlights that there are a number of ways in which the relationship between schools and their families and communities contribute to educational disadvantage. Firstly, children whose home ex periences fit the style of the school experience better educational outcomes than those who dont. Secondly, a division may exist and be maintained between home and school where the values of the school and home differ with home values of lower SES families, particularly ethnic minorities, perceived as less valuable. In line with that, differing communication styles of home and school also serve to create a barrier for lower SES children with misunderstandings and conflict between the two environments. Lastly the perceptions of and about minority groups, who are often over represented in lower SES families, may be stereotypically based in wider societal beliefs. This can be exacerbated by practices within schools that reject or marginalise those students. Overall, these school factors can lead to withdrawal and alienation from the education system and poor outcomes for disadvantaged children. It is clear that children from lower SES backgrounds experience poor educational outcomes. The challenge of policy makers and educators is to work together collaboratively to mitigate the effects of child poverty on the education of our most vulnerable citizens. A 2014 report by the Child Poverty Action Group entitled Our Children, Our Choice sets out a number of measures which it asserts will alleviate some of the effects of poverty on childrens education. Its first recommendation is to develop culturally appropriate measures of the cognitive, affective, behavioural and developmental needs of new entrants. This data could then be used to make funding allocations to ensure children in poverty receive meaningful, enjoyable and empowering experiences to address their disadvantage, not a narrow focus on standards. In line with that, the reports second recommendation was to abandon national standards as they have been found ineffective, disadvantaging poor children’s learning and teaching in low decile schools. The third recommendation is the provision a 100% government subsidy to the lowest decile secondary schools for NCEA and scholarship examination fees. It also recommends providing NCEA subject pathway guidance to tertiary study on entry to secondary school for all students. In particular, academic counselling and target setting to improve outcomes for Pasifika students and extension of kura kaupapa MÄ ori and wharekura to more communities. The Child Poverty Action Group report from 2014 also highlighted some social measures to mitigate some of the environmental disadvantage experienced by children from low SES homes. Its first recommendation in that regard was to provide free breakfast and lunch for children in decile 1-4 schools. It extrapolated on that with an assertion that low decile schools have multi-agency services on site which would include social workers, health workers, alternative education programmes and providers and teen parent units. The Child Poverty Action Group (2014) highlight the recommendations of the Expert Advisory Group on Solutions to Child Poverty which suggest solutions also include expansion of the positive behaviour plans and extension of school-local community collaboration initiatives. The report also recommended a reduction in class sizes in lower decile primary schools and providing salary incentives to encourage quality teachers into schools in areas of low SES. Its final recommendati on was to retain the decile funding system principles currently in place, which are based on need and equality of outcome. In conclusion, there is substantial evidence of the correlation between socio economic deprivation and low levels of educational achievement. Boston (2013) asserts that child poverty, especially when experienced in early childhood and/or when persistent and severe, has damaging effects which are twofold firstly to the individual child but secondly the wider society. Child poverty contributes to the large educational achievement gaps between children with different SES backgrounds. The Child Poverty Action Groups measures target investment of resources and interventions towards those of highest need. Boston (2013) notes that the goal of such interventions is not merely to assist the children and families currently experiencing situations of disadvantage, but also to break the intergenerational cycle of poverty and its effect on educational achievement. By ensuring that more of the children from current low-income families achieve educational success, this will translate to improved o utcomes for the next generation. Children whose material circumstances, quality of life and experiences are improved through a multifaceted approach aimed at reducing child poverty will enjoy greater choices, opportunities and success and have more favourable educational outcomes. REFERENCES: American Psychological Association Task Force on Socioeconomic Status. (2007). Report of the APA Task Force on Socioeconomic Status. Washington, DC: American Psychological Association. Retrieved from http://www.apa.org/pi/ses/resources/publications/task-force-2006.pdf Boston, J. (2013, May). Improving educational performance: why tackling child poverty must be part of the solution. Symposium conducted at the Poverty Impacts on Learning Conference, Victoria University, Wellington, New Zealand. Retrieved from http://igps.victoria.ac.nz/staff/team/Education and child poverty V4.pdf Child Poverty Action Group (2014). Our children, our choice: Priorities for policy. Retrieved from http://www.cpag.org.nz/assets/Publications/1-0 Our Children Our Choice Part 3.pdf Craig, E., Reddington, A., Wicken, A., Oben, G., Simpson, J. (2013). Child Poverty Monitor 2013 Technical Report (Updated 2014). Dunedin. New Zealand: Child Youth Epidemiology Service, University of Otago. Retrieved from http://nzchildren.co.nz/document_downloads/2013 Child Poverty Monitor Technical Report MASTER.pdf Davies, E., Crothers, C., Hanna, K. (2010). Preventing child poverty: barriers and solutions. New Zealand Journal of Psychology. 39 (2) 20-31. Duchesne, S., McMaugh, A., Bochner, S., Krause, K.-L. D. (2013).Educational psychology : for learning and teaching(4th ed.). South Melbourne, Vic.: Cengage Learning Every Child Counts (2010). Eradicating child poverty in New Zealand. Retrieved from http://www.everychildcounts.org.nz/resources/child-poverty/ Fergusson, D. M., and Woodward, L.J. (2000). Family socioeconomic status at birth and rates of university participation. New Zealand Journal of Educational Studies, (1), 25. Gibb, S. J., Fergusson, D. M., Horwood, L. J. (2012). Childhood family income and life outcomes in adulthood: Findings from a 30-year longitudinal study in New Zealand. Social Science Medicine(12), 1979. doi: 10.1016/j.socscimed.2012.02.028

Failure At The Battle Of Britain History Essay

Failure At The Battle Of Britain History Essay In the summer of 1940, the Battle of Britain was fought between the Royal Air Force of Great Britain and the Luftwaffe of Nazi Germany. The assault was Hitlers attempt at decimating Britains air force and morale, enabling a full-scale seaborne invasion of Britain. The failure of such an ambitious undertaking marked Germanys first significant defeat and became a turning point in World War Two. More than seventy years later, historians continue to debate over the reasons for the failure of the Luftwaffe, prompting an investigation to answer: To what extent was the Luftwaffe responsible for their failure at the Battle of Britain? This essay analyses both sides of the debate; either that the RAFs successes were the most important cause of Germanys failure, or that it was the errors of the Luftwaffe that proved decisive in Britains victory. Utilizing the views of historians such as Stephen Bungay, RJ Overy and JP Ray, this essay also employs some primary sources to consolidate both arguments, and forms a conclusion to the investigation. Although the Luftwaffe were not perfectly suited to the task of singlehandedly eliminating Britains key defences, being a support force rather than a strategic one, the sheer number of pilots and planes that they had at their disposal, combined with the fact that they did not have to defend anything themselves, should have guaranteed a German victory. Instead, the constantly shifting strategy and bad leadership combined with flawed intelligence complicated the operation. Additionally, Britain benefited from the leadership of Prime Minister Winston Churchill and Air Marshal Hugh Dowding, while being aided by their radar early warning system and the advantage of fighting within friendly territory. In conclusion, however, the Luftwaffe was still the clear favourite and it was only through their mistakes that the RAF was able to survive. Introduction The Battle of Britain, part of the Second World War, began in the summer of 1940, on the 10th of July. An entirely aerial battle, Hitler initiated the assault as a preliminary phase of his invasion of Britain, codenamed Operation Sea Lion. The Luftwaffe was meant to neutralize the RAF and Britains other key defences, enabling the German Navy to land and discharge troops. Not only was this failure a psychological blow to the Nazi war effort, but also more significantly it thwarted Hitlers planning for the German invasion of the USSR, for which timing was crucial. The Luftwaffe was overconfident as a result of its successes across the rest of Europe, but it failed to anticipate the conditions of a battle fought exclusively in the air; understandably, since the Battle of Britain was the first entirely aerial conflict. Hermann Goering, the commander in chief of the Luftwaffe, assured Hitler that he could guarantee control of the skies above the channel, protecting the German invasion for ce from the RAF. Not only did the Battle last far longer than intended, but also the Luftwaffe failed their objective, forcing Hitler to postpone Operation Sea Lion indefinitely  [1]  . Both during the Battle and in the years following it, the British cleverly capitalised on the propaganda value of their success. This gave rise to the initial popular view that it was the courage and resilience of the RAF that had repelled the Luftwaffe through sheer determination, overcoming the numerical odds. Indeed, Churchill would often mention in his speeches and later his memoirs the importance of the Few  [2]  . However, orthodox historical investigations adopted a more analytical and less sensationalist view that Britains inherent advantages of radar and friendly territory tipped the scales in their favour, combined with the heroism of the pilots and Britains impressive fighter production and sound leadership  [3]  . An alternative revisionist view emerged later as records out of Germany came to light, stating that despite all of this Britain would still have lost if the Luftwaffe had not conducted their campaign so poorly  [4]  . After all, it is undisputed that the Germans had greater numbers of planes  [5]  and more importantly, capable, experienced pilots. The fact that such a key event continues to be a subject of intense debate merits an investigation into what actually was the more decisive factor. Therefore the following research question is still very relevant today: To what extent was the Luftwaffe responsible for their failure at the Battle of Britain? While both sides of the debate provide compelling evidence, ultimately, for all of the RAFs courage and advantages, the Luftwaffe should have been able to overwhelm them with sheer brute force and elementary tactics, but the extent to which the Luftwaffes mistakes altered the course of the Battle led to Britains victory. The RAFs responsibility for the result There can be no doubt that the RAF showed an unprecedented level of resilience and intelligence in dealing with the German threat, and despite all of the propaganda associated with it, there is a great deal of evidence that supports this orthodox view. One of the major contributors to this success was the system implemented by Air Chief Marshal Hugh Dowding, aptly named the Dowding system of defence. Dowding organized a structured system of command and networked intelligence, with several scattered Sectors reporting to four groups, and each group then filtering and passing on the necessary information to the central Fighter Command Headquarters  [6]  . The Dowding system ensured that Fighter Command was able to receive a clear and updated picture of the Battle at all times. This was in no small part due to the implementation of Radio Direction Finding (RDF) also known as radar, which was instrumental in ensuring that Fighter Command knew exactly when and where the Germans were attacking. Since its inception in 1935, Dowding had personally championed the radar system. Furthermore, the use of radar was cleverly organised; Fighter Command controlled the radar, but each sector was able to control its airfields and observers, enabling local control that avoided the potential delay of waiting for Fighter Commands directions. Additionally, as Fighter Command directly received radar, if the Luftwaffe succeeded in bombing a station, Fighter Command would continue to function unimpaired. On the 7th of September 1940, the Luftwaffe attacked London with 400 bombers escorted by fighters. This attack tested the efficiency of the system; once the Germans were detected by the radar and confirmed as three waves of aircraft, the commander of 11 Group, Keith Park, sent six of his squadrons to combat the first wave while holding the remainder of the group for the other two, saving fuel. Meanwhile, 12 Group and 10 Group were deployed to protect 11 Groups vulnerable airfields from German bombers  [7]  . Dowdings system was able to eliminate the Luftwaffes advantage of surprise  [8]  , allowing the British to send out the precise number of aircraft exactly where they were needed to thwart the Germans; and this became a vital component of Britains victory, especially since the Germans refused to recognize the threat of it. Another factor in the result of the Battle was the ability of the British factories to replace lost and damaged aircraft. Britains fighter production was far better than Germanys, approximately 500 per month against just over 150 per month by the Germans  [9]  . In addition, these aircraft were Hurricanes and Spitfires, high quality planes that were more than a match for Germanys own Bf 109s and 110s  [10]  . The rapid rate of production ensured that the RAF never had a shortage of operational aircraft, although the same could not be said of their pilot reserves.  [11]  . This impressive level of production was primarily due to Lord Beaverbrooks ability to deregulate the processes used for aircraft production, in his capacity as Minister of Aircraft Production. With Churchills help, Beaverbrook managed to persuade British citizens to donate pots, pans and even fences and railings to be used in factories in a scheme dubbed Saucepans to Spitfires  [12]  . Churchill ofte n lauded Beaverbrooks success, during these weeks of intense struggle and ceaseless anxiety, claiming that his personal buoyancy and vigour were a tonic  [13]  , and on the 2nd of August 1940 he appointed Beaverbrook to the War Cabinet. The results of Beaverbrooks efforts were directly reflected in the number of operational airplanes, which rose from 560 to 730 between June and November  [14]  . The orthodox view gives great importance to Dowdings excellent tactical deployment of his aircraft in determining the RAFs victory. Dowding was aware from the beginning that the number of trained pilots available was always dangerously scarce; a notion supported by accounts from fighter pilots that emerged after the war, claiming that they were often scrambled three or four times a day  [15]  . Despite strong suggestions from 12 Group Commander Trafford Leigh-Mallory and the leader of 242 squadron Douglas Bader to attack the Germans head on in a massive fire fight, Dowding held firm with his strategy of utilizing his early warning system to send out a small number of planes to intercept the Germans where they were most needed. Furthermore, during the last days of the Battle of France, Dowding refused to send out any more squadrons to the aid of the French, recognizing that Frances defeat was inevitable  [16]  . During the Battle of Britain, 11 Group, which often bore the brunt of the German attack, frequently requested Fighter Command for support from the other Groups. Indeed, some of the pilots in 11 Group who later recounted their experiences have criticized Dowding for putting too much strain on Air Vice Marshal Park  [17]  , although it is unlikely that these pilots would have sympathized with the general strategy after the ordeals they were put through. Dowding also understood that the RAF had an essential advantage in fighting over friendly territory; firstly, an RAF pilot who ejected from his plane could easily be rescued and returned to the front-line, whereas German pilots would become prisoners of war, or drown in the Channel. Considering that out of the more than 800 planes shot down, only 507 RAF pilots were killed, this was extremely valuable given the RAFs lack of reserve pilots  [18]  . Secondly, the Luftwaffe was operating out of France, which meant they had to waste precious fuel crossing the English Channel, whereas the RAF planes took off much nearer to the points of interception.  [19]   Another aspect of the RAFs ingenuity that worked in their favour was their quick adaptation of aerial combat tactics. The nature of the Battle of Britain was such that both the RAF and the Luftwaffe were initially unprepared for the scale and pace of the fighting that was conducted. As per the training manual, RAF pilots initially used a conventional formation with two wingmen flying behind the leader at a fixed distance, which limited their ability to defend the leader  [20]  . By contrast, the Luftwaffe sent fighters operating in a two pair formation around their bombers, and towards the end of July the RAF had already adopted this strategy. Wing Commander H. R. Allen of 11 Group believed that if the RAF had used this method from the beginning, they would have been several times more efficient at destroying German aircraft  [21]  . Since Allen was a pilot who actually fought in the Battle, it is reasonable to assume that he would have been able to evaluate this effectively. Also, the RAF modified their standard squadron formation, using part of the squadron flying in three lines, while the rest flew above and to the rear, offering better defence and ready replacements for any losses in the front  [22]  . Another important tactic employed by the RAF was to send their faster, more agile Spitfires against the German Messerschmitt 109s, while allowing their Hurricanes to eliminate the slower and more vulnerable German bombers. Britains adaptability helped to conserve their limited resources and efficiently engage the enemy, offering crucial tactical gains. While the RAF were busy fighting the Germans in the skies, Britains Prime Minister Winston Churchill was equally active in rallying Great Britain behind their courageous Royal Air Force. Churchills skills as an orator and motivator undoubtedly played a part in Britains victory. Although Hitler could be equally charismatic, he showed very little interest in the Battle, deferring responsibilities to Goering while he focused on Operation Barbarossa, the invasion of the USSR  [23]  . Churchill wrote in his memoirs Their Finest Hour how he cannot speak too highly of the loyalty of Mr Chamberlain, or of the resolution and efficiency of all of my Cabinet colleagues, and yet Churchill himself was constantly visiting various Group stations and Fighter Command, asking for updates and estimates of progress  [24]  . A notable example of this was Churchills arrival at 11 Groups Headquarters in Uxbridge on the 15th of September, and remained in the Group Operations room with Air Vice-Marsh al Park for most of the battles duration  [25]  . In addition to this, Churchills address to the House of Commons on the 18th of June famously spoke of Britains finest hour and of how never has so much in the field of conflict been owed by so many to so few. These speeches helped to boost the morale not only of the public, but more importantly that of the overworked RAF pilots  [26]  . Moreover, Britain also benefited from the intelligence it received. During the Battle, both sides overestimated the enemys losses while underestimating their own, partly to increase morale, but also due to the chaotic circumstances that made it extremely difficult to gather reliable intelligence. According to Stephen Bungay, Britain also overestimated the overall strength of the enemy force, judging Luftwaffe front line strength to exceed 5000 when in reality there were around 3000 German aircraft with 900 reserves. This discouraged an all out Big Wing assault, which would have negated Britains advantages and caused careless losses  [27]  . Furthermore, by the time of the Battle the British were able to decode German messages using their Enigma machine; although some historians argue that Fighter Command was unaware of the Enigma breakthrough until as late as October  [28]  . The RAF were also aided by a branch of the observer corps known as Y Service, which yielded unprecede nted results simply by listening in to various German radio frequencies  [29]  . These aspects of the RAFs intelligence network compounded by the Dowding early warning system ensured that the RAF were alerted of the Luftwaffes moves as much as possible. The many advantages that the RAF both inherently began with and later cultivated enabled them to put up a strong defence, resulting in the Luftwaffe coming off worse in nearly every exchange. In a stark contrast to the Luftwaffe, the RAF prospered under an efficient system of intelligence, tactical adaptability and reliable leadership. There can be no doubt that these were important contributors to their victory, to a limited extent. The Luftwaffes responsibility for the result Hitler commanded his Luftwaffe to maintain air superiority over the Channel and Island.  [30]  While the Luftwaffe outnumbered the RAF, an important point to note is that of the 3000 aircraft sent to Britain, only 1200 of those were fighters, while the 1800 bombers were far more vulnerable against the Hurricanes and Spitfires  [31]  . One of the most costly failures of the Luftwaffe was their wayward tactics and strategy. This was explicitly demonstrated in the inexplicable gap in the offensive between the British evacuations of Dunkirk on the 4th of June and the final launch Operation Eagle Attack (the codename of the assault) on the 13th of August  [32]  . During this period, both sides were able to replace their losses after the Battle of France, however since Britains production was much higher than Germanys, the Luftwaffe effectively weakened their position by waiting. Moreover, the minor intermittent raids conducted by German aircraft gave Britain a chance to test and perfect the Dowding system  [33]  . Additionally, this delay was compounded by a lack of focus in the German plan of attack; the Luftwaffe was attempting to attack merchant convoys on the Channel, British airfields and radar stations in the South as well as fighting a war of attrition by engaging RAF airplanes. The overall result of the se endeavours was that while there was some success in each of these objectives, it was very limited  [34]  . No targets were actually crippled beyond repair, especially since Hermann Goering considered attacking the radar stations a waste of time and resources, a clear display of ignorance that made the system all the more effective for the RAF. Perhaps the single most detrimental decision made by the Luftwaffe was the decision to switch bombing targets from the RAF airfields to the British cities. Many historians have attributed this to an accidental German bomb dropped on London, which prompted retaliation against Berlin, thus enraging Hitler to the point of ordering the destruction of London  [35]  . This proved to be a turning point in the Battle for a number of reasons. Firstly, it gave the RAF much-needed breathing space to repair airfields, train new pilots and deploy them. Secondly, Fighter Command could now organize its groups around London and concentrate its forces, instead of having to stretch them across the south coast. Thirdly, in London air raid shelters had already been constructed throughout London which somewhat limited civilian casualties, as the attacks on the countryside were abandoned  [36]  . A further point is that the journey to London took the German fighters and bombers, who were operating out of Normandy and Belgium, to the limit of their fuel capacity, offering them mere minutes of flight time over the city. Ironically, even Goering seemed to immediately realize this, commenting its stupid to drop bombs on cities.  [37]  While the orthodox views confidently identify this as the saviour of the RAF, revisionists have argued that although it gave Fighter Command some breathing space it was an inevitable tactic given that the bombers damage to the airfields was limited  [38]  . Although there is disagreement over the extent to which this affected the outcome of the Battle, it was a factor that cannot be ignored; this respite was complemented by the RAFs high fighter production that allowed them to recoup their losses quickly. While Great Britain was able to rely on Churchill and Dowding to bolster their resolve and devise effective strategies, the Luftwaffe deteriorated under the command of Adolf Hitler and Hermann Goering. Not only did Hitler overestimate the Luftwaffes capabilities as an attack force by expecting them to singlehandedly eliminate British defences, he made matters worse by ordering the Luftwaffe to bomb London, purely as a result of his political outrage over the raid on Berlin. Churchill publicly denounced Hitlers inability to grasp aerial warfare, Herr Hitler is using up his fighter force  [39]  . Goering on the other hand did not actively coordinate his forces as his British counterpart Dowding did, nor did he make any effort to motivate his pilots; as German ace Adolf Galland claims, he went about it the wrong way  [40]  . However, being a contemporary German source, it is important to note that a pilot like Galland would prefer to blame the strategy of his officers for the de feat rather than the performance of pilots such as himself. As the tide of the Battle began to turn, the leadership flaws were exposed and this made the Luftwaffe even more impotent, which proved to be a necessary component of the RAFs success. Another aspect of the Luftwaffes failure was their unsuitability as a force for the task that was put to them. This view is supported by many revisionists, who investigated German records after the war and came to the conclusion that the Luftwaffe was a support force, designed to aid the Wehrmacht (Army) by bombing key targets ahead of the armoured advance on the ground  [41]  . The only Air Force the Luftwaffe had to contend with prior to the Battle of France was the Polish Air Force, who fought valiantly but ultimately had too few planes, all of which were also obsolete  [42]  . Furthermore, despite Goerings confidence that he could destroy the RAF, the Luftwaffes planes were unsuited to the task. While the Bf 109 could outmanoeuvre a Spitfire at high altitudes, it was limited both by a low fuel capacity, and the fact that it had to protect the low flying Ju 87 dive-bombers  [43]  . By 1940 Germany had not yet developed long-range heavy bombers, since Goering believed t hat dive-bombers were sufficient for any assault. While the Ju 87s and 88s were accurate, they were unable to defend themselves against Hurricanes and Spitfires, which allowed the RAF to pick them off with ease once their fighter escorts had been dealt with. This became a huge problem when the Luftwaffe began bombing London, which was even further north, as the Bf 109s only had an effective range of 125 miles  [44]  . This problem was highlighted on August 15th 1940, when 30 German bombers were shot down at the cost of two Hurricanes, which also demonstrated that in daylight, the German aircraft were even more vulnerable  [45]  . Furthermore, Keegan believes that because the Luftwaffe had more bombers than fighters, their fighter strength was insignificantly greater than the RAF condemning their operation from the beginning. Clearly, the Luftwaffe was completely unprepared for their operation, and in the war of attrition they came off worse as a result. Many of the tactical errors made by Goering were based on faulty intelligence received, and this was responsible for much of the self-inflicted damage. Firstly, in the Air Intelligence Departments report, the Dowding system was labelled as rigid and inflexible, and this was partly the reason that Goering dismissed the radar stations as insignificant targets. This was undoubtedly a costly mishap; the radar eliminated the Luftwaffes much-needed element of surprise and there were only six proper attacks against the radar stations during the course of the Battle  [46]  . Not only was Britains overall fighter strength underestimated, but fighter production itself was also underestimated, with intelligence estimating 230 planes a day while the reality was well over 400  [47]  . The intelligence department suffered from managerial deficiencies; there were several different agencies attempting to curry favour by providing positive (and false) reports, which would even conflict with e ach other at times. Goering received a report that the Bf 110 could hold its own against the Hurricane, which complicated battle tactics later when the reality emerged and the Bf 110 squadrons had to be reinforced with the superior Bf 109s  [48]  . This was a key flaw that separated the Luftwaffe from the RAF, and this allowed the RAF to maximise the useful implementation of their intelligence without facing effective retaliation. In addition, while Britain may have benefited from overestimating German losses by boosting morale, the same did not apply to the Luftwaffe. The overestimation of RAF losses bred complacency, and Goering was often made to look foolish by confidently asserting that the RAF would be destroyed within the week only to have the Battle continue to drag on  [49]  . At one point Goering was under the impression that the RAF only had 100 operational fighters, while the reality was more than 700  [50]  . The bad estimates of numbers, the underestimation of radar and the overestimation of German fighter capability all created an atmosphere of arrogance and complacency, which proved detrimental to the Luftwaffe. Although the Luftwaffe should have prevailed through sheer force of numbers, it was constantly let down by unfocused strategy, distracted leadership and incorrect intelligence. Also, the overconfidence of Goering ensured that crucial problems were not rectified in time, and this created a sluggishness that was uncharacteristic of the nation that had Blitzkreiged across Western Europe, and unacceptable given the circumstances of the Battle. Conclusion There is a great deal of sound evidence and judgement on both sides of the argument. It would have been unfair to entirely discount the orthodox view in favour of the revisionist. After all, the RAF was fighting on friendly territory, their early warning system eliminated the German element of surprise, they were highly motivated by their leaders and any tactics which may have initially been obsolete were quickly adapted, turning the RAF into one of the best Air Forces of World War Two and certainly one of the most experienced. Additionally, a high rate of fighter production supported by civilian initiatives enabled the RAF to maintain and expand its front-line strength over the course of the Battle. The Luftwaffe, meanwhile, benefited from superior numbers and experienced personnel. However, the Luftwaffe were more suited to providing support for the Army, rather than engaging another air force, as indicated by their large quantities of outdated and unsuitable bombers. During the Battle, the Luftwaffe suffered a number of setbacks, as a result of their lax leadership, meandering strategy, and faulty intelligence from sycophantic and competitive agencies. The most debilitating demonstration of this was the decision to switch bombing targets from airfields and other military installations to British cities, allowing the RAF time to recover and replace their losses, while accomplishing very little instead. Although the RAF put up an excellent defence, the objective that the Luftwaffe were assigned, to pave the way for the invasion force and weaken or destroy the RAF should have been possible based on their numerical superiority; certainly prior to the Battle there was very little hope for Britain. Furthermore, it is important to understand that rather than two separate developments of the Battle, the German mistakes and British successes