HMR Essay Example | Topics and Well Written Essays - 1750 words

HMR - Essay Example Human resource management looks after all these activities. HRM can be considered as a process which involves four main duties. These include acquisition, motivation, development and overall maintenance of the human resource of an organisation. HRM can be considered as that branch of management which is responsible for maintaining relationships among the employees and the organisation. The nature of HRM varies widely and depends on its role in the organisation. HRM is an inherent part of an organisation. From broader perspective, this role is followed by almost all members of an organisation rather than only the department for personnel management. The function of human resource management is pervasive. It has to be performed by managers at all levels and it is not limited to only one department or group. It permeates to each and every department of an organisation regardless of the category and function. Major activities of this department include manpower planning, placement, emplo yment, compensation and appraisal and training of the employees. HRM is a continuous process which is present at every stage of the organisation. The fundamental objective of human resource management is contributing to the goals of the business and organisation. The department functions by ensuring efficient utilisation of the human resource and also increasing the potential of the people in the organisation so that they can fully utilise the resources of the organisation (Maloney). HRM functions can be categorised as managerial and operative functions. The managerial functions include planning, organising, controlling and directing. On the other hand, operative functions include activities such as procurement and development of function, providing compensation and benefits to them, record keeping and maintenance of good industrial relations. The structure of human resource management in UK is very strict. Most of the organisations in UK, have highly delegated HRM departments which looks after the organisation. As early as from the 1980s, the centre has effectively delegated the responsibility of HRM to various agencies and department. This suit has been followed by a majority of public sector organisations in the UK. Big organisations and most of the private sectors are now focussing on maintaining their own HRM department. Human resource management is most evident in the health care sector in UK while local authorities and smaller groups do not have any proper human resource management format. The basic difference between human resource and human resource management is that human resource consists of a group of individuals who constitute the workforce of a business, organisation or an economy; they are tangible assets of an organisation. On the other hand, human resource management includes management of these assets for the best utilisation of the resources of a business or organisation. Principles of Equal Opportunities Equal opportunity in employment ref ers to equal rights in the field of jobs, services and benefits to all individuals, employees and perspective employees in an organisation (Equal Opportunity). Equal employment opportunity is determined to provide equal and fair outcomes in almost all employment areas which include functions such as selection, recruitment, information access, management

Its Time to Unionize Student Workers :: Argumentative Persuasive Argument Essays

It's Time to Unionize Student Workers If you belong to a labor union, study unions for a living, or are broadly supportive of the role unions play in making capitalist societies fairer, more democratic places to live, you quickly learn the limits of contemporary liberalism's commitment to progressive causes. Individual rights, equality, a voice in the decisions that shape one's life, are all championed for every imaginable identity group, but stop at the factory gates, and the office doors. People like me, who support the right of groups of workers to act collectively to remedy some of the injustices in the workplace, are therefore used to the outlaw status of labor unions, and their mysterious disappearance from the list of progressive causes supported by students and liberal institutions like colleges and universities. Still, even I was shocked by the mean-spiritedness, insensitivity, and plain stupidity displayed by the university newspaper editorial on student-worker organizing, and many of the students interviewed on the subject. Imagine if a protest against a racial or homophobic slur was described as "amusing" and protesters were invited to "collectively suck my dick." Much of the objection to this organizing drive appears to come from the belief that students are just playing at work, that they don't really need the money, that, ultimately, being a student is incompatible with being a worker. There is an interesting parallel with the argument, still around, though it was more popular a century ago, that we don't need to pay women as much as men because men are the primary breadwinners, and women just use what they earn as "pin money," a little extra for recreation and entertainment, not necessary to live on. This was ludicrous then, and it is equally ludicrous for State students today. One of my advisees was unable to register for a workable course schedule next semester because she is working three jobs. She is working three jobs because she can't stay at State without the money, and because all the State jobs pay around the minimum wage, so you have to work many more hours to earn enough to live on. A casual glance at the financial aid figures m akes it clear that students work here because they need to, not just to make a little extra. Higher wages would mean fewer hours worked, more time to study, and better retention rates. By the way, by the university newspaper editorial suggested that the top level of wages paid to students is so generous that students can earn close to as much as their parents if they work long hours. It's Time to Unionize Student Workers :: Argumentative Persuasive Argument Essays It's Time to Unionize Student Workers If you belong to a labor union, study unions for a living, or are broadly supportive of the role unions play in making capitalist societies fairer, more democratic places to live, you quickly learn the limits of contemporary liberalism's commitment to progressive causes. Individual rights, equality, a voice in the decisions that shape one's life, are all championed for every imaginable identity group, but stop at the factory gates, and the office doors. People like me, who support the right of groups of workers to act collectively to remedy some of the injustices in the workplace, are therefore used to the outlaw status of labor unions, and their mysterious disappearance from the list of progressive causes supported by students and liberal institutions like colleges and universities. Still, even I was shocked by the mean-spiritedness, insensitivity, and plain stupidity displayed by the university newspaper editorial on student-worker organizing, and many of the students interviewed on the subject. Imagine if a protest against a racial or homophobic slur was described as "amusing" and protesters were invited to "collectively suck my dick." Much of the objection to this organizing drive appears to come from the belief that students are just playing at work, that they don't really need the money, that, ultimately, being a student is incompatible with being a worker. There is an interesting parallel with the argument, still around, though it was more popular a century ago, that we don't need to pay women as much as men because men are the primary breadwinners, and women just use what they earn as "pin money," a little extra for recreation and entertainment, not necessary to live on. This was ludicrous then, and it is equally ludicrous for State students today. One of my advisees was unable to register for a workable course schedule next semester because she is working three jobs. She is working three jobs because she can't stay at State without the money, and because all the State jobs pay around the minimum wage, so you have to work many more hours to earn enough to live on. A casual glance at the financial aid figures m akes it clear that students work here because they need to, not just to make a little extra. Higher wages would mean fewer hours worked, more time to study, and better retention rates. By the way, by the university newspaper editorial suggested that the top level of wages paid to students is so generous that students can earn close to as much as their parents if they work long hours.

Attachment and Divorce

Attachment and Divorce: FAMILY CONSEQUENCES Bowlby's, Ainsworth's, and Shaver's research created the understanding that infant styles create a disposition for later behavioral traits. More current research has questioned the significance of how the disruption of the attachment structure (such as in divorce) can affect children's behaviors throughout life. The research on this topic is contradictory and somewhat inconclusive, with research asserting that either attachment style or external environment has been the main contributor to the behaviors seen in members of divorced families, while many sources stated that it is likely to be a combination of both influences. With either explanation, research concludes that children of divorced families have a disposition to these behaviors, but the end development of behavior and personality is in the hands of the individual and the external factors that are present. Abstract The attachment theory that was developed by Harlow, Bowlby, and Ainsworth, which states that attachment is a key aspect to determining personality and behavior throughout an individual's lifetime. Attachment can be defined as the strong bond that develops first between parent and child, and later in peer and romantic relationships (Bowlby, 1969). Research on divorce and separation of attachment figures has yielded conflicting results. It is often reported that children of divorce have trouble adapting to different stages of their lives because of their experience with broken or detached attachment bonds. These children are said to have no accurate template for successful relationships to replicate in their lives. Other research provided results that children of divorce adapt to life's situations and relationships within normal ranges when compared to their peers (Armistead, Forehand, Summers, & Tannenbaum, 1998). Taking this into account, these researchers looked to peer relations, socioeconomic status, general distress, or poor parenting skills to explain the appearance of troublesome behavior or poor grades. The study of all aspects of divorce and attachment is important to how parents, psychologists, and teachers approach and understand children of divorced families in order to help them reach their full potential as adults. Overview of Attachment Theory The attachment theory has a basis in three theoretical approaches and was first related to primate and infant-mother studies. The three approaches include a psychoanalytic approach, the social learning approach, and the ethological theory of attachment (Ainsworth, 1969). Childhood attachment styles are clearly based on the emotional bond between the parent and child, as opposed to a biological push to become attached. A study on adopted children shows that positively formed attachments heighten the chance for a well-adjusted life, regardless of the biological relation of the attachment figure (Juffer, Stams & van IJzendoorn, 2002). â€Å"Even in a biologically unrelated group of parents and their adopted children from different cultures and ethnic backgrounds, early child-parent relationship characteristics played a significant role in shaping children's adjustment in middle childhood† (Juffer et al. 2002, p. 814). Harlow (1958) experimented with infant rhesus monkeys by removing them from their mothers and offering them a choice between two surrogate mothers, one made of terrycloth, the other of wire. In the first group, the terrycloth mother provided no food while the wire mother did, in the form of an attached baby bottle containing milk. I n the second group, the terrycloth mother provided food; the wire mother did not. The young monkeys clung to the terrycloth mother regardless it provided them with food, and that the other young monkeys chose the wire surrogate only when it provided food. The monkeys in the terrycloth study fared better in many aspects of their lives compared to others who were provided with only a wire mother, and were more likely to be adjusted physically, psychologically, and socially compared to the monkeys raised by the wire mother. Harlow concluded from his research that the primates are better off in their lives when given more comfort, attention, and grooming when compared to those who were deprived of these elements (Harlow). Harlow (1958) also noted that the infant monkeys formed a close bond, or attachment to their surrogate cloth mothers. These surrogate mothers were often used as a secure base when opportunities to venture and explore were presented. This was done in order to see how the infants adapted to the surroundings. These infants used their emotional bond to ensure that they would not be harmed when encountering new objects. Also, when a threatening stimulus was presented in this lab experiment, the monkeys retreated to the cloth mothers for safety. This correlates with Ainsworth's (1967) finding that infants in Uganda use their mothers as a secure base to explore, occasionally leaving their sights, but periodically returning to ensure themselves that they are still there. Bowlby (1969) also conducted research on attachment, recognizing the undeniable bond between infants and their primary care givers. In a variety of cultures that have been studied, the majority of children ranging in age from nine months to one year old have exhibited strong attachment behavior towards their primary care giver. This trend continued until three to four years of age, where the attachment weakened slightly. Hopefully at this point, the child is secure enough to briefly venture from the mother, and begin to develop other interactions and attachments (Bowlby). The notion that attachment extends throughout the life of an individual is noted in sections of Ainsworth’s and Bowlby's literature. Bowlby (1969) stated that over time, the attachment that infants have for their parents is subtly weakened. The degree to which it is weakened depends on the temperament of the child, which in turn determines how readily new attachment bonds are sought out and formed. Bowlby also researched the effect that temporary loss of the mother had on human infants, and his findings were expanded upon by the development of the Strange Situation Procedure developed by Ainsworth. Ainsworth, Blehar, Waters, and Wall (1978) solidified Bowlby's research on infants and developed three main attachment styles. These styles are based on Ainsworth's (1978) studies of temporary loss of the main attachment figure within a controlled lab setting. This research was called the Strange Situation Procedure. The results showcased the distinct attachment characteristics for each style. Avoidant infants focus their attention mainly on toys that are found around the research room, not directly on the mother. The children appear to be independent and confidant, but there is intentional avoidance of the mother figure occurring. Once the mother is removed, these infants become detached and avoid the substitute caretaker. When returning, the infant continues to avoid the parent (Ainsworth et al. , 1978). Secure infants are genuinely social and explorative within the environment. They are friendly to the mother and caretaker, although can be wary of strangers. Secure infants show signs of anger and sadness when the mother is removed, but eventually adjust to the absence. These infants are generally excited upon the return of the mother (Ainsworth et al. , 1978). Lastly, the Anxious or Ambivalent pattern of behavior in infants shows signs of anxiety and hostility towards the parent. The Ambivalent infant is shows aggression toward the mother, but longs to be close to her at the same time. This behavior occurs both before and after the parent returns to the room (Ainsworth et al. , 1978). Hazan and Shaver (1987) continued this line of research and adapted the original attachment styles to patterns of attachment behavior in adult romantic relationships. The same three attachment styles remain true for adjustment and behavior in adult relationships (Hazan, & Shaver). The securely attached infants matured into adults that were more likely to experience balanced relationships of a desirable duration. The Avoidant infants grew up to have a few short relationships, if any at all. Ambivalent infants became adults who had frequent partners, but often to not allow themselves or their partner to establish the close bond that they would like to form. Separation From an Attachment Figure Spouse Marriage is a highly significant form of attachment bond that has negative consequences when broken. Bowlby realized and supported the notion that as we grow older, we form new attachments with multiple important figures throughout our lives (Bowlby, 1969). For infants, it is only natural to form attachments with the people who care for them most, in regards to their physiological and emotional needs. As people mature, the old attachments are only severed after great strain, and new attachments are made along the way. New attachments can be friends, co-workers or romantic interests (Bowlby, 1969). The effects of divorce on the adults who are engulfed in the situation tend to be as stressful as those found in the children. Weiss' (1976) work showed that the reaction of couples after divorce is similar to the core set of reactions of other examples where attachment is broken, including the reactions of children. Kobak (1999) refered to the Weiss study and stateed that the availability of an attachment figure in relationships is important to the strength of the bond. When this availability is broken, much like an enhanced Strange Situation Procedure for adults, the security of one spouse or the other is threatened. Berman (1988) noticed from his study of divorced couples, that there is often a strong sense of longing for the estranged partner, and a mourning of the loss is experienced. He also noted that there is a seemingly illogical mix of anger, resentment, and lingering positive feelings for the estranged spouse. Weiss (1976) explained this by stating; This persisting bond to the spouse resembles the attachment bond of children to parents described by Bowlby. Indeed it seems reasonable to surmise that the bond we observe to persist in unhappy marriages is an adult development of childhood attachment (p. 138). Although the distress caused by divorce is great for both partners, it is easier to see how adults cope with the broken attachment because of their life experiences, maturity, and alternate sources of support. In contrast, children rely mainly on few attachment figures and often lack the coping skills that adults have refined. Children Children usually lose a degree of contact with one of their very few attachment figures when a divorce occurs. It is a confusing and stressful time for children, regardless of whether the divorce was amicable or not. Booth, Clarke-Stewart, McCartney, Owen, & Vandell (2000) refer to various national studies when they stated that poor school performance, low self-esteem, behavior problems, distress, and adjustment difficulties are associated with divorce. In adolescents from divorced families they noted more instances of delinquent behavior, early sex activity, and continued academic issues. In contrast, there have also been comparable studies that detect no unusual behavior or emotional distress occurring from divorce (Armistead et al. , 1998). For example, one study involved extensive questionnaires and concluded that the average scores attained from the children were within normal ranges when compared to children of intact families (Armistead et al. ). There are many factors that may play into how children's attachments are altered after a divorce, gender and age being the two most documented variables. Children's adjustment and the factor of age. The behavioral reaction of a child to divorce has been shown to correlate with the age group when the divorce or separation occurs. In a controversial study of divorced families, Blakeslee & Wallerstein (1989) stated that most children have the same initial feelings. â€Å"When their family breaks up, children feel vulnerable, for they fear that their lifeline is in danger of being cut† (p. 12). They then went on to discuss the age differences and how the stage at which divorce occurs can impact what behaviors may take place. Blakeslee and Wallerstein (1989) observed, Little children often have difficulty falling asleep at bedtime or sleeping through the night. Older children may have trouble concentrating at school. Adolescents often act out and get into trouble. Men and women may become depressed or frenetic. Some throw themselves into sexual affairs or immerse themselves in work (p. xii). Booth et al. (2000) conducted wide sampling research and realized that the worst initial reactions and behaviors that occur close to the date of the divorce were by the youngest children. In a follow-up study 10 years after the divorce, however, the youngest children were adjusting to their new environments and interactions better than siblings who were older at the time of the divorce. Children's adjustment and the factor of sex. Gender difference between children in a divorce plays a very important role in how they adjust. This is true during the time of the divorce and has lasting effects in adult life. Multiple studies have agreed that boys and girls react differently to the reduced contact with a major attachment figure. Boys seem to have an especially difficult time with divorce, causing them to have trouble at school, withdraw from social interactions, or start fights with peers (Blakeslee & Wallerstein, 1989). However, Amato (2001) wrote a follow up study to his earlier meta-analysis findings. In this earlier study, behavior traits were ranked in children with divorced parents and observed negative behaviors. The current study emphasizes that differences are not unique to either boys or girls. Amato and Keith (1991) found that the deficit in social adjustment associated with marital disruption was greater for boys than for girls. In the 1990s, divorce was associated with greater conduct problems among boys than girls. But the more general conclusion–in the earlier meta-analysis as well as in the present one–is that most of the disadvantages associated with divorce are similar for boys and girls. These findings imply that the stress on the children is equal, although they may show it in differing ways. Amato's (2001) follow up study also went to great lengths to show that current trends in gender differences are not as severe as they were once thought to be. Children of Divorce: Outcomes Short-term outcomes for children from divorced families seem to be troubled, but the outcome becomes increasingly optimistic as the children age and mature (Blakeslee & Wallerstein, 1989). The individuals who were interviewed by Wallerstein (1989) showed a strong desire to fix what their parents could not within their own adult lives. They wanted to have stable families and relationships, although many viewed this dream as idealistic, not realistic. â€Å"They fear betrayal. They fear abandonment. They fear loss. They draw an inescapable conclusion: Relationships have a high likelihood of being untrustworthy; betrayal and infidelity are probable† (Blakeslee & Wallerstein, p. 55). Regardless of the long term effects on these particular interviewees, Amato and Keith (1991) concluded after their own assessment that children of highly conflicted families who are not divorced fare worse over time than children with divorced parents. This shows that distance from an attachment figure may be better than living in a troubled environment. Blakeslee and Wallerstein (1989) observed through their years of interviews with children of divorce an occurrence known as the Sleeper Effect. It is defined as, â€Å"a delayed reaction to an event that happened many years earlier† (Blakeslee & Wallerstein, p. 60). The Sleeper Effect is seen mostly in young women whose parents divorced while they were young children. As previously noted, boys are more likely to act out during the time of divorce, showing their aggression and anger at the situation (Amato and Keith, 1991). Girls on the other hand, seem to keep this frustration inside. This pent up emotion is theorized to show its effects later in the lives of these girls (Blakeslee & Wallerstein). Its effects are described as, â€Å"particularly dangerous because it occurs at the crucial time when many young women make decisions that have long-term implications for their lives. Suddenly overcome by fears and anxieties, they begin to make connections between these feelings and their parents' divorce† (Blakeslee & Wallerstein, p. 61). Most attachment and divorce literature claims attachment is an integral part of the outcomes seen in children from divorced families. However, many of these sources also mention the presence of secondary factors such as income, mother's employment status, or peer relationships. These factors can also play a key role in determining how a child deals with divorce. For example, Booth et al, (2000) summarized their results and said that during the early stages of life, it is perhaps most important that the available parent has good parenting skills. This, they say, is more important to the outcome of the child than the family structure, meaning that parenting practices have a greater effect on children than marital status. They mention that lack of education, depression, low income, and inadequate support from the mother leads to poor adjustment and behavior in young children. Many of these factors can be brought on by a divorce, such as lack of support or attention for children, depression, and economic status. The fading stigma of divorce is another universal factor that has been observed to change the well being of these children. Contrary to the past, divorce is not viewed as a degrading occurrence, which once brought social exclusion, shame, and the feeling of failure to family members. Similarly, the current volume has increased, and current divorces are not preceded by as much violence and anger as in the past (Amato, 2001). Conclusion The somewhat contrasting views provide a solid, yet inconclusive basis for our understanding of how divorce affects families. Different views have been discussed, including the attachment theory and the effects of family environments. The research has uncovered a wealth of knowledge about how adults and children deal with loss and feelings of abandonment and insecurity. There were many common reactions to divorce that have been observed over these situations, including sadness, anger, insecurity, and lack of trust, which can lead to depression, conduct issues, or unrealistic relationship views. Regardless of these common findings, many children of divorce eventually learn to accept the past and look toward their futures. There are still many avenues that can be taken in the research techniques and literature surrounding divorce and children, but the detrimental findings of the 1970's seem to have faded, along with (and possibly because of) the social stigmas that have been linked to divorce. References Ainsworth, M. D. S. (1967). Infancy in Uganda: Infant care and the growth of attachment. Baltimore, MD: Johns Hopkins University Press. Ainsworth, M. D. S. (1969). Object relations, attachment and dependency. Child Development, 40, 969-1025. Ainsworth, M. D. S. , Blehar, M. C. , Waters, E. , & Wall, S. (1978). Patterns of attachment: A psychological study of the strange situation. Hillsdale, NJ: Erlbaum. Amato, P. R. (2001). Children of divorce in the 1990s: An update of the Amato and Keith (1991) meta-analysis. Journal of Family Psychology, 15, 355-370. Amato, P. R. , & Keith, B. (1991). Parental divorce and adult well-being: A meta-analysis. Journal of Marriage & the Family, 53, 43-58. Armistead, L. , Forehand, R. , Summers, P. , & Tannenbaum, L. (1998). Parental divorce during early adolescence in Caucasian families: The role of family process variables in predicting the long-term consequences for early adult psychosocial adjustment. Journal of Consulting and Clinical Psychology, 66, 327-336. Berman, W. H. (1988). The role of attachment in the post-divorce experience. Journal of Personality and Social Psychology, 54, 496-503. Blakeslee, S. , & Wallerstein, J. S. (1989). Second chances: Men, women and children a decade after divorce. New York: Ticknor & Fields. Booth, C. , Clarke-Stewart, K. A. , McCartney, K. , Owen, M. T. , & Vandell, D. L. (2000). Effects of parental separation and divorce on very young children. Journal of Family Psychology, 14, 304-326. Bowlby, J. (1969). Attachment and loss: Attachment (Vol. 1). New York: Basic. Harlow, H. F. (1958). The nature of love. American Psychologist, 13, 573-585. Hazan, C. , & Shaver, P. R. (1987). Romantic love conceptualized as an attachment process. Journal of Personality and Social Psychology, 52, 511-524. Juffer, F. , Stams, G. J. J. M. , & van Ijzendoorn, M. H. (2002). Maternal sensitivity, infant attachment, and temperament in early childhood predict adjustment in middle childhood: The case of adopted children and their biologically unrelated parents. Developmental Psychology, 38, 806-821. Kobak, R. (1999). The emotional dynamics of disruptions in attachment relationships. In J. Cassidy & P. R. Shaver (Eds. , Handbook of attachment (pp. 21-43). New York: Guilford. Nakonezny, P. A. , Shull, R. D. , & Rodgers, J. L. (1995). Divorce rate across the 50 states and its relation to income, education, and religiosity. Journal of Marriage and the Family, 57, 477-488. Waite, L. J. , & Gallagher, M. (2000). The case for marriage. New York: Doubleday. Warner, R. L. , & Seccombe, K. (2003). Marriage and families: Relationships in social context. To ronto, Canada: Wadsworth. Weiss, R. S. (1976). The emotional impact of marital separation. Journal of Social Issues, 32, 135-145.

Why Did Hitler Start World War II Essay - 771 Words

Micahla Livesay HST 200 Rees What Made Hitler Who He Was; a Look into His Mind One of the most common asked questions through history is: Why? Why did settlers decide to take people and turn them into slaves? Why was war created? Why do people discriminate against each other? Why did Adolf Hitler start the Holocaust? As of the 21st century, we have the knowledge as to why Hitler decided to start World War II, therefore creating the Holocaust. However, we only understand the historical side of things. But what about the psychological side? Where did the anger that fueled Hitler actually come from, and what was his thinking behind his plans. Was it truly just the Treaty of Versailles that pushed Hitler to seek revenged for the wrongly blamed Germany, or was it something more engrained in his mind that fueled him? â€Å"The preoccupation with degeneration and hereditary physical and mental illness in my opinion played a greater role in the evolution of Hitler’s political beliefs than previously has been assumed.† Within the Hitler clan, there are m ultiple relatives who were diagnosed with mental disabilities and psychotic illnesses, all of whom were closely relative to Adolf himself. Livesay 2 Such facts are not usually, however they are significant because of Hitler’s preoccupation with degeneration and mental illness in the population and with his own family. Adolf came from a nuclear family. His father, Alois Sr., having been a high rank in the Imperial Customs ServiceShow MoreRelatedWHY THE UNITED STATES OF AMERICA SHOULD HAVE ATTACKED HITLER EARLIER1522 Words   |  7 Pagestheir decision to go to war against Hitler’s Nazi Germany then the war may have concluded earlier and potentially saved millions of lives. Hitler and the Nazi’s were in power for eight years before the United States decided to join the allies and fight against Hitler’s regime. Approximately six million Jews were slaughtered in addition to millions of others during World War II. The United States delay in attacking Hitler caused a negative effect throughout the entire world. The facts present the question:Read MoreHow Appeasement Aided The Start Of World War II1376 Word s   |  6 PagesHow Appeasement Aided the Start of World War II When one chooses to take the easy path, there will always be unforeseen consequences, and this is exactly what happened in the policy concerning Hitler and Nazi Germany leading up to World War II. The Munich Agreement was signed on September 30, 1938 and it was at that moment that Hitler agreed to not take any more countries by force. Specifically, the agreement stated that Hitler would not take Sudetenland, a region in Czechoslovakia, seeing as itRead Moreâ€Å"The Greatest Generation†: A Study of World War II Technology800 Words   |  4 PagesGeneration†: A Study of World War II Technology To some, World War II may seem like a great war that happened a long time ago, a war where however great the innovations during the war were, they are much out of date now, and so they have no impact on today’s world. But to another, who understand the world and how it grows, realize that wherever a nation is, it is in that position because of its history. This means that without all of the improvements of technology during World War II, the world as we know itRead MoreCauses Of The Treaty Of Versailles1418 Words   |  6 PagesWorld War II lasted from 1939-1945, but conflicts started much earlier. The failure of the Treaty of Versailles, the rise of Hitler and National Socialism in Germany, the system of allies, and the greed and desire for expansion all brought this epic war upon the world. One cause was the Treaty of Versailles (1919). The Treaty of Versailles, signed June 28th, 1919, was created at the end of the First World War. The treaty was presented by the Allied powers, primarily the â€Å"Big Three† consisting ofRead MoreHow Hitler Ignited the Spark of an Inevitable War739 Words   |  3 PagesHow Hitler Ignited the Spark of an Inevitable War Winston Churchill once said, â€Å"I have nothing to offer but blood, toil, tears and sweat. We have before us an ordeal of the most grievous kind. We have before us many, many long months of struggle and of suffering.† He expresses his desire to be victorious in World War II and for this reason, he was ready to sacrifice anything and anyone. Most people know that Adolf Hitler was the main cause of World War II, but why? What compelled him to start theRead MoreThe Causes Of World War II1134 Words   |  5 PagesThe Causes of World War II: The seeds of world war II lies in the instability created by world war I. particularly the instability in Germany in the economic and political conditions due to the harshness of the Versailles treaty and as a result the rise of Adolf Hitler and his Nazi party The effects of the treaty of Versailles: The treaty of Versailles harshness was one of the main causes for the outbreak of World War II. It began in 1919 when Lloyd George of England, Orlando of Italy, ClemenceauRead MoreWorld War II And Its Impact On The World1593 Words   |  7 Pagesto mind when you hear about World War II? Is it how it greatly affected different societies or how scary it is to think that a terrorist like Hitler gained so much power over so many countries? Well, the real question that we should be really thinking and learning about is what is World War II about? In general, World War II was a war that involved many countries that started after the First World War. It started in 1939 and ended during 1945. It was a very important war to all people, involving manyRead MoreThe Beginning of World War Two1138 Words   |  5 PagesThe Beginning of World War II The era of anxiety and economic depression was also a time of growing strength for political dictatorship. Popularity elected governments and basic civil liberties declined drastically in Europe(McKay 967). Most say the start of the second World War was due to the depression across the world. Others, like Monetarists, believe that the second World War was no accident. The worldwideRead MoreCould WWII have been Prevented?1483 Words   |  6 Pagesand the United States, were recovering from World War I and the depression. Due to the fact that no one initially could or wanted to control Hitlers dictatorial power his extreme racism got out of control and he was able to slaughter millions of Jews. Though eventually Hitler brought destruction upon himself, if other countries would have stopped him in the early stages, World War II may have never happened. Though countries might have wanted to stop Hitler in Germany; they had their own county andRead MoreTo what extent can Hitler and his foreign policy be blamed for the outbreak of World War two?1280 Words   |  6 Pagesof World War II on September 3rd 1939 occurred due to numerous factors. These causes include the harshness of the Treaty of Versailles, the failure of the League of Nations linked to the isolation of the US, appeasement introduced by the British Prime Minister in the year 1937 and the Nazi-Soviet Pact signed between Hitler and Stalin on the 28th of August 1938 . Hitlers foreign policy had a huge impact on the outbreak of World War II because of its expansionism policy and the fact that Hitler wanted