Medical Office Procedures Essays

Clinical Office Procedures Essays Clinical Office Procedures Paper Clinical Office Procedures Paper Re-appropriate Management Group offers various types of assistance to doctors and other clinical experts including: Medical Billing, Medical Coding, Electronic Claims Submission, Medical Billing Consulting, Medical Coding Audits, Staff Provider Training, Physician Credentialing, HIPAA Consulting, Complete Follow-up Functions, Patient Invoicing and Medical Coding Consulting. With broad altering and reviews being performed on electronic cases before their transmission to transporters, the level of suspension/dismissals is low. OMG understands the significance of working the maturing report. Insurance agencies are reached as ahead of schedule as about fourteen days after accommodation to guarantee snappy repayment to the doctors. Do you understand that around one fourth of all clinical practice pay is lost due to Under Pricing, Under Coding, Missed Charges or Un-repaid Claims? The truth is out; a huge number of dollars is lost yearly because of clinical charging blunders. Is your training among those workplaces that are just getting 70% of the accessible clinical charging income because of them? Redistribute Management Group can evacuate these deterrents and tell you the best way to invert this pattern. OMG can re-gain the income and ensuing benefits your training is qualified for using electronic cases and customized repayment methodologies.

Heat of Combustion Lab Essay Example for Free

Warmth of Combustion Lab Essay There are numerous powers on the planet and we use fuel regularly in our life. Anyway a few fills are helpful and some are most certainly not. Generally valuable fuel implies the fuel that is proficient in a modest quantity. To know the proficiency of every material, we estimated the progressions of mass and temperature when we consume them. Also, we determined changing vitality by utilizing the condition that we learned in the class by utilizing our estimations. What's more, we determined the warmth of burning to know the proficiency of the material. We additionally utilized the information booklet esteem for the standard enthalpy of burning of every material to get the blunders in our analysis. Mistakes in our analysis were normally more than 20 percent which is very enormous. Before we warmed the water, we made the temperature of water beneath than 10à ¯Ã‚ ¿Ã‚ ½C with ice to see the progressions of temperature all the more productively. On the off chance that we simply warmed it in ordinary temperature, for example, 20à ¯Ã‚ ¿Ã‚ ½C, we couldnt see the progressions of temperature well, and it could set aside more effort to warm it. We additionally measure the progressions of mass of material to perceive the amount we consumed. We put some ice in the water to make the underlying temperature of water as lower than 10à ¯Ã‚ ¿Ã‚ ½C. At the point when the temperature diminished up to 10à ¯Ã‚ ¿Ã‚ ½C, we took out ice from the water. After we took out the ice and top the chamber off to 200ml of water, the temperature was higher than 10à ¯Ã‚ ¿Ã‚ ½C in light of the fact that the temperature of the water changed rapidly. We estimated the temperature of water and afterward we hang the tin can on the holder, so the temperature may expanded again during we set up all the investigation frameworks. So we should quantify the temperature of water when we set up all the things. For instance we should quantify it after we turn the light on the flame wax and hang the tin can on the holder. We estimated the last temperature to see the progressions of the temperature. We extinguished the light when the temperature arrives at 35à ¯Ã‚ ¿Ã‚ ½C, and we estimated the most noteworthy temperature came to as the last temperature. At the point when the temperature arrives at 35à ¯Ã‚ ¿Ã‚ ½C, we immediately smothered the light. Anyway we are not precise as the machine so we would didnt victory it when it comes to precisely 35à ¯Ã‚ ¿Ã‚ ½C. Additionally it was hard to quantify the most elevated temperature of it after we blow it out. Despite the fact that we continued watching it, the temperature changes so rapidly, so our estimations are not right 100%. In our test we didnt measure the mass of tin can. On the off chance that we measure its mass, we could get increasingly exact estimation contrast with the standard enthalpy of burning. Our mistakes are very huge, so I consider one explanation is that we overlooked the measure the mass of tin. So we should study and ponder the trial before we do it. We could figure how much warmth we got by including the changing vitality of water and the changing vitality of the tin can, in the event that we estimated the mass of can. Toward the finish of the investigation, we estimated the mass of light to know the amount of them were scorched. During and after we victory the light, some of fluid were may vanished. For example, ethanol and butanol are unpredictable fluid, and the way that the light was hot shows that some of it would have dissipated. So they are scorched and vanished progressively after we measure the temperature. Another reality that we ought to consider is that the water was being warmed, yet additionally the thermometer, blending pole and the tin can were likewise being warmed. We ought to consider that they were additionally warmed, so we should gauge how much warmth were utilized to warm them. Additionally some other warmth would have been lost round the sides of the tin can, and from the water to the air. Because of our room temperature are not quite the same as the temperature of water. The beneficial thing that we did in our examination is that we made some space when we set up the enormous metal can to encompass the flame. As we make some space under the enormous can by putting some level chamber under the can, the light consumed all the more rapidly and well. In the event that we didnt make the space for it, air may stuck in there so it would require some investment to comes to up to 35à ¯Ã‚ ¿Ã‚ ½C.

MIT = Home

MIT = Home MIT is not about the challenges of problem sets. It’s about a community. This means walking down the hallway to greet smiling friends, then doing homework with them and talking until too late. It’s about the way the brain revs and pushes onward through a Problem Set. The feeling exhilarates because it means forward action, and not just in classes, but in clubs, jobs, and, most importantly, around people. The fog of existence lifts to reveal a fascinating life. I have found my perfect match, my ideal college, and now I get to grow here. The speed of the transition terrifies me, as I expected building strong connections to be difficult, and missing my family intolerable. But then I arrived in Cambridge, walked past the gorgeous murals of East Campus and the bank of the Charles river, and fell in love. I sit now between the columns that support the mighty MIT dome. I’ve been on campus for three weeks, but still every time I pass beneath it, I shudder. For years, I had admired it from a distant country, and then a far-off state. Now I’m here, and it’s so much better than the years of fantasies. The Infinite Corridor never disappoints either. I still have not unearthed a pattern in the numbering of its buildings. 16 flows into 26, and then 56, and once I think I’ve found a regularity, 32 appears. 4 abruptly transforms into 8, and I never know what I will find around the corner, what names I’ll read on the door, and what marvels of modern machinery will be displayed behind the glass. I am a mathematician, and I look for patterns in the world, yet I want to believe that the MIT buildings are truly random, and that this place is special and thus breaks the rules of nature. Like p. It’s college application season, and I envision swarms of anxious seniors staying up at night over one perfect finish to the college essay. I can almost feel the shivers of the final hours before my admissions decision, growing into tremors, and exploding into a primeval scream in the moment I knew my life would never be the same. I remember also the earlier hours spent perusing college information, comparing, calculating, and scrolling through the dark void of College Confidential for a sign that I had a chance. The college manuals will never convey what really happens here. They will state the fact that MIT’s location is urban, but not describe the intimate atmosphere of Boston at sunset, when no one looks at others, but feels them, and where the labyrinths of skyscrapers dissolve in the ocean wind. Manuals provide numbers and scores, but cannot enliven the people of MIT. I cannot tackle that challenge either, for the students here epitomize diversity. Every day I marvel at their stories. There is a boy on my floor from a rural area of Somalia, the first in his family to attend school, just as he resolved as a child. He will return soon to tackle the challenges of his community. There is a also girl from Hong Kong whose face lights up when she talks about debate or aerospace engineering, and she makes me want to try it. I constantly encounter people who remind me what it’s like to love science and math, be curious about the world, and remain a true friend. Although we come from distant lands, we share a purpose and a dream. My dorm, East Campus, never ceases to surprise. Last week an international biking champion arrived in our courtyard and jumped over six students, on a bike. Earlier I witnessed upperclassmen resting on a dorm-made disco dance floor while others fussed over the laser maze in the bathroom. Then we had an ice cream social, and the Graduate Resident Tutors of each floor competed over who served the most ice cream. Today, in a minute, we will all crowd in the kitchen for waffles and a good time, and I cannot wait to discover where the conversations will take us. I intended for this entry to be structured and helpful, but am sporadically gushing. I want to tell so much, but where do I even start? Perhaps with the first time I greeted my roommate while stuck on the lofted bed, or the next morning when I jumped on a trapeze and did not miss. I want to share the cool morning by the Charles river and the cold night at the Boston harbor. I think of all the dorm events, and the time I left a mark on my dorm’s hall by adding to the collaborative octopus mural. I remember also the first time I stayed up talking until 4 am even though I had an early start. When I called my parents the next day, I said, “I love it here. This is my home,” and I meant it. For four years since my move from Ukraine, I had been searching for “this.” I found it at MIT. Now I must rush for waffles and socialization. Then I will do math. And I will be very very happy.

Racial Bias in College Admission - 873 Words

Racial Bias in College Admission Racial preference has indisputably favored Caucasian males in society. Recently this dynamic has been debated in all aspects of life, including college admission. Racial bias has intruded on the students’ rights to being treated fairly. Admitting students on merit puts the best individuals into the professional environment. A university’s unprejudiced attitude towards race in applicants eliminates biases, empowers universities to harness the full potential of students’ intellect, and gives students an equal chance at admission. Minimalizing racial bias prevents students from being the victims of preference, rather than being judged on personal merit. As Roger Clegg’s response to the Wall Street†¦show more content†¦Stanford students David Sacks and Peter Thiel describe how, â€Å"rather than fostering harmony and integration, preferences have divided the campus†¦ if preferences were truly meant to remedy disadvantage, they would be given on the basis of disadvantage, not on the basis of race.† The bias present in Affirmative Action does not mend what it was originally put in place to fix, discrimination of the disadvantaged. Instead, it misplaces students who are qualified. The unfavorable system of preferential admission disregards a more promising system of admittance. Additionally, not taking race into account allows universities to enhance their selection system. Not only does this dismiss the possibility of being influenced by ethnicity, but it rewards excellency in more qualified students. Since in society, people choose to award high-skilled positions to highly qualified people, it certainly makes sense to admit the most capable individuals. Louis P. Pojman, in his article â€Å"The Case Against Affirmative Action,† states that, â€Å"In the end, we will be better off by honoring excellence. We want the best leaders, teachers, policemen, physicians, generals, lawyers, and airplane pilots that we can possibly produce in society. So our program should be to promote equal opportunity†¦ and reward people according to their individual merit.† Clearly the best course of action is to accept the mostShow MoreRelatedProblem With The School System Is Standardized Tests1248 Words   |  5 Pagesindividual students or groups of students. In many ways, the current crop of standardized tests are ineffective, outmoded and irrelevant. In concept, a standardized test is an efficient and egalitarian means of evaluation. However, in practice, college admissions exams have proven to be anything but. The SAT and the ACT exam reward cultural knowledge and repetitive practice, which often equate to being white and being wealthy. In order to take advantage of the opportunities standardized testing offersRead MoreHigh School Students Across America1165 Words   |  5 Pagesacross America. This test consist of 138 questions, all multiple choice except for several math graphs, divided into two sections-math and verbal, both scored on a scale of 200 to 800 (Pacenza). The SAT’s are currently a determining factor for college admissions. This paper will only address the SAT’s, not the PSAT’s or the ACT†s. The SAT was born in the 1920s-the product of a growing desire by American educators, led by Harvard president James Bryant Conant, to open up their universities to the bestRead MoreThe Fight For Civil Rights1602 Words   |  7 Pagesthe United States has had a long history of influencing college admissions decisions, especially at selective colleges and universities. Considering a large racial preference in college admissions in the decades immediately following the Civil Rights Act was acknowledged as important to remedying more than two centuries of racial discrimination. In today’s world, it is generally accepted that having racially and ethnically diverse college campuses is desirable, but the question is how to achieveRead More Affirmative Action: Keeping minorities down for 30 years. Essay1509 Words   |  7 Pagessubject of affirmative action in college admissions has been hotl y debated since its inception. Although affirmative action was originally supported by the vast majority, that same majority is now starting to wonder if there is a better way. Commonly asked questions include: â€Å"Is affirmative action still working?† and â€Å"Is there an alternative?† The answers to each of these questions will provide insurmountable evidence that affirmative action in college admissions no longer fulfills its intended purposeRead MoreIs Affirmative Action Racist? Essay1523 Words   |  7 PagesIt is responsible for colleges discriminating against Eastern Asians and whites and for employers hiring workers based off of skin color rather than skills or experience. People can’t change their race (except for former president of the Spokane N.A.A.C.P. chapter, Rachel Dolezal, apparently), yet many colleges and employers favor certain races over others by using quotas, or a fixed number of people of each race. U.S. News ranks Harvard University as the number one college in the world. HarvardRead MoreEssay Affirmative Action703 Words   |  3 Pagesnbsp;nbsp;nbsp;nbsp;nbsp;Should a man be hired for his skills or for the color of his skin? Is racial diversity in the business world more important then the most qualified workers? Affirmative action has become an important topic in today’s society to better diversify the different races in America. Affirmative action is a set of public policies that were designed for the elimination of discrimination toward race, color, sex, etc. These policies are under attack today because of the unfairnessRead MoreAnalysis Of The Article The Model Minority Losing Patience 1278 Words   |  6 Pagesstill racial prejudice in America. Many may not realize this, but there is a growing problem between Asian-Americans and the American society. A growing issue is that minorities, especially Asian-Americans are being judged based on their race rather tha n the accolades and achievements they have accomplished. In the article â€Å"The model minority is losing patience,† the article discusses about a high school senior by the name of Michael Wang, who was denied six out of seven Ivy League colleges, evenRead MoreThe Founding Years Of America1692 Words   |  7 Pagesadmittance of students to colleges in order to foster a culturally diverse learning society that is in favor of people of the African American and Hispanic origins, over Asians and Whites, creating the belief of reverse discrimination (Pearson). Although a common assertion is that only people of non-Caucasian heritages are discriminated against, all races, face retribution, whether or not they are aware. Creating select data for numbers of students to be admitted to colleges is an unjust practice, becauseRead More Faults of Standardized Tests Essay918 Words   |  4 Pagesmany would argue, appear to be bias toward minorities, and especially Hispanic students. Mor e specifically though, the SAT is apparently under great scrutiny since it has long lasting, controversial effects on these students. History The SAT (Scholastic Aptitude Test), created by Carl Brigham of Princeton University, was introduced in 1926 by the College Board [1]. The SAT is an attempt to predict how well a student will perform during their first year of college without measuring past academicRead MoreAn Ethical Dilemma: Affirmative Action, Do We Still Need It?1706 Words   |  7 Pageslearning, affirmative action allows diversification in these places. All businesses, public and private, colleges and universities need to diversify their work force population through affirmative action. The idea of affirmative action came about because of discrimination against minorities in America. The executive order 11246 issued by President Johnson ensured equality on the job and admission rates to higher learning institutions. In a book written by Cahn (1993) it states: The original

Analysis Of The Adventures Of Huckleberry Finn By Mark Twain

Societal Standards in the Adventures of Huckleberry Finn Throughout the evolution of the world’s societies, the roles of women seem to act as a reflection of the time period since they set the tones for the next generation. Regardless of their own actions, women generally appear to take on a lower social standing and receive an altered treatment by men. In Mark Twain’s pre-civil war novel, Adventures of Huckleberry Finn, lies a display of how society treats and views women, as well as how they function in their roles, specifically in regards to religion and molding the minds and futures of children. The novel’s showcase of women affords them a platform and opportunity to better see their own situation and break away with a new voice. Lit Review Critics generally agree Mark Twain takes on a goal to hold a mirror to society in order to reflect the problems it contains regarding the hierarchy and power of social groups. As critic Heather Shrum points out, â€Å"the flawless family will never be found,† but Twain attempts to promote improvement so that each individual works together as a unit to create a solid unit (2). The role and value of women stand as a key issue for him, thus he displays their typical lifestyles that involve their entrapment in positions of inferiority. The efforts made by Twain go towards a demonstration of how basic principles of these families should be shared by means of all the members. Such becomes a necessity in order for a family to trulyShow MoreRelatedAnalysis Of Mark Twain s The Adventures Of Huckleberry Finn752 Words   |  4 Pagesit. In the 1880s classic American novel, The Adventures of Huckleberry Finn, Mark Twain urges individuals to release themselves from the current bonds o f society to achieve a greater level of happiness. In order to reach the greater level of happiness unreachable in the current circumstances of society, individuals must learn from and mimic nature’s methods which nature utilizes to better itself. Analysis of Literature Critics generally agree Mark Twain intentionally uses nature, more specificallyRead MoreAnalysis Of The Book The Adventures Of Huckleberry Finn By Mark Twain Essay1492 Words   |  6 Pagesyourself another†. TAG (Title, author, genre): The Adventures of Huckleberry Finn, Mark Twain, satire full of adventure Context/Background: The story follows a teenager boy as he sets off on an adventure with Jim, a runaway slave. Together, they overcome a variety of obstacles and experience what it’s like to go off in the real world. Thesis: Throughout the novel, Mark Twain frequently Southern society through the use of satire. 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In the book, The Adventures of Huckleberry Finn by Mark Twain, Huck and Jim travel down the Mississippi river, and encounter a lot of the aspects of the antebellum south. Because of the society Huck has grown up in, he often overlooks his traveling companion, Jim. Throughout the story, Twain creates a division, that widens as the story evolves, between how Huck views Jim and how the reader views Jim asRead MoreAnalysis Of Mark Twain s The Adventure Of Huckleberry Finn 1064 Words   |  5 PagesKirubel Sharpe Mr. La Plante Honors English 11 AA Fifth Hour 8 January 2015 Unit IV Essay Mark Twain argues that â€Å"self-moral code† votes society’s â€Å"moral code† in determining what’s right or wrong. He supports his assertion by juxtaposing Huck Finn s believes to society’s morality and making fun of the idea of speeches. In order to manifest his beliefs to the readers, Twain uses Juvenalian satire and irony to demand society to second guess the moral codes set by society and instead for each personRead MoreAnalysis Of The Book Adventures Of Huckleberry Finn By Mark Twain Essay2138 Words   |  9 Pages Period-4 MAJOR WORKS DATA SHEET Advanced Placement English Language and Composition Title: Adventures of Huckleberry Finn Author: Mark Twain Date of Publication: 1999 Genre: Satire Explain what makes this work an example of this genre. Explain what makes this work an example of this genre. Satire means to use irony, humor or exaggeration to show the context of society.I think that Twain uses Satire to compare the irony of life back then as it is today. Biographical Information aboutRead MoreAnalysis Of Mark Twain s The Adventures Of Huckleberry Finn 1307 Words   |  6 Pagesbehind the American Dream is that if people work hard then they can accomplish anything they desire. But in the 1800s, the American Dream had a different meaning: it meant achieving happiness for oneself and his family. In Mark Twain’s famous novel The Adventures of Huckleberry Finn, Jim has a dream that he would travel up to the free states where he would save up money in order to return back to the south and buy his family out of slavery. He tries to reach his dreams by taking the long journey downRead MoreAnalysis Of Mark Twain s The Adventures Of Huckleberry Finn 1701 Words   |  7 Pagesâ€Æ' A work of literature can be read by ten different people, and it will be understood ten different ways; Mark Twain’s The Adventures of Huckleberry Finn is no exception. At the end of the novel, Tom reveals his plans for the â€Å"evasion† which is relatively immoral, but Tom and Huck would never know whether it was or was not. In addition to its blind cruelty, it is misleading in that it seems as if it is meant to be interpreted, which is one reason why it is constantly critiqued. Another reason itRead MoreAnalysis Of The Book Adventures Of Huckleberry Finn By Mark Twain1917 Words   |  8 PagesStereotype in Adventures of Huckleberry Finn Civilization evolves over time, trading old ideas for new ones. Society grows in intellect and innovation. Though, despite the heights that humanity has soared, impurity still remains. Regardless of the best efforts, millennia of oppression have ingrained the tendency to hate into the psyche of man, despite centuries of reform. Racism continues to propagate every corner of the globe. Yet, in his modern American novel, Adventures of Huckleberry Finn, Mark TwainRead MoreAnalysis Of Mark Twain s The Adventures Of Huckleberry Finn2267 Words   |  10 Pageschanges in their freedom, they are still being oppressed. Oppression is a common theme throughout American Literature, weaving in and out of many that are seen as classic American novels and poetry. Some of these books include Mark Twain’s The Adventures of Huckleberry Finn, the poetry of Langston Hughes, Richard Wright’s Native Son and Toni Morrison’s Song of Solomon. The form of oppression that is evident thro ughout all these works, is racial oppression, and narrowing it down even further, the oppression

What can you learn from source A about Chamberlain’s policy towards Germany Free Essays

Source A tells me that Chamberlain did not want to go to war with Germany because he thought Germany was a power to be reckoned with, especially since she had Italy’s support. He feared that if it came to war Italy could take advantage of its position in the Mediterranean to attack British territory there (such as Gibraltar) and more importantly stop British shipping to and from her empire, which was very important to Britain. It also shows that Chamberlain thought that if it came to war, Hitler could hurt France where she was weakest. We will write a custom essay sample on What can you learn from source A about Chamberlain’s policy towards Germany? or any similar topic only for you Order Now Because the source is an unofficial, private document it can accurately show us Chamberlain’s opinion, and though it gives us a good idea of his intent, it does not properly show us his official policy. The source shows that Chamberlain did not think Britain’s armaments were strong enough to stand against Germany’s, and that therefore they must buy time to build up arms, just in case. It also tells me that Chamberlain felt that the dictators could still be reasoned with and were not devoid of any honour or reasonableness, and that he still held some hope of coming to an agreement to suit everybody. He thought that if he appeased Hitler and Mussolini by helping to fix their grievances, they would be happy and the peace of Europe would be assured. 2) Study A and B. In what ways does source B add to your understanding of Chamberlain’s foreign policy? (6) Source B shows me that Chamberlain genuinely believed that even if Britain and France did act, nothing could save Czechoslovakia from being taken over by the Germans if they wanted to do it. He knew that Czechoslovakia was hemmed in on 3 sides by Germany and believed that Germany had every tactical and military advantage around Czechoslovakia, and Russia could not help either because she was too far away. Source B supports source A in that Source B shows me that Chamberlain still thought that Germany was too strong for Britain and France to take on, and that to protect Czechoslovakia would be tantamount to declaring out-and-out war on Germany, which he was strongly against because he thought that Britain had no chance of an easy and quick victory. The source shares with source A the idea that Chamberlain was unwilling to risk going hastily into a war against a major power, which would cost British money and lives and if, as he thought, Britain was not ready, it could mean a repeat of the extended conflict of the first world war, which everyone was keen to avoid. Chamberlain makes it clear in his diary (source B) that he did not think that it was all worth it over one small country that he thought could probably not be saved anyway. Source B like source A is private and unofficial and therefore shows just what Chamberlain is really thinking, more so than A because it is his diary, presumably intended at the time only for him. 3) Study C and D. In what ways does the evidence of these sources help you to understand Chamberlain’s attitude towards Hitler? (10) The author of Source C was a British ambassador and Chamberlain’s main source of information in Germany, and as such Chamberlain must have trusted his views as a high-ranking British dignitary who had been living in Germany probably some time. However, it is possible that Henderson had come around to the German point of view from living there so long and is writing his own opinion, which is biased, as is apparent from his comment in C about how he dislikes the Czechs. If he really had come round to the German point of view, then it is possible that he felt for Germany and like many Germans, considered that Hitler could ‘make Germany great again’. If this were true, it would mean either that Henderson actually believed that Hitler was reasonable, or that he deliberately misled Chamberlain about Hitler’s intent. Alternatively, officials he had spoken to in the German government may simply have misled Henderson. The Germans knew that he was Britain’s main source of information and they may have decided to use him to convince Chamberlain that Germany was stronger than she was and that Hitler was open to options other than going to war, thus encouraging him to put off war by appeasement. In source C Henderson leads Chamberlain to believe that Hitler does not really wish to go to war if he has to, as war would help the opponents of Hitler and Nazism, but it would be disastrous for Germany. He implies that Hitler is reasonable and open to negotiation. If Henderson had not been corrupted by Hitler, then source C contains Henderson’s genuine idea of what Hitler must have been thinking, but as it turned out, his assessment of the situation was wrong. Henderson’s reports, whether genuinely what he thought or not, must have influenced Chamberlain to think that Hitler was a reasonable man who did not want war any more than Chamberlain himself. This would have simply built upon the view Chamberlain already had that Hitler had some sense of honour. Chamberlain was from a business background in Birmingham and must have found it hard to believe that the leader of a nation could be so duplicitous as Hitler eventually revealed himself to be. Source D shows us this exact trust Chamberlain had in Hitler – even though he did not like the look of him, Chamberlain still had faith that Hitler’s word meant something and that Hitler’s policies were only directed towards uniting all the German speaking peoples, not just getting all the territory he could. Because Chamberlain believed what he said in source D, and believed Hitler when he said he would be satisfied with the Sudetenland and not ask any more territory in Europe, he convinced France and Czechoslovakia to submit to the German occupation of the Sudetenland. ) Study E, F, G and H. What can you work out from these sources about: i) The demands made by Hitler (6) The very fact that Britain and France were willing to agree to Hitler’s demands at all shows that his first demands (Czechoslovakia handing over to Germany the parts of the Sudetenland comprised of over 50% Germans) were not perceived by the governments of Britain and France to be altogether too much to ask, and that they believed that he was genuine in his insistence that it was all he would take from Europe. The fact that they were so eager for a reply to the statement in source E and were so ready to give up Czechoslovakia to Germany shows how insistent Hitler was that he got his way. This is corroborated by the fact that Germany put a lot of pressure on Czechoslovakia to agree to Hitler’s demands; this could be the â€Å"unheard of pressure† of source F. Chamberlain was so convinced that giving in to Hitler’s demands was the way to peace that Britain and France even refused to support Czechoslovakia at all if she didn’t capitulate completely in the matter of the Sudetenland. However, source G shows us that Hitler was not to be trusted and as soon as Chamberlain had got Czechoslovakia and France to agree, he changed his demands to more unreasonable ones, which Hitler hoped would ultimately insure the disintegration of Czechoslovakia, by taking large amounts of land from her. These demands were completely unreasonable, even for the peacemaker Chamberlain, and only when Britain and France threatened to go to war did Hitler reduce his demands a little, although his demands mentioned in source G are so unreasonable it could almost be said he was deliberately aiming high so when he was forced to compromise he would get the better deal. Source H shows that Hitler could feel confident about making these demands as Chamberlain was still set upon peace despite all he had seen Hitler capable of. Chamberlain makes clear in this speech that he thinks all Hitler is after is Czechoslovakia and that Britain will not go to war just to protect one small country. ii) Relations between Britain and Czechoslovakia in September 1938? (6) When Hitler made his first demands of Chamberlain, Chamberlain agreed and then informed Czechoslovakia (source E), even though it would severely weaken Czechoslovakia (a state that Britain had helped to set up). Britain and France practically forced her to agree to Hitler’s demands, going so far as to refuse to support her if she did not. The Czechoslovak government was not even consulted in the future of its own country, which as source F shows was hurtful to the Czechs. Czechoslovakia could not even defend herself from her enemy because she had been let down by her friends. Czechoslovakia must have felt pressured into agreeing and very disillusioned with and even betrayed by France, its so-called ally; and Britain, France’s ally and one of the upholders of the Treaty of Versailles. As source G shows, when Hitler came up with his next outrageous demands, Czechoslovakia balked and refused point blank to agree, and the feelings of the Czechoslovak government are expressed to the British government in source G in no uncertain terms. Czechoslovakia may have had some hope in Britain’s support when she promised to support France in a war against Germany, although this soon faded after the Munich agreement. Source H shows that Chamberlain was still trying to uphold peace despite Hitler’s continually changing demands, and evidently still thought that it was worth sacrificing Czechoslovakia on the altar of peace. ) Study I, J and K. â€Å"The Munich agreement was very popular in Britain†. Use the evidence of the sources, and your own knowledge, to explain whether you agree with this view. (8) I agree with this view to a point. The Munich agreement was certainly popular with many people, especially the generations who had been through the Great War. They knew what it was to fight in terrible conditions or to lose a loved one in the war. The First World War was called ‘the war to end all wars’ and nobody wanted to go through it all again. This view is supported by source I, which is from a quality paper and written by the editor, who is presumably an educated person who knows what they’re talking about. The bad memories of the previous war would put the public in favour of avoiding another war if it could be possibly helped, so the peacemaking Chamberlain with his slogan from Benjamin Disraeli: ‘Peace in our time’ was well received by many. The Munich agreement, which guaranteed that Germany and Britain would not go to war in the future, seemed to sort out everyone’s worries. Source J shows a crowd outside 10, Downing Street, who look like they are there to support Chamberlain. However this is not really indicative of the agreement’s popularity as photographs can be deceptive, and Downing Street is not actually that wide a street so the crowd appears bigger than it is. Most of the generation who were making the decisions for Britain (the politicians and diplomats) had experienced the war and this may have influenced them and their decisions in favour of appeasement and the Munich agreement. The government also feared that if war broke out, thousands of civilians could be killed by bombing raids. Also the British army was not strong enough to handle another big war at that time. People like the author of source I did not want to involve Britain in European affairs again, as they thought it was nothing to do with Britain. Many, like Henderson in source K, felt that Chamberlain had done something special in making Hitler agree to peace and so supported the Munich agreement because they thought it was a great feat of negotiation and diplomacy on Chamberlain’s part. Source K shows that at least one person thought that what Chamberlain did was the only option in the circumstances. Many British people felt sorry for the Germans because the Treaty of Versailles was so harsh and felt that they had been unfairly treated. Many could sympathise with the desire to bring the German-speaking people together. People did not even disagree wholly with Germany claiming the Sudetenland, as it was thought of as practically a part of Germany anyway – both geographically and culturally. However, being in favour of the Munich agreement was far from universal and it had many critics. They thought that Germany was being allowed to become too powerful, breaking treaty after treaty and getting away with it. They thought Germany would not stop at just Czechoslovakia, and she would eventually become a power strong enough to threaten the British Empire. Winston Churchill was one of the critics of the Munich agreement and appeasement in general. 6) Study all the sources. The writer of source K believed that war was only avoided in 1938 because of the courage of Chamberlain. Use the sources and your own knowledge to explain whether you agree with this view. (10) I agree with this view to the point that I would say the fact that war was avoided in 1938 was mostly because of Chamberlain. It was Chamberlain’s insistency on trying to appease the dictators at all costs that brought the Munich agreement about. It was Chamberlain who convinced France to support him in encouraging Czechoslovakia to agree to Hitler’s demands (as in source C), and eventually almost forcing them into it by refusing to support Czechoslovakia at all should it come to fighting. Although Chamberlain says in source D to his sister that he thinks Hitler is to be trusted, and I think he means what he says because it is a personal, private letter, by the time of the Munich agreement he must have had some idea of what Hitler was like as he had broken his word and gone back on their agreement of the 15th of September only days before, which as source G shows was very damaging and humiliating to the Czechs. Yet still he went ahead and in effect signed Czechoslovakia over to the Germans without even inviting the Czechs to join the conference. Either this is the move of a very stupid and naive man in still believing that Hitler would not make further attempts to get territory for Germany, or Chamberlain was taking a calculated risk to give Britain more time to protect herself from Germany, not caring about Czechoslovakia. As source B shows, Chamberlain was not willing to take the risk of going to war in 1938 just to protect one small country. Source A shows us that as early as January 1938 Chamberlain was thinking about building up British armaments. I think that the lack of war in1938 was due to Chamberlain although I would not call it courage. He made the agreement because he was convinced that the British public wanted peace more than anything (source J shows that at least some of them did). He was afraid of what another war would do to Britain if she were not ready, especially since the Spanish civil war in which the German Condor Legion decimated the Basque town of Guernica. Chamberlain was excessively afraid of German air strength as he was unfamiliar with the effects of bombing and feared that London could become another Guernica, with hundreds of thousands of casualties. It was thought that the entire German Luftwaffe would head for Britain as soon as war broke out and people greatly overestimated its size and strength. However optimistic Chamberlain chose to be, he must have known that if Britain continued to get involved in Europe’s affairs then sooner or later she would have to fight Germany. Although war was avoided in 1938 it was not avoided altogether and if anything it convinced Hitler that Britain was soft and irresolute and would do nothing by force to stop his further conquest of Europe. This meant that he persevered in his plans to expand Germany without worrying about Britain. How to cite What can you learn from source A about Chamberlain’s policy towards Germany?, Papers

Romanticism Literature Review Essay Example

Romanticism Literature Review Paper The Sublime is one of the significant notions in the aesthetics of eighteenth century Romantic literature. Critics examine the sublime as elevated thought inspired by awe of the majesty of nature. It is important to realise that the idea of the sublime was not created by the Romantics and although the Romantics did not always agree in the particulars of philosophies and theories, the Sublime was generally agreed to be an attractive aesthetic. It is using hindsight that critics analyse what can be described as the Sublime and so I will assess sources and examine the overall trends. Tintern Abbey (Wordsworth, 1798) is the poets reflection on the sublimity of nature whilst on a visit to the abbey. The poem represents the peak of Wordsworths first era of artistic output and heralds much of the poetry that follows. Like The Prelude themes of pantheism appear as he acknowledges the sublime and nature as dominating mankind fashioning himself as a worshipper of Nature. Wordsworth directly references a sense sublime almost portraying it as an awareness of some spiritual consciousness. He is not able to find harmony in mankind and so approaches nature almost with religious awe. Wordsworth wants Dorothy to remember how much he loved his visit to Tintern Abbey, and so Nature acts as a mechanism for two people to reminisce. This supports Wordsworths ideals that appreciating nature can raise mankind to a height of sublime in a way that society cannot. The poem is written in structured blank verse, and comprises of paragraphs rather than stanzas and it is here we see the development of the conversation poem thought to be invented by Coleridge and Wordsworth. We will write a custom essay sample on Romanticism Literature Review specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Romanticism Literature Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Romanticism Literature Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The imagery and language remain consistent through Wordsworths poetry when considering the sublime, adhering to rules he set out in the 1802 preface to the Lyrical Ballads. In this he argued that poetry should be written in the native language of common dialogue rather than the traditional lyrical or poetic dictions of the era. By removing egotistical elements he can offer access to the emotions contained in this particular memory therefore offering a gateway to the sublime. Wordsworths (1805) The Prelude contains further develops theories on the growth of the poetic intellect, whilst also exploring the ideas of the power of nature coexisting with the sublime. Its focus presents a fundamental step into the Romantic Sublime as he examines in his poetry that From Nature doth emotion come, that is why nature can convey moments of serenity or exhilaration. Wordsworth is interested in something that is transcendental and surpasses the senses, this is his understanding of the Sublime. Themes of humanism and pantheism crop up in The Prelude as he acknowledges the natural realm for teaching him to recognise the primacy of mankind. Although it could be argued that a humanist emphasis would make the sublime secondary, it helps to explain his idea that Nature does not possess false or vain conceits but is something to admire for its pureness and meekness. Wordsworth finds everything above a level of mist illuminated by the moon during his climb of Snowdon. He views the mist as a vast expanse of sea and how this replaces the real sea which shows the ability of the mind to dominate over the actual reality. The reformation of the reality into an image shows the creative capacity which puts Wordsworth in touch with the Sublime. Like Wordsworth, Coleridge uses blank verse in The Lime-Tree Bower my Prison (1798) to emphasise the conversational characteristics of the poem which allow for fluctuations in tone. Coleridge is separated from his friends yet is able to relax and accept his lonely situation as it is of a physical not mental condition. The solitary humble bee represents Coleridge working in serene synchronisation with Nature as he appreciates the sublime at work. According to Coleridge, in order for an object to be sublime, it must be considered in its greater context not just as an independent item. It is useful to consider Coleridges opinions on the sublime, as he believed that Nature was only occasionally sublime as there are few entities in nature that are illimitable for instance the sky or the sea. However objects such as mountains, viewed by many romantic scholars as subliminal, are not endless. So it is more of a case in the poem that he focuses on the metaphysical aspect of the sublime found between sky and earth and the aspect of eternity. Alongside Coleridge and Wordsworth, Nature was an important aspect for Shelley in his prose and poetry. As we can see, Romanticist writers believed that nature inspired a terrifying feeling that nature was more significant than mankind could comprehend. The terror came from the realisation that nature was supremely powerful. Mont Blanc (1817:1999) gradually illustrates this and ultimately in the fourth stanza reveals how these emotions work to teach mankind to respect the majesty of nature thus a two sided connotation evoking both awe and terror. Shelley identifies some of the features of nature that combine to reflect the sublime for instance the fields, the lakes, the forests, and the streams. To support the idea that the sublime is elevated over human comprehension, Shelley specifically does not openly mention mankind in his list. As far as Shelley is concerned, humans are irrelevant compared to the power of the sublime. It is interesting to note that Shelley uses enjambment to guarantee that living beings only get a split second thought as the reader must instantaneously continue onto the next line. Living things are placed between Ocean and daedal earth as if to reiterate that mankind is insignificant compared to the majesty of nature. Mont Blanc is a supreme example of the Sublime because Shelley shows that the man could be expunged from the earth in comparison to the everlasting universe. Aidan Days Romanticism (1996) contains a chapter entitled Gender and the Sublime which is a good introduction to the topic of the Su blime. Day reviews shifting opinions of Romanticism whilst placing writers such as Wordsworths work in to the context of philosophical thinkers such as Edmund Burke. Initially this chapter it presents us with a definition of the sublime as an experience of a power that exceeds the quantifiable and usable (Burke, 1757). The chapter contains excerpts from Burkes theories accompanied by Day summarising each of these points. He then goes on to find similarities among Burkes ideas with Wordsworths The Prelude which enables us to see Burkes philosophies put into practice. He quotes extensively from all of his sources meaning it is easy to reference to the primary sources included. The chapter is not a description of the sublime rather a study into the differing opinions surrounding this topic. This makes it a useful start in researching the social and historical context surrounding this aspect of Romanticism. A key element in the romantic sublime is gender portrayal. Anne K Mellors Romanticism and Gender (1993) is a good source to consider the gender conflicts within Romanticism. Mellor discusses the sublime in terms of gender with regards to the masculine and feminine aspects. She notes that traditional feminine qualities are taken over by masculine Romanticism. For instance, typically feminine qualities such as love, mercy and compassion are appropriated by the masculine poets. By Nature being female, the female is erased, she does not have a voice thus does not exist. The tradition of the feminine sublime is found in those women writers who grew up enclosed by immense mountainous backdrops that were openly observed as sublime by Romantic writers. Mellor comments that whilst male protagonists respond to the sublime with a loss of self, women represent it as a blissful experience of shared experience in a nature they gender as female. For the female author, nature is a companion with whom they can share their experiences, as opposed to the male version being distinctly elevated above mankind. Modianas Coleridges Conception of the Sublime (1985) provides a broad study of how Coleridge regarded nature and how he criticised the theoretical and aesthetic vocabularies accessible to him. She also shows how Coleridge strove to bring his idea of the metaphysics of nature in line with his Christian theology. Whilst other writers may have the opinion that Coleridge viewed nature as of little importance compared to Wordsworth, Modiana tries to correct this view. For instance, the German Sublime openly describes the authority of the mind over nature. However even though Coleridge preferred Kants sublime to Burkes sublime, he was not as eager to abandon nature as Kant or to use a confrontation with nature as an egotistical means to affirm the minds power. Thus is a useful chapter to gain a beneficial understanding of Coleridges subtle adjustments of Kants aesthetic theory in relation to the sublime in Romantic poetry. Whilst not mentioning the sublime directly, Wimsatt examines the imagery in Nature presented by eighteenth century Romantic Poets in his essay The Structure of Romantic Nature Imagery (1960). He questions whether romantic nature poetry exhibits any imaginative structure that is a specific counterpart of the subject and by trying to answer this helps us view the sublime in an eighteenth century context rather than modern day. Wimsatt picks up on the theme of Pantheistic Naturalism in Wordsworths Tintern Abbey then considers that God is not mentioned within the poem yet is the text is profound and concerns the spiritual. According to Wimsatt it was a common feat of nature poets to read meanings into the landscapes and beckon profound spiritual experiences without explicit religious statements. It is curious to note that he states Romantic Poetry had fallen out of favour among advanced critics at the time of writing however does not expand on this statement. This is unfortunate as it would be a useful viewpoint on the opinions across the years of the romantic sublime and its contexts.