Friday, October 25, 2019
The Scarlet Letter and Aunt Jennifers Tigers :: comparison compare contrast essays
The Scarlet Letter and Aunt Jennifer's Tigers In the course of our life we need to make many decisions. The way we live our life is a decision each person makes for him/herself. Usually, one choice is better than the other, yet society doesn't always support the better one. The poem, "Aunt Jennifer's Tigers" and The Scarlet Letter present two ways in which women can react to a society dominated by men and how their lives are shaped by their different decisions. A woman can just ignore the restraints put on her and suffer, or she can challenge men's authority and enjoy her life. In a society where men choose the standards, Hester follows her own set of rules. She is independent, unrestrained and makes her own decisions. The reader's first view of Hester's uniqueness in The Scarlet Letter, is the scarlet letter. Hester has transformed the society's sign of guilt into her own work of art by decoration the "A" with elegant stitching and golden thread. Her interpretation of the punishment clashes with that of her neighbors, and she is not reluctant to stress their contrast of opinions. She does not fear men, as most women did in her time. It was mandatory in her society that women respected their husbands, and did what the men ordered. Hester fears neither the leaders of the community nor her husband. She demonstrates her confidence by standing up to a group of the most respected men in town, when she hears they might take her daughter, Pearl, away from her. She even has the courage to demand the minister for his help. "I will not give her up!" She firmly states. "Speak thou for me... Thou knowest what is in my heart, and what are a mother's rights...Look thou to it! I will not lose the child! Look to it!" (Ch.8). She refuses to let the power of the men intimidate her, and gets what she wants. While most women of Hester's time did whatever their husband ordered them to do, Hester refused to keep a secret that Chillingworth asked her to. She wanted to disclose the evil that her husband was placing upon Dimmesdale. "I must reveal the secret, he must discern thee in thy true character.
Thursday, October 24, 2019
Divine Power and Divine Retribution in Jose Saramago’s Blindness Essay
Divine Power and Divine Retribution in Jose Saramago’s Blindness Introduction            Often, writers in literature pilfer from the world of reality in their quest to present compelling characters and gripping plots. Nonetheless, others replicate the real world in an abstract sense to sensitize or communicate the malicious and malignant threats, epidemics and plagues prevalent in the world. Such episodes of these phenomena inflict mass threats and destructions, nefarious villains as well as innocent victims who apparel and enthrall novelists. In some instances, divine retribution follows the nefarious villains as well as grapples the ignorant innocent victims. This is well presented by Jose Saramago in his epic novel, Blindness. This paper explores divine power as well as divine retribution in the book Blindness by Jose Saramago arguing that divinity intervention follows in instituting justice. Besides, divinity intervenes to punish ignorance.            Indeed, the novel does not state explicitly that the onus of the swiftly hitting epidemic is resultant from the hands of a divine power such as God. However, the author does not resist writing on a divine power, God. This is because Jose Saramago introduces and trails the action of the churches in supplementing the government’s effort to contain the situation. Moreover, there are multiple references to church leaders all observable in the novel. Besides, Jose Saramago’s presentation in the novel suggests that divine retribution followed a nefariously villainous person. He or she was inflicted or struck with blindness. Additionally, it is interesting to note that literal authors cannot write a masterful work in a spiritual, religious or cultural vacuum. Deductively, it is evident that Saramago alludes to divine intervention and divine retribution.            Interestingly, the Blindness novel depicts a thrilling plot with an incessantly straying narrator from presentation of dialogues and facts to reflection on moral academic and ethical analysis at great lengths. Divine intervention and retribution features at the onset of the story in the first page. It is here that the author dexterously delineates in detail the expected features at an ordinary road intersection. These include flickering of lights and pedestrians crossing the road. Everything is a routine, and the events unfold as usual. However, a car at the intersection does not move or give way to the traffic behind, in spite of the flickering green light, creating an unusual situation.            The author is innate to this situation and goes on to consider rational motives behind the car’s stillness. He states, â€Å"there have to be some mechanical flaws, a loose accelerator, a stuck gear level, suspension problems†(1-2) and many other listings of things that could have gone wary. This situation does not go unnoticed because a bystander comes to the attention of the driver. He opens the door catching the attention of the driver as well as the reader. It then dawns to the reader that the driver was struck with blindness. This is rather bellowing and discomforting. It is not incidental that blindness just hit the driver cum blind. The cause of the blindness can only be explained in terms of divine retribution or intervention.            Saramago twists and turns the novel literally betwixt calamities. The â€Å"Good Samaritan†that came to the aid of the blind man later emerges that he is a thief. On driving the old man home, he steals his car. It is rather ironical that the good natured helper turns to be an immodest, insensitive and hands down thief. Indeed, it is immoral for an able person to take advantage of a handicapped person and exploit them taking advantage of their helplessness. The reader is appareled by the thief and only wishes for divine punishment. Therefore, the thief’s catching of blindness comes as a sigh of relief to the reader for what he or she considers as an immoral and ungracious act.            The scene of people being struck with blindness becomes an incessant phenomenon in the following pages. The narrator trails the lives of victims, and it emerges that they all had crossed paths one way or another. It is here that the narrator philosophizes divine retribution and intervention as calamity strikes the nation ravaging and resulting to outbursts among people with â€Å"I’m blind, I’m blind†uproars. In a series of skits between philosophical argument and conventional wisdom, the narrator presents a vivid account of the actions and motives of the escort and the car thief. Finally, blindness strikes these characters long before the narrator can conclude on the cause of the plague. Interestingly blindness strikes immediately without any bouts to announce its arrival. Divine retribution causes a fierily spread of the plague without a scientific explanation or physical symptoms. Blindness strikes swiftly, strange ly and impartially. For instance, the doctor realizes that he too is blind while watching television. The plague replicates in nature and strangeness to ancient floods and plagues that were acts of divine retribution such as in the bible.            A clout to divine retribution is protracted from the doctor’s wife. She is the only victim of blindness who separates human flaws and godly affairs thereby attributing the epidemic to divinity. According to her, â€Å"this is unbearable filth of the soul of a human. Of the human body†(279). According to the narrator, â€Å"she said, as if to correct this metaphysical thought, then she added, it is all the same†(Saramago 279). The reader is left the quarry of the thoughts of divine power and retribution. Arguably though, why does divine power not punish the malicious and nefarious villains, as well? Thomas Talbott in his article, â€Å"Punishment, Forgiveness and Divine Judgment†argues that retributivist punishment theory. He justifids punishment by questioning if the punishment befits the error or crime committed. Therefore, punishment is not a rehabilitation or crime deterrence tool but a justice and equalit y feature (Talbott, 154).            Just like other narrations, the Blindness narrator is obsessed with the behavior of people when put under extreme conditions. It is interesting to see the huge and expansive wary and panic among people following the blindness plague. Indeed, such a mega scale panic and social disarray contends the prevalence of a divine power with much stronger abilities than man can think. Different institutions in the society fall and crumble thanks to the plague for fear of the plague. The military cannot contain the massively and swiftly spreading plague create a heat of battle and confusion amidst the crisis. The government is also initiated into the crisis. It imposes a quarantine effort to control the contagion unsuccessfully resulting to collapse of the media, military and businesses.            Divinity fabling is also evident in the identity of the characters in the novel. For instance, the author does not give them real names but rather opts to identify them in generic form. For instance, there is the blind man, the Good Samaritan cum the car thief, the doctor, the doctor’s wife among many others. The book begins with the first blind man trailing him as his eyesight elopes while at an intersection, in his car. The first blind man is rescued by the Good Samaritan who takes him home. Later on, the good Samaritan steals his car and eventually loses sight. Indeed, divine retribution strikes and the thief is blinded just like other noble souls. The level of blindness infliction is as a resultant of divinity. It trails people who have crossed paths. For instance, the doctor was struck with blindness. Interestingly, he had attempted to treat the first blind man. People who had sat at the waiting room also got struck with blindn ess.            Saramago presents the proclamations of the churches and the church leaders, as well. They preached the end times claiming that the world was coming to an end. The narrator states, â€Å"they were proclaiming the end of the world†. He adds that they preached, â€Å"redemption through the visions of the seventh days, through penitence, †¦the purity and sanctity of the lymph, the black cat’s blood, the sleep of the shadow, the logic of anthropophagy, the rising of sea, painless castration and mainly divine tattoos..†(Saramago, 298). This presents the existence of divine power that claimed the people. References Cooper, Kate, and Thomas Talbot. â€Å"Punishment, Forgiveness and Divine Judgment.†Retribution, repentance, and reconciliation: papers read at the 2002 Summer Meeting and the 2003 Winter Meeting of the Ecclesiastical History Society. Woodbridge, Suffolk, UK: Published for the Ecclesiastical History Society by the Boydell Press, 2004. 154. Print. Saramago, JoseÃÅ' . Blindness: a novel. New York: Harcourt, 1998. Print. Source document
Wednesday, October 23, 2019
Critical Thinking and Old Man
Directions: In complete sentences, answer the following questions. Be thorough in your responses. These are critical thinking questions, which means you will have to go beyond what is written in the story†¦you need to INFER. Your grade will depend on your thoughtful and insightful answers. Answers should be at least 2-3 complete sentences in length. Prologue and pages 3-10 (stop at the asterisk) 1. Why does Coelho open with the modified myth of Narcissus? How does the new version differ from the original one? How does it change the myth’s meaning? What might the author be suggestion about how we perceive ourselves and the world? 2. The novel opens with Santiago thinking about his sheep. What does he observe about their existence? How might the sheep symbolize the way some people live their lives? How does his observation that they â€Å"have forgotten to rely on their own instincts†foreshadow what might be coming in the novel? 3. To what degree is Santiago’s father’s observation about travelers (page 9) true about Santiago? Pages 10 (start after the asterisk)- 25 (stop at the asterisk) 1. Why does the old fortune teller say that Santiago’s dream is difficult to interpret? Why is Santiago suspicious of her? 2. The old man tells Santiago a story about a miner and an emerald. How does it connect to Santiago’s situation? What does the old man mean when he says that â€Å"treasure is uncovered by the force of flowing water, and it is buried by the same currents? †What does this quote have to do with the story of the miner and the emerald? 1) By telling the new version he wants to tell his own interpretation of narcissus. The original version is about finding inner beauty but Coelho’s version is about finding meaning of life and the life’s purpose. The difference is because it leaves out how the lake cared about to much of its beauty and less about there people. The new one reflects upon the positive outcomes as the original has a negative term. The suggestion is made through the book where Santiago had to see what the world looked like and he gave up a his parents dram and followed his own dreams no matter what.
Tuesday, October 22, 2019
How to Make an Inference in 5 Easy Steps
How to Make an Inference in 5 Easy Steps We all have to take those standardized tests where youre presented with a large passage of text and must work your way through the multiple-choice problems that follow. Most of the time, youll get questions asking you to find the main idea, determine the authors purpose, understand vocabulary in context, figure out the authors tone, and, the topic at hand, make inferences. For many people, understanding how to make an inference is the toughest part of the reading passage, because an inference in real life requires a bit of guessing. On a multiple-choice test, however, making an inference comes down to honing a few reading skills like these listed below. Read them, then practice your new skills with the inference practice problems listed below. What exactly is an inference? Step 1: Identify an Inference Question First, youll need to determine whether or not youre actually being asked to make an inference on a reading test. The most obvious questions will have the words suggest, imply or infer right in the tag like these: According to the passage, we can reasonably infer...Based on the passage, it could be suggested that...Which of the following statements is best supported by the passage?The passage suggests that this primary problem...The author seems to imply that†¦ Some questions, however, will not come right out and ask you to infer. Youll have to actually infer that you need to make an inference about the passage. Sneaky, huh? Here are a few that require inferencing skills, but dont use those words exactly. With which of the following statements would the author most likely agree?Which of the following sentences would the author most likely use to add additional support to paragraph three? Step 2: Trust the Passage Now that youre certain you have an inference question on your hands, and you know exactly what an inference is, youll need to let go of your prejudices and prior knowledge and use the passage to prove that the inference you select is the correct one. Inferences on a multiple-choice exam are different from those in real life. Out in the real world, if you make an educated guess, your inference could still be incorrect. But on a multiple-choice exam, your inference will be correct because youll use the details in the passage to prove it. You have to trust that the passage offers you the truth in the setting of the test and that one of the answer choices provided is correct without stepping too far outside the realm of the passage. Step 3: Hunt for Clues Your third step is to start hunting for clues – supporting details, vocabulary, characters actions, descriptions, dialogue, and more – to prove one of the inferences listed below the question. Take this question and text, for example: Reading Passage: The widow Elsa was as complete a contrast to her third bridegroom, in everything but age, as can be conceived. Compelled to relinquish her first marriage after her husband died in the war, she married a man twice her years to whom she became an exemplary wife despite their having nothing in common, and by whose death she was left in possession of a splendid fortune, though she gave it away to the church. Next, a southern gentleman, considerably younger than herself, succeeded to her hand, and carried her to Charleston, where, after many uncomfortable years, she found herself again a widow. It would have been remarkable if any feeling had survived through such a life as Elsas; it could not but be crushed and killed by the early disappointment of her first grooms demise, the icy duty of her second marriage, and the unkindness of her third husband, which had inevitably driven her to connect the idea of his death with that of her comfort. Based on the information in the passage, it could be suggested that the narrator believes Elsas prior marriages to be:A. uncomfortable, but well-suited to ElsaB. satisfactory and dull to ElsaC. cold and damaging to ElsaD. awful, but worth it to Elsa To find clues that point to the correct answer, look for descriptions that would support those first adjectives in the answer choices. Here are some of the descriptions of her marriages in the passage: †¦she became an exemplary wife despite their having nothing in common†¦Ã¢â‚¬ ¦after many uncomfortable years, she found herself again a widow.†¦the icy duty of her second marriage and the unkindness of her third husband which had inevitably driven her to connect the idea of his death with that of her comfort. Step 4: Narrow Down the Choices The last step to making a correct inference on a multiple-choice test is to narrow down the answer choices. Using the clues from the passage, we can infer that nothing much was satisfactory to Elsa about her marriages, which gets rid of Choice B. Choice A is also incorrect because although the marriages certainly seem uncomfortable based on the clues, they were not well-suited to her as she had nothing in common with her second husband and wanted her third husband to die. Choice D is also incorrect because nothing is stated or implied in the passage to prove that Elsa believed her marriages to be worth it in some way; in fact, we can infer that it wasnt worth it to her at all because she gave away the money from her second husband. So, we have to believe that Choice C is the best – the marriages were cold and damaging. The passage states explicitly that her marriage was an icy duty and her third husband was unkind. We also know that they were damaging because her feelings had been crushed and killed by her marriages. Step 5: Practice To get really good at making inferences, youll need to practice making your own inferences first, so start with these free inference practice worksheets.
Monday, October 21, 2019
CYP Core FINAL Essays
CYP Core FINAL Essays CYP Core FINAL Essay CYP Core FINAL Essay You may ant to look at the following but you could also choose your own, if you wish. It is important that the theory links clearly to practice. For example, if you discuss Skinners theory of positive reinforcement you need to describe how this is reflected in practice though verbal praise of children and giving stickers for positive behavior. The theorists listed below are suggestions only, you may have other preferred theorists. Explain 1 Behaviorism Theorist (e. G. Skinner, Watson) Explain 1 Cognitive Theorist (e. G. Pigged, Bigotry) Explain 1 Social Learning Theorist (e. G. Burner, Bandeau) Explain 1 Humanist Theorist (e. G. Mascot) Your assignment should be presented in an essay format. Please include any references and a bibliography. If you want information on how to do this please contact your assessor. Questions for COPY 3. 1 Each child and young person is an individual whose development is influenced by a variety of factors. These are often referred to as nature and nurture. That is that some of the development that we have is biological nature. This includes our genes which determine our potential and medical conditions or disabilities which may effect our development. The nurture side includes things like parenting styles, stimulation we receive, the impact others have on our development and the availability of resources. In our settings it is important to monitor children and young peoples development so that we can support and facilitate their development. We do this by observing them. Once we have observed them we should be using the EYES to assess what stage of development they have reached. We can then plan further activities to support them to move to the next stages. In settings this is often documented through Learning Diaries or Learning Journeys. In these booklets practitioners collate a variety of observations to document development. Examples of this may include long observations, short observations, event sampling, time sampling photographs, examples of childrens work, tick lists and audio/video samples. It depends on the reason for your observation as to which method you might use. It is essential that we do monitor development as the earlier we can pick up on delays and difficulties the earlier we can either change practice in the setting get help from an internal colleague or seek the support of an external colleague. Our assessments may be formative or assumptive. A formative assessment is the ongoing picture and information we are building up regarding a childs development. We may gather this information over a term and then at the end of that term we may do a assumptive assessment which brings together and summarizes the development that has taken place and may identify milestones the child has reached. This is often done at the end of the Early Years Foundation Stage as the child moves from the Foundation Stage and in to Key Stage 1 We may also see this at the end of a school year in the form of a report. A assumptive assessment may also be compiled if a child is changing settings mid way in a year, for example, they move to another county. The childs Learning Diary and a assumptive assessment should go with the child to their new setting so that the staff there can start to plan for the child. Equally, a young person who is moving from one school to another may have a mid year report from their existing school. Appendix A at the end of this unit gives further descriptions of the assessment methods and how they should link in with planning. In preparation for this unit it is important that you have a good understanding of the systems in place in your setting. If you dont already know what observations take place then take to a colleague and ensure that you have time to look at childrens records. When working with children and young people we should also be mindful of their holistic development. That is that areas of development dont develop on their own. For example, if we are looking at supporting a childs physical development of climbing then they need to also have confidence as well as co ordination and strength. So, areas of development can be described as interconnected. As a practitioner we may identify areas of development that may need specific support. We may be able to provide this in the setting, for example We may have a member Of staff who is trained in speech and language development or we may need to consider getting external support from a Speech and Language Therapist. When we are working in a multi agency way it is vital that there is communication between the agencies. Good communication will ensure that agencies are working together and providing a consistent approach and support. This should also include working with the families. If you are not aware of the Common Assessment Framework (CAFE) process then please do some individual research. This framework is specifically designed to support families who have a child or children with 2 or more identified needs. The framework needs the consent Of parents/career. Transitions Transitions can be described as a time of change. Think about when you have gone through changes yourselves. This could be as a child, young person or as an adult. How did that change make you feel? How did others support that change? How did you manage the change? What difference did others make to you? You may have recalled a change that most children and young people go through such as moving school, moving house or going through puberty. These are transitions that we usually know are going to take place and we can plan how we are going to support the child or young person. There are also transitions that we may or may not be able to prepare for such as the death of an animal, friend or family member or an illness or injury to the child or close relative/friend. As a practitioner it is important that we ensure the child or young person is stable and supported within the setting. Consistency of care within the setting will make them feel more secure. If there is change and confusion in the setting this may add to their negative experiences. 1. 2 Explain the difference between sequence of development and rate of development and why the difference is important. 2. 1 . Explain how children and young people?s development is influenced by a range of personal factors. These could include health, learning difficulties, sensory impairment or disability. 2. 2. Explain how children and young peoples development is influenced by a range Of external factors. These could include poverty, deprivation, family background, education, looked after care personal choices. 3. 1 . Explain how to monitor children and young peoples development using different methods. Choose a minimum Of 6 different methods. 3. 2. Explain the reasons why children and young people?s development may not follow the expected pattern. 3. 3. Explain how disability may affect development. 3. 4. Explain how different types of interventions can promote positive outcomes for children and young people where development is not following the expected pattern.
Sunday, October 20, 2019
The Eastern Red Cedar and Other Popular Christmas Trees
The Eastern Red Cedar and Other Popular Christmas Trees Americans buy about 20 million real Christmas trees each holiday season, most at retail lots and Christmas tree farms. Depending on where you live, the kind of evergreen youll find will vary. In fact, there are dozens of evergreens native to the U.S. Cant decide which one you like best? The trees below are some of the most popular Christmas varieties. Fraser Fir The Fraser fir is perhaps the most popular variety of Christmas tree because it is hardy enough to survive being cut and shipped across long distances. The Fraser is a native southern fir and grows at elevations above 5,000 feet. The tree has excellent needle retention along with a pleasing piney scent. The Fraser fir was named for Scottish botanist John Fraser, who explored the southern Appalachians in the late 1700s. Douglas Fir The Douglas fir is another common variety of Christmas tree found throughout the central and northern U.S. It is not a true fir and has its own unique species classification. Unlike those of true firs, the cones of the Douglas fir hang downward. They have a sweet scent when crushed. The tree was named after David Douglas, who studied the tree in the 1800s. Balsam Fir The Balsam fir is a beautiful pyramidal tree with short, flat, long-lasting aromatic needles. The Balsam fir and the Fraser fir have many similar characteristics and some botanists consider them extensions of the same species. However, balsams prefer cool climates and are native to the northeastern U.S. and Canada. They have a nice, dark green color and are very fragrant. The Balsam fir was named for the balsam or resin found in blisters on its bark, which was used to treat wounds during the Civil War. Colorado Blue Spruce The Colorado blue spruce is most familiar to people as an ornamental landscape tree. It has dark green to powdery blue needles and a pyramidal form when young. The Colorado blue spruce is very often sold as a living Christmas tree, which includes an entire root ball and can be planted after the holidays. Its also popular because it rarely sheds its needles indoors. The spruce was chosen in 1978 and planted as the official living White House Christmas tree and is the state tree of both Utah and Colorado. Scotch Pine The Scotch pine is one of the most popular Christmas tree species because it rarely sheds its needles and has excellent water retention when cut. The Scotch pine is not native to America; its origins are European. It was first used in reforestation efforts in the New World. The Scotch pine tree has stiff branches and dark green needles that are retained for four weeks. Its aroma is long-lasting and lingers through the entire holiday season. Eastern Red Cedar The Eastern red cedar is a popular Christmas tree in the southern U.S., where it is a native species. This evergreen isnt a true cedar; its a member of the juniper family. Unlike some species that must be pruned regularly to maintain the traditional cone shape, the Eastern red cedar comes by its pyramidal crown naturally. The trees ease of maintenance makes it a favorite at cut-your-own tree farms. Its needles are a dark, shiny green color and sharp and prickly to the touch. White Spruce The white spruce is native to the northeastern U.S. and Canada, and one of the most common varieties sold as Christmas trees in that region. Like the Eastern red cedar, the white spruce has a natural conical shape that makes it easy for tree farmers to maintain. Its a common choice for cut-your-own farms. However, some people dont like white spruce trees because they tend to shed their needles, which have an unpleasant odor. On the plus side, the trees thick branches make it ideal for heavy ornaments. Eastern White Pine The Eastern white pine has been valued as a timber tree for centuries, and it is commonly sold in the mid-Atlantic states as a Christmas tree. Because this variety of evergreen has very little scent, it is popular with people who suffer from tree-related allergies. Eastern white pines have excellent needle retention and stout branches to support heavy decorations. White or Concolor Fir The White fir, sometimes called the concolor fir, is known for its long, blue-green needles, excellent needle retention, and pleasing pine scent. Its commonly sold as a Christmas tree in California, where it is a native species. Virginia Pine The Virginia pine is a newcomer to many Christmas tree lots, particularly in the South. This variety was developed as a heat-tolerant alternative to the Scotch pine and has only recently been used as a Christmas tree. The Virginia pine has wide tufts of soft needles ranging from dark green to gray in color. Its limbs are stout with woody branches.
Saturday, October 19, 2019
Collective Security Essay Example | Topics and Well Written Essays - 1500 words
Collective Security - Essay Example It was to be an organization that would use peaceful negotiation to maintain international peace and security. Moreover, it would be an organization where all member states would be bound by the belief that all acts of "aggression and war are crimes against humanity" (Harney), and nations would therefore consider it their duty to desist from and prevent aggression. After any major conflict, prevention of future conflicts is always high on the agenda. To this end, the "favorite technique is to institute measures of co-operation and consultationwith a view to preventing war by moderating and restraining the free-for-all operation of the international anarchy" (Buzan, 163). Thus the setting up of the League of Nations, [and later the United Nations] was a paradigm shift from a policy of national defence to one of collective security. However, the League of Nations failed to achieve its goal of securing international peace and security, amply proven by the fact that the world was at war again within twenty years of its formation. Nevertheless, the failure of League of Nations cannot be called a failure of the idea of collective security. It was more a failure of political will amongst nations to look beyond their own short-term gains in order to make collective security a workable proposition. According to Meg Harney, "While an excellent idea in theory, the League met with repeated problems simply because the nations had not adapted their foreign policy to change to look after, instead of looking after the interests of the League as a whole working unit". The lack of political will among the bigger nations to implement collective security is evident in the stand taken by the big powers vis--vis the League of Nations. The rejection of the Treaty of Versailles by the US and by extension to the League was almost a 'death blow' to the fledging organization. As a result of domestic political compulsions, US President Woodrow Wilson failed to garner the support of the Senate, which according to the US Constitution is the body responsible for ratification of any treaty. The Senate voted against the Treaty and as a result the US did not become a member of the League of Nations. This left Great Britain, France, Italy and Japan as the main powers in the League of Nations. According to Karl Schmidt, "The majority of the British public supported the ideals of the League, but the British government viewed the League largely with indifference". This was largely due to the fact that men like Lloyd George, Stanley Baldwin and Curzon who dominated the government of the day believed in the 'old diplomacy'. Lloyd George preferred, as per Karl Schmidt, "Diplomacy by conference - where the great powers would meet in a less formal setting to discuss problems - to any such system as the League". Apart from this, the British were also affected by the US defection, as they did not want to shoulder the responsibility of single handedly securing the peace in Europe. France supported the League of Nations less for its idealism and more as a tool for securing its own protection. Ever fearful of an attack from Germany, the French leaders saw no difference between its own national security concerns and the League's collective security elements. Italy on the other hand, viewed the League with a certain amount of skepticism, which turned to dislike once Mussolini came to power,
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