Friday, September 6, 2019
Principles of infection prevention and control Essay Example for Free
Principles of infection prevention and control Essay The Public Health (Control of Diseases) Act 1984. Personal Protective Equipment (PPE) Regulations 1992, Controlled Waste Regulations 1992, Management of Health and Safety at Work Regulations 1999, The Food Safety Act 1990 and also the Food Safety Act (General Food Hygiene) Regulations 1995. The Public Health (Control of Diseases) Act 1984 states that doctors in England and Wales are obligated to make a ‘Proper Officer’ of the local authority aware if they are aware of or suspect an individual is suffering from what is deemed a notifiable disease. The procedure in that scenario to be carried out is that a doctor is required to complete a certificate stating the individual’s personal details such as name, age, sex and also the address of the building where the individual is. The condition the individual is either suffering or suspected suffering from, the date the condition started and if the building where the individual is located is a hospital the date the individual was admitted to hospital, the location where the individual came from to get to the hospital and an opinion has to be given from the authorised person giving the certificate is the condition was contracted in the hospital. A list of notifiable diseases can be accessed on the Health Protection Agency’s website. In the United Kingdom suspected diseases and diagnosed diseases that have to be reported are bacteria, viruses and various other diseases. Read more: Key principles of good personal hygiene Bacteria diseases consist of: Anthrax, Botulism, Brucellosis, Cholera, Diphtheria, Encephalitis, Haemolytic uraemic syndrome (HUS), Legionnaire’s Disease, Leprosy, Meningococcal septicaemia/ Acute Meningitis, Paratyphoid fever, pertussis also known as Whooping Cough, Plague, Scarlet Fever, Group A Streptococcal disease, Tetanus, Tuberculosis (TB), Typhoid Fever and Typhus. The virus diseases that mandatory to report are: Hepatitis, Measles, Mumps, Poliomyelitis, Rabies, Rubella, Severe Acute Respiratory Syndrome, Smallpox, Yellow Fever and Viral haemorrhagic fever. The other diseases that are required to be reported are: Food poisoning and Malaria. All organisations should keep copies of either the notification certificate or counterfoils from a notification book are securely held and also retained for the recommended minimum period of time as a records management consideration.
Thursday, September 5, 2019
History Of Working At Height Regulation Construction Essay
History Of Working At Height Regulation Construction Essay The Health and Safety Executive (HSE) reports that over 4,000 employees suffered a major injury because of a fall from height in 2008/09. The majority of injuries were caused by low falls www.hse.gov (see attached appendix) This figure is still far too high when we consider the working at height regulation2005 (WHAR) was passed into law almost six years ago. The reason WHAR became law was the alarming concern across Europe of fatalities and serious injury. The European parliaments passed the directive, wanted all members to implement, and have on their statute books by 2004. consultation started in the uk in 2001 .there was concerns raised over changes to be made to the 2meter rule, industry claimed they needed this kept as it would not be cost effective and jobs would be lost and certain contracts would not be worth tendering on if this rule was not kept . Before the regulation, there was various regulations that covered working at height with different rules one of the rules was the 2 meter rule this allowed working up to 2 meters height without any controls accidents. The majority of major injuries were caused by low falls. Again, a significant proportion of these were falls from ladders. www.hse.gov RIDDOR data It is now recognised in the duty that injury can occur from a fall of any height, not just from above say 2 metres. In addition, falling objects can cause injury from below a drop distance of 2 metres. Therefore guardrails and toe boards etc should be considered based on a suitable and sufficient risk assessment been made Elizabeth Gibby, Head of the Health and Safety Executives (HSEs) Injuries Reduction Programme, said: In 2003/4 falls from height accounted for 67 fatal accidents at work and nearly 4,000 major injuries. They remain the single biggest cause of workplace deaths and one of the biggest causes of major injury. Preventing falls from height is a central part of HSEs Injuries Reduction Programme and these Regulations will provide the cornerstone for this programme to improve standards for work at height and thereby reduce deaths and injuries. These Regulations set out a simple hierarchy for managing and selecting equipment for work at height. She added: The Regulations cover a wide range of industries and activities but we have developed some simple messages which we want to communicate to all industries. Our key messages are: those following good practice for work at height now should already be doing enough to comply with these Regulations; follow the risk assessments you have carried out for work at height activities and make sure all work at height is planned, organized and carried out by competent persons; follow the hierarchy for managing risks from work at height take steps to avoid, prevent or reduce risks; and choose the right work equipment and select collective measures to prevent falls (such as guardrails and working platforms) before other measures which may only mitigate the distance and consequences of a fall (such as nets or airbags) or which may only provide personal protection from a fall. Falls from height are the biggest work place killer. There were 35 fatalities in 2008/09. A significant proportion of these were falls from ladders. www.hse.gov Traditionally falls make up the second biggest cause of major accidents. There were over 4500 in 2008/09. The majority of major injuries were caused by low falls. Again, a significant proportion of these were falls from ladders. www.hse.gov RIDDOR data The Regulations were consulted upon during 2004 including a focused consultation on retaining the requirements for particular precautions for construction work at or above 2mtrs. (I have explained this rule further in legislation section) Working at Height is now governed by the Work at Height Regulations 2005 (WAHR). These regulations revoked the earlier construction regulations, which specified the 2 metre rule. We therefore do not have this threshold. The WAHR place a duty on the duty holder to avoid work at height where it is reasonably practicable to carry out this work safely otherwise than at height. Where work has to be carried out at height, then the duty holder shall take suitable and sufficient measures to prevent, so far as is reasonably practicable, any person falling a distance liable to cause personal injury. It is recognised in the duty that injury can occur from a fall of any height, not just from above say 2 metres. In addition, falling objects can cause injury from below a drop distance of 2 metres. Therefore guardrails and toe boards etc should be considered based on a suitable and sufficient risk assessment been made There is no recommended height now. The Regulations have a series of schedules that set out requirements for specific circumstances and schedule two sets out the requirements for guardrails, toe-boards, barriers, and similar collective means of protection. A link to the regulations is here: http://www.hse.gov.uk/falls/regulations.htm All forms of work access equipment for working at height come under the Regulations, which includes hop-ups. More information can be obtained from hse web site on construction and various platforms http://www.hse.gov.uk/construction/index.htm There was no transitional period as the regulations consolidate what should be existing good practice. However it is understood that industry need to familiarise themselves with the regulations and ensure that what they do is sufficient to comply. Also time to make sure companies do not over react, I have witnessed companies having simply refused stepladders coming on site with the claim HSE has banned them! This is totally UN true and led to total confusion within industry. Still does today. There is Approved Code of Practice (ACOP) produced for the Regulations and hse have produced INGD 401 and other literature for further guidance. Free download, is available from www.hse.gov.uk . In addition, working at height comes under other regulations i.e. Health and Safety at Work etc Act 1974 (HASAWA) Management of Health and Safety at Work Regulations 1999 (MHSWR) Provision and Use of Work Equipment Regulations 1998 (PUWER 98) Lifting Operations and Lifting Equipment Regulations 1998(LOLER HSE took a different approach to communicate the Regulations. This was based on A Brief Guide to the Regulations and promoting sector specific guidance. The hse ran media awareness campaigns to highlight the introduction of the new regulation and to make people aware that a fall from any height can be fatal this was called shattered lives this can be viewed on line www.hse.gov.uk I have examined statistics correlated by the health and safety executive reporting of injuries diseases dangerous occurrences (RIDDOR). Who have compiled a large amount of data on falls from height and it lays out the different types of falls and there consequences on the individual both physically and on their future employment within the industry. The full report is Attached (see appendix 2) but I have bullet pointed the main aspects concerning my report High falls (a fall from a height of at least 2 meters) (Low falls a fall from a height below 2 meters) (Unspecified height) The pie charts below show the breakdown of fatal, major, and over-3-day fall injuries by height of fall and whether the injured person fell from a ladder or something else. Typically, more than 70% of fatal fall injuries are from a height of more than two metres compared with 23% of major fall injuries and just 10% of over-3-day fall injuries. In each category, between 20% and 30% of the accidents reported are normally from ladders. In 2008/09, the proportion of injuries attributable to high falls fell to 15% of major fall injuries and just 5% of over-3-day fall injuries. This is because of the significant increase in the proportion of low and unspecified falls due to the reclassification of slips and trips on stairs as falls. Source (Injury analysis priority programmes: falls from height RIDDOR) www.hse.gov Fatal fall injuries to workers, 2008/09p Major fall injuries to workers, 2008/09p Over 3 day fall injuries to workers, 2008/09p Source www.hse.gov.uk
Wednesday, September 4, 2019
Relations Between Women In The 18th And 19th Centuries. Essay -- essay
Relations between women in the 18th and 19th centuries. Theme: Relations between women in the 18th and 19th centuries. Thesis: Relationships between women in the nineteenth century America created a web of love and support for women. Mothers and daughters, sisters and friends from childhood formed emotional and sometimes physical bonds that lasted lifetimes. These ties were acknowledged and easily accepted in their societies. Many women survived unthinkable hardships such as geographical isolation, child birth, and loss of children because of the unconditional love found in their relations with other women. I.      Introduction A. Female friendship of 19th century not really studied before B. Abundance of evidence suggests very strong emotional ties between women.      C. All types of relationships are suggested from sisterly love to passion      D. In this world men are hardly noted II.      Defining and analyzing these relations      A. Question of method and interpretation      B. How to view same sex relations           1.Psychopathology           2.dichotomy between normal and abnormal      C. Viewing within a cultural and social setting      D. Based on the diaries of women from 35 families from 1760s to 1880s           1.Represents brood range of women           2.Middle class III.      Sensual and platonic      A. Sarah Butler Wister and Jeannie Field Musgrove           1. Met while families vacationed; spent 2 years           together at boarding school           2. throughout life wrote to eachother talking of           their deep affection and their anguish when apart           3. Marriage brought physical separation but nor     ... ... friends and relatives were present through the entire process. VII. Conclusion      The relationships between women during this era was core to their lives and survival. Without the love, support, and rituals surrounding their daily lives together, many of the women would not have survived the hardships that often presented themselves in life. Point of Analysis: I feel that the author was a bit long winded in her explanations of some things. There are many things that she repeats. I also feel that she could have presented more about the lives of men. After reading this, I wonder what the men did all day and if they had relationships like this with their friends and male kin. It is a great essay and does show vividly the lives of women during this time Point of Synthesis: This article really helped me to understand the women during this time much more. To see their lives on a much more personal level, and how they socialized really creates a deeper and more personal understanding of women here. Connecting this with their political lives, regional, and religious helps to make the circle complete and create a true understanding of women during this era.
Tuesday, September 3, 2019
Future of Policing Essay -- Police Crime Criminal Essays
Future of Policing      The future of policing is fairly clear in what direction it is heading. It has been slowly reforming to meet the needs of the people, reduce crime, and make policing more efficient. Some of the reforms that will probably take place in the future include, better educated police officers and police managers, consolidation of police departments to save on money and resources, upgraded technology, race and gender equality, better testing techniques to recruit and promote within the department, and improved proactive planning techniques. One of these proactive tools that will surely become more widely used and implemented better is community policing. It has been evolving since its first introduction into the police world and will see more reforms in the future. Compstat should also become more widely used by almost all police departments to make those in charge more accountable and for improved crime mapping.      Current economic and political trends will affect how, and if, certain reforms take place. Some trends like the increased costs for medical services will affect officer’s salaries and benefits, while the growth of inexpensive technology with instant communication through cell phones and personal computers will improve response time and distribution of information quickly and effectively. Changes population demographics, with the increase in the cultural and ethic diversity of the population will create more of need for career equality. This will also be pushed forward by the immigration of more highly educated professionals from third world countries. Increased multinational organized crime activity will create a bigger need for better communication between countries and joint efforts to stop it. Increased concerns with crimes committed by violent juveniles and individuals with modern weapons, terrorism and threats against our infrastructure will also shape the way policing reforms to solve these increased threats. Because of greater concern with terrorism, more resources will be allocated to homeland security. These are resources that could have helped domestic crimes and police management and will have to compensate for. Even smart credit cards, DNA identification and global positioning systems will all help shape the new policing model.      One of the main problems facing most police departments is using cost-eff... ...epend on them to find the individual or to crack down on the group. A great example of this is in Israel, with fighting militant groups like Hamas. Groups like this receive funds from other countries all around the world that support terrorism. An international police force could more easily gather information on the group and also serve as a barrier between the Israelis and Palestinians. This organization would be much like the United Nations, but instead of politics and an army it would be a world police force that could actually go in and arrest individuals and put them on trial in front of the world.      Finally, the future of policing seems to already be headed in a good direction, focusing on improved communication between departments and with the public. The strong emphasis on community policing will help people feel more comfortable with the police and not as their own society. Some reforms need to be more focused on though, like the international police force, because of recent events like September 11th. Overall policing will seem to remain the same because the transition will be slow and gradually take effect, but it will always be improving in any way that it can.
Monday, September 2, 2019
Barbara Ehrenreichs Nickel and Dimed Essay -- Barbara Ehrenreich Nick
     Barbara Ehrenreich is a journalist who wrote the book Nickel and Dimed. She goes undercover to see how it feels to work for $6 to $7 an hour. She leaves her regular life to explore the experiences of a minimum wage worker. Ehrenreich travels to Florida, Maine, and Minnesota, looking for jobs and places to live on a minimum wage salary. At one point in time, she had to work two jobs to makes ends meet. As she worked all these jobs, she discovered many problems in the social world. The things she went through were not the types of situations that she usually experienced. She wasn’t used to living and working environments of the poor. She had to deal with the different personalities and customs of her co-workers, their living arrangement, and the management hierarchy in each job. She worked as a waitress at two different restaurants, as a maid service cleaning houses, and as a dietary aide at a nursing home.      Ehrenreich didn’t want to be a waitress any more than some waitresses, but she did it for her research. Ehrenreich once stated that, â€Å"Waitres sing is also something I’d like to avoid, because I remember it leaving me bone-tired when I was eighteen.†(13). Her first job was at Hearthside, a restaurant in Key West, Florida. She was hired as a waitress, starting at $2.43 plus tips. She worked the afternoon shift. Hearthside was being managed by a West Indian man by name of Phillip. The management wasn’t the best. They treated their employees disrespectfully. At an employee meeting, they were threatened by the management. Ehrenreich stated, â€Å"I have not been treated this way-lined up in the corridor, threatened with locker searches, peppered with carelessly aimed accusation-since junior high school†(24). When they were just standing around, the manager would give them extra work to do. According to Ehrenreich, â€Å"You st art dragging out each little chore because if the manager on duty catches you in an idle moment, he will give you something far nastier to do. So I wipe, I clean, consolidate catsups bottles and recheck the cheesecake supply, even tour the tables to make sure the customer evaluation is standing perkily.†(22). They were hired at Hearthside to serve the customers. There are twenty-six tables in the whole restaurant. All the food must be placed on the food trays; small items were to be carried in a bowl, and no refills on the lemonade (1... ...but she slept on the sofa, while her four grown children and three grandchildren fill up the bedrooms. But although no one, apparently, is sleeping in a car, there are signs, even at the beginning, of real difficulty if not actual misery†(79). No one likes what they do for a living, but they got to do whatever it takes to make it in life.      Yes, in the book Nickel and Dimed, Barbara Ehrenreich did face problems when working minimum wage jobs. In each state, Ehrenreich works with different people, but having the same problems in the end. The challenges she faced was the different people she worked for, who seemed not to care about their employees as long as they came to work and did what they were told to do. The rules and regulations at each job were different, and never the same. All her fellow co-workers’ personalities were different. Some of them were nice to work with, but had so many things going wrong with their lives. She had to adjust to her co-workers’ lifestyles and the way they support each other. It was a good experience for her and she was never in a situation that she could not get herself out of, even though she had other money saved up for those rainy days.
Sunday, September 1, 2019
Reconstructionalism †Curriculum Essay
Reconstuctionism in not a fully developed philosophy of life or of education. Many writers view it as only an extension of progressivism, the educational philosophy. Like progressivism, it is based on the â€Å"pure†philosophy of pragmatism. Therefore, its answers to basic questions are the same. In answer to the ontological question of what is real, reconstructionists agree that everyday, personal experience constitutes reality. The epistemological question asks: â€Å"What is truth and how do we know truth†? The reconstructionist claims that truth is what works, and we arrive at truth through a process of trial and error. The axiological question asks: â€Å"What is good and beautiful†? The reconstructionist’s answer to this is whatever the public consensus says it is! Educational Theory As far as his educational views are concerned, the reconstructionist sees things the same way as the progressiveâ€â€up to a point. For example, reconstructionists believe that students learn more, remember it longer, and apply it to new situations better if they learn through experience, rather than through being told something. As they see it, the teacher’s main role is that of a resource person or a research project director who guides the students’ learning rather than being a dispenser of knowledge. In this role, the teacher carries on a dialogue with students, helping them identify problems, frame hypotheses, find data, draw appropriate conclusions, and select efficacious courses of action (praxis). Reconstructionists don’t believe in a predetermined curriculum. They would use the subject matter from any or all disciplines when needed to solve a problem. They would probably deal more, however, with the subject matter of social experience (the social sciences) in solving problems. The teaching methods favored by reconstructionists are (1) the pupil-teacher dialogue and (2) praxis. Praxis is â€Å"effective action.†In other words, reconstructionists favor applying the problem-solving method (scientific method) of the progressives to real-life problems. After one has reached an â€Å"intellectual solution†to a problem, reconstructionists favor carefully thought-out social action to remedy or ameliorate the problem. Reconstructionists, like progressives, do not favor any type of ability grouping. They feel students should be grouped only upon the basis of common interests. Reconstructionists also like flexible student seating arrangements, but since there is so much involvement outside the classroom, seating is not even an issue. Reconstructionists share the progressive’s view of student discipline. Moreover, they feel that if students are actively involved in bringing about change in areas that concern them, they will not become frustrated, and therefore, will not be likely to become discipline problems. Reconstructionists prefer to evaluate students subjectively on the basis of their ability as a social activist rather than give written examinations. Like progressives, they feel that student self-evaluation has a proper place. Reconstructionists’ Platform Reconstructionists differ significantly from progressives in the matter of social policy. Progressives acknowledge the rapidly changing conditions around us. But they are content to just teach students how to cope with change. It has been said that progressives seek to teach students how to reach â€Å"intellectual solution†to problems. This often culminates in writing a paper, doing a report or a project of some kind. This kind of education would tend to â€Å"mirror the contemporary society.†On the other hand, reconstructionists believe that students must learn through practical experience how to direct change and control it. They believe strongly that our culture is in crisis. They believe that things will get uncontrollably bad unless we intervene to direct change and thereby reconstruct the social order. Reconstructionsists believe that a â€Å" Utopian Future†is a genuine possibility for mankind if we learn how to intervene and to direct change. They believe that the school should train students to be social activists in the tradition of Gandhi, Martin Luther King, Jr., Ralph Nader and Jesse Jackson. Reconstructionists believe that we should apply the reflective inquiry method to life’s problems. They feel, however, that we should be prepared to act upon our conclusions. This requires a sense of commitment and responsibility on the part of students. This goal of initiating change is of course very controversial. For this reason, reconstructionism has never caught on fully in our schools. Questions have been raised concerning whether or not schools should become a tool for re-making society. Questions have also been raised as to whether students at any age have the intellectual and social maturity to participate in social action. Advocates of social action contend that the more involvement we have, the better off we will be as a society. They claim that as things stand now, only a small percentage of people get involved in social issues because they do not know how to do so. Advocates of social action emphasize that it can be safely practiced if certain common-sense â€Å"safeguards†are applied. For example: 1) Young students should be encouraged to act in a more limited setting than older students, such as the classroom or school, rather than the larger community. 2) Teachers should help students weigh the probable outcomes of various lines of social action before anything is done. They should consider whether or not a given action will solve or ameliorate a problem. Moreover, they should consider the probable â€Å"side effects†of a given line of action, including how it will impact on significant others. 3) Teachers should work with students to get them to accept the consequences (good or bad) of their actions, once they have taken place, without complaining or expecting to be let off the hook. This is important if a sense of commitment and responsibility is to be nurtured.
Saturday, August 31, 2019
How did the involvement of the United States affect the outcome of World War II Essay
Part A: Plan of Investigation The United States before and after the beginning of World War II prided itself on independence and isolation from foreign affairs. The U.S. already had to intervene in World War I, helping to create the Treaty of Versailles against Germany, and did not wish to repeat history in World War II. Germany, being angry of this treaty, began an uprising under the authority of German Chancellor Adolf Hitler and the Nazi Party. Revolts spread throughout all of Europe, causing the creation of various alliances, mainly the Allied and Axis Powers. The United States still held its standpoint of isolationism and did not interfere with or support any war effort; that is, until Japan made an attempt to seize China, which was a strong trade nation for the U.S. The U.S. made attempts to keep Japan out of China for trade purposes only, but were unsuccessful due to President Franklin D. Roosevelt’s desire to keep neutrality. Japan then struck at the United States with the bombing of Pearl Harbor on December 7, 1941. The next day, the U.S. officially declared war. How did U.S. involvement affect the outcome of World War II? This investigation will cover the chronological order of events of World War II that involved the United States in any matter and how they affected the tide of the war. Most of the research will be from books written by historians of the late 20th century (1994-2000), mainly on the events of World War II from different vantage points. These primary sources incorporate most of the information that proved futile for World War II, giving extensive knowledge of all events. Part B: Summary of Evidence At the beginning of World War II, the U.S. lived by one phrase: â€Å"Stay Out of the War!†All actions done by the government were attempts to keep the U.S. out of the war at any means necessary. But after the Japanese bombing of Pearl Harbor, the U.S. had no choice but to enter the war and fight against the Japanese seize of power. Almost immediately following the U.S.’s declaration of war, Germany and Italy declared war on the U.S. The involvement of United States in World War II revolutionized how war would be fought for the coming centuries. [pic] Spitfire War Fighter Plane Manufacture at Castle Bromwich in Great Britain The most important factor that affected the outcome of World War II was the U.S.’s mass production of weapons. The economy became known as the â€Å"arsenal of democracy†, using almost every dollar on spending to produce every kind weapon imaginable to win battles on land, sea, and air. The economy of the United States boomed as mass production peaked, unemployment was dissolved, and American citizens’ payments were doubled. In turn for this rapid production of weapons, the U.S. was now allied with three other military powerhouses: the British Empire (currently known as Great Britain), France, and the Soviet Union (mainly Russia). With the addition of America’s mass weapon supply, the tide of the war completely changed. This new alliance became a force to be reckoned with. These new additions led to the creation of the atomic bomb, which would devastate Japan in Hiroshima and Nagasaki. Another factor that affected the war was the U.S.’s knowledge of warfare in both air and water. America and Great Britain were the most important factors of air bombings during their time in the war, which was the most important weapon when it came to the invasion of Germany. Great Britain and the U.S. came together to design the P-51 Mustang, which was used to escort bomber planes during the day; with this addition, air raids could now take place both at day and night. Germany was being destroyed piece by piece by the constant borage of bombings it suffered. America also created the proximity fuse, which was a device put inside antiaircraft shells that detonated when it came close to airplanes or the ground. This added to the ability of the Allies to fight against air warfare from Germany and Japan. Along with these creations, the U.S. advanced its naval warfare. The creation of the inflatable flotation device advanced the U.S. fight forward with extreme momentum, as the devi ce gave tanks the ability to â€Å"swim†across rivers and other bodies of water. The creation of the U.S.S. Bogue also created another advantage for the U.S. as it was able to fight against the German U-Boat. Part C: Evaluation of Sources Stein, R. Conrad. World War II in Europe: â€Å"America Goes to War†Hillside, N.J., U.S.A.: Enslow, 1994. R. Conrad Stein, who studied history at the University of Illinois and the University of Guanajuato, is an author of history reference books. He has written extensively on the events of history, ranging from the Underground Railroad to the Korean War. The purpose of this book is to explain the events of World War II and also explain the role of the United States in the war. This book explains in great detail the events of World War II and how each side of the war was affected with each event; thus making the book valuable to this investigation. This book is also valuable because it provides a full list of the important events of World War II in chronological order and an appendix for each chapter so that further references can be made for the book. There aren’t any major limitations on this book. Adams, Simon. World War II. New York: DK Pub., 2004. Simon Adams, who studied history and politics at the London School of Economics and Bristol University, is an author and editor of reference books on history. He has been a full-time history writer for 15 years and since then has written over 60 books on a wide spectrum of historical events. The purpose of this book is to explain the events of World War II and use examples, such as wartime symbols and other objects, to convey the information of the war to the reader. The book is valuable because there are first hand quotes from individuals who witnessed the events of World War II and there are actual articles of evidence from the war to give further explanation its events. The only limitation is that some of the information of the book seems to be slightly vague and broad instead of in great detail, but overall this book proves to be very resourceful. Part D: Analysis The United States’ intervention was extremely essential to the outcome of World War II, as supported by the sources listed in the previous section and other reliable sources. Seeing that R. Conrad Stein and Simon Adams both graduated from top tier universities for history (University of Illinois for Stein; Bristol University for Adams), one can conclude that the information presented in their books is very accurate. The only information that seems to be missing is that the United States wanted to stay completely isolated from this war because of World War I, but this piece of information is presented in most sources including information on the U.S. and World War II, so this can be implicated. The evidence used for this investigation overall is very accurate. This presents the appropriate interpretations and point-of-views that convey the information of the events of World War II involving the United States. This investigation is important because the U.S.’s involvement in the war changed the course of world history. Just as in most events involving military conflict, a number of factors played a role in the U.S. decision to join World War II. Even though the U.S. had only one prime purpose at the beginning of the war-eliminate the Japanese uprising-, their actions affected the entire war as a whole. However, the U.S. was not primly concerned with Japan before their entrance in the war; the U.S. was more concerned about how China would be affected. On the other hand, even though China played a role in the U.S.’s decision, it would be Japan’s desire for domination that would lead to the involvement of the United States in World War II. Ultimately, the involvement of United States in World War II changed the tide of the war as well as the tide of history that would affect foreign affiliations greatly. Part E: Conclusion According to these sources as well as many prestigious historians on World War II, such as Stephen Ambrose, the war seemed to mostly, if not almost entirely, in the Axis Powers’ favor when it came to deciding the victor. The Axis Powers were in control of most of the war and had dominated the big names of the Allied Powers (France and Great Britain). Had the U.S. never gotten involved after the attack on Pearl Harbor, The Allied Powers would not have been able to bounce back from their losses and the Axis Powers would have emerged out of the biggest war the world has ever seen as the victors, changing the tide of world history forever. Hitler’s Nazi ideology would’ve been able to spread like wildfire through all of Europe and eventually would’ve been able to spread to the rest of the world. Not only that but other major events of during the era, such as the beginning of the space race, would’ve never been able to occur because the United States and the U.S.S.R. would’ve been bended to the will of Germany, Japan, and Italy. The United States and the U.S.S.R. would have never became the two sole superpowers of the world; instead, the major countries of the Axis Powers, mainly Germany, Japan, and Italy, would have taken the U.S. and U.S.S.R.’s places. The U.S. intervention would have also affected the present day. The United States would have never been able to be called â€Å"the land of opportunity†because the United States would have lost their worldwide acclaim. Overall, one can say that had the U.S. not intervened in World War II, the world would not be the world we know of today.
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