Summary of book Call of The Wild Essay Example | Topics and Well Written Essays - 250 words

Summary of book Call of The Wild - Essay Example In chapter four, Buck takes the pack’s leadership and he demonstrates his capability by making the pack travel faster than the previous leader had done. This is seen when he makes the pack travel from Dawson to Skaguay in one day instead of the ten days they had taken previously. The pack is sold to a Scotsman after Perrault and Francois receives official orders directing them to transfer elsewhere. They travel back to Dawson and one of the dogs dies from fatigue and illness (London 36). In chapter five, the dogs are sold to new masters, Hal and Charles who travel with Charles’ wife Mercedes. The inexperience of the pack’s new masters makes them starve and carry heavier loads than the ones it carried before. The pack reaches John Thornton’s camp and Thornton frees it from Hal’s mastership (London 46). In chapter six, Buck becomes friends with Thornton, defends him from his foes, and helps him win a bet (London 55). In chapter seven, Buck and Thornton travels east to find a lost gold mine. It is here that Buck first enters the woods after feeling wild yearnings. He wanders in the wilderness with wolves and one day, he come back to his master’s camp to finds it attacked by Yeehat Indians. He attacks the assailants, killing some and dispersing the rest. The book closes with Buck going into the woods and joining the wolves in wandering the wilderness (London

Data collection and procedure Essay Example for Free

Data collection and procedure Essay You need to talk about the geographic location and the population of these schools. If you can send me the info, I will write it in. To examine academic achievement, student scores on the social studies portion of the GHSGT will be examined. To examine discipline and attendance, the teachers, administrators and some students will be randomly selected. To examine the difference between block and traditional scheduling, surveys and interview questionnaires will be administered to a randomly selected sample of students fitting the above criteria. Questions will be designed to illicit responses as to the advantages of block schedule and will be based upon the broad questions that follow: Research Question #1 – Has the implementation of block scheduling caused an increase in test scores of students in their final year of high school? Research Question #2 – Has the implementation of block scheduling reduced the number of student absences? Research Questions #3 – Has the implementation of block scheduling reduced the number of discipline issues (detentions, suspensions and expulsions) of the students? The surveys and questionnaires will be delivered to the two schools administered in the method that the principal allows. The administrator or his designee will collect the surveys and questionnaires after completion. Each participant of this study will be informed prior to his participation that he is doing so voluntarily. Each participant will have the opportunity to review and sign an informed consent form prior to participating in the study. Some participants may choose to not be involved in this study. To encourage honesty in the responses, the confidentiality of each participant will be guaranteed. A portion of the informed consent statement attests to this confidentiality. No names, only codes will be used on the survey’s themselves with the code’s keys kept in a secure location. Data Analysis and Interpretation Plan All surveys will be compiles into percentages. These percentages will be analyzed for trends among schools with and without block schedules. Data will be charted and graphed where appropriate. Correlations will be drawn based on findings. A discussion and analysis of each subcomponent will be presented. Implications One of the biggest implications in undertaking this type of scheduling change is cost. The block schedule requires additional teachers (usually four or five) for the same number of students. These teachers also need a place to teach, which either requires the building of additional space, the addition of modular classrooms, or the need for teachers to share classrooms (Dobbs, W. , 1997). Another major implication for teachers is the need for changing teaching methods. Extended blocks allow teachers to experiment with new and creative strategies that will appeal to a variety of learning styles. They are able to incorporate more technology and remediation or enrichment exercises as needed. Unfortunately, despite these opportunities, many teachers are hesitant, even fearful, of the block scheduling concept. Researchers Hackmann and Schmitt (1997) warn that: These large blocks may be viewed with a great deal of apprehension by veteran teachers. A typical reaction may be What am I going to do for that many minutes? Even though a new scheduling configuration may have unanimous faculty support as the thing to do, teachers still must confront the daily reality of preparing creative, enriching lessons that keep students engaged academically. It seems a large part of the success for block scheduling lies in the hands of the school districts for providing adequate funding and in the administration and teachers for lending it their willingness and support (Dobbs, W. , 1998). The following is a suggested list of criteria that change agents might want to consider: Utilization of effective research and practice. Inclusion of appropriate assessment plan and tools. Collaboration within the school community of administration, staff, and peers as appropriate. Compliance with federal, state, and local laws, regulatory agency rules, board policies and regulations, and negotiated employee agreements. Assurance of a reasonable level of awareness and support within the school district community, including the Board of Education and others with an interest in the decision. Analysis of fiscal impact. (The Change Process and Alternative Scheduling, 1996). Finally, the utilization of block scheduling may be a determining factor in the legislated school choice options of parents in Georgia. The A+ Education Reform Act was passed by the Georgia General Assembly and signed into law by Governor Barnes in 2000. Its purpose was to significantly alter the management of education in Georgia. School performance, student achievement, and the efficient utilization of resources were its chief concerns and stakeholders at all levels were involved in this process and accountable for its results. Parents may request student transfers for achievement or overcrowding reasons (HB1187, 2000). Scheduling decisions may certainly affect the rights of parents to exercise this choice. Summary In order to become completely informed as to the effects of block scheduling on academic performance, more studies will have to be conducted. Walker, (2000), recommends the following areas of study be conducted: Longitudinal studies of climate issues over extended periods of time are needed.   Studies of student behavior over extended periods of time in multiple schools are recommended Studies of individual subject areas should be expanded. More study is necessary concerning the effectiveness of two-day versus four or five-day block-schedules †¢ Studies should be conducted to determine the effects of block scheduling on teaching behavior. †¢ Finally, the area of greatest need is the study of individual student’s achievement over extended periods of time. Rarely does a problem as large as education have one simple solution. Oftentimes, solutions emerge over time and in conjunction with many other variables. Such is the case with block scheduling. In its short tenure, few studies are conclusive with regard to its test scores. However, with the examination of different variables, some insight into the situation may be helpful. Education is constantly evolving; one thing is for certain – everyone must be willing to change with it for the good of each generation of students. CHAPTER FOUR REFERENCES Aratani, L. (2006, July 13). Upper Grades, Lower Reading Skills: Middle, High Schools Find They Must Expand Programs for Older Students. The Washington Post, p. B01 Canady, R. L. , and Rettig, M. D. (1995). Block Scheduling: A Catalyst for Change in High Schools Princeton, N. J. : Eye on Education, Inc. Canady, R. L. , and Rettig, M. D. (2003, October). Block schedulings missteps, successes and variables: a study finds steady progress in the use of alternatives to the traditional schedule. School Administrator. Retrieved 23 July 2006 from: http://www. findarticles. com/p/articles/mi_m0JSD/is_9_60/ai_108837464/print Carroll, J. M. (1995). The Copernican Plan evaluated: The Evolution of a Revolution. Phi Delta. Kappa 76, pp. 104-110, 112-113. The Change Process and Alternative Scheduling. (1996). Educational Issues Series. Wisconsin Education Association Council. Retrieved 22 July 2006 from: http://www. weac. org/ resource/june96/schedule. htm Dobbs, M. (2004, December 7). In a Global Test of Math Skills, U. S. Students Behind the Curve. The Washington Post, p. A01 Dobbs, W. (1998). The Block Schedule. Intel Innovation in Education. Retrieved 20 July 2006 from: http://www. intel. com/education/projects/wildride/supporting/BlkSched. htm Domaleski, C. (2004, Fall). An Examination of Block Scheduling Practices and End of Coursec Achievement. Journal of Instructional Psychology. Retrieved 20 July 2006 from: http://www. findarticles. com/p/ articles/mi_m0FCG/is_3_27/ai_66355137/pg_3 Leckrone, M. Griffith, B. (2006). Retention realities and educational standards. Children and Schools 28 (1), 55-58. Lewis, C. W. , Dugan, J. J. , Winokur, M. A. , and Cobb, R. B. (2005, December). The Effects of Block Scheduling on High School Academic Achievement. The National Association of Secondary School Principals (NASSP) Bulletin 89 (645) Magdol, L. (1992). Factors for Adolescent Academic Achievement. Youth Futures Project. University of Wisconsin-Madison, July National Commission on Excellence in Education. (2004). A Nation Still at risk: The Imperative for educational reform. Washington, D. C. : U. S. Department of Education. National Education Commission on Time and Learning. (1994). Prisoners of Time. Washington, D. C. : U. S. Government Printing Office. No Child Left Behind Act. (2001). 2001, Pub. L. No 107-110. Retrieved January 17, 2005, from http://www. ed. gov/nclb North Carolina Department of Public Instruction. (1997). Block Scheduled High School Achievement Part II: Comparison of End-of-Course Test Scores for Blocked and Nonblocked High Schools (1993 through 1996).

Aldous Huxley :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  When Aldous Huxley wrote Brave New World in 1931, nobody imagined that his fairytale story would someday be a reality. It is almost scary to see how accurate Huxley’s far-fetched fantasies came to be. When Huxley wrote about the conformity, drug use and sex and technology of the society, he was almost pinpoint exact to predicting today’s societies. Unfortunately, all of these things haven’t exactly changed our society today for the better.   Ã‚  Ã‚  Ã‚  Ã‚  It is amazing to see how accurately Aldous Huxley was in his predictions to human conformity today. The novel’s classes of Alphas, Betas, Gammas, Deltas and Epsilons each have assigned roles. In the novel, each caste is brainwashed into believing that it is crucial and important for the well being of the society as a whole. Since everyone is brainwashed at such an early age, nobody really questions the order or rules. However, there are always those few who refuse to conform. The novel’s John, Helmholtz Watson, and Bernard Marx were all exiled from their society by the World Controller Mustapha Mond. Their actions involving the soma in the hospital were considered far too disruptive to society and they were no longer allowed to co-exist in the preset world of Ford. Our own world is very similar to the world of Ford as we ‘exile’ all who are different. One example of a group whom our society’s majority refuses to accept is the gay population. They could, of course, chose to go against their ways and date the opposite sex just so that they would be accepted, but because they do not, most people refuse to accept that and therefore exile them. The conformity struggle starts as young as elementary school. Popularity is based upon those who conform the best and follow everyone else and unfortunately, those who are different and stand out are usually harassed for their differences.   Ã‚  Ã‚  Ã‚  Ã‚  Drugs are one of the most copious problems that exist today, as we are beginning to see more and more of them in today’s society. Drugs have even become commonly used by today’s youth starting as low as elementary school. The need to feel that ‘high’ has become more and more common. Unfortunately, the drugs used in today’s society aren’t as safe as those used in Huxley’s world. â€Å"Soma† is the drug of choice in Huxley’s world which gave similar ‘highs’ as does ecstasy, but did not have the harmful side effects.

Cupcake Business

I conducted extensive market research and I have considered this project, because I found in my survey that having a cup cake shop is a lucrative business. The shop will specialise only in cupcakes. I have my own unique recipes. This is one of the things which is my strength. Not many people have their own unique recipes. To enable my business to prosper I have the notion of implementing special offers, which introduces the business to the customer. I am lucky enough to have found a good chef which works alongside me to create new flavours. The decisions about the recipes are made by me and the chef, but I have the final word. The structure of the business will be as a Sole Trader. This is the fastest and easiest way of setting up a new business. This type of structure could be danger, because I am responsible with my property.LocationFinding right location is a main key to maintaining a successful business. The ideal location is the centre of town. There are a lot of people passing by. The research I have done shows me that, there aren`t any similar shops within a radius of 10 miles. Opposite the shop is the town`s main bus station, where people can have cupcakes while they are waiting for the bus. My research shows, that there is Primary school and Secondary school right behind the shop. The parents which collect their children pass by the shop. They can also take a good look at what we are offering by looking at the big window display. The smell of freshly made cupcakes will be one of the things, which the children can catch early in the morning.FinanceTo start up the cupcake business you will need approximately  £40,000. I have  £10,000 capital, but I will need a loan from the bank for the additional  £30,000. The research I have done and the special advice I have been given says, that I am not entitled to get a personal loan more than  £20,000. But because of the structure of my business as a sole trader I have an option of getting the full amount of  £30,000. I have a good tailored business plan which has enabled me to obtain the business loan I need. I will be responsible with my own property and this will secure the loan. The loan which will suit me is with a fixed interest rate and equal monthly instalments.Internal informationAll organisations generate a substantial amount of information relating to their operation. This internal information is vital to the successful management of the organisation. The information may be available from a number of sources within the organisation, for example: Marketing and sales information on performance, revenues, markets shares, distribution channels. Sales figures and sales research are very reliable sources of information, because the consumer tells you what they want. Production and operational information on assets, quality, standards.This information will help me to reinvent products to help them sell better. Financial information all on profits, costs, margins, cash, flows, i nvestments. The information about the profits will show me in what direction my business is going in and where I can improve my financial position. Internal documentation such as order forms, invoices, credit notes, procedural manuals. The internal documents are important part of doing an audit. The results of doing an audit also relates to finances.External informationAn external source of information is concerned with what is happening beyond the boundaries of the organisation. This covers any documentation relating to a subject area produced as a summary or detailed report by an agency external to an organisation. Such information may be obtainable from government agencies or private information providers. Examples might include: Telephone directories – this could be used to check for existing companies that are similar. Judgments on court cases – helps to prevent a mistakes made by someone else.Legislation – Food Hygiene Certificate, Health and Safety Certif icate, Fire Safety Certificate. Professional publications – helps to find the right way of running a successful business. Financial services – banks, accountants, solicitors, lawyers. The internet – in today`s days the people use internet most of the time. Social media sites are very popular and are also used as a place where you can advertise your business and generate customers.SummaryMy business would run at a profit if I attract my customers with special offers. This will include discounts for kids and elderly. Regular customers will also be entitled to get a discount for their loyalty. There will be various levels of discounts for corporate clients, depending on how much they order. Low prices and good quality will help me to generate a lot of customers. One of the foundations for starting up a new business is my unique recipes. They are designed by me, but the chef who is going to work with me helps me to prepare them. The recipes are a combination of unus ual flavours and designs.This will also help me to attract new customers. The environment which I provide to the customers must be nice, clean and friendly. When people are in my cupcakes shop, I want them to feel relaxed and comfortable. The staff that I employ will be trained in customer service. They will be polite and respectful. Often team-building is helpful for developing a good relationship between the staff. They also can come up with new ideas, which can be discussed and put into action. I have a good location which is near a bus station, schools and few office buildings. The research I have done shows me that throughout the day nearly 3000 people passing by the shop. The location is ideal for this type of business. To improve my business in future I will make plans for expansion following the above steps. Opening a chain is a good improvement.

Why Did a Campaign for Women’s Suffrage Develop After 1870?

Women wanted to vote so that they could gain more respect from men, they desired the right to be able to make a difference to the way the country was run. Their views were that they lived in the country therefor they had the rights to vote for the laws they have to obey. Women wanted to have to opportunity to vote for MP's that support equal rights, giving women a better life. Women wanted to be able to change the divorce law as after marriage the man gained everything and the female was left with nothing. Women craved an education equal to men, so that they can undertake more responsible, independent well paid jobs, that they could not for fill without an education. There were many areas of inequality against women. The divorce law is a string example of this. The men even had legal rights to the children if they had any, even though the woman's job was to look after the children, while the male was at work. So when the divorce takes place the Man still goes to work, and has to leave the children at home without a mother. Women strongly felt that equality was a basic and natural human right. During the 1800's many more men had gained the vote, men with possible less resulting influence than some women had. Women weren't just thinking of themselves, they felt that their education they could bring about better childcare and housing. This would benefit everyone. Their were many reasons why women campaigned for the vote, one of them being that women had to obey the laws as did the men but they had no say through political representatives on what they abided by. Women knew that as long as they had no vote, they had no respect, and as long as they had no respect, they were being paid less. The political inequalities greatly effected women's social strength, and their economical situation. Women felt that politics had entered the home, though law, therefor women should enter politics. Women found it disgusting that they were being taxed without being represented. They had to pay for the government to go against what they women believe in. All top jobs are not available to females, as they are seen as inferior. This means that opportunities in public life are denied. Generally women have a closer relationship with the children than the males do, as they look after them while the men work. Therefore women know what is better for the children, and their point of view was not considered as they had know social status. The campaign for women's suffrage started from 1870 onwards was because of a number of reasons. In 1853 Florence Nightingale bought nursing to the public eye as a respectable occupation that women could embark on without being criticised. Women showed much enthusiasm to improve and become more experienced in the profession of nursing and medicine. Florence showed initiative and responsibility that had not been shown in women before. This was an example of some progress that occurred in the 1800's, but there were still many areas of inequality. In 1870 the married women's property act was enforced, allowing women to keep i200 of their own earnings. This may not sound much but money was worth much more in these times. This was the start of many changes that age women a more equal role in society. In 1873 a law was imposed allowing women to see their children if they got divorced. This gave them closer relationships with their children, and they would have been looked after better as the men go out to work. In 1884 married women were no longer considered possession of their husbands, this meant more respect in society as they were seen as people rather than belongings. Women's role gradually become more influential as new jobs became open to women such as; teaching, civil service work and secretarial work had just taken off due to the invention of the typewriter and telephone. I feel the first real rights given to women were that they were allowed to keep i200 of their own earning. This gave women inspiration, as they knew then, that they could use that money to possibly get an education or to start a business. This also let them know that they do have some rights and they are improving. I also believe that a key change in favour of women's rights is â€Å"The Match Girls† strike. They demanded better pay and conditions, and the publicity forced the company to improve them. I feel that women decided to begin campaigning in 1900 was because of the changes that occurred, women were being given better opportunities so they felt that they had an opportunity to use this beginning to carry on the development to equal rights. Q2 Describe the Ways in Which the Methods of the Suffragists and the Suffragettes Were Different The Suffragettes and the Suffragists were two female dominated groups, who were very alike in principle but used very different methods of persuasion. The Suffragists (NUWSS) were a peaceful, law-abiding group. They did not demand the vote for all women but wanted to be on equal footing with men. The first women to join the NUWSS were well-educated, middle-class women, but in the 1890's many factory girls wanted to gain the vote, raise their wages and their living and working conditions joined the movement. By 1900 the female cotton workers were the highest paid factory workers in Britain. The Suffragists used their resources and qualifications within the movement's members to produce banners, postcards and posters. The Suffragettes (WSPU) used totally different forms of propaganda. The suffragettes had one aim; to gain political equality with men. The WSPU was formed on the 13th October 1905 when two women in Manchester were thrown out of a Liberal meeting for shouting for women's votes. They were arrested outside the meeting for hitting and spitting at policemen. This was quite typical for the Suffragettes as they tried to get publicity though dangerous stunts. The plans of the Suffragettes were very different to those of the Suffragists, as they would get publicity at any cost. They deliberately got arrested for crimes such as arson, window smashing and bombing. When they were in jail for their crimes they often went on hunger strike so they had to be force-fed. The Suffragettes made it clear that they would not stop the havoc they were causing unless their demands were met. Types of leadership were key to the actions of the movements. Millicent Fawcett saw her role as a co-ordinator; she didn't consider herself to be in charge but to give the effort of the other Suffragists some guidance. She made it clear that the Suffragists used non-violent methods of persuasion to gain the same voting rights as men. The Suffragettes were led in a very different manor, Emmeline Pankhurst and her daughters led the movement forcefully. They were said to have ruled like â€Å"dictators† not listening to others, and not thinking of the consequences of their actions, purely concentrating on their battle for suffrage. The Suffragettes were based in London where all the parliament buildings are based, therefore when they wanted to protest they could do so, and MPs would see and realise how serious they were. I feel that the Suffragists were a group for women who supported women's rights to vote enough to want to make a difference and get involved but not enough to get arrested or even killed like some of the Suffragettes. The suffragettes were the most effective organisation and used their image to gain popularity and respects with men. They achieved this by calling off all their extreme petitions whilst the war was on. This gained them respect and also gave them a chance to prove themselves that they cared for the country. They proved they could do the same jobs, to the same standard if not better than the men could. An achievement by both organisations is that by 1900 over half the MP's said they wanted women to have the vote. Though much hard campaigning women's suffrage took many more years to achieve their original aims but they both did. Suffragists using a much more conventional form of propaganda such as posters etc, but they Suffragettes use much more extreme and extravagant forms. They not only showed that they wanted equal rights but they showed how much they wanted them. They went to many extremes just to gain what they very strongly believed in. Q3 Why Did Many People Oppose Giving Women the Right To Vote Many people opposed giving the women the right to vote because they feared what the women might do, if they had as much power as men did. Many people believed that if women had gained equal rights they would not stop and they would want to take complete control. Some contemporaries strongly believed that women would not vote responsibly but would be influenced by how someone looks rather than the serious political issues of the day. This relates to the lack of women's education, many people believed that a woman's place was at home. Most girls did not go to school, the only education women had was to set them up for marriage, to be able to run a household. Many people could not take women seriously because of this and women were looked upon as inferior to men. People also thought that women were too irrational and emotional to make sound judgements. Men and women were thought of to be very different. They should fulfil different roles in life. Men should live in the world of politics and work, and women in the world of the home. Women were the weaker sex, they could not be asked to fight for their country. Therefore, because they are not asked to risk losing their lives during the war, they were not citizens in the fullest sense. The campaign for women's suffrage had been, hijacked by a small, articulate but unrepresentative minority of feminists. At bottom, most women did not really care whether they had the right to vote or not. Middle-class women would use political rights to develop their careers and neglect their domestic duties. Also, if the educated delayed having families or did not have them at all, a larger proportion of babies would be born to ‘socially undesirable' elements. The nation would suffer. To give the vote to women would almost certainly lead to a certain extension for men and thus enfranchise unskilled, rootless and generally undesirable people. Basically women were inferior to men, but men feared that women would have their revenge if they gained enough power to do so, men feared for their futures. Women were inexperienced and if they had the right to vote, they would not use their ability correctly, as they cannot research anything into the subject because of their lack of education. However, men had more experience so they could make intelligent and rational decisions. The suffragettes did not made life easier for women. They just made women look crazy, stupid and incapable of making intelligent decisions. Queen Victoria did not think women should have had the right to vote. This was because she thought that there was no point in changing society, because she was happy with the way it was working, and she thought that men's decisions were intelligent enough. Women had no key role in society, they were childlike, inferior and incapable of making decisions, which could change the future for the whole country, was it worth the risk? Women had no education to prove themselves, and those who did had very little. If women could not prove themselves to their country, how were they supposed to make an impact on society? It was very hard for women to change the way in which people were thinking, women had to look and act intelligent so that people could see that they were just as clever as men. The only reason women had such a bad reputation was because many women worked at home cleaning and looking after the family. This is still an important role, if women were given the same education as men, they would be just as intelligent, the just never had the same opportunities. I believe that the lack of women's education was the most important factor of why many people did not want to let women have the right to vote. Women were set a bad status, and it would be hard to overcome this and try to act as if they were as intelligent as men were. It would be very hard for women to prove themselves. Question 4 I agree that women over 30 gained the vote in 1918 mainly because of women's contribution to the war effort. Within the women's suffrage movement response to the war varied enormously. Mrs Fawcett told members of the NUWSS, â€Å"Women your country needs you†. Many members became involved in war relief work. However not all members wanted to do war work. Some were pacifists who totally disagreed with fighting and war. Mrs Pankhurst, her daughter Christabel and members of the WSPU stopped campaigning and threw themselves into the war effort. Helping he government with recruiting and propaganda. Many middle-class and upper class women became nurses and worked directly with the army. Some of these women had the chance t work abroad; others worked in military hospitals in Britain. Some of these women found life hard, they were not used to working and the shifts night and day were long. VAD was the Voluntary Aid Detachment, these women worked unpaid until 1915. After this they received i20 a year, but had to pay for their uniforms. Some men opposed to women in men's jobs. They were worried that women doing the same job for fewer wages meant that when the war was over women would be kept on. To avoid this trade, unions made agreements with the government and employers to protect men's jobs and wages. Despite the hostility women entered all kinds of work, which before the war was thought to be unsuitable for women. Before the war the only jobs for women in transport were as cleaners, attendants and clerks. However, during the war they became bus and train conductors, railway ticket collectors, signal women and porters. 900,000 women were involved in making shells, guns and aircraft. This was dangerous work, using poisonous substances and explosives. At least 300 women died in the munitions factories from the explosions. This shows how devoted women were to their country. Munitions workers were one of the best-paid jobs during the war with wages up to i5 a week. Women were encouraged to help out on farms, to keep the country supplied with food. They worked 10-12 hours a day and did not earn as much as factory women. They could join one of three sections of the land army-agriculture, timber cutting and forage. Women in agriculture would tend sheep, pick potatoes, hoeing, ploughing, help with harvest work and work on the harvest gardens. Women on the land would live on the farm and usually had to pay for their food and lodging. They had to sign up for either 6 months or a year and were not allowed to leave without special permission. After the war the old voting system had to be changed to allow men returning from the war to be able to vote. The law said that all voters must have lived in the country for over 12 months before voting, so women argued that whilst making changes to allow the â€Å"returning heroes† to vote. It would be a good time to add women to the list of voters. The war had shaken the whole structure of society- the working classes lost some respect for the rich, many people had died or lost relatives, the whole of Europe was insecure. 1918 was therefore a time for change or starting afresh. I believe that the work, which women did during the war earned them a lot of respect and this definitely helped them win the right to vote. Women proved to society that they could be intelligent and reliable if the were given the chance. They proved that if they had more power they could help the country and they would make a big difference in the way in which the society was run. The women's movements before the war helped to raise awareness of the situation of women, this helped their cause, also politicians realised that the violent campaigning would have been renewed if they did not recognise women's rights.