‘Disraeli did infinitely more for the working classes than Gladstone.’ Do you agree?

Both men, who served as Prime Ministers, reformed many institutions with many of them effecting the working class like education (bringing up the working class), trade union (helping the working class fight for work wrights), public health (living conditions affecting the working class) and licensing (the way many working class people passed the time), along with the electoral institution (workers being able to vote on the matters which the work upon, such as factory conditions and education).Many historians, such as William Kuhn, argue that William Gladstone, the Liberal Prime Minister, passed many other reforms as well to help the working class, including the Ballot Act of 1872. However, some historians, such as Monypenny and Buckle, say that Benjamin Disraeli, the Conservative Prime Minister, did more to help the working class, including passing the Second Great Reform Act of 1867. The issue of trade union reforms was heavily involved in both Prime Minister's term of offices, to w hich Disraeli seemed to do more for, even though Gladstone provided the building blocks for the reforms.Gladstone was the first PM to recognise the rights of trade unions to exist. His legislation of 1871, the Trade Union Act, gave the unions legal protection and the freedom to exist and collect subs. On first reading, then, it would seem that Gladstone truly understood the concerns of working men and collective security against unscrupulous employers. However, the Act did not allow Unions to go on strike, due to a clause which ‘failed to define intimidation clearly', which even a bad look could send someone to jail, which irritated the Radicals.It was a half-hearted measure that alarmed the Whig-conservative elements and frustrated the hopes of working men, as the interpretation was lost in courts. Many saw it as a pointless decision, and it took Disraeli in 1875 to allow unions the right to strike. Disraeli’s legislation differed from Gladstone’s in that he was much more practical in his social reforms. Gladstone’s reforms required cooperation from the working classes; it places demands on them to respond.Disraeli’s approach was to provide non-controversial legislation that was beneficial to all in society, including letting the Employers and Workmen Act have a clause that accepted that breaches of conduct such as pay and working hours by employers and workmen to be treated as offences under civil law, with even Alexander MacDonald, a trade unionist and a Liberal MP, saying that â€Å"the Conservatives have done more for the working classes in six years than the Liberals had in sixty.†This shows that in trade union reform, Disraeli did more for the working class due to effectively allowing peaceful picketing. Another issue that Disraeli and Gladstone both put reforms into was public health to which it seemed Gladstone did more to help the working class. Gladstone, in 1872, passed the Public Health Act, which establish ed the Urban & Rural Sanitary Authorities for public health in the local areas. This all came from a Commission in 1871 saying that the sanitary laws should be made uniform.Even though these were abolished in a Local Government Act in 1894, the 1872 Act led the way for Urban and Rural District Councils that still run to do run to this day. On Disraeli's attempt, he passed the Public Health Act of 1875, due to the actions of George Sclater-Booth, a Conservative MP for Health. The Act brought together all the previous legislation under a newly established system of power and checks for issues such as sewage/draining and public toilets.This was seen as a massive success due to the fact that there was no public health measures for the next 60 years after the passage of the act. However, with the fact that it he paved the way for local government control that still exists today to help the working class, Gladstone did more to help the working class than Disraeli did in the public health reform. The issue of licensing snuck into both Prime Ministers' time. In both cases, it didn't do any good for the ruling party.For Gladstone's, the 1872 Licensing Act gave JPs the right to grant licenses to publicans, to fix operating hours and check for the adulteration of the alcohol. Gladstone introduced the act due to the commonness of widespread drunkenness in 19th Century Britain. However, it didn't do any good for the Liberals, due to that moderateness of the act which disappointed two Liberal pressure groups of the party (mostly single issue MPs), who thought the act was ‘too lenient'. There is also historical view from Lowe that the Act affected â€Å"a positive permanent shift of the publicans and brewers of the Tory Party.†Lowe then observes that the Licensing Act was major cause of the Liberal defeat in 1874. The same reform ideas went into Disraeli's second term with the Intoxicating Liquoring Act, which again, curtailed opening hours and in the end, pleas ed nobody. Even though both attempts failed to sort out the problem of licensing, Gladstone lost a lot of working class support due to the licensing Act, as there were a number of near riots to enforce closing hours, and as Lowe writes, many brewers went to theTories after the 1872 Act, so Disraeli seemed not to harm the working class as much as Gladstone did to his own party and the working class. An issue the two honourable Prime Ministers shared in working on education, to which Disraeli seemed to do more for the working class. Gladstone's work on the Forster’s Education Act established the principle of universal elementary education. The state was taking on board the responsibility and the costs of educating all children up to a certain age.This had a link with meritocracy because Gladstone wanted the working classes to be aspiring: education would encourage workers to be more reflective and focus on moral and ethical progress, furthering one of Gladstone's aims. This was not necessarily appreciated by the working man and woman. Gladstone’s high-minded ideals were very far removed from the daily experiences of the ordinary family who were trying to scrape together a living. Ensuring that children had to receive schooling meant that there was less money coming into the family household.Disraeli’s Education Act 1876, clarified Forster’s Act, by placing a duty on parents to ensure that their children received elementary instruction in reading, writing and arithmetic; created school attendance committees, which could compel attendance, for districts where there were no school boards; and the poor law guardians were given permission to help with the payment of school fees, giving a way of working class families a chance to get a child in education and made employment of children under 10 illegal, incentivising parents to send their kids off to school.This shows that in education neither Gladstone or Disraeli had any significant under standing of the plight of working class lives especially in a pre-welfare age. However, since Disraeli was able to further the work done by Gladstone, I believe that Disraeli managed to help the working class more, due to that managed to help the working class children get into school. One final comparison between the two figureheads of Gladstone and Disraeli that we can make is the reforms electorally.Gladstone passed the Ballot Act of 1872, which made voting in elections happen by secret ballot and that candidates shouldn't be nominated at the hustings. The Act enhanced the right of the voters to cast their votes without intimidation, which pleased many working class people, as they didn't have to vote to their landlord's wishes. Disraeli however, did pass the Second Great Reform Act, which extended the right to vote still further down the class ladder, adding  just short of a million voters, including many working men, and doubling the electorate to almost two million voters in England and Wales alone.Even though both prime ministers were successful in helping the working class secure their say in government, I believe that Gladstone did more to help the working class, with the upper class getting less voting power with their single ballot and that landlords couldn't compel their tenants to vote the way that they wanted to. There was a reason for the differences in why Gladstone and Disraeli did different things.Gladstone, from his strict religious beliefs, thought that by helping the working class, they would become more moral. In this case, Gladstone's reforms in Licensing were due to the immorality of the large problematic situation he found in drinking houses. As a committed Anglican Christian, he believed that the church, which was the official state religion of the UK at the time, had a important role of defending ‘God's' plan to help people and deter them from sin, and by helping the people, he would be seen as helping ‘God's' creation. Disraeli, on the other hand, perused reforms, which many were compromises on behalf of the elite. One of the main aims of Disraeli was to maintain the traditional aristocratic constitution of the country, and this was seen in many of his reforms, such as the education reforms, which was designed to uphold the ascendancy of squire and parson in rural England. The reforms weren't really meant to help the poor, they were there to help settle a possible class conflict of ideas and interests. There are many historical opinions about who did more to help the working class.There are some, such as Lee, who claim that there was no real worked out legislation programme, more of a typical 19th Century politician â€Å"paying off electoral debt†. For Gladstone, Matthew describes his pattern of reforming as the ‘reforms on the inefficient administrations of the UK,' showing that he reformed to keep government expenditure low and wanted to liberate people from outdated restrictions, like he did with trade union reforms, which were giving trade unions legal protection.In conclusion, I believe that with these categories, I agree that Disraeli did do more, but the word â€Å"infinitely† is too far for my understanding. Even though the reforms were to protect the interest of the aristocrats and gave more the working class, Gladstone gave the building blocks for many of the reforms, such as giving trade unions the legal protection that they wanted and setting the way for local councils with the public health reforms.

Assignment: Fee Setting Essay

The government benefits seminar for children and families was a major success, so Advocates for Children will carry out a similar seminar in a nearby town. The executive director has decided that this second seminar should make the highest possible amount of money. For this reason, they will not offer a reduced fee schedule, and all attendees must pay the entire fee. This seminar will happen in a smaller room than the first one did, which can only leave space for 45 trainees, at most. Here is the seminar’s proposed budget: Proposed Seminar Budget 1. Conference room rental $175.00 $ 175.00 2. Audiovisual equipment Rental $75.00 3. 4 presenters @ $500 $2,000.00 4. 45 workbooks @ $15 $675.00 5. 45 lunches @ $12 $540.00 6. 45 coffees @ $3.50 $158.00 Subtotal $3,623.50 7. Indirect costs @ 25% of $3,622.50 $ 906.00 Subtotal $4,529.00 8. Profit margin @ 5% of $4,528.13 $ 227.00 Subtotal $4,756.00 You are the executive director. Following the checklist in Figure 11.1, perform all the computations necessary to set a fee. What will your fee be? What is your break-even point? What is your go/no-go decision point? Fixed Costs 1. Conference room rental $175.00 $ 175.00 2. Audiovisual equipment Rental 75.00 3. 4 presenters @ $500 2,000.00 4. Indirect costs @ 25% of $3,675.00 $ 906.00 5. Profit margin @ 5% of $4,594.00 $ 227.00 Total Fixed Costs $3,383.00 Variable Costs 6. 45 workbooks @ $15 $15.00 7. 45 lunches @ $12 12.00 8. 45 coffees @ $3.50 3.50 Total Variable Costs $30.50 Breakeven point I would put my breakeven and go/no go point at 30 attendees. I have set it lower to make up for margin or error, and when more than 30 people attend the profits will also increase. This is the revenue maximization strategy that I will use. XP= A+BX 30P= 3,383 + 30.50(30) 30P= 3,383 + 915 30P= 4,298 P= 143 *Fee will still be set within the standard bracket. Exercise 11.2 As the executive director of Advocates for Children, you have had a change of heart. You decide not to attempt to maximize revenues in this second seminar. You decide to exclude a profit margin in the fee computation, but you will include indirect costs. Additionally, the local United Way in the community hosting the seminar has guaranteed 45 participants. If fewer than 45 participants register for the seminar, the United Way will make up the difference. In exchange for this guarantee, the United Way has asked you to set the seminar fee as low as possible. Following the checklist in Figure 11.1, perform all the computations necessary to set a fee. What will your fee be? Fixed Costs 1. Conference room rental $175.00 $ 175.00 2. Audiovisual equipment Rental 75.00 3. 4 presenters @ $500 2,000.00 4. Indirect costs @ 25% of $3,675.00 $ 906.00 Total Fixed Costs $3,156.00 Variable Costs 5. 45 workbooks @ $15 $15.00 6. 45 lunches @ $12 12.00 7. 45 coffees @ $3.50 3.50 Total Variable Costs $30.50 45 participants 45P = 3156 + 30.50(45) 45P = 3,156 + 1373 (rounded-up) 45P = 4549 (rounded-up) (Divide both sides by 45) P = $101.00 (rounded-up) For 45 participants,the fee is $101.00 (100.63 if not rounded-up). * I chose to use the number 45 because the United Way has guaranteed that they will make up the difference if less than 45 people attend. Reference Martin, L. (2001). Financial management for human service administrators. Boston, MA: Allyn and Bacon.

Daily Time Record

This Automated Student Attendance Daily Time Record focuses on the need to design a system that will automatically arrange the record and calculate the average attendance of each student. A well-conceived and implemented automated student record system can reduce the costs of handling the paperwork associated with record keeping. Manual attendance record system is not efficient and requires time to arrange record and to calculate the average attendance of each individual student. Automated Student Attendance Daily Time Record is intended to replace the manual model of attendance record keeping. Our school using ball pen or log book to record a attendance this system need a computer and the student will record his attendance with a password and the system will arrange the record and calculate the average attendance of the student. The system contains attendance record in electronic files containing details of absence or presence of a specific student enrolment during a semester. Attendance records have been collected on paper forms and verified with hand written signatures. However, the increasing demand for automated student attendance daily time record should be implemented as soon as possible in order to reduce the costs of handling the paper works with record keeping. This system described in this document should be implemented also in different school and all automated systems must follow the standard procedures. This project will try to organize the current school attendance record system that will be much quicker and will save time. Statement of the Problem The study was conducted to some school that does not have automated student information daily time record. Specific Problem. Does our some school have this system? †¢What is the importance of having this kind of system? †¢Is there any summary report for the attendance weekly or after the semester? †¢Is the system reliable to keep all the attendance records? Objective Design and create a system that could calculate and get the average attendance of the student more efficient, reliable and less time in a semester. Specific objective †¢Create a system the will calculate the average of attendance of each of individual student †¢Arrange the record accordingly. †¢Reduce the costs of handling the paperwork associated with record keeping.

“The interrogation” by Edwin Muir

The poem â€Å"The interrogation† by Edwin Muir is about the different ways that people deal with and react in different situations. I think this poem is about a few emigrants who are illegally crossing the border to enter a country they are not lawfully permitted to. The interrogation that the poem talks about is the questioning that these people are put through by the law enforcement troops that these emigrants encounter at the border. We know that the poem is about this illegal emigration because at the beginning of the poem states, â€Å"and then came the patrol;† This confirms that there is a governmental group of people involved. I think the central opposition of the poem is about courage and fear. The way these people choose to handle the ‘interrogation' determines whether or not they will be able to cross the border. If they answer with courage and confidence then they will be much more likely to be allowed through as opposed to if they answer with fear. We know that they reacted unwisely in this scenario because the poem says they â€Å"hesitated† in their approach to crossing the border. This is what led them to be interrogated by the â€Å"patrol†. This has a direct relation to real life; you are more likely to succeed in things that you handle with courage then those that you handle with fear, as fear leads to suspicion. These people are doing an illegal act and we know that they handle the situation with the wrong approach. We are further confirmed that what these people are doing is illegal when the poem says â€Å"Must come out now, who, what we are,† It conveys a sense of deception to the readers. I also think that according to the poem some people, that were confident and came as families were let through to cross the border with ease. This is supported because the poem says, â€Å"The careless lovers in pairs go by,† Near the end of the poem, the poet talks about the response and state of mind of these emigrants. The poem tells us that these people are getting more nervous as they are being questioned more and more. This is a build-up in the poem and it demonstrates how the people are increasingly getting more nervous as this interrogation progresses. We know so from the following lines, â€Å"And the thoughtless field is near. We are on the very edge, Endurance almost done, And still the interrogation is going on.† There is a contrast between the different groups of people shown in this poem because the people that are going in â€Å"pairs† tend not to â€Å"hesitate† when they cross the border, whereas these other people do. This is a contrast between the different ways that people handle situations. We can assume, from the evidence that I have given that it is an interrogation that questions the actions of these emigrants and why they are trying to cross the border. These would be regular routine questions. The fact that the poem is written using â€Å"we† shows that there is more than one and perhaps it's a gang or group of people. However, the impression that is given to the readers is that these emigrants are innocent people just looking for a new home, rather than a group of criminals. The poem is written in clear language and has a lasting effect on the readers. It demonstrates how actions can determine where different people will end up in the long run. It gives the readers a chance to think of how and why some of the people were held back and interrogated while others weren't and crossed this road without difficulty. The effect of the courage and fear aspects is significant and seems like it was the main intention of the reader to highlight those features in the poem. They happen to be very effective techniques in catching the reader's attention. However, the poem is not so predictable and changes its style in which the points are pointed out to the reader often.

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Neil DeGrasse Tyson Essay Example | Topics and Well Written Essays - 1000 words

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