To what extent was the Swiss banking system responsible for empowering

A: Plan of Investigation The purpose of this investigation is to analyze the extent of the support of Swiss banks towards the Nazi regime. In the analysis, the role of Swiss banks during World War II as well as the legal action that those banks faced in recent years will be examined. An evaluation of the origin, purpose, value and limitation of two sources used for research will also be provided in this investigation: â€Å"How Swiss Bank Accounts Work†- by Lee Ann Orbinger, and â€Å"Swiss Banks Settlement: In Re Holocaust Victim Assets Litigation†, an official online version of a settlement issued by Judge Edward R. Korman of the United States District Court for the Eastern District of New York. B: Summary of Evidence Swiss Code of Secrecy The Swiss banking system has been renowned for its code of secrecy, which was established over 300 years ago. This policy was created for the French kings, at the time, which required large sums of financial support under utmost secrecy. In 1713, the Great Council of Geneva founded a set of regulations prohibiting bankers from revealing any account information with anybody other than the client, unless the Great Council itself agreed upon the disclosure of information. This allowed Swiss banks to be seen as a safe haven for those with illegal possessions, or even abnormally large bank accounts. Most notably, the noblemen and aristocrats that fled France during the Revolution sought refuge in Switzerland, due to the financial security that was offered. Although the disclosure of account information was frowned upon by the Swiss government, it was not considered a criminal offence. This was until the Banking Act of 1934 was established. Foreign Pressure Switzerland’s Banking Act of 1934 was a fede... ..." HowStuffWorks.com. HowStuffWorks, Inc., 08 June 2007. Web. 03 Mar. 2012. . "Swiss Banks Settlement: In Re Holocaust Victim Assets Litigation - Overview." Swiss Banks Settlement: In Re Holocaust Victim Assets Litigation. Web. 03 Mar. 2012. . "Switzerland's Role In World War II." Switzerland's Role in World War II. Ed. Markus G. Jud. http://history-switzerland.geschichte-schweiz.ch. Web. 03 Mar. 2012. . "U.S. and Allied Efforts To Recover and Restore Gold and Other Assets Stolen or Hidden by Germany During World War II." United States Holocaust Memorial Museum. May 1997. Web. 01 Apr. 2012. .

Department of Care and Professional Studies Edexcel Level 3 for Children and Young People’s Workforce Unit 13 Promoting Children’s Learning and Development in the Early Years Assignment Task 1 Direct Observation

Department of Care and Professional Studies Edexcel Level 3 for Children and Young People’s Workforce Unit 13 Promoting Children’s Learning and Development in the Early Years Assignment Task 1 Direct Observation and Professional discussion Assessment Criteria (Unit 13) 1. 3explain how the documented outcomes are assessed and recorded 2. 2engage effectively with children to encourage the child’s participation and involvement in planning their own learning and development activities. 3. 2prepare, set out and support activities and experiences that encourages learning and development in each area of the relevant early years framework 4. work alongside children, engaging with them in order to support their learning and development 4. 3 use language that is accurate and appropriate in order to support and extend children’s learning when undertaking activities While on work experience you will be visited by your tutor/teacher who will observe your practice to de termine your competency. Your tutor will observe you and record your performance and where it meets the criteria listed above it will be recorded on the ‘Direct Observation’ pages in your Professional Practice Log. All observed criteria will be credited to you. In some cases where a criteria has not been full demonstrated through observation, the visiting teacher will ask you an oral question or hold a professional discussion with you to enable you to fully meet that criteria. This discussion will also be recorded in your Professional Practice Log but on the ‘Professional Discussion’ page and where competency is confirmed you will credited with the criteria, Task 2 – Underpinning Knowledge Evidence Assessment criteria (Unit 13) 1. explain each area of the areas of learning and development and how these are interdependent Assessment criteria (Unit 12) 1. 1explain the legal status and principles of the relevant early years framework/s, and how national and local guidance materials are used in settings Scenario You have been asked to prepare an information pack for the new students who will be starting your setting next term. You should provide guidance which explains the follo wing : a)The purpose and legal status of the early years frameworks and how it relates to achievement of the Every Child Matters Outcomes (Unit 12 – criteria 1. ) (Unit 13 – criteria 1. 2) b) Provide explanations of each area of learning and development identifying their interdependency. Internally verified _______________________________ Date ______________ Task 3 Promoting Children’s Learning and Development This task links to your practical placement. The play and learning activities that you carry out while in each of your placements will be used to meet the assessment criteria for this task Assessment criteria (Unit 13) 2. use different sources to plan work for individual child or group of children 2. 2support the planning cycle for children’s learning and development 3. 1explain how practitioners promote children’s learning within the relevant early years framework. 4. 2explain the importance of engaging with a child to support sustained shar ed thinking 5. 1 reflect on your own practice in supporting learning and development of children in their early years. 5. 2 demonstrate how to use reflection to make changes in own practice In each of your three placements, following consultation with your supervisor, you will plan, provide and evaluate five learning activities/experiences that promote children’s learning and development. For each activity you must show the flowing:- ?your planning (criteria 2. 1;) ?evaluation of the child/children’s learning outcome with recommendations for extending the child/children’s learning (criteria 3. 1; 4. 2. ) ? evaluation of your plan with recommendations for improvement and changes to your own practice (criteria 2. 2; 5. 1; 5. 2)

The Many Faces of Hamlet Essay - 1597 Words

The Many Faces of Hamlet Of all the characters in the play, Hamlet by William Shakespeare, the character of Hamlet is without a doubt the most complex. His emotions are never stable, his feelings are constantly changing, and his behavior is confusing and inconsistent. Hamlet is described as a half a dozen characters rolled into one (Shaw 344) and with as many adjectives in one sentence as cruel, angry, tender, depressed, clownish, manic, and filled with loathing for women, humanity, life, and himself (Epstein 329). When put into perspective, however, perhaps this harsh description of Hamlet is justified. With all he has had to deal with (apparitions, deaths, deceit, and interference in his personal life,) it would be very†¦show more content†¦Such melancholic and fickle temperament may be part of the cause of his inability to take action, especially the revenge he was supposed to take on Claudius which got postponed on several occasions for sufficient periods of time. Sigmund Freud goes on to state that the plot of the drama shows us that Hamlet is by no means intended to appear as a character wholly incapable of action (349). This statement may seem true but to many readers it may also seem otherwise. Freud is correct yet it is painfully obvious that Hamlet is indeed marked by his incapability of deliberate, immediate, and decisive action as shown again by the delay of his revenge on Claudius. While Hamlet most certainly could have killed Claudius immediately upon learning he was the culprit involved in his fathers death, Hamlet preferred to think out his actions instead of jumping headlong into something with irreversible consequences. In fact, Hamlet passed up one specific and ample opportunity to take his revenge when he found Claudius alone, knelt in prayer. His scrupulous nature prevented him from taking morbid advantage of the situation. 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