Welfare State Development in the UK

Welfare State Development in the UK Modern welfare state development is generally considered to lead to social security or benefits payments, social housing provision, health provision, social work and educational services. Together these services are known as the big five but these services tend to develop over time and have differed in quantity, availability and quality. Provision and development can change due to social, economic and political factors (Spicker, 1995, p. 3). State provision of welfare has a long history, in Britain for instance dating back to the Elizabethan Poor Laws and earlier. Welfare states started to develop when surveys of poverty by people such as Charles Booth showed the inadequacy of welfare provisions that could not deal with poverty particularly with increasing urbanisation and industrialisation (Thane, 1996, p. 7). The worldwide depression from 1929 would lead countries to consider further welfare developments. High unemployment (12% of the working population in Britain at its worst) showed that better welfare provision was needed (Robbins, 1994, p. 208). From such modest roots the public sector in Britain for example represents around 40 % of the economy (Simpson, 2005, p. 4). There are various key theories that seek to explain the processes involved in welfare state development that will be explained below. The theories have evolved or being devised to explain the differences and similarities in welfare state development in different countries at the same time or in a single country over a period of time. Theories agree that welfare states were developed to serve those that needed help the most or sometimes as universal services to all (OBrien and Penna, 1998, p. 2). After the main theories have been discussed the one or ones that are most applicable for evaluating contemporary changes will be outlined. There are different ways of looking at the development of the welfare state and deciding how far it should extend, demands for changes can result from improved technology, shifting social or economic factors and demographic trends such as lower birth rates and people living longer. As governments have discovered welfare states mean people are living longer and healthier lives which means that there are more pensioners but less working people to sustain the pensions and extra health and care services they need (Department for Work and Pensions, 2005 p. 4). Four key theories of welfare state development are based around liberalism, Marxism, Neo-liberalism and post structuralism and have all at some point been reflected in or used in the development of welfare states. Developments in welfare states can also be reactive or proactive depending on the ideological aims and visions of governments or their ability to make social policy (Spicker, 1995, p. 35). Liberalism tended to stress the role of the individual in providing for their own needs; the state should only intervene to help those that were incapable of finding work. The capitalist market would eventually provide better lives for everyone; there was only a minimum role for state intervention (OBrien and Penna, 1998, p. 21). In Britain the liberals originally achieved their aims for welfare state development with the 1834 Poor Law Act that finally replaced the long lasting but no longer effective act of 1601. Following the new act the poor were put in workhouses where they had to work in return for being housed and fed (OBrien and Penna, 1998, p. 21). Liberalism stressed in its original form that all the state needs to do is give individuals the freedom to make their own choices, only helping the really destitute. For them government only needs to uphold laws and property rights. The business of government of business was to allow businesses to operate freely (R. Bellamy Liberal ism from Eatwell and Wright, 2003, pp. 27-28). However some liberals recognised the shortcomings of laissez-faire economics particularly during recessions and slumps. They also noted the failings of the Poor Law to tackle poverty even during periods of improving prosperity. There emerged new and radical liberalism that called for increased welfare provision and the emergence of limited welfare states. The British Liberal governments of 1906-1914 epitomized that approach by introducing state old age pensions and labour exchanges for the unemployed (Comfort, 1993, p. 347). In contrast Germany had already had a well-developed welfare state provision by 1900. Curiously Bismarck who wanted a healthy well-educated population drew up this system (M Donald Hancock et al, 1998, p.295). Two new liberals in the form of William Beveridge and John Maynard Keynes where the respective architects of the Atlee governments comprehensive welfare state and postwar interventionist economic policies or Keynesian (Bellamy from Eatwell and Wright, 2003, p. 33). Beveridge had plenty of experience in welfare policy having being in charge of the labour exchanges and lecturing on economics at Oxford University and the London School of Economics. Keynes had been an economics adviser to the British government and inspired the New Deal programme in the USA (Crystal, 1998, pp. 105 523). Marxism was developed by Karl Marx in conjunction with Fredrich Engels and led to a second keynote theory of developing the welfare state. Of course Marx and Engels were not concerned with such issues as they wished to promote communism and work towards the working classes taking over economic and political power from the capitalist classes. A Marxist state would develop a welfare state to promote progress, communism and above all protect the workers and eliminate poverty. Marx believed that capitalism would be replaced by communism thus replacing the inequalities and giving everybody enough to meet their needs (OBrien and Penna, 1998, p. 44). The Marxist movement was not unified about how it would develop the welfare state or indeed gain power. Some Marxists such as the German Social Democrats preferred to use parliamentary democracy to achieve power and develop a welfare state. The seminal Erfurt Programme of 1891 called for welfare provisions such as eight- hour working days, free healthcare, free education, minimum wages and equality for women. More radical Marxists such as Lenin and Trotsky advocated armed revolutions and were able to seize power himself. The Soviet Union itself developed a welfare state with free medical and education services and pensions with unemployment officially non-existent (J.F Femia Marxism and Communism from Eatwell and Wright, 2003, pp. 110-12). In Imperial Germany, Bismarck set up the welfare state to undermine the socialists thus taming these wild beast of the political forest (Hobsbawm, 1987, p. 102). The Marxist-Leninist regimes of the Soviet Union and its Central and Eastern European satellites may have developed welfare states but they failed to produce the economic prosperity of the West and the many failures of their planned economies contributed to the fall of these regimes. On the other hand their population were all more economically equal, they were poor but had free welfare provision and no political rights. The third main keynote theory for welfare state development is Neo-Liberalism most closely associated with the governments of Margaret Thatcher and Ronald Reagan. In Britain and other parts of Western Europe the combination of Keynesian economics and all embracing welfare provision that had helped to achieve postwar prosperity faltered in the late 1960s and the 1970s. Neo-Liberals believed that the combination of Keynesian economics and the welfare state were contributing to economic and political stagnation and were no longer viable. Margaret Thatchers government elected in 1979 proceeded to formerly ditch Keynesian economics and intended to cut back on the welfare state (OBrien and Penna, 1998, p. 78-79). Following policies that became known as Thatcherism nationalised industries were privatised, subsidies to ailing private companies were stopped, and council houses were sold off. These policies increased unemployment but eventually lowered inflation. Margaret Thatcher also limited trade union power and defeated the miners during the bitter strike of 1984-1985. She brushed aside opposition to her policies as people accept there is no alternative (Comfort, 1993, p. 608). The planned reduction in expenditure on the welfare state never materialised as higher unemployment pushed up benefit payments and more civil servants were needed to process those claims. The Conservatives found that the National Health Service was politically sacred although they were able to introduce an internal market to aid efficiency. Neo-liberalism is a return to the ideas of classic liberalism and views the state in the same negative light. However it has not being able to dismantle the welfare state just to reform it (OBrien and Penna (1998) p. 103). In the USA Reagans policies produced similar levels of unemployment and poverty whilst increasing military spending substantially. Jessie Jackson accused Reagan of spending millions to beat our plowshares into swords, while leaving the di sadvantaged begging for bread Carroll and Noble, 1988, p. 437). Reagan found it easier to repudiate welfare and spurn the legacy of the New Deal than Thatcher found it to reverse the concept of provision from the cradle to the grave (Hobsbawm, 1994, p. 249). Post-structuralism emerged at a similar time to Neo-liberalism from the 1960s. Unlike Neo-liberalism it does not see liberalism in any guise or Marxism as adequate methods of understanding social and economic policy or as foundations for welfare state development. Instead of concentrating on the state and individuals Poststructuralism aims to understand the relationships between knowledge of social life and the diffusion of power through society (OBrien and Penna, 1998, p. 105). Marxism started to suffer a crisis from the 1970s with its economic weaknesses greatly undermining its social and political foundations and bringing about the collapse of communism in Central and Eastern Europe (Agh, 1998, p. 6). Actual welfare state development is more often a mixture of more than one of these approaches. Development is often based on pragmatic concerns as much as ideological ones. Political concerns particularly in liberal democracies can dictate welfare state development. Welfare measures that are electorally popular will often be implemented ahead of reforms that would make the system more effective yet could be electorally damaging. Recent demographic changes and future trends certainly make welfare state development a vital issue for the present and the future. While those aged over 65 currently represent 16% of the UKs population by 2041 that figure is estimated to rise to 25%. The UKs government Actuarys Department also estimates that the working age section of the population will decrease from 65% to 58% which is all those aged 16 to 64 (DWP, 2005, p.16). . Aging populations are a serious problem to how welfare states as already developed can be sustained. By 1994 over 65s made up 15 % of the German population, 14.5% of the French population and 17.7% of the Swedish population (M Donald Hancock et al, 1998 p. 90). Generally those of the left of the political divide are more likely to prefer a greater development of the welfare state than those on the right who either maintain the status quo or cut it back if they can (Spicker, 1995, p. 77). Based on the facts of aging populations with fewer people of working age paying taxes to fund welfare and benefits expenditure the latest trends in welfare state development tend to stress targeting expenditure to the most needy, providing value for money and preventing fraud. In Britain New Labour has attempted to reform housing benefit and introduced performance standards to improve administration by local authorities. The government has had some success in countering fraud (DWP, 2003, pp. 32-39). New Labour introduced the New Deal to help young people, disabled people and lone parents back into work. Since 1997, two million more people of working age have gained employment reducing benefits expenditure by 5 billion a year, with the purpose of tackling the scourge of unemployment, inactivity and poverty (DWP, 2005, p. 4). For Western Europe the keynote theory that best described welfare state development up to the 1960s would have been variations of liberalism with elements of socialism, for instance British new liberalism and the West German social market economy. From the 1970s neo-liberalism and Poststructuralism had a greater influence on the development of welfare states reflected most closely in the neo-liberal tenets of Thatcherism in Britain. Neo-liberalism did reduce the size of public sectors in the countries that tried it but its deflationary effects led to higher unemployment and higher benefits expenditure. Neo-liberalism would be the best theory to describe the welfare state developments in Central and Eastern Europe after the end of communism. Over all neo- liberalism is now probably the best keynote theory with the proviso that previous liberal and socialist as opposed to Marxist legacies are still apparent and politically untouchable. The reforms needed to amend, extend and continue w elfare state development would best be considered under a Post-structuralist framework. Welfare states especially in the West face the growing challenge of providing for the extra needs of aging populations whilst the working age populations needed to pay for them dwindles. Possible solutions could include raising retirement ages, persuading more people to provide for their own health care and pensions, encouraging people to have more children or encourage immigration from developing nations. Bibliography Agh, A. (1998), The Politics of Central and Eastern Europe Sage, London Carroll, P.N. and Noble, D.W. (1988) The Free and the Unfree- A new history of the United States 2nd edition, Penguin, New York Comfort, N. Dictionary (1993) Brewers Politics a Phase and Fable Cassell, London Crystal, D. (1998) The Cambridge Biographical Encyclopedia, 2nd edition, Cambridge University Press Department for Work and Pensions (2003) Departmental Report 2003 The Stationery Office, London Department for Work and Pensions (2005) Five Year Strategy -Opportunity and Security throughout life The Stationery Office, London Donald Hancock, M; Conradt, D.P; Guy Peters, B; Safran, W. and Zariski, R. (1998) Politics in Western Europe 2nd edition, Macmillan, London Eatwell, R and Wright, A. (2003) Contemporary Political Ideologies 2nd edition, Continuum, London Hobsbawm, E. (1987) The Age of Capital 1875-1914, Weidenfeld Nicholson, London Hobsbawm, E. (1994) The Age of Extremes The short Twentieth Century 1914-1991, Michael Joseph, London OBrien, M. and Penna, S (1998) Theorising Welfare Enlightenment and Modern Society Sage Publications, London Robbins, K. (1994) The Eclipse of a Great Power Modern Britain 1870 1992, 2nd edition, Longman, London Simpson, J. (January 2005) Meet Barry- hes here to help Public service director magazine Spicker, P. (1995) Social Policy Themes and Approaches, Prentice Hall Harvester Wheatsheaf, London Thane, P. (1996) Foundations of the Welfare State 2nd edition Longman, London

Informative Speech – best learns information

Title: Determining how each individual best learns informationSpecific Purpose: To get my audience excited about learning new information by engaging them in specific techniques based on their individual learning styles. Thesis Statement: I am going to inform my audience about the four types of learning styles there are and provide them with different techniques that may be applied to each.I. Introduction:How important is learning to each of you? I am going to assume learning is important because we all are in school for that exact purpose right!? We want to better ourselves.Well, I used to have such a hard time in school, especially when it came time for exams. It wasn’t until I understood my own personal style of learning and what this specific style actually meant that I realized I was approaching my studies all wrong. Eventually I started making better grades. Now, It could definitely be only a coincidence, that I am feeling a lot less stress in school, less anxiety, and a m feeling more confident, but I would assume that applying specific methods to study sessions that suit me as an individual, seems a bit more logical.What do you think? Anyhow, I thought it would be a neat idea to help each of you understand the types of learning styles that are out there, and to enlighten you about different techniques that can be applied to your own studies.II. BodyA. There are four different types of learning styles1. One type of learner is an active and or reflective learner.2. Another style is the sensing and intuitive learners.3. There are visual and verbal learners.4. Lastly, there are those who prefer the sequential and global style of learning.Transition: Now that we understand the four types of learners there are, I would like to enlighten you on just a few ways to access each style.B. There are many ways to maximize your academic success. I would like to share a few I’ve found helpful myself.1. I. L. S provides an indication of an individuals learn ing preference. (An online assessment)a. We can be categorized into at least one of the four typesb. Your scores reflect; where you are balanced, your moderate preference, and strong preference for learning.2. Applying pecific techniques to each type of learner may benefit in terms of retaining information.a. Audio and visual stimulants play a key role for each specific learner.3. Understand what doesn’t work for you and apply different methods.a. Examples may include, drawing diagrams, recording a lecture and playing it back, interact with others.Transition: Now that we have investigated each learning style, this should give each of you a better understanding of how you may choose to go about forming study habits that best suit your own individual needs.III. Conclusion:It is proven that all of us learn a little differently. Recognizing our strengths when it comes to retaining information should be important if we want to excel in our studies. Applying necessary habits is one way I am confident that makes retaining information possible. I encourage each of you to try to better understand your individual learning styles, and to take what you’ve heard today and apply it to your studies. You won't regret it! Work Cited Page Duman, Bilal, EducationalSciences: Theory ; Practice.The effects of brain based learning and the academic achievement of students with different learning styles† September 1, 2010. Vol. 10 Issue 4, p2077-2103, 27p R. M. Felder and J. E. Spurlin, â€Å"Applications, Reliability, and Validity of the Index of Learning Styles. † Intl. Journal of Engineering Education, 21(1), 103-112 (2005). A validation study of the Index of Learning Styles. T. A. Litzinger, S. H. Lee, J. C. Wise, and R. M. Felder, â€Å"A Psychometric Study of the Index of Learning Styles. † J. Engr. Education, 96(4), 309-319 (2007). Reliability, factor structure, and construct validity of the Index of Learning Styles.

Batterer Treatment Programs

Domestic violence and especially battering has been identified as a form of aggression in the society for decades now. Even though, battering has been categorized as a criminal by the criminal justice system, its treatment has been handled differently from other forms of aggression. Over the past two decades, efforts have been applied to address the problem of wife battering.The development of treatment programs has been rapid which has subsequently increased batterer’s right to programming. Battering is inevitably associated with family violence and the general societal violence.This means that the existence of battering will continue unless the structures of power within the society is changed and thereby forbidding it. The change of the society alone is not enough to address the problem of battering. In addition to this change, individual involved in battering practices must also change (Mederos, 1999). The purpose of this paper is therefore to examine how the batterers can be changed. In particular, it aims at providing effective treatment programs that can be applied to address the problem of battering.The paper examines the roles that have been played by criminal justice in addressing battering problem and the existing treatment approaches that have been effectively applied to remedy this behavior. Criminal justice system intervention to battering There exist a number of criminal justice responses to battering. However, battering has continued for years due to the reluctance of the victims to report such cases to law enforcement agencies. There are a number of responses with regards to battering in the criminal justice realm which are triggered following reports of abuse.Arrest In the circumstance that it is proved beyond any reasonable doubt that an assault has been committed, then an arrest becomes mandatory. These mandatory arrests have significantly increased as reports of assault by victims of battering increase. However, many people have rais ed concerns about the effectiveness of arrests in reducing recidivism. It has been reported by certain research studies that arrests can only downgrade recidivism partly. This study has however been contracted arguing that effects of arrests on recidivism is limited.The debate over the effectiveness of arrests on recidivism will continue due to the lack of consensus on its impacts. In particular, the ineffectiveness of this approach has been witnessed in the slow prosecutions of batters, and thereby suggesting that these arrests are not adequately accompanied by convictions. Arrests without an efficient conviction do not deter future incidences of battering (Rusen, 1992). Prosecution The process of arrests should be followed subsequently with immediate prosecution after charges have been preferred against the batterer.In some cases, batterers may not be prosecuted but instead issued with restraining instructions. However, the effectiveness of arrests and prosecutions in deterring th e future occurrence of battering has been questioned by several researchers. Sufficient evidence has not been found to prove that prosecution of the offenders of battering reduces recidivism (Davis et al. , 1998). Sentencing Convicted batters are usually subjected to probations where they may be required to undergo treatment programs.It has been argued that it is impossible to distinguish the chances of recidivism with regards to cases which results to null prosecution, probation and incarceration. On the other hand, subjective battering to probation where they are subjected to treatment programs has been found to reduce recidivism. The criminal justice system has therefore been identified to be deficient in dealing with recidivism. There has been no significant relationship between recidivism and the prospect of arrests and punishment.This means that batters are not deterred from engaging in future battering by the possibility of being subjected to arrests and prosecution (Davis et al. , 1998). Approaches to batterers treatment programs There are several treatment programs available for batterers ranging from theoretical methods to forms of treatment. These programs include the Duluth approach and a program commonly referred to as New Leaf. Against this introduction, several theoretical approaches are examined together with fundamental models necessary for the treatment of batterers.These programs have not been proven to decisively reduce recidivism. However, they form a strong basis for examining the appropriate treatment mechanisms. The Duluth Model This was a community based response that was developed in Minnesota and comprised of several batterer detection and prevention groups within the society. This approach performed a coordinative role to the law enforcement agencies responsible for arrests, prosecution and batterer treatment programs. The batterers were subjected to either imprisonment or probation under stringent guidelines.The activities of the b atterer during this probation period were closely monitored. Such activities included attending to treatment programs. In addition, a close contact between the spouse of the batterer was maintained. In order to effectively respond to the problem of battering, prosecutorial agencies and the mental health institutions within the community closed worked as a unit. Thorough training was given to all the participants involved in the treatment process on batters under this model in order to equip them with adequate knowledge to understand what was involved in their work (Mederos, 1999).Under the Duluth model, the work of the male team leaders is not confined to interaction with the offenders of battering and their spouses. Part of their duty includes accounting for physical abuse by passing information to the relevant agencies. According to this model, abusive men usually use several obscure arguments to justify and legitimize their behavior. Treatment programs involve a number of video c lips and team dialogue with the intention of guiding the batterer in understanding the fundamental mythical beliefs regarding battering and thereby aid them in envisioning and defining non-abusive behaviors.The process of envisioning was accompanied with clear guidelines involving negotiations illustrating the basis of behavior in open relationships (Mederos, 1999). New Leaf program This program was developed to address the concerns of shelter women in Nova Scotia. The basis of this approach was that the shelter women needed assistance but the participation of shelter workers in this assistance was discouraged. As a result of this concern, males in the community intervened with the offenders of battering. This program involved and open group discussions which were organized weekly.The viewpoint of this program was that violence is feministic and a way of control. A thorough intake interview program was undertaken where the batterer was encouraged to change. The group leaders were in full control of the interview sessions and had an influential role in the lives of the batterers. The team leaders were constantly accessible to address the concerns of men and their spouses. Interventions included providing on-spot crisis resolution, visitation of offenders in prison, and unplanned visits to homes upon suspecting that there was danger of violence.However, these unannounced visits are not viewed as strange especially in the rural setting where it is the norm. This program had the advantage of intervening in high risk situations (Hanson & Whitman, 1995). Theoretical approaches The general approach to the treatment of batterer can classified into psychological, feminist and socio-cultural. The traditional intervention mechanisms for batterers focused mainly on the influence of psychological factors on violence. The problem of battering has a psychological dimension as abusive men usually blame their partners for the problems they are experiencing such as depression.T he depression can therefore lead them into substance abuse. Batterer treatment should therefore involve psychotherapeutic models. The socio-cultural method assumes that the battering is influenced by learned behavior. According to this approach, battering is learned within the society as there are inequalities in wealth control as well as societal structures which are biased in defining gender roles and therefore encourages leniency to battering. Treatment should therefore emphasize on unlearning where the batterers are encouraged to view violence as an unacceptable behavior within the society.In addition, the involvement of men in battering has been found to be as a result of attitude towards women. Intervention mechanisms should therefore include efforts in assisting batterers to change their attitudes. Feminist oriented batterer treatment strategies view battering as a social and political. According to this theory, battering is a consistent pattern of economic and sexual abuse. This approach therefore suggests that interventions to battering should address to root causes of battering. The feminist strategy in addition focuses on addressing the gender imbalances which are responsible for violent behavior (Dutton, 1998).Conclusion Developing batterer treatment programs within the society is quite challenging. However, there are fundamental factors that have effectively and efficiently contributed the treatment of batterers. Any approach to batterer treatment should be developed with adequate knowledge which is capable of achieving high standards of integrity. Reference: Davis, R. C. , Smith, B. E. , & Nickels, L. B. (1998). The deterrent effect of prosecuting domestic violence misdemeanors. Crime & Delinquency 44(3), 434-442. Dutton, D. G. (1998). The abusive personality: Violence and control in intimate relationships.New York: The Guilford Press. Hanson, R. K. & Whitman, R. (1995). A rural, community action model for the treatment of abusive men. Canadian J ournal of Community Mental Health 14(1), 49-59. Mederos, F. (1999). Batterer intervention programs: The past and future prospects. In M. F. Shepard & E. L. Pence, Coordinating community responses to domestic violence: Lessons from Duluth and beyond. Thousand Oaks, CA: Sage Publications. Rusen, M. F. (1992). Silencing their screams: The legal system’s response to male battering of women. Ottawa: National Association of Women and the Law.

Biography of Calvin Coolidge, the 30th US President

Calvin Coolidge (July 4, 1872-Jan. 5, 1933) was the 30th President of the U.S. Coolidge was president during the interim period between the two world wars. His conservative beliefs helped make significant changes to immigration laws and taxes. During his administration, the economic situation in America seemed to be one of prosperity. However, the foundation was being laid for what would become the Great Depression. The era was also one of increased isolationism after the close of World War I. Coolidge is often described as unusually quiet, though he was known for his dry sense of humor. Fast Facts: Calvin Coolidge Known For: 30th American PresidentAlso Known As: Silent CalBorn: July 4, 1872 in Plymouth, Vt.Parents: John Calvin Coolidge and Victoria Josephine MoorDied: Jan. 5, 1933 in Northampton, Mass.Education: Amherst CollegePublished Works:  The Autobiography of Calvin CoolidgeSpouse: Grace Anna GoodhueChildren: John Coolidge and Calvin Coolidge, Jr. Childhood and Education Coolidge was born on July 4, 1872, in Plymouth, Vermont. His father was a storekeeper and local public official. Coolidge attended a local school before enrolling in 1886 at the Black River Academy in Ludlow, Vermont. He studied at Amherst College from 1891 to 1895. He then studied law and was admitted to the bar in 1897. Family Ties Coolidge was born to John Calvin Coolidge, a farmer and storekeeper, and Victoria Josephine Moor. His father  was a justice of the peace and actually delivered  the oath of office to his son when he won the presidency. His mother died when Coolidge was 12. He had one sister named  Abigail Gratia Coolidge, who sadly died at age 15. On Oct. 5, 1905, Coolidge married  Grace Anna Goodhue. She was well educated and ended up getting a degree from the Clarke School for the Deaf in Massachusetts, where she taught elementary-aged children until her marriage. Together she and Coolidge had two sons:  John Coolidge and Calvin Coolidge, Jr. Career Before the Presidency Coolidge practiced law and became an active Republican in Massachusetts. He began his political career on the Northampton City Council from 1899 to 1900. From 1907 to 1908, he was a member of the Massachusetts General Court. He then became Mayor of Northampton in 1910. In 1912, he was elected to be a Massachusetts State Senator. From 1916 to 1918, he was the Lieutenant Governor of Massachusetts and, in 1919, he won the Governors seat. He then ran with Warren Harding to become Vice President in 1921. Becoming the President Coolidge succeeded to the presidency on August 3, 1923, when Harding died from a heart attack. In 1924, he was nominated by the Republicans to run for president, with Charles Dawes as his running mate. Coolidge was a small-government Republican, popular among conservative middle-class voters. He ran against Democrat John Davis and Progressive Robert M. LaFollette. In the end, Coolidge won with 54% of the popular vote and 382 out of 531 electoral votes. Events and Accomplishments Coolidge governed during a relatively calm and peaceful period between the two world wars. The Immigration Act of 1924 reduced the number of immigrants allowed into the U.S. so that only 150,000 total individuals were allowed in each year. The law favored immigrants from Northern Europe over Southern Europeans and Jews; Japanese immigrants were not allowed in at all. Also in 1924, the Veterans Bonus passed through Congress despite Coolidges veto. It provided veterans with insurance redeemable in twenty years. In 1924 and 1926, taxes were cut that had been imposed during  World War I. The money that individuals were able to keep and spend helped contribute to the speculation that eventually would lead to  the fall of the stock market  and contribute to the  Great Depression.​ Throughout 1927 and 1928, Congress tried to pass farm relief bills allowing the government to buy crops to support farm prices. Coolidge vetoed this bill twice, believing that government had no place in setting price floors and ceilings. Also in 1928, the Kellogg-Briand Pact was created among fifteen countries that agreed that war was not a viable method for settling international disputes. It was created by Secretary of State Frank Kellogg and French Foreign Minister Aristide Briand. Post-Presidential Period Coolidge chose not to run for a second term in office. He retired to Northampton, Massachusetts and wrote his autobiography, which was published in 1929. He died on Jan. 5, 1933, of coronary thrombosis.