Nalysis Essay. Buddhist and Psychological Perspectives on Emotions Essay

Nalysis . Buddhist and Psychological Perspectives on Emotions Well Being-Paul Ekman - Essay Example To retrieve the data, the researchers noticed changes in the biological activity of the Buddhist practitioners when they were emotional, the way they reacted to others’ emotions and the regulating power of their interactive styles. According to the researchers, would generate useful information regarding the extent to which humans can control their emotions through practice. The second section is entirely dedicated to the beliefs of the Buddhist practitioners. The third section discusses the findings of psychological studies that compliment the views of the Buddhist practitioners and the forth section draws a comparison between the two. The fifth section summarizes the findings and draws the conclusion. Such a division of the report makes it easy for the audience not only to study and understand the information, but also to remember it sequentially. The comparison made by the researchers between the Buddhists’ perspectives about emotion and the states of mind and the pe rspectives of the psychologists enables the audiences to compare religion with science. The textual analysis suggests that the Buddhists’ perspective on emotional happiness depends upon the extent to which the nature of reality has been rightly apprehended. Buddhist perspective largely draws on the eternal state of happiness or suffering instead of the temporal mood shifts that have conventionally remained the prime concern for a vast majority of the psychologists. Emotion as a word has not been recognized in any of the traditional languages of the Buddhists, though they have identified certain mental conditions which have the potential to cause harm both to the individual having them and through him to others. Buddhist practitioners consider certain behaviors afflictive in nature irrespective of their context unlike the Aristotelian ethics. The authors have identified three mind processes to support the Buddhists’ view. The first of them is craving which inculcates a desire for an individual to separate his/her self from the rest. Hatred is another affliction that motivates one to harm another. Thirdly, the sense of self is also an affliction because it encourages an individual to think of it as something permanent whereas it is constantly changing and evolving. Therefore, these toxins are deemed harmful for an individual by the Buddhists. Psychologists in comparison to the Buddhists consider emotions to be adaptive rather than good or bad. Psychology places emphasis upon the need to regulate the behavior for the better rather increasing inner consciousness. The authors should preferably have chosen the section headings first according to the Buddists’ perspective and then according to the psychologists’ perspective. Although the authors mention in the start that the section headings accord with the Buddhists’ and the psychologists’ perspective, yet there is little coordination between the headings. There are two head ings of â€Å"Buddhists’ view† in the report. The information contained in them should have been complied under the single heading of â€Å"Buddhists’ view† instead of two. The paper provides an in-sight into the Buddhists’ perspective of emotion and their preferred choices of the ways emotions should be dealt with. Of the two, the psychologists’ perspective sounds more realistic, logical and applicable to a wider audience while the Buddhists’ perspective sounds mythical, complicated and applicable to

Comparison of Political Parties in Canada Essay Example | Topics and Well Written Essays - 250 words

Comparison of Political Parties in Canada - Essay Example The reforms involve harsh penalties and expansion of prison and implementation of mandatory prison sentences for gun crimes. On the other hand, the liberals offer a different approach to resolving of crime. The liberals call on being smart on crime by targeting the real perpetrators of crime (Liberal 1). They also argue that expansion of prisons is a real waste of money and has no impact in a reduction of crime. The direct approach to crime by conservatives is a reflection of their ideology. The party beliefs that there should be laws and programs that are meant not to encourage crime in society. Moreover, the party beliefs increased spending is paramount in addressing challenges facing society and hence more fund for construction of prison facilities. On the other hand, the liberal approach to tackling crime is related to their beliefs that all people should enjoy some freedom. Hence, they are against blanket condemnation of those that get involved in crime. The liberal, therefore, calls for evidence-based way of resolving crime. The liberal party appears more ‘to the left, as compared to the conservative party. This is because the party appears more concerned by individual and environment rights.

Processes and Applications of Fermentation

Processes and Applications of Fermentation Hort-312 (1+1) Topic: Fermented Food Dr. Ananta Saikia Sir, Murchana Malakar Introduction Fermentation is the process of producing a fermented product by the mass culture of micro organisms involved in it [14]. It is derived from the Latin word fevere meaning â€Å"to boil†. Biochemically, fermentation is a process in which an agent causes an organic substance to break down into simpler substances; especially, the anaerobic breakdown of sugar into alcohol. It is the oldest most which is the most economical method of preserving food [2]. The local people have been using the microbes without knowing their effects to produce the fermented products [10]. For household purpose, fermentation is followed with simple processing methods. Due to the lack of sterility, the end products often contain mixed microbial population [8]. Fermentation promotes digestibility and improve the health of human beings [6]. It promotes the shelf-life reducing volume, less cooking time and higher nutritive value. It helps in the detoxification of undesirable compounds such as phytates, polyphenols and tannins[11]. It also enhances the aroma and flavour of the fermented food. For industrial purpose, it is carried out on a large scale for manufacturing of the product. But in the second phase Microbiology evolved as a science for the first time in the history of fermentation [3]. Processes involved in fermentation:[7,13] Acetic Acid Fermentation: Acetobacter spp. is the main microorganism involved in this process. It aerobically converts the alcohol to acetic acid. Examples: Wine, Cider and melt honey. Lactic Acid Fermentation: It is carried out by lactic acid bacteria. Examples: Pickles, sauerkraut, kimchi Alcoholic fermentation: Yeast is the main micro organism involved in this process which yields ethanol. Example: Brandy, Beer, Whiskey Alkali fermentation: It occurs in case of fish and seeds which are used as condiment.Example: Fish sauce, bagoong. Types of fermented food: Cereal based fermented food: Cereal grains are considered to be on one of the most important source of carbohydrate, protein, vitamin and mineral. It improves the texture, aroma of the end product. Most common type of cereals (such as wheat, rice, sorghum or corn) is used for the preparation of fermented foods. The bacteria species involved includes Leuconostoc, Streptococcus, Bacillus, Pediococcus, Lactobacillus, and Micrococcus. Fungi genera include Fusarium, Cladosporium, Penicillium, Aspergillus, and Trichothecium. The yeasts include Saccharomyces[10] (Steinkraus, 1998). Table 1: Commonly used cereal based fermented food and beverages [1,4,5,9, 12]. Anarshe Rice India Ang-kak Rice South East Asia Bagni Millet Caucasus Banku Maize Ghana Bogobe Sorghum Botswana Brem Rice Indonesia Busa Rice Egypt Chee-fan Wheat China Chicha Maize Peru Chonju Rice Korea Dalaki Millet Nigeria Dhokla Rice/Wheat India Dosa Rice India Darassum Millet Mongolia Hamanatto Wheat Japan Idli Rice India/Srilanka Injera Wheat/Sorghum Ethiopia Jalebies Wheat flour India/ Nepal/ Pakistan Kanji Rice India Kaffir beer Kaffir corn South Africa Kisra Sorghum Sudan Lao-chao Rice China/ Indonesia Me Rice Vietnam Miso Rice and soybeans Japan/ China Nan Unbleached wheat flour India/ Pakistan Nasha Sorghum Sudan Ogi Maize/Sorghum Nigeria Puto Rice Philippines Pozol Maize Mexico Rabdi Maize India Sorghum Beer Sorghum/Maize South Africa Sake Rice Japan Takju Rice/Wheat Korea Torani Rice India Tape ketan Rice/ Cassava Indonesia Uji Maize/Sorghum Kenya Vada Ceral India Legume Based Fermented Foods: Pulses are the chief sources of proteins. The micro organisms involved in it are: Mucor sp., Aspergillus spp., Lactobacillus sp. , Saccharomyces sp. Table 2: Fermented foods of legumes [6]. Aagya Soybean India Chee-fan Soybean China Dawadawa African locust bean Nigeria Kecap Soybean Indonesia Khaman Bengal gram India Meju Soybean Korea Natto Soybean Japan Soybean Milk Soybean China Tempeh Soybean Indonesia Waries Black gram India Fermented Milk Products: The fermented milk products have higher nutritive value, better keeping quality and it has a strong therapeutic potential. Micro organisms involved are: Lactobacillus sp, Saccharomyces sp, Acetobacter aceti, Yeast. Table 3: List of Fermented milk products [6] Buttermilk Bovine USA/ Australia Chhurpi Yak India Curd Bovine, Buffalo India Cultured cream Bovine USA Koumiss Horse, Mare, Camel Russia, Asia Kefir Bovine, Goat Russia Laktofil Bovine Sweden Lassi Bovine India Leben Ewe, Goat, Sheep Labenon, Iraq Quark Bovine Germany, Europe Viili Bovine Finland Yoghurt Bovine/ Goat Turkey Fermented Fish Meat Products: Meat and fish are the rich source of proteins. Fermentation helps in increasing the shelf life and also gives unique flavour and texture to the final product. It involves the micro organisms such as Actinomycetes, Pseudomonas, Yeast, Penicillium, Lactobacillus, and Micrococcus. Table 4: List of Meat and fish products [6] Bacon Cured Meat Europe Bagoong Fish Philippines Fish sauce Fish South East Asia Ham Meat Europe Katsuobushi Fish Japan Fermented Fruits Vegetables: Fermentation is the oldest method of extending the shelf life of perishable products. Table 5: List of fermented fruits and vegetables [6] Gundruk Radish India Kimchi Radish Korea Olive Olive Spain Pickle Vegetable India Yan-taozih Peach China Sauerkraut Cabbage Internatinal Soidon Bamboo shoot India Yan-tsai-shin Broccoli Taiwan Benefits of Fermented Foods: Variation in the types of fermented products Important ingredients can be prepared from it Quality is increased to a great extent. Preservation increases the shelf life. It helps in the recovery of a disease free life. Raw materials can be digested to a great extent. Conclusion: Fermented products which are associated with several cultural and social aspects contain a wide range of probiotics. The tactics which are practised by the ethnic groups reveal the correlation of nature with the people including the micro flora. Value added methods are practised by genetic improvement, strains of micro organisms, using of immobilised systems which will lead to industrialization of the food products. Hence, the fermented products can be maximised and commercializing the technological development in terms of financial support by the governing agencies. References: [1] ] Adams, M. R. (1998). Fermented weaning foods. In J. B. Wood (Ed.),  Microbiology of fermented foods (pp. 790–811). London: Blackie  Academic. [2] Billings, T. (1998). On fermented foods. Available: http://www.living-foods.com. [3] Caplice, E., Fitzgerald, G. F. (1999). Food fermentations: role of  microorganisms in food production and preservation. International  Journal of Food Microbiology, 50, 131–149. [4] Chavan, J. K., Kadam, S. S. (1989). Critical reviews in food science  and nutrition. Food Science, 28, 348–400. [5] Harlander, S. (1992). Food biotechnology. In J. Lederberg (Ed.), Encyclopaedia of microbiology (pp. 191–207). New York: Academic Press [6] Jeyaram, K., Singh A., Romi, W., Devi, A.R., Singh, W.M., Dayanithi, H., Singh, N.R. and Tamang, J.P. 2009. Traditional fermented foods of Manipur. Indian Journal of Traditional Knowledge 8(1): 115-121. [7] Modi, H.A.(2012). Aavishkar Publishers, Distributors, Jaipur, pp-1-203. [8] Nout, M.J.R. and Sarkar, P.K. 1999. Lactic acid food fermentation in tropical climates. Antonie van Leeuwenhoek 76: 395-401. [9] Sankaran, R. (1998). Fermented food of the Indian subcontinent. In  J. B. Wood (Ed.), Microbiology of fermented foods (pp. 753–789).  London: Blackie Academic and Professional. [10] Sekar, S. and Mariappan, S. 2007. Usage of traditional fermented products by Indian rural folks and IPR. Indian Journal of Traditional Knowledge 6 (1): 111120. [11] Sharma, A. and Kapoor, A.C. 1996. Level of antinutritional factors in pearl millet as affected by processing treatments and various types of fermentation. Plant Foods for Human Nutrition 49: 241-252. [12] Soni, S. K., Sandhu, D. K. (1990). Indian fermented foods: microbiological  and biochemical aspects. Indian Journal of Microbiology,  30, 135–157. [13] Srivastava, R.P. Kumar, S(2002). Fruit and Vegetable Preservation.CBS Publishers and Distributors Pvt. Ltd, New Delhi, pp-81-82. [14] Stanbury, P.F. 1999. Fermentation Technology. In Stanbury, P. F., A. Whitaker, and S. J. Hal (Eds), Principles of Fermentation Technology, 2nd Edition, p 1-24. UK: Butterworth Heinemann, Oxford. [15] Steinkraus, K. H. (1998). Bio-enrichment: production of vitamins in  fermented foods. In J. B. Wood (Ed.), Microbiology of fermented  foods (pp. 603–619). London: Blackie Academic and Professional.

The Tone of Irony in The Unknown Citizen Essay -- Philosophy, W.H. Au

â€Å"The Unknown Citizen,† a poem written by W.H. Auden, alludes to a time of great change in American history, where the poem is meant to mock the government’s viewpoint of the perfect role model for an unrealistic, impractical citizen. The author, W.H. Auden, writes and intends for the historical context of his poem to be in the late 1930’s, when America was going through the Great Depression. Citizens were losing a sense of nationalism for America and had begun to negatively view the government. During this time period, the government had also begun to distribute Social Security cards with personalized federal numbers to American citizens, which was the mark of depersonalization in America’s political system. As a result, the tone is one of mockery, satire, and most importantly, irony. The ironic outlook is evident in some of the following aspects of the poem: the speaker, the portrayal of the speaker, the audience, the speaker’s situation, inco ngruity between the character’s words and the situation, use of diction, use of humor, and unique characteristics of the poem. The author’s poem is told from the viewpoint of a member of the State, or American government; however, the author and speaker are different people in this particular poem. Textual evidence for the speaker of the poem is evident in the parenthetical title of the poem: â€Å"This Marble Monument is Erected by the State.† In this case, the â€Å"State† is the American government, as the speaker is a member of the State. The State closely monitors an American citizen who serves as a perfect role model for his fellow citizens in the view of the government. In addition, the speaker supports his political background by reporting his sources of how he discovers the citiz... ... as going to war, but also his private life, such as having children. Thus, the title is ironic, and it represents the satirical view of the author who indirectly comments on the total control of the State over its citizenry. Thus, "The Unknown Citizen" reveals irony. The poem is a bitter satire against forms of government that only want their citizens to conform to the governments' norms. The State recognizes the unknown citizen for his abiding by the government's and carefully examines and records all aspects of his life. In turn, the speaker of the poem, a member of State, asks two rhetorical questions at the end to the audience to determine the relevance of the citizen's happiness. The State treats the citizen like an individual when describing his life, but marks him as a number like everyone else; therefore, the tone of the poem is sheer irony.

Human Behavior & society Essay

One good argument in favor of natural determination of human behavior is through an experiment done with lab rats. In this case, a castrated male rat (with no testosterone) is placed with a female lab rat that has been injected with testosterone. In this case, the female acts dominant while the male is submissive. This to an extent proves that natural factors e. g. hormones play an important role in human behavior. Besides this, the moodiness experienced by humans undergoing puberty, as well as pre-menstrual syndrome, in which human behavior fluctuates, shows that natural factors do play a role in determining human behavior. On the other hand, the lab rat experiment is questionable, mainly because the biology of rats is significantly different from humans, and secondly, because humans themselves consume testosterone without such drastic swings in behavior. This suggests that what is currently seen as hormone-triggered changes in human behavior could have social undercurrents. Human behavior itself is a highly complex topic. In some instances, as seen with hormones and also genetically inherited diseases, it is completely due to natural circumstances and events. In other instances, certain types of human behavior is caused by social conditioning and socialization e. g. compliance with the law and the observance of norms and values. In some unusual cases, it is determined by nature and society, working hand-in-hand, or sometimes one after the other to cause a change in such behavior. To judge this issue in terms of absolutes would be unjustified. Exactly in what way human behavior is developed depends on both society and on nature- and in many cases either society or nature is more dominant. However, it is clear that human behavior overall is shaped by a blend of both natural and social factors and issues, from genetic inheritance to socio-economic class.

Hazard and Outline Essay

1 An organization uses small quantities of toxic chemicals. (a) Identify FOUR possible routes of entry of toxic substances into the body. (4) (b) Explain the differences between acute and chronic health effects.(4) (c) Identify the sources of information which could be used in the assessment of risk of toxic substances. (4) (d) Outline the control measures that might be required in order to minimize risks to workers. (8) 2 Outline EIGHT precautions that should be taken when leaving a fork-lift truck unattended. (8) See more: essay apa format 3 Outline the FOUR main categories of guards and safeguarding devices that may be used to minimize the risk of contact with dangerous parts of machinery. (8) 4Outline the main hazard that may be present during the demolition of a building. (8) 5(a)Outline the possible risks to health associated with the use of display screen equipment (DSE) (4) (b)Identify the features of a chair to ensure it is suitable for use at a DSE workstation.(4) 6 Outline the requirements to ensure the safe evacuation of persons from a building in the event of a fire. (8) 7(a)Identify FOUR mechanical hazards associated with the use of a pedestral drill (4) (b)Outline FOUR control measures to reduce the risk of injury to operators of Pedestal drills. (4) 8Outline precautions that should be taken to reduce the risk of harm from electrical equipment in a workplace.

survivors

survivors Alyssa MoreiraSurvivorsI remember when I was young my father died in a horrible crash and my mother's distance was expressed in the number of states between us. Because my emotions were labeled unstable, I was lost in the pain of his death, and the sadness of the loneliness I felt without her. I didn't allow anyone in, shying away from society and in return, shunned away from them.I was taken in by my aunt; we were the odd ducklings of our family, the baby caterpillars that became beautiful butterflies under blind eyes. We would always receive Christmas cards from the relatives who never came for celebration but instead sent pictures that showed a perfect family I came to discover, they weren't. What family is?In 6th grade a boy I barely knew called me fat, but I never knew if he was joking, or why he did.English: Lion and Unicorn from The Nursery Rhyme B...I began befriending girls who cared too much about their length of their nose, or the width of their stomachs, and the size of t heir thighs. And even though I was brought up to believe I was beautiful society taught me I wasn't. I can still hear the soft sounds of family assuring me beauty wasn't skin deep, yet reminding me that losing a few pounds might help.In school they spoke of self-worth but never taught it. They advertised the value of loving yourself but never talked of those who didn't know how, and what to love. These people who, despite everyone they know, despite a loving mother, a father who's there, and despite friends who care can't convince themselves that they are worth remembering.Because society wasn't made that way. Society was this cruel monster of artificial selection that picked a person based on their appearance and the...

Understanding Communicative Competence

Understanding Communicative Competence The term communicative competence refers to both the tacit knowledge of a language and the ability to use it effectively. Its also called  communication competence, and its the key to social acceptance. The concept of communicative competence (a term coined by linguist Dell Hymes in 1972) grew out of resistance to the concept of linguistic competence introduced by Noam Chomsky. Most scholars now consider linguistic competence to be a part of communicative competence. Examples and Observations Why have so many scholars, from so many fields, studied communicative competence within so many relational, institutional, and cultural contexts? Our hunch is that scholars, as well as the contemporary Western societies in which most live and work, widely accept the following tacit beliefs: (a) within any situation, not all things that can be said and done are equally competent; (b) success in personal and professional relationships depends, in no small part, on communicative competence; and (c) most people display incompetence in at least a few situations, and a smaller number are judged incompetent across many situations.(Wilson and Sabee) By far the most important development in TESOL has been the emphasis on a communicative approach in language teaching (Coste, 1976; Roulet, 1972; Widdowson, 1978). The one thing that everyone is certain about is the necessity to use language for communicative purposes in the classroom. Consequently, the concern for teaching linguistic competence has widened to include communicative competence, the socially appropriate use of language, and the methods reflect this shift from form to function.(Paulston) Hymes on Competence We have then to account for the fact that a normal child acquires knowledge of sentences not only as grammatical, but also as appropriate. He or she acquires competence as to when to speak, when not, and as to what to talk about with whom, when, where, in what manner. In short, a child becomes able to accomplish a repertoire of  speech acts, to take part in speech events, and to evaluate their accomplishment by others. This competence, moreover, is integral with attitudes, values, and motivations concerning language, its features and uses, and integral with competence for, and attitudes toward, the interrelation of language with the other code of communicative conduct.(Hymes) Canale and Swains Model of Communicative Competence In Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing (Applied Linguistics, 1980), Michael Canale and Merrill Swain identified these four components of communicative competence: (i) Grammatical competence includes knowledge of phonology, orthography, vocabulary, word formation and sentence formation.(ii) Sociolinguistic competence includes knowledge of sociocultural rules of use. It is concerned with the learners ability to handle for example settings, topics and communicative functions in different sociolinguistic contexts. In addition, it deals with the use of appropriate grammatical forms for different communicative functions in different sociolinguistic contexts.(iii) Discourse competence is related to the learners mastery of understanding and producing texts in the modes of listening, speaking, reading and writing. It deals with cohesion and coherence in different types of texts.(iv) Strategic competence refers to compensatory strategies in case of grammatical or sociolinguistic or discourse difficulties, such as the use of reference sources, grammatical and lexical paraphrase, requests for repetition, clarification, slower speech, or problems in addres sing strangers when unsure of their social status or in finding the right cohesion devices. It is also concerned with such performance factors as coping with the nuisance of background noise or using gap fillers.(Peterwagner) Resources and Further Reading Canale, Michael, and Merrill Swain. â€Å"Theoretical Bases Of Communicative Approaches To Second Language Teaching And Testing.† Applied Linguistics, I, no. 1, 1 Mar. 1980, pp. 1-47, doi:10.1093/applin/i.1.1.Chomsky, Noam. Aspects of the Theory of Syntax. MIT, 1965.Hymes, Dell H. â€Å"Models of the Interaction of Language and Social Life.† Directions in Sociolinguistics: The Ethnography of Communication, edited by John J. Gumperz and Dell Hymes, Wiley-Blackwell, 1991, pp. 35-71.Hymes, Dell H. â€Å"On Communicative Competence.† Sociolinguistics: Selected Readings, edited by John Bernard Pride and Janet Holmes, Penguin, 1985, pp. 269-293.Paulston, Christina Bratt. Linguistics and Communicative Competence: Topics in ESL. Multilingual Matters, 1992.Peterwagner, Reinhold. What Is the Matter with Communicative Competence?: An Analysis to Encourage Teachers of English to Assess the Very Basis of Their Teaching. LIT Verlang, 2005.Rickheit, Gert, and Hans Strohner, edi tors. Handbook of Communication Competence: Handbooks of Applied Linguistics. De Gruyter, 2010. Wilson, Steven R., and Christina M. Sabee. â€Å"Explicating Communicative Competence as a Theoretical Term.† Handbook of Communication and Social Interaction Skills, edited by John O. Greene and Brant Raney Burleson, Lawrence Erlbaum Associates, 2003, pp. 3-50.

46 Back-to-School Quotes to Help Get You Motivated

46 Back-to-School Quotes to Help Get You Motivated Vacations are over, and its time to head back to school. Tis the season of  teachers revising lessons and of students stocking up on school supplies and preparing for new classes. You can share some  motivational back-to-school quotes with your children to help encourage them to achieve, and you can share them with your favorite educators, too. Our education-themed list also contains quotes for people going to the school of hard knocks. Plus, we offer a few clever asides and quips from authors and comedians to a former president. Inspirational Quotes for Students Help students realize the importance of  education  with these quotes: Martin H. Fischer All the world is a laboratory to the inquiring mind. Ray LeBlond You learn something every day if you pay attention. E.C. McKenzie Sign on a high school bulletin board in Dallas: Free every Monday through Friday- knowledge. Bring your own containers. Ernest Renan The simplest schoolboy is now familiar with truths for which Archimedes would have sacrificed his life. Dana Stewart Scott Learn as much as you can while you are young, since life becomes too busy later. Alvin Toffler The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. Mark Twain Training is everything. The peach was once a bitter almond; cauliflower is nothing but cabbage with a college education. Quotes About Teachers and Schools Need some quotes about educators and schools? Look no further: Susan B. Anthony If all the rich and all of the church people should send their children to the public schools they would feel bound to concentrate their money on improving these schools until they met the highest ideals. T.H. Huxley I care not what subject is taught, if only it be taught well. E.C. McKenzie Education helps you earn more. But not many schoolteachers can prove it.Schoolteachers are not fully appreciated by parents until it rains all day Saturday. Donald D. Quinn If a doctor, lawyer, or dentist had 40 people in his office at one time, all of whom had different needs, and some of whom didnt want to be there and were causing trouble, and the doctor, lawyer, or dentist, without assistance, had to treat them all with professional excellence for nine months, then he might have some conception of the classroom teachers job. Lily Tomlin ï » ¿I like a teacher who gives you something to take home to think about besides homework. Inspirational Quotes for Educators Educators might also enjoy some inspirational quotes geared toward their chosen profession: Malcolm S. Forbes Educations purpose is to replace an empty mind with an open one. Sydney J. Harris The whole purpose of education is to turn mirrors into windows. Margaret Laurence Holidays are enticing only for the first week or so. After that, it is no longer such a novelty to rise late and have little to do. Richard Livingstone If the school sends out children with a desire for knowledge and some idea of how to acquire and use it, it will have done its work. Ralph W. Sockman The larger the island of knowledge, the longer the shoreline of wonder. Ricky Williams I allowed myself to think if I could be doing anything in the world, what would I be doing? And what came to mind is Id be traveling a little bit, Id be going to classes, and Id be going back to school. Quotes on Life and Learning Here are some quotable lines about the value of education outside of school, the teacher being reality. Anonymous Education is what remains after one has forgotten what one has learned in school. Tom Bodett The difference between school and life? In school, youre taught a lesson and then given a test. In life, youre given a test that teaches you a lesson. Winston Churchill I am always ready to learn although I do not always like being taught. W. Edwards Deming Learning is not compulsory...but to survive, we must learn. Peter De Vries We all learn by experience but some of us have to go to summer school. Ralph Waldo Emerson You send your child to the schoolmaster, but tis the schoolboys who educate him. Martin H. Fischer Education aims to give you a boost up the ladder of knowledge. Too often, it just gives you a cramp on one of its rungs. Ivan Illich Together we have come to realize that for men the right to learn is curtailed by the obligation to attend school. George Bernard Shaw What we want is to see the child in pursuit of knowledge, and not knowledge in pursuit of the child. Ernest Shackleton I do not know what moss stands for in the proverb, but if it stood for useful knowledge...I gathered more moss by rolling than I ever did at school. Oscar Wilde Education is an admirable thing, but it is well to remember from time to time that nothing worth knowing can be taught. Henny Youngman In elementary school, many a true word is spoken in guess. Silly and Pithy Quotes According to some well-known names, education has its lighter moments: Gracie Allen Smartness runs in my family. When I went to school I was so smart my teacher was in my class for five years. Erma Bombeck Being a child at home alone in the summer is a high-risk occupation. If you call your mother at work 13 times an hour, she can hurt you. A. Whitney Brown Our bombs are smarter than the average high school student. At least they can find Kuwait. George Carlin When I got out of high school they retired my jersey, but it was for hygiene and sanitary reasons. Bill Dodds Labor Day is a glorious holiday because your child will be going back to school the next day. It would have been called Independence Day, but that name was already taken. Peter Drucker When a subject becomes totally obsolete, we make it a required course. Finley Peter Dunne It doesnt make much difference what you study, so long as you dont like it. Robert Gallagher Anyone who thinks the art of conversation is dead ought to tell a child to go to bed. Edgar W. Howe If there were no schools to take the children away from home part of the time, the insane asylums would be filled with mothers. Elbert Hubbard You can lead a boy to college, but you cannot make him think. Doug Larson Home computers are being called upon to perform many new functions, including the consumption of homework formerly eaten by the dog. Henry Louis Mencken Sunday school: A prison in which children do penance for the evil conscience of their parents. John Updike The Founding Fathers...provided jails called schools, equipped with tortures called an education. School is where you go between when your parents cant take you and industry cant take you. Ronald Reagan But there are advantages to being President. The day after I was elected, I had my high school grades classified top secret. Joan Welsh The only educational aspect of television is that it puts the repairman’s kids through college.

Gun control memo Essay Example | Topics and Well Written Essays - 750 words

Gun control memo - Essay Example As such, this brief analysis will seek to consider the debate from the perspective of the pro-gun control movement. In such a way, it will be the express goal of this author to relate to the reader some of the most powerful arguments in favor of further gun control and the rationale behind these (Winkler 41-43). The first, and perhaps most contentious of the issues that this analysis will seek to discuss, is the issue of whether or not the Second Amendment to the United States Constitution sought to convey individual gun rights to the citizen. Although the law has long been interpreted to mean just this, the fact of the matter is that when one reads the Second Amendment from a literalist perspective, it is quite clear that the Second Amendment is speaking to the needs of the states and individual regions of the newly formed United States to form a militia as a means of protecting the Republic (Egendorf 54). In such a way, the Second Amendment can and should be interpreted as little more than admission from the Federal government that it promises not to infringe upon the rights of the militias (National Guard and Army Reserves) to maintain a stock of weaponry for the purpose of defense and securing the borders of the new nation (Lott 32). This particular argument hinges upon interpretation o f the Constitution; one of the most contested documents within the political spectrum. However, from a rhetorically honest standpoint, the text of the bill specifies specifically what it denotes; i.e. the right of the states and by extension the militias under their control to retain weapons. In short, such argument is valid; however, it cannot be used to engage those members of the pro-gun persuasion because they have almost invariably chosen to interpret the document by a wholly different standard (Winkler 12). The second argument, which will be utilized

Amniocentesis Essay Example | Topics and Well Written Essays - 500 words

Amniocentesis - Essay Example This sampling allows the doctors to look for any genetic abnormalities in the chromosomes, infections, or any other possible factors which could impact the fetal development. For example, defects in chromosome 21 such as trisomy-21, can be detected and can help later on should Down syndrome develop. One of the most common things that the process can pick up is the Rh factor. This is where the blood type of the baby does not match the blood type of the mother. In this case an immunosuppressant, Rh immunoglobin, has to be given to the mother in order to keep the mother’s immune system from attacking the fetus. This procedure is usually conducted between fourteen and twenty weeks; however it has been known to be performed as early as eleven weeks. The procedure itself takes around forty five minutes to complete and results can be handed back between a few days and a few weeks (American Pregnancy Association, 2006). There are, however, potential risks associated with the use of am niocentesis which should be taken into account for. The primary risk associated with amniocentesis is miscarriage. The most obvious, but rare complication, is that the needle actually hits the developing fetus and damages them. This is closely controlled through the use of sonogram technology.

Assignment3 Essay Example | Topics and Well Written Essays - 1750 words

Assignment3 - Essay Example In other world, in real life, a tree is made up of the main stem and the branches. The branches get support or originate from the main stem. In my example, the same situation ensue, B, C, D and E explain more about A. as you go down the tree, it is clear that branch C and E also have branches. Those are referred to as sub-branches. They explain further on A through C and E. Like I mentioned in the above discussion, this is the most reliable form of diagramming techniques which is easier to explain and understand. The second that I consider my favorite diagramming technique is the dataflow diagram. This example explains how the operation flows from one level to another. The objects that represent data are shown and they obviously relate to the procedure in place. In this case, the diagram is only useful in indicating or rather showing how data flow. It does not require much explanation, in fact if there is any explanation required, it must be very basic. The diagram I have used as my example is self-explanatory, a step explains more about the previous. The other major advantage of this format is that there are writings on the side of the arrow; the writings explain what happens between the stages. Lastly on examples, I will talk about my third favorite diagramming technique. The name of the diagramming technique is Data flow graphs. This is a graph which is in other words referred to as directed graph. It consists of some kind of edges. The edges represent the flow of data. It also contain nodes, the nodes represent all operations that goes on in the graph. The diagram below explains; My response to the question why we should do conceptual analysis of visual images is that it does well in explaining the point deeper. I will use an example of a classroom environment where a teacher, for instance, is lecturing and giving notes to students in titration in Chemistry (this is just an example to explain my point

Globalization Research Paper Example | Topics and Well Written Essays - 1750 words

Globalization - Research Paper Example It would be useful to try and analyze the problem of globalization from the viewpoint of different scientific currents that may enable us to better understand the thing. In this essay, three theoretical approaches will be used and compared: Symbolic Interaction theory, functionalism, and conflict theory. The preference should be given to the one of them which may allow better grasp of the problems of globalization. A Symbolic Interaction theory is a sociological approach based on the principle of the primacy of semiotic interactions between individuals and their groups in an analysis of social relations. Symbolic interactionists usually claim that it is semiotics (i.e. the ability to form symbolic images of surrounding reality) that really distinguishes human beings from other animals, and that it is the specific ways of creating such symbolic meanings that define both human conscience and social order at large (Plummer 195). That said, symbolic interactionists aim to use as much emp irical data for their scholarly arguments as possible, because the supporters of this approach believe that an analysis of social life should be grounded in strong empirical foundations (Blumer 47). With respect to globalization, the symbolic interactionist approach to this phenomenon rests on the assumption that globalization is the direct result of growing rates of social interaction across cultures. The globalized world is held together by the natural tendency of humans to communicate and share information with each other, so that the results of these interactions gradually come to shape their participants’ cultural conventions themselves (Dolgon and Baker 376). Thus globalization is a final result of the millennia-old process of growth in inter-community ties that led firstly to the emergence of different nations, and then to the gradual blurring of most important distinctions among them. The symbolic interactionist perspective allows for deeper understanding of socio-psy chological aspects of globalization and their consequences. If one takes into account the impact globalization had on collective action networks and symbolic structures in general, one may observe that a globalizing world enabled the emergence of vastly different networks of meaning and action – from the development of a type of a ‘globalized’ consumer as a new point of reference to the steady growth of movements and attitudes that proceed from typically ‘global’ point of view. It does not matter whether such movements are pro- or anti-globalization and which symbolic structures they use to refer to themselves – all of them operate within the structure of meanings that was formed in the course of globalization processes. A functionalist approach to globalization is fundamentally political, in a sense that its supporters pay the closest attention to the functional aspects of interactions between different political actors that comprise an inter national political scene. The core idea beyond functionalist framework is that a growth in complexity of various functions executed by the state gradually gives rise to a need to cooperate with the other similar states, so that the execution of these functions may be more effective. The spheres of cooperation need not be ‘political’ in the narrow sense of the term; they might include purely technical or cultural interaction.

HR Essay Example | Topics and Well Written Essays - 1500 words

HR - Essay Example The manager has to prove himself as a powerful leader not by means of his autocracy but by building trust in his employees. Rothwell and Kazanas (2003) inform that the managers of HR department have to take the responsibility of establishing goals for the department and its purposes. Manager is also responsible for structuring the department according to its needs. Staffing, issuance of orders, deciding on differences, inter-departmental and outside the department communication, planning for department budgets and politics, all can be regarded as the roles of the manager of HR department and design a path towards development of the department (Rothwell and Kazanas, 2003). The advantages that can be found because of manager’s performance at HR department are many in number. Manager is responsible for communication within the department and outside the department; it means that the information from inside and outside should be gathered in order to take the right decisions. This factor is wholly advantageous as the employees are allowed to communicate with the manager and deliver their thoughts regarding a decision. The final decision stays with the manager; it means that the manager can collect information from various sources but should be decisive in order to come to a conclusion regarding a problem (Woods and Thomas, 1994). A manager has many responsibilities to bear and the tasks should be divided among his employees but leadership should be with him so that the performed tasks of the employees can be evaluated. As a manager is required to do lengthy and painstaking tasks, therefore, there should be consciousness behind any taken decisions and the manager should decide according to the needs of a situation. Sometimes, it is disadvantageous to give so many responsibilities to a manager as all the tasks cannot be justified fully because of over burdening of the manager. There should be a team

Nagel, The Absurd Essay Example | Topics and Well Written Essays - 500 words

Nagel, The Absurd - Essay Example Nagel’s first argument is that we lead our lives with such intense concern that we become unable to avoid seriousness. This unavoidability of seriousness adds to the absurdity of life. We always have to confront the discrepancy between our serious acts and the possibility of our acts coming true. We are so serious about our actions that any bend in the situation disturbs our minds. Nagel (1971, sec II, par.7) states that human beings â€Å"are prudent, they reflect, they weigh consequences, they ask whether what they are doing is worthwhile.† They have to weigh the choices and their decisions. This is what makes life all the more somber, and the seriousness cannot be avoided. The second is the inescapability of doubt. When we step back to have a look at our lives and goals, we come to know how petty like ants our goals are, and how unimportant our struggle is. He states: â€Å"humans have the special capacity to step back and survey themselves, and the lives to which they are committed, with that detached amazement which comes from watching an ant struggle up a heap of sand† (Nagel, 1971, sec II, par.9). This mismatch of what we do and our looking deeply into it, or comparing it to what others are doing, creates absurdity. Yet, Nagel agrees that we stay engaged to life, no matter we recognize that life is absurd because our perceptions that life and its goals are arbitrary in comparison to what we are actually doing in our lives. An objection to Nagel’s perspective is that: when we assess a situation and its outcomes, we do so by bringing into consideration some set of values and standards, which help us judge the situation, or determine whether it has been carried on in the right fashion. However, this cannot be applied while judging our lives. Stepping back to analyze our lives is like stepping into nothing, because there is no set of values and standards lying outside our lives, which could help to

HR Essay Example | Topics and Well Written Essays - 1500 words

HR - Essay Example The manager has to prove himself as a powerful leader not by means of his autocracy but by building trust in his employees. Rothwell and Kazanas (2003) inform that the managers of HR department have to take the responsibility of establishing goals for the department and its purposes. Manager is also responsible for structuring the department according to its needs. Staffing, issuance of orders, deciding on differences, inter-departmental and outside the department communication, planning for department budgets and politics, all can be regarded as the roles of the manager of HR department and design a path towards development of the department (Rothwell and Kazanas, 2003). The advantages that can be found because of manager’s performance at HR department are many in number. Manager is responsible for communication within the department and outside the department; it means that the information from inside and outside should be gathered in order to take the right decisions. This factor is wholly advantageous as the employees are allowed to communicate with the manager and deliver their thoughts regarding a decision. The final decision stays with the manager; it means that the manager can collect information from various sources but should be decisive in order to come to a conclusion regarding a problem (Woods and Thomas, 1994). A manager has many responsibilities to bear and the tasks should be divided among his employees but leadership should be with him so that the performed tasks of the employees can be evaluated. As a manager is required to do lengthy and painstaking tasks, therefore, there should be consciousness behind any taken decisions and the manager should decide according to the needs of a situation. Sometimes, it is disadvantageous to give so many responsibilities to a manager as all the tasks cannot be justified fully because of over burdening of the manager. There should be a team

Public participation Essay Example for Free

Public participation Essay The end of the twentieth century and the beginning of the new millennium have seen the rapid growth of two undeniably related phenomena. They are the rise of international democracy and the explosion in the use of information and communication technologies (ICTs). â€Å"E-democracy† is the concept widely used and even sometimes misused. Crick (2002:93) defines democracy as the, â€Å"polity or political rule [that] strives to balance individual freedom, individual rights, and the common good. † In this paper I’m going to examine the impact of ICTs on the concept of democracy as presented by Crick. Conditions of modern democracy are the role of individuals, official doctrines, typical social structure, nature of the elite, typical institutions of government, type of economy, theories of property, attitudes to law, diffusion of information, and attitudes to politics. No doubt that ICTs have potential to expand democratic participation. Still the question whether ICTs facilitate and enhance democracy is surrounded by much controversy. Areas such as e-voting and e-consultation attract great attention of political scientists from over the globe. ICTs provide an excellent opportunity for governments to become more transparent, efficient and accountable. ICTs mean that people are provided greater services and opportunities online, and as a result become more informed, articulate and active in public affairs. Thus, ICTs have a significant potential to widen civic engagement. Much hype surrounds the newly created term â€Å"global civil society†. Norris (2001:6) poses an inevitable and burning question, â€Å"Will the Internet have the capacity to revitalize public participation in conventional politics, such as levels of party membership, electoral turnout, or activism in civic and voluntary organizations? † ICTs may create the possibility of reaching out to publicize political parties, solicit feedback, new ideas, and new members, energize party activists and build leadership cadres. Thus, ICTs may help to promote political pluralism and activism. Individualism becomes a core value in the ICT-driven society, and the role of an individual is the condition of modern democracy. Also we should keep in mind that e-commerce empowers previously economically disadvantaged strata, and type of economy is one of the conditions of modern democracy. Norris (2001:97) stresses the following fact, â€Å"The Internet may broaden involvement in public life by eroding some of the barriers to political participation and civic engagement, especially for many groups currently marginalized from mainstream politics. † So ICTs provide a perfect opportunity to increase youth participation, enhance women on the political arena, and include marginalized and disadvantaged groups. As Crick (2002:98) argues, â€Å"Participation is critical, for moral education and for the implementation of democratic government. † Still, Leslie David Simon (2002:36) argues that, â€Å"Participation fortifies democracies, but it is also a favourite tool of many totalitarian states. † But Norris (2001:101) states that, â€Å"the new opportunities for civic engagement and political participation on the Internet will serve primarily to benefit those elites with the resources and motivation to take advantage of [them]. † The nature of the elite is the essential condition of modern democracy, and today we can speak of â€Å"information elite† as well as of â€Å"information society. † Transparency of the government, both federal and local, is another possible consequence of democracy. Crick (2002:103) states that, â€Å"Democracies work better (can only work) in an atmosphere of trust. † Norris (2001:107) states that, â€Å"new technologies allow greater transparency in the policy-making process, wider public participation in decision making, and new opportunities for interaction and mobilization in election campaigns, but, critics argue, whether these potentialities are realized. † Attention to the protection of human rights through the use of new communication technologies is an area of growing interest. On the other hand, the implementation of more â€Å"technological democracy† will exacerbate the existing digital divide present within and between developed and developing countries. The explosive growth of the Internet is exacerbating existing inequalities between the information rich and poor. Also, as Norris argues, a so-called democratic divide is developing between the citizens who do and do not use ICT’s to engage, mobilize and participate in public life. Instead of promoting democracy, ICTs could be manipulated by political parties as tools of propaganda. With no Internet censorship it is becoming a widespread political phenomenon. Crick (2002:21) defines anarchy as â€Å"a central danger of democracy†, and cyber-pessimist perceive Internet as a totally anarchical environment. Leslie David Simon (2002:Front Matter) reminds the reader that, â€Å"Today we know that there is another side to the story. Those who hate democratic values and human rights have also learned to use the Internet. In the United States and abroad, neo-Nazis and other hate groups maintain Web-sites † Also e-democracy should be seen as enhancing, not replacing traditional forms of government-citizen interaction. Norris (2001:104) reminds us that ICTs should be used, â€Å"to promote and strengthen the core representative institutions connecting citizens and the state. In this regard, opportunities for public participation and civic engagement generated via new technology are important. † Analysing all the abovementioned, I came to the conclusion that the views expressed by cyber-optimist are more realistic. Personally I believe that ICTs are able and will promote democracy and strengthen the rule of law, and attitude to law is one of the important conditions of modern democracy. ICT’s bring more opportunity and freedom, and these two factors will gradually cause wider adoption and improvement of democratic governance. Certainly, I admit the existence of numerous dangers related to the spread of ICTs, but I believe that the growing political consciousness will prevent further misuse of this powerful tool. Open and transparent government as well as availability and circulation of information can guarantee democracy and participation, and diffusion of information is one of the crucial conditions of modern democracy. Making a final conclusion I would life to state once more that the rational use of the whole potential of ICTs can facilitate democracies worldwide. Sources: 1. Leslie David Simon, Javier Corrales, Donald R. Wolfensberger, Democracy and the Internet: Allies or Adversaries?, Woodrow Wilson Centre Press, 2002 2. Pippa Norris, Digital Divide: Civic Engagement, Information Poverty, and the Internet Worldwide, Cambridge University Press, 2001 3. Bernard Crick, Democracy: A Very Short Introduction, Oxford University Press, 2002

Communicating Information in the Scientific Workplace

Communicating Information in the Scientific Workplace Procedures and Practices The work carried out in a lab is greatly depended on communication between the people working in it, to ensure instructions are given and receive accurately and applicably. This is extremely crucial in a scientific work place because poor communication in a science lab between the workers leads to not getting accurate results and would totally mess up any kind of experiments or test they carry out. Communicating in a team is vital and makes the organization of a process even and efficient. The work carried out by scientists and technicians relies on the arrangement of the team they work in and the way each of the team member acts. Many work places have a hierarchy, which means that the most senior person will have various levels of people reporting to them. A hierarchy depends on how big a team is and the routines that are carried out. This is also very important because it keeps a balance in the workplace and makes sure everything is well organised. The results generated in a workplace will be precise to that workplace. Whatever the results are, they ought to be only being communicated to those who need to know them. This is extremely vital for the reason that confidentiality is really important in a scientific work place, especially if the scientist have discovered something new. It is extremely important that scientific terminology is used and understood by the team members in order for effective communication so that no one is misunderstood and could lead to errors because of misunderstanding. Different types of communication in a scientific workplace. Meetings are an effective way to converse matters in the workplace and make decisions or plans. It allows discussions between colleagues about current affairs in the scientific workplace and other important news, so if they have any problems while working they can bring it up in the meetings. Things like health and safety are great to talk about in meetings to improve laboratory work. There will always be new people joining the workplace, or even visitors, it is an important to hold an induction for new comers so that they are shown the correct and current lab procedures and practices to know how the workplace is run. This helps them to know how to do/carry out certain procedures in the lab and also gives them a clearer understanding on safety hazards/regulations. Emails are a professional way to communicate with colleagues as it is fast and safe. Bulletins and newsletters inform the scientists and technicians of the workplace current information that is important to know. These can be communicated through magazines, emails or just leaflets. Signs around the lab are vital as they give out key important information in case of emergencies and just general information. Signs are always noticeable and can be seen clearly which promotes health and safety. Having signs around the work place is extremely helpful because it shows exactly what you need, where and what is does. Verbal communication is the most significant type of communication as it allows information to be given directly to another worker. Verbal communication is understood more clearly and further questions and data can be given for clarification if something may not be understood in first instance. This is the best way of communicating because it is said directly to the worker itself, plus if the worker hasnt understood then they can ask right away. This makes verbal communication in a scientific workplace the fastest type of communication. D1 Analyse why laboratory procedures and practices must be clearly communicated Procedures and practices in a scientific workplace are extremely important to be communicated very clearly because this will also improve the safety of the employee because their employer have the responsibility to monitor that all the procedures are being communicated correctly and the practices are also being communicated clearly as well. This is also because if they are communicated clearly they will be fewer accidents at work and will also give a great chance of the experiment being accurate because operations will be done in appropriate and safe manner. This also reduces a number of common mistakes and increases the companys productivity and as well as financial income, this will also help them to save more money on things such as compensation and insurances. When procedures and practices are not communicated clearly, employees will be involved in accidents which can be fatal or might not be fatal but either way they can seriously get injured and the company will have to take the responsibility because they will be the ones who failed to get communication of the procedures and practices clearly to their employee. So then this will also lead to the company making losses, the activities being carried out by the organisation will also have negative impacts to the environment and all other living organisms. This will also affect biodiversity as a result, this because the procedures and practices are set there for a reason to avoid all this from happening and therefore they are supposed to be communicated clearly.

Rumors in Baldwins Notes of a Native Son Essay example -- James Baldw

Rumors When students across the United States study the 1940’s, one main topic is focused on, World War II. Students learn that during the forties, Europe was war torn and America sent its troops overseas to fight in some of the most infamous battles of the twentieth century. But what is left out of history lessons is what was going on American soil when the battles across the ocean were raging on. This decade was a racially charged time in American history, even though this fact is over shadowed by the Nazis of Germany in history books. Several race riots occurred in the forties. Even though they were equal in violence to the riots of the Civil Rights Movement in the sixties, many Americans forget the riots of the forties. The biggest and bloodiest race riot of the 1940’s took place in Detroit, Michigan, in June of 1943. Several publications covered the riots, and none of the printed facts ever matched up until years later. This rioting resulted from a rumor that flow ed through city streets. The rumor and the riot that it caused destroyed an entire city and many human lives. James Baldwin emphasizes the historical significance of rumors and uses this theme in his essay, â€Å"Notes of a Native Son,† to highlight the struggle toward equality. On June 21, the city of Detroit exploded as racial tensions finally reached their boiling point. Various news organizations, such as Time and Newsweek, covered the story. At the time of the riots, none of the reported accounts of the uprising matched. The most disputed facts were the discrepancies regarding why the riot started, the number of deaths and injuries, and the exact time the riot began. Yet, most news sources reported that around six hundred people were taken into cu... ...etimes these tensions exploded into riots, as in Detroit. Printed sources of the time recorded bits and pieces of varying data and left out other information. The public was finally beginning to become conscious of the racial inequalities in American cities. In addition, James Baldwin provided future generations a view of the injustices of the time. Works Cited Brown, Earl. "The Truth About the Detroit Riot." Harper's Magazine Nov. 1943: 488-498. "Deep Trouble." Time 28 Jun. 1943: 19. Momboisse, Raymond M. Riots, Revolts and Insurrections. Springfield: Charles C. Thomas, 1967. â€Å"Notes of a Native Son.† 1955. James Baldwin: Collected Essays. Ed. Toni Morrison. New York: Library of America, 1998. 63-84. Person's Index: Facts On File. 3 vols. New York: Facts on File, Inc., 1943. "Riotous Race Hate." Newsweek 28 Jun. 1943: 42-43. Rumors in Baldwin's Notes of a Native Son Essay example -- James Baldw Rumors When students across the United States study the 1940’s, one main topic is focused on, World War II. Students learn that during the forties, Europe was war torn and America sent its troops overseas to fight in some of the most infamous battles of the twentieth century. But what is left out of history lessons is what was going on American soil when the battles across the ocean were raging on. This decade was a racially charged time in American history, even though this fact is over shadowed by the Nazis of Germany in history books. Several race riots occurred in the forties. Even though they were equal in violence to the riots of the Civil Rights Movement in the sixties, many Americans forget the riots of the forties. The biggest and bloodiest race riot of the 1940’s took place in Detroit, Michigan, in June of 1943. Several publications covered the riots, and none of the printed facts ever matched up until years later. This rioting resulted from a rumor that flow ed through city streets. The rumor and the riot that it caused destroyed an entire city and many human lives. James Baldwin emphasizes the historical significance of rumors and uses this theme in his essay, â€Å"Notes of a Native Son,† to highlight the struggle toward equality. On June 21, the city of Detroit exploded as racial tensions finally reached their boiling point. Various news organizations, such as Time and Newsweek, covered the story. At the time of the riots, none of the reported accounts of the uprising matched. The most disputed facts were the discrepancies regarding why the riot started, the number of deaths and injuries, and the exact time the riot began. Yet, most news sources reported that around six hundred people were taken into cu... ...etimes these tensions exploded into riots, as in Detroit. Printed sources of the time recorded bits and pieces of varying data and left out other information. The public was finally beginning to become conscious of the racial inequalities in American cities. In addition, James Baldwin provided future generations a view of the injustices of the time. Works Cited Brown, Earl. "The Truth About the Detroit Riot." Harper's Magazine Nov. 1943: 488-498. "Deep Trouble." Time 28 Jun. 1943: 19. Momboisse, Raymond M. Riots, Revolts and Insurrections. Springfield: Charles C. Thomas, 1967. â€Å"Notes of a Native Son.† 1955. James Baldwin: Collected Essays. Ed. Toni Morrison. New York: Library of America, 1998. 63-84. Person's Index: Facts On File. 3 vols. New York: Facts on File, Inc., 1943. "Riotous Race Hate." Newsweek 28 Jun. 1943: 42-43.

Reward and Punishment in Shakespeares Macbeth Essay -- GCSE English L

Macbeth:   Reward and Punishment    In Macbeth, a dramatic tragedy by William Shakespeare, the heroic characters are rewarded, and the evil ones are punished.   From her appearance in the play, Lady Macbeth is an evil woman who causes her husband's change of role.   She becomes insane with guilt and kills herself, receiving her punishment in full.   Malcolm, King Duncan's son, is a heroic and honorable person throughout the play.   He is crowned King of Scotland in the last act, and finally gets what he deserves.   Macbeth is on both sides of the fence.   He wins the battle in the first scene and is granted the title of Thane of Cawdor.   Macbeth lies and cheats his fellow men in the following scenes and is eventually killed in a heated battle with Macduff.   He receives both his reward and his punishment in the course of the five-act play.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Lady Macbeth makes her appearance in the play right after Macbeth receives his first predictions from the three Witches.   She does not think twice about her actions and starts planning Duncan's murder without consulting her husband first.   Lady Macbeth, however, does not feel that her husband has the heart to kill the King for the crown:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Glamis thou art, and Cawdor, and shalt be   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   What thou art promise'd: yet do I fear thy nature,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is too full o' the milk of human kindness   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To catch the nearest way.   Thou wouldst be great,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Art not wit... ...rself due to the guilt felt for conning her husband into such treachery.   Malcolm is a very honorable person and slowly plans his revenge against the treasonous murderer of his father, King Duncan. In the years spent trying to find the truth about his father's death, he makes many allies and is rewarded for his patience with the crown of Scotland.   Macbeth plays both   trusting and villainous roles throughout the play.   He becomes Thane of Cawdor for his valor in a recent war and is later killed for his horrific actions against his enemy Macduff.   Throughout the course of the play, many people are misguided and others are told the truth, but almost all of the characters receive what they deserve at the end.   The moral of this story seems to be â€Å"What goes around, comes around† as well as, â€Å"Do unto others as you would have them do unto you.†

MBA Application

Essay Question #1Some students pursue an MBA to make a career change; others pursue an MBA to accelerate their current career path. (500 words or less) a) If your goal is to change careers, describe your plan to achieve your goals before, during and after your MBA. b) If you intend to follow your current career path, describe how the MBA will add value to achieve your goals.A Project Manager- Construction at present, I wish to now gain expertise in Supply Chain Management and make a lateral shift towards the operation of facilitating the right materials in the right amount at the right time and progress to a position of Strategic Management within the Energy Sector. Working with Bharat Petroleum Corporation Limited, a fortune 500 company, I have had limitless opportunities to enhance my technical understanding as well as to develop into an effective team player and a leader. The numerous situations and opportunities have been instrumental in the holistic growth in terms of assessing the conditions and utilizing the available resources in the best manner possible. These experiences have laid the foundations for my aspirations, preparing me to understand the basic requirements that would facilitate the shift.My project management experience and relevant engineering education helped me understand the close relation between operation and supply chain management which form the backbone of any corporation I have acquired a good grasp of technology, infrastructure and regulatory roles behind production, transportation and distribution of petroleum products. I have not only learned about the supply-chain of an oil company but also tackled numerous businesses, environmental and political challenges involved in the energy sector. I enjoy working in such intellectually stimulating business environment and hence, have decided to pursue a career in this sector in the long run.With the needed experience in technology, planning and execution in place, at this stage, I intend to understand the finance, strategy and interaction aspects of the businesses. Though on-job learning experiences might usher me in the desired direction, I strongly believe that only structured education  coupled with practical experience can fill the knowledge gaps and equip us with proper decision-making tools. There are specialized opportunities surfacing in this sector today and the outlook for supply-chain management is in a phase of transformation.An MBA from W.P. Carey will help me understand the fundamentals of management and the specialization in Supply Chain Management would effectively groom me for my future career choice. This would be further substantiated by the global curriculum, the intellectual indulgent peer network and a faculty that would guide me towards the best ways of harnessing my skill set and abilities.Immediately after leaving W. P. Carey, I wish to join a global firm’s Supply Chain Department as a supply chain analyst and Consultant to further substantiate my knowledge of real-time market complexities and interactions. As a supply chain manager I will identify new markets and opportunities for my company.Helped by the skill sets acquired at W.P.Carey, I will strategize cost effective solutions, methods to increase sales and thus achieve high turn around. Growing within the organization, I would master the art of comprehensive business development and gain valuable insights into innovative strategies to counter supply chain worries. This growth in turn would ensure that I move steadily, marking my own career path and growing into the position of a Strategic Leader within the Operations and Supply Chain Division.Essay Question #2There are many important factors to consider as you choose an MBA program. What matters most to you for your MBA experience and why? How will the W. P. Carey MBA provide you that experience? (500 words or less)As a Project Manager I have learnt the art of planning, managing teams, assessing the chan ging environment and taking actions in time. As a thoroughbred professional, I have managed to guide multi-lingual and multi-dimensional teams.My experiences, coupled with my engineering degree, have helped me to grow both personally as well as professionally, but more than six years of managerial experience in oil & gas have limited my exposure to one aspect of the energy industry, and I believe a well-balanced  MBA curriculum would significantly improve my knowledge base of different functional areas and provide me with essential operation management skills which will be helpful to promote my career ahead and propel me towards my long term aspirations of being a Leader and an Innovator in the field of Logistics and Supply Chain.At this juncture, I seek an MBA that would help me understand the fundamentals of management, guide me surely towards understanding the various tools required in decision making and provide me with a competitive global experience. After weighing many MBA options, I find an MBA at W. P. Carey School of Business the most suitable program to pursue my goals. My choice for W. P. Carey School is based on careful analysis of three primary parameters – alignment of my long-term ambition, focus on my all-round development and unparalleled networking opportunities.Starting with the basic core functions of management, the MBA Program would help me to gain a complete perspective about business in general. Learning about current trend in business administration would augment my understanding of business interactions and enhance my focus on market assessment tools. The global curriculum and the eminent faculty would ensure that I am able to implement my learning in the best manner possible. The case-study method would bring to the fore the key elements of historic cases and help me learn to develop cause-and-effect aptitude and strategic planning concepts.Adding to these advantages is the Summer Internship at W.P. Carey that would help me implement my learning in the real world. I also look forward to the Global Connection Study Tours to further enlighten my mind. Academic advantages aside, what would fuel my long term dreams is a right mix of personality and network. On the basis of my needs and aspirations, I knew that it had to be a school that would give me the right amount of training as well as the benefit of a peer group that I would be able to relate to and evolve with.Meeting with entrepreneurs and strategy-experts during my curriculum, I would get the opportunity to observe the current trends in the global market, learn about the challenges the industry faces and gain from their valuable practical experience. Further, I believe that Diversity at W. P. Carey will add a new dimension to  my thinking. Diverse alumni would offer unparalleled networking opportunities and help me become a part of the global W.P. Carey community, in effect making my dreams come to life.Essay Question #3If you had five tweets to describe the most significant moments in your life, what would you tweet? (140 characters for each tweet)Tweet 1: Dedication and hard work have sweet returns†¦ B. Tech class of 2004†¦ my success story begins.Tweet2: It wasn’t easy but perseverance and intellect helped me fight†¦ overcoming all hurdles I finally found my place in Bharat Petroleum in 2006.Tweet3: You have helped me, comforted me and brought success to my life†¦ my darling beautiful wife.Tweet 4: I thought I would never see anyone as pretty as my wife, till my angel came into my life. She brought fortune and success†¦ all smiles are next!Tweet 5: New role, new responsibilities. Assistant Manager – Engineering & Projects for BPCL. The road ahead of 2010 is uphill!

Miller’s success Essay

Written by Arthur Miller in the early 1950’s, â€Å"The Crucible† notes the story of the quiet town of Salem, Massachusetts in 1692. As the play progresses, a major witch hunt takes place after a group of young girls claim to have danced with the Devil. Although the play is fictional, Miller based it on real people and events documented in records made after the actual witch hunts took place, at around the time the play was set it. I have chosen to analyse the conversation in Act 1, between Abigail and John where she attempts to entice him back to her, however John is adamant he will not be drawn in by her charms and appears to not be tempted. I shall also analyse the section of Act 4 where John Proctor ‘confesses’ to partaking in witchcraft, but then changes his mind after realising he values his morals more than his life. The first episode begins with Betty in bead and, after supposedly dancing with the Devil; she is in an apparent trance-like sleep. At the same time, John and Abigail are talking about their affair, something that took place before the play began. In this extract, Miller uses a variety of techniques to create tension on stage and in the audience. One such technique is the way in which variations are created in language; this creates a mix of emotions from the audience. Take, for example, Abigail’s line of â€Å"Give me a word John, a soft word† where she appears to be attempting to seduce John. In this part of the play we see how Abigail can manipulate how she speaks to, in a way, toy with John’s emotions, however it is likely that at this point in the play the audience will be aware of how young Abigail actually is, and will therefore realise she is embarrassing herself. Although this isn’t creating high levels of immense tension, the embarrassment the audience is provoked to feel due to Abigail’s actions is likely to leave them feeling highly uncomfortable in the situation causing a tense atmosphere to be created. In contrast to Abigail’s approach, John talks more as a father, giving a very patronising response, which begins with him calling her â€Å"child†, thus furthering the embarrassment felt. Another technique used in this section of the play is the contrast between how Abigail appears towards John and how she appears towards her Uncle Parris slightly earlier on in the play. To Parris, Abigail seems to be the angelic niece who made the simple mistake of dancing in the woods. However, when she talks to John she says things such as â€Å"I am waiting for you every night† and â€Å"I know you, John. I know you.†. Both of these examples show how Abigail can change from being an innocent little girl to an apparently seductive young woman. After watching this episode, the audience are undoubtedly aware of how Abigail attempts to manipulate people, and shows how the character is likely to progress, using her ‘skills’ in manipulation to full advantage. The feeling that something is waiting to happen may cause unrest in the audience, which would build up tension levels slightly. The pace of speaking varies a lot in this small section. We see Abigail’s ‘seductive’ speech, alongside John showing remorse for the situation that has arisen saying â€Å"I never give you hope to wait for me†. This is calm, and clear – John is not interested. He sees being open and honest, stating how he feels in the plainest English imaginable as the best way to prevent this conversation ever developing again. This would keep tension levels low, creating a feeling in the audience that they want Abigail to understand, and see nothing can happen. However, when this is obviously not the case, John begins to lose his composed presence and when Abigail begins crying, the volume of the conversation increases. This, in itself, will cause an increase in tension. Following this emotional outburst, Abigail pleads with John, running to him and crying â€Å"pity me, pity me!†. Such a change in a once strong and grown up character, along with the urgency with which the lines are delivered will create huge tension and, probably more embarrassment felt for Abigail. This is a particularly emotional part of the play, which relies far more upon vocal talents than any physical contact to create the tension we feel when watching it. There is, however, one point in this episode where John grabs Abigail and whilst shaking her shouts â€Å"Do you look for a whippin’?†. By this point in the conversation the audience are likely to be in the belief that John Proctor has effectively ‘lost it’ and needs to find a way to make Abigail understand, whatever that way may be. Following John grabbing Abigail, the audience see violence as one way of this conversation finishing which will obviously raise the tension levels considerably.

Lisa Benton

1. What are the background factors important to understanding the case?In the Benton Case, important background to understand is how Lisa questioned if her decision on accepting the position with House world was the right-move for career goal. Second, her initial meet with her boss and lack of communication to what is going to be expected from her. Lisa felt, as she is not being utilized to her full potential.Benton, decision on accepting the product manager position, she based it on a long-term goal. She based it on what best will benefit her in the long run. When Lisa met who her reporting supervisor was, she felt as if there was a lack of interest on her being a part of the team. Linton should have met and have some type of initial counseling to go over the expectancy from Lisa and Benton.2. What are the issues of power and influence in the case, organizationally, managerially, interpersonally, and personally?In the case study it did not seem that there was any power of influence organizationally. Houseworld, seemed like a great place for Benton to work and reach her career goal. However, managerially there seems to be many issues of power. Linton really did show Benton a great interest of joining her team, which made Benton feel as if she was not being utilized for what she was really worth. When both managers from pure & fresh met Benton, they both expressed their feeling towards Harvard MBA’s. Ron did have some influence on Benton, because of him she was under the impression that she should be in a learning mode.By being in a learning mode it made Lipton assume that she lacked motivation, which led to the negative statements in her evaluation. Personally, I think that Benton did have all the right intentions to succeed in her current role, but because there were communication barriers it led to many assumptions that caused a great deal of frustration. The one thing that Lisa can do is learn from her experience and utilize what she learns to future situations.3. Is Benton powerless in the case? What are the sources of power? It might seem as Benton was powerless, but in reality she had the upper hand to improve her leadership and communication with management, which would  empower her to become a product manager and reach her career goal.The source of power that Benton has in this case is the opportunity to move every 12-18 months. She can utilize her learning experience that she learn from her current team with pure & fresh to improve her communication when introduce to future managers or team members.4. List and discuss the critical incidents in the case and suggest how Benton could have been more effective in each one.When Benton started to feel frustrated by the way her team made her feel, she could have taken control of the situation by communicating to Linton, which would have allowed her to take control of the situation. It would have primed Linton to meet with Lisa and go over her expectancies in her position, instea d of thinking that she was in a learning mode. A critical incident that Benton could have been more effective is by being more assertive in her role with Pure & Fresh.5. What are your recommendations for Lisa at the end of the case?I would recommend that Benton continue to work with Houseworld, she should keep in mind her motive on accepting her current position, as Houseworld offers the benefit that encouraged her to make that transition from Right-a-way. One thing that Benton can take away from the situation is not assuming what will be expected from her, but to actually know her expectations of her duties. If Benton had not allowed her frustrations to build up and to actually communicate to Linton, she could have avoided the negative aspects of her evaluation.

Accounting for Corporate Accountability Essay Example | Topics and Well Written Essays - 750 words

Accounting for Corporate Accountability - Essay Example Accounting for Corporate Accountability Many organisations in many countries have begun voluntary disclosure of the social environmental impacts of their activities in their annual reports. (Deecan and Unerman, 2006) These practices which have now become widespread began in many countries in the early 1990s, following considerable advances by a number of large companies to report environmental aspects of their business activities. Later-on from the mid-1990s, the reporting of social and environmental impact of organisations’ activities has become an increasingly popular practice. (Deecan and Unerman, 2006). The disclosures have often been made in the annual reports which include the financial statements comprising the balance sheet, profit and loss account and cash flow statement as well as a statement of shareholders’ equity. (Deecan and Unerman, 2006) The content of the social and environmental impact usually comprise of policies, practices and or impact of the reporting organisation on its environment. (De ecan and Unerman, 2006). The new practice today by some organisations is to separate the environmental social disclosures from the annual report as the disclosures have become widespread and extensive. (Deecan and Unerman, 2006). These organisations while publishing a summary of disclosures of social environmental impacts in their annual report publish alongside a more detailed social and environmental report in a separate document. (Deecan and Unerman, 2006).

Compare and contrast applied and theoretical forms of research Essay

Compare and contrast applied and theoretical forms of research. Provide support for each of your answers - Essay Example Applied research is recognized as successful when a particular research helps in figuring out a solution to any particular issue for which the research was being conducted (McArdle 28). A research that is applied in nature is considered as successful in accordance to the degree of its scientific competence. Research that is theoretical in nature is deemed as successful when a research ends up in figuring out a novice concept or phenomenon or it helps in figuring out new ideas (McArdle 28). The main aim of the researcher of applied research is to provide the world with theoretical frame work in order to help enhance the world’s interpretation of a concept. A research is regarded as applied in nature when the research results in successfully solving a particular issue that is practical in nature and these problems are experienced by various stakeholders including businesses, governments and politicians. In the case of applied research, the issue experienced by the individual or organization funding the research is refined and then a solution is figured out to help the patron. Theoretical research is not conducted with the aim of solving a issue of a particular organization or individual, it rather is conducted for the betterment of the whole society and to help the society understand a particular phenomenon. Applied research and theoretical research are both conducted to benefit human beings and society (Bernan 219). But applied research is conducted to solve the problem or an agenda experienced by a particular organization or individual and that particular organization or individual funds the research. The organization or the individual even has the liberty to decide whether to make the research public or use it for his own advantage only. On the other hand, findings of theoretical research benefit both the overall society and individuals and are published to help ever individual of the society in learning about an issue or a

The ticking time bomb Term Paper Example | Topics and Well Written Essays - 3000 words

The ticking time bomb - Term Paper Example The human race is a distinct species; this is with regards to envisaging its future actions. As such, it will be engaging in conjectures without content if this paper states that good will always persist. With the aim of producing an unbiased paper, these baseless conceptions shall not be propagated within the confines of this paper. In some situations, it is requisite to entertain evil deeds for the benefit of the greater good. This entails willfully inflicting pain on certain individuals, terrorism suspects, so as to maintain peace and harmony of the greater society. However, a problem arises when an attempt is made on what greater good justifies the use of evil or bad deeds on a fellow human being. One such deed is the use of torture on fellow human beings so as to benefit the greater human race. This paper endeavors to expound on whether torture can be justified in situations exemplified by a ticking time bomb. A variety of literal works have been put forward that embark on eithe r support or oppose the notion that torture can in some situations be justified. This paper will analyze the understandings of one proponent of torture, Professor Alan Dershowitz. Additionally, the conclusions of the Landau commission will also be explicated. Analysis In Professor Alan Dershowitz’s article in the Darmer text, he goes to great lengths to expound on why terrorism has been successful thus far (Darmer et al, p. 188-89) .He proceeds to give remedies to this escalating situation. However, he insists that there be a well defined line between matters regarding national security and civil liberties. The relevant authorities should no be so preoccupied by their desire to maintain national security to the extent that they impinge on the civil liberties of the suspected terrorist. Professor Dershowitz explicates on the vitality of torture with regards to sustenance of the human race, more precisely, the society. He contends that the society, in regards to terrorism, cann ot be expected to have its cake and eat it too. In between the lines, Dershowitz raises an assortment of questions, both in the legal and moral context, as to how effective the society will be able to deter random acts of terrorism while, still judiciously perpetuating essential values relating to both the liberty and privacy of man (Darmer et al, p. 192-94). Professor Dershowitz is of the opinion that the route adopted by the police, in combating perpetrators of terrorism is inappropriate. This is because these individuals are most often rational thinkers who engage in these heinous acts so as to draw attention towards them. Therefore, the police are basically aiding them to achieve their life’s goals.Per se, a different itinerary should be espoused by the police if terrorism is to be effectively combated. In this context, professor Dershowitz is offering the understanding that punishing these perpetrators will ultimately deter a significant number of terrorism events. As su ch, this provides an alternative action to be employed in similar situations, as it also upholds the civil liberties of all persons; as should be the case in every democratic society. This juncture culminates into one of the most controversial proposals attributed to Dershowitz. This is the use of torture that has been judicially sanctioned. However, he substantiates the specific instances that this mechanism can be employed on a suspect. He gives a caution that torture is not an act that is applied to just any suspect, but rather on a

Intervention Article Example | Topics and Well Written Essays - 250 words

Intervention - Article Example The study was conducted in Sydney, Australia. The participants in the study were 172 and they were individuals with non-specific low back pain. They received 14 sessions of individualized supervised exercise therapy and they were randomly assigned to receive either motor control exercises or graded activity as a way of establishing the advantage and applicability of the motor control exercises in reducing back pain (Gazzi Macedo et al., 2012). These two studies were aimed at establishing whether the exercise program could be used as an intervention into reducing PGD and LBP. However, the researchers in the first study found no effect of the treatment program on the prevalence of self-reported LBP and PGD during the time of pregnancy not exceeding 20 weeks. This cannot rule out the program though it cannot be used widely due to the failed positive results. The results of the second study however shoed that motor control exercises and graded activity have similar effects for patients with chronic nonspecific low back pain (Gazzi Macedo et al., 2012). These can be used well as an intervention in the reduction of back pain, LBP and PGD in pregnant women. Article one shows the details of the study done to establish whether the introduction of a group-based exercise program can be applied as an intervention for reducing Lower Back Pain and Pelvic Girdle Pain in pregnant women before the 20th week of gestation. The results however shows little difference in the two groups which consist of the controlled group and the non-controlled group. The sample size is 257 which consists of pregnant women before the 20th week of gestation. The Second is a parallel study done on a suburban area in Sydney, Australia. The participants in the study were 172 and they were individuals with non-specific low back pain. They undergo individualized supervised exercise therapy and they were randomly assigned to receive either motor

Compare and contrast the Right to Remain Silent in the US and the UK Essay

Compare and contrast the Right to Remain Silent in the US and the UK - Essay Example On March 13th 1963 Ernesto Miranda was arrested in Arizona and taken to the Phoenix Police Station where he was then identified by the complaint-filing witness. Without being notified of his rights, Miranda was led into the interrogation room and questioned by police officers. In two hour’s time the officers had succeeded in obtaining a written and signed confession from Miranda. The signed statement claimed he signed it â€Å"with full knowledge of my legal rights, understanding any statement I make may be used against me.† When the case went to trial the prosecution used Miranda’s statement of confession against him and despite objections from the defense, the judge allowed for the confession to be admitted as evidence. Miranda appealed and the Supreme Court of Arizona ruled his rights were not violated because Miranda never requested council to be present during questioning. Miranda’s case went before the Supreme Court who acknowledged Miranda was never informed of his right to council or the right he had not to â€Å"be compelled to incriminate himself.† The Supreme Court ruled since Miranda did not have full knowledge of his rights all statements made by Miranda were inadmissible in court since they were not legally received. Furthermore the Supreme Court justified that since interrogation is intimidating, a suspect must first be given their rights to lessen the intimidation they experience. The Miranda Rights must be read before a suspect is to be questioned or interrogated in any way. The Miranda rights are read as followed: â€Å"You have the right to remain silent and refuse to answer questions. Do you understand? Anything you do say can and will be used against you in a court of law. Do you understand? You have the right to consult an attorney before speaking to the police and to have an attorney present during questioning now or in the future. Do you understand? If you cannot afford an attorney, one will be appoint ed for you before any questioning if you wish. Do you understand? If you do decide to answer questions now without an attorney present you will still have the right to stop answering at any time until you talk to an attorney. Do you understand? Knowing and understanding your rights as I have explained them to you, are you willing to answer my questions without an attorney present?† (essortment.com) The 5th Amendment to the US Constitution’s Bill of Rights is â€Å"No person shall be compelled in any criminal case to be a witness against himself or be deprived of life, liberty or property without due process of law.† The 6th Amendment Right to Counsel Clause coincides with the 5th intricately and was instituted in 1964 from the case of Escobedo vs. Illinois by the Supreme Court’s insistence that police allow council to be present during questioning. â€Å"In all criminal proceedings, the accused shall enjoy the right to have the assistance of counsel for h is defense.† (flexyourrights.org). In historic times, such a notion as the right to silence did not exist. In the 18th century English Criminal procedure made it impossible for a suspect of a crime to protect themselves from self-incrimination. Common law refused a criminal the right to be defended by a lawyer therefore persons suspected of a crime had little choice but to speak for themselves because no one else was going to. Refusal to speak and answer questions was quite the same

Great Depression Essay Example for Free

Great Depression Essay Depression is a deep, extended slump in total business activity. Buying and selling drop during a depression. This causes a decline in production, prices, income and employment. Money becomes scarce. Many businesses fail, and many workers lose their jobs. A depression can hit an industry, a region, a nation of the world (Coy 32; Smitha 89; Eleanor Roosevelt National Historic Site NP). A depression might develop if sales drop in a number of stores. Because of the fall in sales, the stores order less merchandise from manufacturers, in turn, lower production, cut orders from suppliers, and invests less money in new equipment and factories. As sales drop, prices tend to fail, further reducing business income. Employers lay off workers as business income falls. Bankruptcies may follow (Coy 32; Smitha 89; Eleanor Roosevelt National Historic Site NP). The depression cycle occurs again and again as unemployment rises. Unemployed workers have less money to spend, leading to further drops in sales, production, income, and employment. The slump feeds on itself, becoming progressively worse until business activity picks up (Coy 32; Smitha 89; Eleanor Roosevelt National Historic Site NP). Severe depressions occurred in the United States in 1837, 1873, 1893, 1907 and 1929. Financial panics at the start of these depressions sharply reduced the amount of money available for spending. Depressions have also occurred after wars, when wartime spending suddenly stops. The worst depression in history was the Great Depression, which struck the world in 1929 and continued through the 1930s (Coy 32; Smitha 89; Eleanor Roosevelt National Historic Site NP). Great Depression was a worldwide business slump of the 1930s. It ranked as the worst and longest period of high unemployment and low business activity in modern times. The Great Depression began in October 1929, when stock values in the United States dropped rapidly. Thousands of stockholders lost large sums of money – or were even wiped out. Banks, factories, and stores closed and left millions of Americans jobless and penniless. Many people had to depend on the government or charity for bond (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35; Eleanor Roosevelt National Historic Site NP). President Herbert Hoover held office when the Great Depression began. The voters elected Franklin D. Roosevelt President 1932. Roosevelt’s reforms gave the government more power and helped ease the depression (Anderson 6; Coy 32; Samuelson 53; Smitha 89). The Great Depression affected almost every nation. It caused a sharp decrease in world trade because each country tried to help its own industries by raising tariffs on imports. The depression caused some nations to change their leader and their type of government. The poor economic condition led to the rise of the German dictator Adolf Hitler and to the Japanese invasion of China. The German people supported Hitler because his plans to make Germany a world leader gave them hope for improved conditions. The Japanese developed industries and mines in Manchuria, a region of China, and claimed this economic growth would relieve the depression in Japan. The militarism of Germany and Japan helped bring on World War II (1939 – 1945) (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35; Eleanor Roosevelt National Historic Site NP). Depressions hurt great numbers of people, especially workers who lose their jobs. Bank failures wipe out the savings of depositors if such funds are not insured. Many people cannot meet rent or mortgage payments and lose their homes (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35; Eleanor Roosevelt National Historic Site NP). During a depression, some people must live on charity to survive. They may feel angry and humiliated because they cannot support themselves (Coy 32; Smitha 89; Eleanor Roosevelt National Historic Site NP) Depressions cause marriage and birth rates to decline. Young people who cannot find jobs delay marriage. Couple uncertain about the future may have fewer children than they would like (Coy 32; Smitha 89; Eleanor Roosevelt National Historic Site NP). Long periods of unemployment cause people to lose faith in them selves and in the future. After a depression, many people value security above all else (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35; Eleanor Roosevelt National Historic Site NP). Some people profit from a depression. For example, those who have enough money can buy businesses, stocks, and other property at low prices. Salaried workers may live better as prices drop and their income buys more and more (Coy 32; Smitha 89; Eleanor Roosevelt National Historic Site NP). Society suffers as a depression spreads mass unemployment, poverty and despair. Depressions also change certain beliefs. These changes can affect society. The Great Depression caused many people to distrust business and led the government to regulate business and economic affairs. This increased regulation led to the widespread belief that the government should maintain high employment and guarantee citizens a good life. After the Great Depression, many people no longer trusted employers to protect workers. As a result, labor unions gained more members and greater public acceptance than ever before (Coy 32; Smitha 89; Eleanor Roosevelt National Historic Site NP). A depression makes some people lose faith in their system of government. They may come to believe any leader who promises a change. Leaders who took power during a depression include Adolf Hitler, who ruled Germany as dictator from 1933 to 1945, and Benito Mussolini, dictator of Italy from 1922 to 1943 (Coy 32; Smitha 89; Eleanor Roosevelt National Historic Site NP). Relations between nations suffer during a depression. Each country tries to protect its own interests without concern for other nations (Coy 32; Smitha 89; Eleanor Roosevelt National Historic Site NP). The Great Depression ended after nations increased their production of war materials at the start of World War II. This increased level of production provided jobs and put large sums of money back into circulation (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35; Eleanor Roosevelt National Historic Site NP). The depression had lasting effects on the United States government and on many Americans. For example, the government took more responsibility than ever before for strengthening the economy. In addition, many Americans who lived during the depression stressed the importance in later years of acquiring such material comforts as appliances and cars (Coy 32; Smitha 89; Eleanor Roosevelt National Historic Site NP). Many causes contributed to making the Great Depression as severe as it was. During the 1920s, many bank failures, together with low incomes among farmers and factory workers, helped set the stage for the depression. Uneven distribution of income among workers also contributed to the slump. Most economists agree that the stock market crash of 1929 started the depression (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35; Eleanor Roosevelt National Historic Site NP). The 1920s were a prosperous period for business, but most farmers did not prosper. Prices of farm products fell about 40% in 1920 and 1921, and they remained low through the 1920s. Some farmers lost so much money that they could not pay the mortgage of their farm. These farmers then had to either rent their land or move (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Eleanor Roosevelt National Historic Site NP). Bank failures increased during the 1920s. Most of them occurred in agricultural areas because farmers experienced such poor conditions. About 550 banks went out of business from July 1, 1928 to June 30, 1929, the period of greatest prosperity in the 1920s (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Eleanor Roosevelt National Historic Site NP). In addition to the farmers, workers in the coal, railroad and textile industries failed to share in the prosperity of the 1920s. Industrial production increased about 50%, but the wages of industrial workers rose far slowly. As a result, these workers could not buy goods o fast as industry produced them. Many people had to buy on credit. After a while, workers reduced their spending to hold down their debts. Then the amount of money in circulation decreased, and business became even worse (Anderson 6; Coy 32; Samuelson 53). From 1925 to 1929, the average price of common stocks on the New York Stock Exchange more than doubled. Rising stock values encouraged many people to speculate – that is, buy stocks in hope of making large profits following future price increases (Anderson 6; Coy 32; Samuelson 53). Stock values dropped rapidly on October 24, 1929, now known as Black Thursday. Most stock prices remained steady on Friday and Saturday. But the next Monday, stock prices fell again. Then, on Tuesday, October 29, stockholders panicked and sold a record of 16,410, 030 shares of stock. Thousands of people lost huge sums of money as stock values fell far below the prices paid for the stock. Banks and businesses had also brought stock, and many lost so much that they had to close. Stock values fell almost steadily for the next three years (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Sides 35; Eleanor Roosevelt National Historic Site NP). In October 1929, a sudden, sharp drop in the value of stocks in the United States marked the beginning of a worldwide business slump known as the Great Depression. The depression brought hard times for most Americans, but especially for blacks. Blacks became the chief victims of job discrimination. They adopted the slogan â€Å"Last Hired and First Fired† to express their situation (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Eleanor Roosevelt National Historic Site NP). To help ease the poverty in the ghettos, black organized cooperative groups. These groups included the Colored Merchants Association in New York City and â€Å"Jobs for Negroes† organizations in places such as St. Louis, Chicago, Cleveland an New York City. The groups bought food and other goods in large volume to get the lowest prices. They boycotted stores that had mostly black customers but few, if any, black worker (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35; Eleanor Roosevelt National Historic Site NP). Most black Americans felt that President Herbert Hoover, a Republican, had done little to try to end the depression. In the elections of 1932, some black voters deserted their traditional loyalty to the Republican Party. They no longer saw it as the party of Abraham Lincoln the emancipator but of Hoover and the depression. In 1936, for the first time, most blacks supported the Democratic Party candidate for President, Franklin D. Roosevelt, and helped him win reelection (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35; Eleanor Roosevelt National Historic Site NP). Roosevelt called his program the New Deal. It included measures of reform, relief and recovery and benefited many blacks. A group of blacks advised Roosevelt on problems the Black Cabinet, included William H. Hastie and Mary McLeod Bethune. Hastie served as assistant solicitor in the Department of Interior, as a U. S. district court judge in the Virgin Islands, and as a civilian aide to the secretary of war. Bethune, founder of Bethune – Cookman College, directed the black affairs division of a federal agency called the National Youth Administration. As a result of the New Deal, black Americans developed a strong loyalty to the Democratic Party (Smitha 89; Eleanor Roosevelt National Historic Site NP). Blacks deeply admired President Roosevelt’s wife, Eleanor, for her stand in an incident in 1939 involving the great concert singer Marian Anderson. The Daughters of the American Revolution (DAR), a patriotic organization, denied the singer permission to perform at Constitution Hall in Washington, D. C. , because she was black. Eleanor Roosevelt then resigned from the DAR and helped arranged for Anderson to sing, instead at the Lincoln Memorial on Easter Sunday. More then 75,000 blacks and whites attended the concert (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35; Eleanor Roosevelt National Historic Site NP). During the early 1940s, the NAACP began to step up its legal campaign against racial discrimination. The campaign achieved a number of important victories, including several favorable rulings by the U. S. Supreme Court. In 1941, for example, the court ruled that separate facilities for white and black railroad passengers must be significantly equal. In 1944, the court declared that the white primary, which excluded blacks from voting in the only meaningful elections in the South, was unconstitutional (Smitha 89; Eleanor Roosevelt National Historic Site NP). Besides taking legal action, blacks used new tactics to attack segregation in public places. In 1943, for example, the Congress of Racial Equity (CORE) launched a sit – in at a Chicago restaurant. In this protest, blacks sat in places reserved for white people (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35; Eleanor Roosevelt National Historic Site NP). The Great Depression differed in both lengths and harshness from previous depression in the United States. In earlier depressions, business activity had started to pick up after one or two years. But from October, 1929, until Franklin D. Roosevelt became President in March, 1933, the economy slumped almost every month. Business failures increased rapidly among banks, factories, and stores and unemployment soared. Millions of people lost their jobs, savings and home (Smitha 89; Eleanor Roosevelt National Historic Site NP). From the years 1930 – 1933, prices of industrial stocks fell about 80 per cent. Banks and individuals with investments in the stock market lost large sums. Banks had also loaned money to many people who could repay it. The deepening depression forced large numbers of people to withdraw their savings. Banks had great difficulty meeting the withdrawals, which came at a time when the banks were unable to collect on many loans. Between January 1930 and March 1933, about 9,000 banks failed. The bank failures wiped out the savings of millions of people (Smitha 89). Bank failures made less money available for loans to industry. The decline in available money caused a drop in production and a further rise in unemployment. From 1929 to 1933, the total value of goods and services produced annually in the United States fell from about $ 104 billion to about $56 billion. In 1932, the number of business closings almost a third higher than the 1929 level (Anderson 6). The Great Depression hit the United States – and the world – in 1929. Business firms failed, workers lost their jobs and farmers lost their farms. Banks had made loans to thousands of people who lost their money and could not repay what they owed. The depression also forced large numbers of depositors to withdraw their savings. Banks had great difficulty meeting the withdrawals, which came at a time when they were unable to collect on many loans. Most banks had also invested in stocks and other property that lost value because of depression (Anderson 6). In 1925, about 3 per cent of the nation’s workers were unemployed. The unemployment rate reached about 9 per cent in 1930 and about 25 per cent – or about 13 million persons – in 1933. Many people who kept or found jobs had to take salary cuts. In 1932, wage cuts averaged about 18 per cent. Many people, including college graduates, felt lucky to find a job. In 1932, the New York City Police Department estimated that 7,000 persons over the age 17 shined shoes for a living (Anderson 6; Coy 32; Samuelson 53; Smitha 89). Foreign trade also fell greatly during the Great Depression. The Smoot – Hawley Taft Act of 1930 contributed to the drop. This law greatly increased a number of tariffs. President Hoover signed the law because he thought it would reduce competition from foreign products. But tariffs rose so high that other nations reacted b raising tariffs on U. S. goods (Anderson 6; Coy 32; Samuelson 53; Smitha 89). From 1929 to 1933, prices of farm goods fell about 50 per cent. This drop occurred partly because high tariffs made exports unprofitable. In addition, farmers produced a surplus of crops. The surplus pushed prices down because there was more food than people could buy (Anderson 6; Coy 32; Samuelson 53; Smitha 89). Human suffering became a reality for millions Americans as the depression continued. Many died of disease resulting from malnutrition. Thousands lost their home because they could not pay the mortgage. In 1932, at least 25,000 families and more than 200,000 young people wandered through the country seeking food, clothing, shelter and job. Many youths traveled in freight trains and lived near train yards in camps called hobo jungles (Coy 32). The homeless, jobless traveler obtained food from welfare agencies or religious missions in towns along the way. Most of their meals consisted of soup, beans, or stew and had little nourishment. The travelers begged for food or stole it if they could not get something to ear in any other way. Sometimes they ate scraps of food from garbage cans (Anderson 6; Coy 32). The ragged travelers found clothing harder to obtain than food. Missions gave most of the clothing they had to needy local people. Some of the travelers became ill because they did not have proper food and clothing. Even the sick wanderers had trouble getting help because hospitals aided local residents first (Anderson 6; Coy 32). Many people who lost their home remained in the community. Some crowded into the home of a relative. Others moved to a shabby section of town and built shacks from flattened tin cans and old crates. Groups of these shacks were called Hoovervilles, a name that reflected the people’s anger and disappointment at President Hoovey’s failure to end the depression (Anderson 6; Coy 32). In 1932, many farmers refused to ship their products to market. They hoped a reduced supply of farm products would help raise the price of these goods. Such farmers’ strikes occurred throughout the country, but they centered in Iowa and the surrounding states (Anderson 6; Coy 32; Smitha 89). Severe drought and dust storms hit parts of the Middle West and Southwest during the 1930s. The afflicted region became known as the Dust Bowl, and thousands of farm families there were wiped out. Many farmers went to the fertile agricultural areas of California to look for work. Most who found jobs had to work as fruit and vegetable pickers from extremely low wages. The migrant families crowded into the shacks near the fields or camped outdoors (Coy 32). President Hoover believed that business, if left alone to operate without government supervision, would correct the economic conditions. He vetoed several bills aimed at relieving the depression because he felt they gave the federal government too much power (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35; Eleanor Roosevelt National Historic Site NP). Hoover declared that state and local governments should provide relief to the needy. But those governments did not have enough money to do so. In 1932, Congress approved Hoover’s most successful anti – depression measure, the Reconstruction Finance Corporation (RFC). This government agency provided some relief by lending money to banks, railroads and other large institutions whose failure would have made the depression even worse. However, most Americans felt that Hoover did not do enough to fight depression. They elected Franklin D. Roosevelt in 1932 (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35; Eleanor Roosevelt National Historic Site NP ). Roosevelt believed the federal government had the chief responsibility of fighting the Great Depression. He called Congress into a special session, now called the Hundred Days, to pass laws to relieve the depression. Roosevelt called his program the New Deal (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Eleanor Roosevelt National Historic Site NP). The laws established by the New Deal had three main purposes. First, they provided relief for the needy. Second, they aided nationwide recovery by providing jobs and encouraging business. Third, the laws tried to reform business and government so that such a severe depression would never happen in the United States again (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Eleanor Roosevelt National Historic Site NP). In February 1933, the banks of Detroit failed. The resulting blow to public confidence was so great that depositors throughout the country withdrew money from their banks. These runs ruined many banks (Anderson 6; Coy 32; Smitha 89). To stop the panic, President Franklin D. Roosevelt declared a nation wide bank holiday that began on March 6, 1933. All banks closed until federal officials examined the books of each. No bank was allowed to reopen until it has been found in good condition. Many never reopened. Roosevelt’s action restored public confidence in banks and ended the crisis (Anderson 6; Coy 32; Smitha 89). The Glass – Steagall Banking Act of 1933 further strengthened people’s faith in banks. This law, sponsored by Senator Carter Glass of Virginia and Representative Henry B. Steagall of Alabama, created the FDIC to insure bank deposits. The act also restricted banking practices that seemed risky (Anderson 6; Coy 32; Smitha 89). Congress created several agencies to manage relief programs. The Civilian Conservation Corps (CCC), established in 1933, employed thousands of young men in conservation projects. The Federal Emergency Relief Administration (FERA), founded in 1933, gave the states money for the needy. The Works Progress Administration (WPA), created in 1935, provided jobs in the construction of bridges, dams and schools (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Eleanor Roosevelt National Historic Site NP). The government also aided recovery by spending large sums of money. This federal spending gave businessmen the confidence to also begin spending. The economy improved after money began to circulate. The government also increased trade by lowering tariffs on certain imported products that they imported from the United States (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Eleanor Roosevelt National Historic Site NP). Congress created several agencies to supervise banking and labor reforms. The Federal Deposit Insurance Corporation (FDIC), founded in 1933, insured bank deposits. The National Labor Relations Board (NLRB), established in 1935, worked to prevent unfair labor practices and aid the development of labor unions. The Securities and Exchange Commission (SEC), created in 1934, attempted to protect investors from buying unsafe stocks and bonds. In 1935, Congress passed the Social Security Act to provide money for retired and unemployed people (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Eleanor Roosevelt National Historic Site NP). Some Americans who kept their jobs during the Great Depression managed to live comfortably. Many of those who had a steady income could afford to buy an automobile, clothes and other products that were out of reach for most people. Steak cost about 29 cents a pound, and gasoline about 18 cents a gallon. People who had enough money found that, because of low prices, conditions were better during the depression than they had been in the 1920s (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Eleanor Roosevelt National Historic Site NP). The New Deal program not only helped relieve the depression but also renewed the confidence of Americans in the government. But about 15 per cent of the nation’s working force still did not have a job in 1940. The Great Depression did not end in the United States until 1942, after the country had entered World War II. The tremendous increase in production of war materials provided so many jobs that the unemployed rate in the United States fell to about 1 per cent in 1944 (Coy 32; Smitha 89). In Canada, the national economy depended on the export of grain and raw materials. Canadian farmers and exporters suffered huge losses after other countries increased tariffs on imported products. Many Canadian companies closed, and unemployment rate rose from about 3 per cent of the labor force in 1929 to about 23 per cent in 1933 (Coy 32; Smitha 89). Richard Bennett, who served as prime minister from 1930 to 1935, had little success in his efforts to relieve the depression in Canada. W. L. Mackenzie King succeeded Bennett and adopted programs similar to those of Roosevelt to fight the depression (Coy 32; Smitha 89). The Great Depression caused many changes in the United States. It brought new laws that gave the government far more power than at any previous time in the nation’s history. It also changed the attitudes of countless Americans toward various aspects of life. New government policies that resulted from the New Deal increased federal control over banks and the stock market. Laws of the New Deal also gave the government more power to provide money for the needy. Ever since the depression, both Democratic and Republican administrations have broadened the powers of the federal government. For example, the government now provides hospital and medical insurances for the aged. The government may also regulate price and wage increases to try to keep the cost of living from rising (Smitha 89). The depression also changed the basic philosophy of the United States government in spending money. Before the depression, the government tried to spend the same amount of money it collected. But to support the New Deal, the government used deficit spending – that is it spent more money that it collected. This policy greatly increased the national debt. The government has continued to rely on deficit spending during most years since World War II ended in 1945 (Smitha 89). The depression changed the attitudes of many Americans toward business and the federal government. Before the depression, most people regarded bankers and business executives as the nation’s leaders. After the stock market crashed and these leaders could not relieve the depression, Americans lost faith in them. The government finally succeeded in improving conditions. As a result, many Americans decided that the government – not business – had the responsibility to maintain the national economy (Anderson 6; Coy 32). Many people changed their basic attitudes toward life because of the suffering they experienced during the depression. They previously had believed they would have a reasonably happy life if they worked hard, saved money, and treated others well. The depression shattered that belief. The situation seemed especially hard to understand because there appeared to be no reason for so many of the things that happened (Anderson 6). The depression probably affected young adults more than any other group from a psychological viewpoint. These men and women encountered great difficulty in finding a job and starting a career. If they did find a position, they had little chance of promotion because employers eliminated jobs throughout the depression. Consequently, many young adults lost confidence in them selves and lowered their ambitions (Coy 32). Some people who lived through the Great Depression became more concerned with material possessions than did people born after that era. The depression forced people to worry about such necessities as food, clothing and shelter. After the economy improved, many people wanted material comforts that they had lost or had never earned before, including appliances, a car and a house. Others sought financial security. They stressed the importance of having a job and saving money as a precaution against hard times in the future. The importance of material comforts and financial security that developed among man people of the depression generation affected their relationship with their children. Most people who grew up during the 1950s and 1960s did not know the experience of being wiped out. They knew nothing about having to struggle for money and a job. They did not understand why their parents put such great importance on material possessions and financed security. Many young people criticized such attitudes of their parents. A lack of both understanding and communication helped create what became known as the â€Å"generation gap† of the 1960s and early 1970s (Anderson 6; Coy 32; Samuelson 53; Smitha 89; Bernanke 57; Sides 35). Works Cited Anderson, George M. â€Å"Rich Nation, Poor People. † America (2008): 5 – 6. Bernanke, Ben S. Essays in the Great Depression. New Jersey: Princeton University Press, 2000. Coy, Peter. â€Å"Lessons from the depression. † Business Week (2008): 32. â€Å"Great Depression lesson. † USA Today [News] 31 March 2008: 14a. Samuelson, Robert J. â€Å"Hold the Hysteria (for Now). † Newsweek 151 (2008): 53. Sides, Josh. L. A. City Limits: African American Los Angeles from the Great Depression to the Present. Berkeley: University of California Press, 2004. Smitha, Frank E. â€Å"The Great Depression. † (2008). Frank E. Smitha. Retrieved April 10, 2008, from http://www. fsmitha. com/h2/ch15wd. html. Temin, Peter. Lessons from the Great Depression. Cambridge: MIT Press, 1989. â€Å"The First of the Hundred Days. † History Today 58 (2008): 13. â€Å"The Great Depression (1929 – 1939). † 2008. Eleanor Roosevelt National Historic Site. Retrieved April 10, 2008, from http://www. nps. gov/archive/elro/glossary/great- depression. htm.