Great Depression Basics and Roosevelts New Deal

Great Depression Basics and Roosevelt's New Deal The Great Depression was a period of worldwide economic depression that lasted from 1929 until approximately 1939. The starting point of the Great Depression is usually listed as October 29, 1929, commonly called Black Tuesday. This was the date when the stock market fell dramatically 12.8%. This was after two previous stock market crashes on Black Tuesday (October 24), and Black Monday (October 28). The Dow Jones Industrial Average would eventually bottom out by July, 1932 with a loss of approximately 89% of its value. However, the actual causes of the Great Depression are much more complicated than just the stock market crash. In fact, historians and economists do not always agree about the exact causes of the depression. Throughout 1930, consumer spending continued to decline which meant businesses cut jobs thereby increasing unemployment. Further, a severe drought across America meant that agricultural jobs were reduced. Countries across the globe were affected and many protectionist polices were created thereby increasing the problems on a global scale. Franklin Roosevelt and His New Deal Herbert Hoover was president at the beginning of the Great Depression. He tried to institute reforms to help stimulate the economy but they had little to no effect. Hoover did not believe that the federal government should be directly involved in economic affairs and would not fix prices or change the value of the currency. Instead, he focused on helping states and private businesses to provide relief.   By 1933, unemployment in the United States was at a staggering 25%. Franklin Roosevelt easily defeated Hoover who was seen as out of touch and uncaring. Roosevelt became president on March 4, 1933 and immediately instituted the first New Deal.  This was a comprehensive group of short-term recovery programs, many of which were modeled on those that Hoover had attempted to create. Roosevelts New Deal not only included economic aid, work assistance programs, and greater control over businesses but also the end of the gold standard and of prohibition. This was then followed by the Second New Deal programs which included more long-term assistance such as the Federal Deposit Insurance Corporation (FDIC), the Social Security System, the Federal Housing Administration (FHA), Fannie Mae, the Tennessee Valley Authority (TVA), and the Security and Exchange Commission (SEC). However, there is still question today about the effectiveness of many of these programs as a recession occurred in 1937 -38. During these years, unemployment rose again. Some blame the New Deal programs as being hostile towards businesses. Others state that the New Deal, while not ending the Great Depression, at least helped the economy by increasing regulation and preventing further decay. No one can argue that the New Deal fundamentally changed the way that the federal government interacted with the economy and the role it would take in the future. In 1940, unemployment was still at 14%. However, with Americas entry into World War II and subsequent mobilization, unemployment rates dropped to 2% by 1943. While some argue that the war itself did not end the Great Depression, others point to the increase in government spending and increased job opportunities as reasons why it was a large part of the national economic recovery. Learn more about the Great Depression Era: Causes of the Great DepressionNew Deal ProgramsNew Deal AcronymsHerbert Hoover BiographyFranklin Roosevelt Biography

Study Guide to Samuel Taylor Coleridge’s Poem “Kubla Khan”

Study Guide to Samuel Taylor Coleridge’s Poem â€Å"Kubla Khan† Samuel Taylor Coleridge said that he wrote â€Å"Kubla Khan† in the fall of 1797, but it was not published until he read it to George Gordon, Lord Byron in 1816, when Byron insisted that it go into print immediately. It is a powerful, legendary and mysterious poem, composed during an opium dream, admittedly a fragment. In the prefatory note published with the poem, Coleridge claimed he wrote several hundred lines during his reverie, but was not able to finish writing out the poem when he woke because his frenzied writing was interrupted: The following fragment is here published at the request of a poet of great and deserved celebrity [Lord Byron], and, as far as the Author’s own opinions are concerned, rather as a psychological curiosity, than on the ground of any supposed poetic merits.In the summer of the year 1797, the Author, then in ill health, had retired to a lonely farm-house between Porlock and Linton, on the Exmoor confines of Somerset and Devonshire. In consequence of a slight indisposition, an anodyne had been prescribed, from the effects of which he fell asleep in his chair at the moment that he was reading the following sentence, or words of the same substance, in Purchas’s Pilgrimage : â€Å"Here the Khan Kubla commanded a palace to be built, and a stately garden thereunto. And thus ten miles of fertile ground were inclosed with a wall.† The Author continued for about three hours in a profound sleep, at least of the external senses, during which time he has the most vivid confiden ce, that he could not have composed less than from two to three hundred lines; if that indeed can be called composition in which all the images rose up before him as things, with a parallel production of the correspondent expressions, without any sensation or consciousness of effort. On awakening he appeared to himself to have a distinct recollection of the whole, and taking his pen, ink, and paper, instantly and eagerly wrote down the lines that are here preserved. At this moment he was unfortunately called out by a person on business from Porlock, and detained by him above an hour, and on his return to his room, found, to his no small surprise and mortification, that though he still retained some vague and dim recollection of the general purport of the vision, yet, with the exception of some eight or ten scattered lines and images, all the rest had passed away like the images on the surface of a stream into which a stone has been cast, but, alas! without the after restoration of t he latter!Then all the charmIs brokenall that phantom-world so fairVanishes, and a thousand circlets spread,And each mis-shape the other. Stay awile,Poor youth! who scarcely dar’st lift up thine eyesThe stream will soon renew its smoothness, soonThe visions will return! And lo, he stays,And soon the fragments dim of lovely formsCome trembling back, unite, and now once moreThe pool becomes a mirror.Yet from the still surviving recollections in his mind, the Author has frequently purposed to finish for himself what had been originally, as it were, given to him: but the to-morrow is yet to come. â€Å"Kubla Khan† is famously incomplete, and thus cannot be said to be a strictly formal poem- yet its use of rhythm and the echoes of end-rhymes is masterful, and these poetic devices have a great deal to do with its powerful hold on the reader’s imagination. Its meter is a chanting series of iambs, sometimes tetrameter (four feet in a line, da DUM da DUM da DUM da DUM) and sometimes pentameter (five feet, da DUM da DUM da DUM da DUM da DUM). Line-ending rhymes are everywhere, not in a simple pattern, but interlocking in a way that builds to the poem’s climax (and makes it great fun to read out loud). The rhyme scheme may be summarized as follows: A B A A B C C D B D BE F E E F G G H H I I J J K A A K L LM N M N O OP Q R R Q B S B S T O T T T O U U O (Each line in this scheme represents one stanza. Please note that I have not followed the usual custom of beginning each new stanza with â€Å"A† for the rhyme-sound, because I want to make visible how Coleridge circled around to use earlier rhymes in some of the later stanzas for instance, the â€Å"A†s in the second stanza, and the â€Å"B†s in the fourth stanza.) â€Å"Kubla Khan† is a poem clearly meant to be spoken. So many early readers and critics found it literally incomprehensible that it became a commonly accepted idea that this poem is â€Å"composed of sound rather than sense.† Its sound is beautiful- as will be evident to anyone who reads it aloud. The poem is certainly not devoid of meaning, however. It begins as a dream stimulated by Coleridge’s reading of Samuel Purchas’ 17th century travel book, Purchas his Pilgrimage, or Relations of the World and the Religions observed in all Ages and Places discovered, from the Creation unto the Present (London, 1617). The first stanza describes the summer palace built by Kublai Khan, the grandson of the Mongol warrior Genghis Khan and founder of the Yuan dynasty of Chinese emperors in the 13th century, at Xanadu (or Shangdu): In Xanadu did Kubla KhanA stately pleasure-dome decree Xanadu, north of Beijing in inner Mongolia, was visited by Marco Polo in 1275 and after his account of his travels to the court of Kubla Khan, the word â€Å"Xanadu† became synonymous with foreign opulence and splendor. Compounding the mythical quality of the place Coleridge is describing, the poem’s next lines name Xanadu as the place Where Alph, the sacred river, ranThrough caverns measureless to man This is likely a reference to the description of the River Alpheus in Description of Greece by the 2nd century geographer Pausanias (Thomas Taylor’s 1794 translation was in Coleridge’s library). According to Pausanias, the river rises up to the surface, then descends into the earth again and comes up elsewhere in fountains- clearly the source of the images in the second stanza of the poem: And from this chasm, with ceaseless turmoil seething,As if this earth in fast thick pants were breathing,A mighty fountain momently was forced:Amid whose swift half-intermitted burstHuge fragments vaulted like rebounding hail,Or chaffy grain beneath the thresher’s flail:And ’mid these dancing rocks at once and everIt flung up momently the sacred river. But where the lines of the first stanza are measured and tranquil (in both sound and sense), this second stanza is agitated and extreme, like the movement of the rocks and the sacred river, marked with the urgency of exclamation points both at the beginning of the stanza and at its end: And ’mid this tumult Kubla heard from farAncestral voices prophesying war! The fantastical description becomes even more so in the third stanza: It was a miracle of rare device,A sunny pleasure-dome with caves of ice! And then the fourth stanza makes a sudden turn, introducing the narrator’s â€Å"I† and turning from the description of the palace at Xanadu to something else the narrator has seen: A damsel with a dulcimerIn a vision once I saw:It was an Abyssinian maid,And on her dulcimer she played,Singing of Mount Abora. Some critics have suggested that Mount Abora is Coleridge’s name for Mount Amara, the mountain described by John Milton in Paradise Lost at the source of the Nile in Ethiopia (Abyssinia) an African paradise of nature here set next to Kubla Khan’s created paradise at Xanadu. To this point â€Å"Kubla Khan† is all magnificent description and allusion, but as soon the poet actually manifests himself in the poem in the word â€Å"I† in the last stanza, he quickly turns from describing the objects in his vision to describing his own poetic endeavor: Could I revive within meHer symphony and song,To such a deep delight ’twould win me,That with music loud and long,I would build that dome in air,That sunny dome! those caves of ice! This must be the place where Coleridge’s writing was interrupted; when he returned to write these lines, the poem turned out to be about itself, about the impossibility of embodying his fantastical vision. The poem becomes the pleasure-dome, the poet is identified with Kubla Khan- both are creators of Xanadu, and Coleridge is apeaking of both poet and khan in the poem’s last lines: And all should cry, Beware! Beware!His flashing eyes, his floating hair!Weave a circle round him thrice,And close your eyes with holy dread,For he on honey-dew hath fed,And drunk the milk of Paradise. The PoemNotes on ContextNotes on FormNotes on ContentCommentary and Quotations â€Å"...what he calls a vision, Kubla Khanwhich said vision he repeats so enchantingly that it irradiates and brings heaven and Elysian bowers into my parlour.†from an 1816 letter to William Wordsworth, in The Letters of Charles Lamb (Macmillan, 1888) Samuel Taylor Coleridge writing this poem â€Å"The first dream added a palace to reality; the second, which occurred five centuries later, a poem (or the beginning of a poem) suggested by the palace. The similarity of the dreams hints of a plan.... In 1691 Father Gerbillon of the Society of Jesus confirmed that ruins were all that was left of the palace of Kubla Khan; we know that scarcely fifty lines of the poem were salvaged. These facts give rise to the conjecture that this series of dreams and labors has not yet ended. The first dreamer was given the vision of the palace, and he built it; the second, who did not know of the other’s dream, was given the poem about the palace. If the plan does not fail, some reader of ‘Kubla Khan’ will dream, on a night centuries removed from us, of marble or of music. This man will not know that two others also dreamed. Perhaps the series of dreams has no end, or perhaps the last one who dreams will have the key....†from â€Å"The Dream of Coleridge† in Other Inquisitions, 1937-1952 by Jorge Luis Borges, translated by Ruth Simms (University of Texas Press, 1964, reprint forthcoming November 2007)

Arbitration case review Study Example | Topics and Well Written Essays - 1250 words

Arbitration review - Case Study Example During the year, Mr. John Schleifer, who is the assistant superintendent for secondary school education and acting on behalf of the district superintendent for education, decided to offer both seventh and eighth grade science in summer schools. He only did this on condition that the school followed the FAST program and its teachers trained in FAST program. Consequently, a middle school tutor for middle school who is trained in FAST made an application to teach seventh and eighth grade in summer school and was hired. The teacher is scheduled to begin teaching the two classes. The grievant was not hired to the position for lack of the necessary training, which is the FAST training. The other teacher is trained in the FAST program and was employed since the relevant agreement required the District to employ an individual in possession of the required qualification to teach in the summer school. Issues The parties agreed to arbitrate on issues relating the dismissal of the grievant. The issue here is whether the grievant’s dismissal was conducted in accordance to the set guidelines on employment and dismissal. Background and evidence The material facts of the issues are not in dispute. The evidence presented shows that the District employed another teacher who is not the grievant for a position to teach seventh grade and eighth grade in the summer school. ... vant who is a fifth grade teacher had been appointed by the District to teach seventh and eighth grade classes at summer school prior to her dismissal because there was no other qualified teacher for that position. At the time of her employment, no qualified applicants applied for the position. The District, on the other hand, maintains that the grievant was previously employed to the position in the past because there was no other qualified applicant to take the position. The District relies on the regulation that gives it the mandate to employ teachers with professional qualifications in the regular schools as summer school teachers. This regulation also provides that the District can only employ non-bargaining unit teacher as summer school teachers when there are no qualified teachers to hold the position applied. An appointment, in this regard, is a onetime appointment for regularly employed members. The agreement further provides that the Superintendent reserves the right to dir ect the work of employees, hire, demote, assign, transfer, demote and retain employees. Additionally the superintendent determines the methods, means and the personnel who conduct operations. The grievant, on the other hand, asserts that an earlier arbitration decision should apply to the current issue. The arbitration decision is approximately ten years old and involves a grievance between the Union and the District regarding an issue where the District failed to reappoint a social studies department chairperson. The chairperson whom the District failed to reappoint had held the position for a number of years through annual reappointments. The school principal consequently decided to appoint another applicant to the position denying the applicant the opportunity to continue serving as a

How the American media influenced Japan Essay Example | Topics and Well Written Essays - 1000 words

How the American media influenced Japan - Essay Example as well as political effects on a society, and thus, a huge number of scholars and experts are putting efforts to understand the influence and effects of media on its own society, as well as societies around the globe. In particular, this paper will be endeavor to analyze the role of American media in the Japanese society, and will attempt to identify different aspects of the American media that is playing a crucial role in altering the Japanese culture and society. In sociology, experts (Richardson, pp. 23-25) consider American media as a powerful body that has the command of influencing nations globally, and they often term American media as ‘pop culture.’ In specific, American media is a wide sector involving huge range of components, such as television, films, newspapers, and radio; however, experts believe that only television and films have the ability to influences masses due to their long-ranging availability as compared with newspapers and radio that confront limitation of national, as well as educational boundaries. Interestingly, the two components of the American media: television and films have yet been successful in promoting individuals in other countries to think, behave, act, and respond in an American way, and that is visible in most of the countries, especially the Asian countries that are already under influence of American politics and power. It is an observation that sociologists (Porter, pp. 12-13) in Japan are now afraid of cultural homogenization in the country due to increment in the influence of American pop culture globally. In this regard, they are putting efforts to prevent such cultural deterioration in a significant manner by putting barriers. Still, the American media has been successful in acquiring mass audience in Japan, and nowadays, MTV, Star World, Hollywood, etc have now become a part of Japanese society, especially young members of Japan that will be the future leaders of Japanese culture and society. A number of

Museum of Art Essay Example for Free

Museum of Art Essay After visiting the Raleigh Museum of Art, I discovered two paintings that conjured up opposite feelings that I will compare and contrast. The painting I liked most was titled, Jungle Camp, 2000 an Acrylic on canvas 72 x 60 in. (182. 9 x 152. 4 cm), from one of North Carolina’s most respected artists, Maud Gatewood. Her paintings record the varied experiences of a wandering life. Writing on the back of the canvas, the artist notes the origins of this picture: Trapped in the Amazon with a bad leg. Confined to a hut, she made the most of the opportunity. The second painting titled, Venice without water, by North Carolina’s artist Donald Sultan was the painting I truly disliked because of the feelings it provoked. Sultan’s painting from 1990 was an acrylic painting and measured 96 x96 inches in dimension. Sultan used Butyl rubber, acrylic paint, and plaster on vinyl composite tiles, which were mounted on four Masonite panels. Both painting represent landscapes captured by the artists’ eyes or through a photograph. These paintings gave me two strong, but opposite, feelings: joy and sadness. I will describe the differences and contrast these two works of art. The two pieces of art works have several differences in style. First, the shape in the painting, jungle camp, is rectangular; while the second painting is square. The choice and use of color in the two paintings are completely opposite. Since color is most important to me, I chose the jungle camp painting due to the variety of bright colors that pop from canvas. The painting from Mrs. Gatewood is colorful, which gave me a feeling of joy and warmth. However, Sultan decided to use contrast instead of colors in his painting. Thus, Sultan’s painting is filled with different tones of grey, black, or white. Gatewood’s painting represents a jungle’s view from a patio or balcony. I can see tall palm trees all stuck to each other in her painting, which gives the impression of abundance and fertility. She chooses many different variations of green. For example, she utilizes certain hues of light green to create an effect of sun reflection. There are two types of curtains on the patio, hanging on a fine line. The first is really colorful, a mix of tropical color, and the second is like a white veil, which you can see trough it. The mix of materials and colors for the curtains, added to the jungle, procures me a sense of evasion, vacation, and relaxation. I was drawn to the atmosphere of serenity and tropic jumbled together, which is the reason that this painting evoked my interest. However, Sultan’s painting is the exact opposite of abundance and excursion. The whole artwork is quite dark and sad. It’s a representation of the well-known Rialto’s bridge, which is an infrastructure between to planes. The first plane is an illustration of wood’s pillars, which surround the Venetian canals; they are use by the gondoliers to park their â€Å"original dinghy†. The second plane is the bridge; it looks pretty scary and dark with no one crossing it. The final plane, which is the background, consists of some Venetian’s buildings. These buildings form a line that converges towards the bridge; which helps my eyes focus on the main subject the bridge. Sultan’s painting does not reflect the Venice that I saw five years ago. When I think about my trip to Venice, I have an enriched memory filled with bright colors from the Carnival. I remember vivid colors on all the masks, costumes, life, and crawl of people. Sultan’s artwork doesn’t have any of my souvenirs. Instead, the painting is more like a sinister version of the beautiful city, Venice. Although I do not like this particular outlook of Venice, I realized after studying his painting that the artist is expressing his environmental point of view of the city, which I completely agree with. As an admirer of this city, I feel concerned by the environmental issue depicted in the painting. The notion that the excess of tourism could be destructive to a fragile city like Venice is a valid concern. The artist conveys his dismay over â€Å"the deteriorating environment with the unused mooring posts, the dry canal bed of mud-like tar, and the melancholy mood of the painting†. I think that colors or tonalities are the essence of the painting, like the rhythm and tunes are for music. In my view colors are strongly subjective, they can have different psychologist effects and symbolist’s significations, they can differ from a culture to another; associating Black with mourning is normal, in our occidental countries, while in Asia it’s the actual opposite, White. In my case the colors are the main cause, on what I think is pretty or not.

Tupac Shakur Essay -- Music, Rap Industry

Tupac Shakur, otherwise known as 2Pac, was well known for his accomplishments in the rap industry, as well as his career in acting. When most people look back at the life of Tupac they will remember September 7th 1996, the night Shakur was shot four times on the streets of Las Vegas. Six days later on September 13th 1996, he was pronounced dead at the University Of Nevada Medical Center (THUG, 2011). Although most individuals believed that the tension between the East Coast and the West Coast would lighten with the death of Tupac, it did just the opposite. With angry fans mourning the death of Tupac, and gang members begin promoting more violence in the streets. The feud became stronger between the East and West Coast, causing a divide throughout America. Even though Tupac wasn't alive anymore his records were still sold, and his music videos and songs were still being produced. Other rappers also used the death of Tupac to their advantage, writing songs and raps about his dea th. Moreover, the death of Tupac brought curiosity to many Americans regarding the rap industry because he was a very well-known rapper/actor, who many people still mourn today. Sectionalism in the early eighteen hundreds was much like the East Coast and West Coast feud in the 1990’s. In the 1800’s the issue over slavery was dividing America into two, the North and the South. The North did not think slavery was right, the South did, and they wanted slavery to continue. The constant fighting over the issue of slavery increased as the decade went on. The result of this feud was the Civil War, that broke out in April 1861. The war lasted four long years, with many casualties, and relationships between states that would take a great amount of time to ... ...e still released after his death (Kallen, 94). Most of the released songs became hits, but Tupac Shakur was unable to accept the praise. Some have the idea that at the time Tupac was shot, he was going to leave Death Row Records. If this were true, it would have been a reason for someone from Death Row Records to shoot him, but as of 1999, there had been no investigation into Tupac Shakur’s murder. This brought a great deal of anger among many people who were furious that he was murdered in the first place (Tupac, 2002). Furthermore, the death of Tupac Shakur has become famous throughout America, whether you were a fan of Tupac Shakur, or the story was all a shocker to you, it has caused curiosity among individuals whether or not the East Coast versus West Coast rivalry was the cause of the murder, and whether or not the rivalry was necessary in the beginning.

“Animal Farm” by George Orwell Essay

Napoleon is the main character from the book Animal Farm written by George Orwell. He is a demanding, overpowering pig who always gets what he wants. In the book Napoleon is a common pig that gets rid of the pig that shares power with him, Snowball and takes over the leader ship of the farm which he later turns into a dictatorship. The difference between Napoleon and Snowball is what makes the book powerful and refers to what real people get manipulated easily. Napoleon is based on the real life person Joseph Stalin, who ruled the Soviet Union for 30 years. The name Napoleon comes from the French general Napoleon Bonaparte, who was power crazy and a dictator. In the book Napoleon is a bad pig from the beginning. He fights along with his fellow pig, Snowball to free the farm from humans but later on starts making some suspicious decisions such as drinking the milk that the animals have worked for and taking the puppies of Jessie and Bluebell for himself. Napoleon takes over by sending his dogs after Snowball, who runs away, do to fear. Slowly but surely we see him take one step at a time towards the crown of being the only leader. For example he changes the seven Commandments rules against killing, drinking, and sleeping in bed. All the animals are forced to work just as hard as before the rebellion and they don’t even get enough food. Napoleon makes the other animals fear him by killing the animals that have made wrong decisions and starving some of them because they don’t do as he says. Soon enough everyone does as he wishes and behaves after his will. Napoleon praises himself for all the things that he has done for the animals which in the end is nothing.

Psychoanalysis of Crime Essay

An individual’s sense of self has always been an issue that fascinated people. Under the notion that most people enjoy talking about themselves, the realm of psychology opened its doors to investigate the underlying conditions that make people who they are and how they perceive others and the world. Many theories have been developed in order to understand the complexities that make up the human psyche and it is in this aspect that this paper will center upon. The theory which I have chosen for this particular case study is the Psychoanalytic theory by Sigmund Freud and I believe this theory will address most of the behavioral patterns that the subject is situated in. Freud’s psychoanalytic style in examining an individual’s motives for behavior has established the grounds for in-depth analysis into a person’s psyche and though it has its limitation, it offers a refreshing viewpoint as to why such behaviors have endured and its significance to an individual’s interpretation of the world (Shoham, 1993). Psychoanalysis has helped in putting into perspective the many ways in which behaviors of an individual or groups of individuals could be determined by the examining their upbringing and isolating internal and external desires. One of the major conjectures of psychoanalysis is that individuals are inherently sinful and they are controlled by certain instincts which are buried in one’s subconscious. The psychoanalytic theory attempts to realize these internal desires in order to determine the right kind of action in which the individual might be able to control a problematic behavior from recurring (Elliott, 2002). In order to see the application of the psychoanalytical theory, a brief background of the case study should be presented to comprehend the situation. The case study involves a twenty-eight year old man named Bert who was convicted of committing larceny. In the article, Bert was condemned to serve a four year sentence in prison with eighteen months non-parole. Admitting to the crime he had committed, he was said to have been accompanied by two accomplices whom he knew from his previous prison sentence. It was relayed that Bert had entered a pub one night and was approached by the two accomplices who urged him to join them rob a factory. Nine weeks before the incident, Bert was out of prison after serving a year in prison for getting caught with stolen goods. In Freud’s Division of the mind, he enlists the concept of the Id, Superego and Ego. The Id is supposed to uphold the baser instincts that are present in each individual. It dispenses on the precepts of pleasure to satisfy the innate wants of the individual. The Superego comprises the ethical or moral aspect of the individual that appeals to an ideal sense of being. The Ego is said to be the balancing aspect of the individual’s personality as it maintains the needs and wants of both the Id and the Superego. The Ego represents the awareness of an individual regarding his/her state of being (Shoham, 1993). If the processes that harmonize these three should ever be disrupted, it would render uneasiness to the individual’s psyche and cause him/her to employ some defense mechanisms that would be able to shield the ego. The psychoanalysis in Bert’s case encompasses a great deal of struggle between his superego and id, as can be denoted when he points out that he is frustrated with himself for not being able to avoid criminal activities. This is described as an over-developed superego, which imposes an excessive need for punishment with regard to the things the individual has wrongly committed or the unpleasant experiences that has brought misery into the individual’s life (Shoham, 1993). In the text, Bert was said to have grown-up in a dysfunctional family and that his absentee father was also a criminal who often displayed a violent attitude towards the family whenever he was home. In this aspect, Bert’s rationale on punishing himself was an act of regression in an early state of his life that involved his father (Shoham, 1993). The illegal acts Bert has committed during his early teens and the subsequent trips to juvenile and adult institutions has led him to think that he should be penalized for the things that he has done and for belonging to a family that breeds criminals.. In a sense, Bert might be trying to compensate for his father’s mistake of abandoning his children with regard to his wife and kids and most especially, his brothers and sister. This kind of rationalization instills tension into his being, which makes him unconsciously commit illegal activities despite his efforts to reform his life (Shoham, 1993). As a result of this conflict, Bert reasons out in a defying way that even though he acknowledges his wrongdoing, he believes that it is under the influence of alcohol and the two conspirators with him the night of the criminal activity. Bert also pointed out that the long sentence designated to the criminal act that he had committed was a bit unreasonable since he only stole goods from a factory and not a private residence. Based on these statements, Bert had shown feelings of contradiction between his guilt for what he had done and his comprehension of the situation as he puts the blame on other sources in lieu of himself. In the case study, Bert was thought of to be a pushover by the law officers as the former would get caught up in situations that force him to do things that should best be avoided (Elliot, 2002). Parallel to his over-developed superego, Bert’s behavior also displays a weak Ego in conjunction with his Id. His inability to stand his ground in moral situations and his inadequacy in delivering good judgments makes him a pawn for manipulative individuals like the two conspirators whom Bert met at the pub (Shoham, 1993). In this situation, it is quite clear that he is still in denial of what he has done since he has not fully accepted the responsibility for the criminal act. However, in another statement, he also did not want to cooperate with the law enforcers in identifying who were his accomplices in committing larceny. This posits a rather confusing behavior as Bert did not want to admit fully to the crime committed yet he does his conspirators a favor and refuses to give out their names to the law officers as he believes that he is not one to break the code of brotherhood. This act alone concurs with the insight made earlier about his desire to be punished for being a criminal (Rosen, 1996). On another note, Bert has tried to justify the crime he had committed by rationalizing the triviality of robbing the factory and that a long sentence was not necessary. He seems to suppress the mere fact that he has a long track record of criminal activities that warrants for the current court verdict. With this in mind, one can deduce that Bert still thinks of himself as a misguided youth. Such display of reasoning implicates how the environment he grew up in greatly influenced his decisions in life (Shoham, 1993). His lack of a formal education and emotional nurture at home resulted to his rebellious conduct and misplaced aggression that could only be attributed to his family’s situation. Bert’s leanings toward alcoholism may be credited to his undeveloped oral stage, which his mother could not properly provide as the strains of his father being in prison and the abuses that his mother and siblings received from him deprived Bert of a normal transition into the next stages of development (Shoham, 1993). In addition, his father’s drunken presence at the puberty stage predisposed him and his older brothers to acclimate a life of criminal activities since that might have been the only way that he could be with his father who was gone most of the time. While he was third among the two boys in his family, he could not look up to his older brothers as they too were undependable for the nurturing in which he sought from his parents (Shoham, 1993). It is in this aspect that one can observe the oedipal complex that Freud has included in his Stages of Development theory as it demonstrates the lack of attention and love that Bert wanted from his father (Shoham, 1993). Bert’s unresolved intimacy issues from both his parents compelled him to project this in an unhealthy lifestyle through alcohol and a string of criminal records. In defense of the two conspirators, Bert might have felt a sense of belongingness in their company since they understood his situation more than anyone, which is why he was adamant to not cooperate with the law enforcers (Shoham, 1993). Bert’s yearning to successfully reform may be hampered by his own moral perceptions as he is not able to grasp the consequences his actions have merited him. While he is affected by what happens with his wife and two children, he cannot instinctively change his ways without going through therapy or some form of rehabilitation to straighten his ways. Bert’s situation could have been easily avoided if he has learned to act on his own. Since his lack of education poses a hindrance to the development of his being, one could suggest that individuals like Bert who are frequently law breakers should be also be subjected to an education in their correction facilities aside from the terms that they serve (Kline, 1987). According to Lester and Van Voorhis’ book â€Å"Psychoanalytic therapy†, criminal convicts like Bert should not be subjected to environments that derail their development. Since most these convicts are not well-equipped with the right attitude to stay off the streets, correctional facilities should be able to provide such services that will be able to aid them to commit to reformation. Support from family and close friends should also be encouraged though for most of these convicts, it would seem quite difficult as most of them don’t have a strong support base (p. 122). From Kline’s book â€Å"Psychoanalysis and crime†, it has been suggested that creating a viable environment for these convicts when they got out is necessary as that will sustain their progress for development and would make them not want to seek the confines of the prison walls as they will be able to feel part of the society again. This entails releasing them in an environment where temptations would not abound and provide them with jobs that does not degrade their sense of being (p. 60). Analyzing Bert’s case in the psychoanalytic perspective has provided grounds on in which correctional facilities should be able to help convicts to maintain a reformed life.

Childrens Television Drama Essays

Childrens Television Drama Essays Childrens Television Drama Essay Childrens Television Drama Essay Q1 What meanings are conveyed to the audience through the visual signs used in your programs? The programs I am analysing are Byker Grove and Shoebox Zoo. They are both aimed at younger children, this is there targeted audicence this is evident in Byker Groves opening sequence, as it has many vibrant colours such as yellow and red which connates the light heartedness and the innocence of the show, it is also very fast paced and energetic. However in the opening sequence of Shoebox Zoo it is different, the colours that are used are mainly dark reds connating the danger and the more seriousness of the drama. The sequence also implies that they are on some kind of quest. There is also a white light glow around one of the characters, which usually connotes that they are good and of some importance. The camera work that is used in the opening sequence of Shoebox Zoo has many slow motions and is shot mid shot, this connates the emotion of the characters the soft focus also amplifies this fact of emotion. At the end of this sequence is there is an old, medieval font, it is very magi cal and fits the quest storyline and the genre well. In the Byker Grove opening sequence the font that is used is a graphiti type of font which connates the childish side of the show. The first sequence of Byker Grove is set in the Grove, which is in essence is there youth club. The lighting in this first scene has a very naturalistic lighting to it, the decorations in the youth club are vivid and vibrant with bright reds and yellows again conveying the happiness of the show. The fist sequence in Shoebox Zoo Marnie and her Father are driving in the car and it is a dull day, with greys and dark colours being used, which again amplifies the seriousness of the show. In another scene they are all sat round a camp fire at night, the camera cuts to the sky, which shows the moving grey clouds which shows the danger of the scene, and it comes across as scary. In Byker Grove there is a scene where there is a child arguing with another, the camera shots are quite close to the two, then one of the childs throws a drink at the other, and the camera sharply zooms into the stain and then a close-up shot of the childs face, who is not pleased, this sort of camera work is a very basic way to show the anger of the child, this basic way is used extensivly as it is simple and easy for the children to get the idea of the scene. This fast paced switching between characters is used again in Byker Grove, in this scene we have to children and they have just eaten a meal, but cannot pay for it, so what we have is them arguing between themselves as to who pays for it, the camera goes backwards and forwards to each characters in a fast moving, fast paced way, and this shows the panic of the two very well. On Shoebox Zoo there is a scene where they are camping in a tent at night, the lighting is very dark and there is wind and rain outside connatating the disturbing atmosphere of the scene. Shoebox Zoo unlike Byker Grove uses a lot of animation, both for its characters and its intro. The animated characters add a kind of mystical, dreamlike side to the story, as the characters are very magical and unreal and fit this certain genre very well.It is also very sterotypical of a child with the dreamlike attributes of a child having these animated charecters is very beneficial to the story. And containing these character s is a very good way of enhancing the excitement of the journey which they are on. Q2 What important representations are there in your texts? Give reasons for your answers In Shoe Box Zoo one of the main characters is Professor Toledo. He is the evil villain within the story and is represented as a dark and dangerous shape shifter.The sterotype of an evil villain in a childrens drama is a old usually wearing black and often strange in appearance man. Toledo is not the stereotypical villain, looking at what he wears, a white cloak and gown, it comes apparent that these clothes do not conform to the usually bad guy image. There is a reason for this as he was once good, hence the white cloak but is now fallen evil. The white cloak also connotes a kind of magical and wizard like person which fits in perfectly with the story.It is however clear that he is the villian, this is clear in the way he speaks and the anger he puts across on screen towards the other charecters.The generic element of the good VS evil is clearly evident in this drama, with Toledo being the villian with his menacing ways and the hero being a young inecent girl that the children can ea sily relate too. Toledos body language suggest he is a powerful character with upright composure and his commanding presents, he also uses his hands a lot to express his feelings, and he often looks down towards an other character McTaggart, his servent. The way Toledo speaks and his use of language is very menacing, representing the evilness he brings to the story, he uses various words and speaks them quick and hard which also represents his power as a villain. In one scene Toledo is giving orders to McTaggart however he refuses to carry out the orders and McTaggart then walks away, suddenly Toledo appears from no-where and McTaggart then sees his power and accepts his order, we the audience are suppose to feel afraid and the power of Toledo as McTaggart feels. In Byker grove there is a character called Bradley, he is a lively teenager with a slightly annoying personality. If we take a look at what he wears its clear that he is represented as an individual in contrast to his peers and deffiantly a leader with the other charecters being the follwers of him.He wears a smart Tee shirt under a Blazer and casual trousers. In comparison to the other teenagers in the show who wear baggy jeans and Tee Shirts. The conations of his Blazer are that he is quite business like and more mature than the rest of the teenagers. His body language can be overwhelming, one instance of this is when there are two adult youth club workers ideologically of higher importance than him are sat down and he stands up and seems to overshadow them, and comes across as a figure of authority. The way Bradley speaks and his certain tone of voice suggest it is possible that he is a homosexual, which later comes apparent in the episode. The way the camera pans to Bradley and t he frequency implies that he is of greater importance than the other characters. When watching Byker Grove it is obvious that he is one of the main characters in this series and he is represented to that of a father figure, if the teenagers have problems they consult Bradley.

The Invention of American Agriculture in Tehuacan Valley

The Invention of American Agriculture in Tehuacan Valley The Tehuacn Valley, or more precisely the Tehuacn-Cuicatln valley, is located in southeastern Puebla state and northwestern Oaxaca state in central Mexico. It is the southernmost arid area of Mexico, its aridity caused by the rain shadow of the Sierra Madre Oriental mountain range. Annual mean temperature averages 21 degrees C (70 F) and rainfall 400 millimeters (16 inches). In the 1960s, the Tehuacn Valley was the focus of a large-scale survey called the Tehuacn Project, led by American archaeologist Richard S. MacNeish. MacNeish and his team were looking for the Late Archaic origins of maize. The valley was selected because of its climate and its high level of biological diversity (more on that later). MacNeishs large, multi-discipline project identified nearly 500 cave and open-air sites, including the 10,000-year-long, occupied San Marcos, Purron, and Coxcatln caves. Extensive excavations in the valleys caves, particularly Coxcatln Cave, led to the discovery of the earliest appearance at the time of several important American plant domesticates: not just maize, but bottle gourd, squash, and beans. Excavations recovered over 100,000 plant remains, as well as other artifacts. Coxcatln Cave Coxcatln Cave is a rock shelter that was occupied by humans for nearly 10,000 years. Identified by MacNeish during his survey in the 1960s, the cave includes an area of about 240 square meters (2,600 square feet) beneath a rock overhang about 30 meters (100 feet) long by 8 m (26 ft) deep. Large-scale excavations conducted by MacNeish and colleagues included about 150 sqm (1600 sq ft) of that horizontal range and vertically down to the bedrock of the cave, some 2-3 m (6.5-10 ft) or more to bedrock. Excavations at the site identified at least 42 discrete occupation levels, within that 2-3 m of sediment. Features identified at the site include hearths, cache pits, ash scatters, and organic deposits. The documented occupations varied considerably in terms of size, seasonal duration, and number and variety of artifacts and activity areas. Most importantly, the earliest dates on domesticated forms of squash, beans and maize were identified within Coxcatlns cultural levels. And the process of domestication was in evidence as well- especially in terms of maize cobs, which are documented here as growing larger and with an increased number of rows over time. Dating Coxcatln Comparative analysis grouped the 42 occupations into 28 habitation zones and seven cultural phases. Unfortunately, conventional radiocarbon dates on organic materials (like carbon and wood) within the cultural phases were not consistent within the phases or zones. That was likely the result of vertical displacement by human activities such pit-digging, or by rodent or insect disturbance called bioturbation. Bioturbation is a common issue in cave deposits and indeed many archaeological sites. However, the recognized mixing led to an extensive controversy during the 1970s and 1980s, with several scholars raising doubts about the validity of the dates for the first maize, squash, and beans. By the late 1980s, AMS radiocarbon methodologies which allow for smaller samples were available and the plant remains themselves- seeds, cobs, and rindscould be dated. The following table lists the calibrated dates for the earliest direct-dated examples recovered from Coxcatln cave. Cucurbita argyrosperma (cushaw gourd) 115 cal BCPhaseolus vulgaris (common bean) cal 380 BCZea mays (maize) 3540 cal BCLagenaria siceraria (bottle gourd) 5250 BCCucurbita pepo (pumpkins, zucchini) 5960 BC A DNA study (Janzen and Hubbard 2016) of a cob from Tehuacan dated to 5310 cal BP found that the cob was genetically closer to modern maize than to its wild progenitor teosinte, suggesting that maize domestication was well underway before Coxcatlan was occupied. Tehuacn-Cuicatln Valley Ethnobotany One of the reasons MacNeish selected the Tehuacn valley is because of its level of biological diversity: a high diversity is a common characteristic of places where first domestications are documented. In the 21st century, the Tehuacn-Cuicatln valley has been the focus of extensive ethnobotanical studies- ethnobotanists are interested in how people use and manage plants. These studies reveal the valley has the highest biological diversity of all the arid zones in North America, as well as one of the richest areas in Mexico for ethnobiological knowledge. One study (Davila and colleagues 2002) recorded over 2,700 species of flowering plants within an area of approximately 10,000 square kilometers (3,800 square miles). The valley also has a high human cultural diversity, with Nahua, Popoloca, Mazatec, Chinantec, Ixcatec, Cuicatec, and Mixtec groups together accounting for 30% of the total population. Local people have amassed an immense amount of traditional knowledge including the names, uses, and ecological information on nearly 1,600 plant species. They also practice a variety of agricultural and silviculture techniques including the care, management, and preservation of nearly 120 native plant species. In Situ and Ex Situ Plant Management The ethnobotanists studies documented local practices in habitats where the plants naturally occur, called in situ management techniques: Tolerance, where useful wild plants are left standingEnhancement, activities that increase the plant population density and availability of useful plant speciesProtection, actions which favor permanence of particular plants through care Ex situ management practiced in Tehuacan involves seed sowing, planting of vegetative propagules and transplanting of entire plants from their natural habitats into managed areas such as agricultural systems or home-gardens. Sources Blancas J, Casas A, Lira R, and Caballero J. 2009. Traditional Management and Morphological Patterns of Myrtillocactus schenckii (Cactaceae) in the Tehuacn Valley, Central Mexico. Economic Botany 63(4):375-387.Blancas J, Casas A, Rangel-Landa S, Moreno-Calles A, Torres I, Pà ©rez-Negrà ³n E, Solà ­s L, Delgado-Lemus A, Parra F, Arellanes Y et al. 2010. Plant Management in the Tehuacn-Cuicatln Valley, Mexico. Economic Botany 64(4):287-302.Dvila P, Arizmendi MDC, Valiente-Banuet A, Villaseà ±or JL, Casas A, and Lira R. 2002. Biological diversity in the Tehuacn-Cuicatln Valley, Mexico. Biodiversity Conservation 11(3):421-442.Farnsworth P, Brady JE, DeNiro MJ, and MacNeish RS. 1985. A re-evaluation of the isotopic and archaeological reconstructions of diet in the Tehuacan Valley. American Antiquity 50(1):102-116.Flannery KV, and MacNeish RS. 1997. In defense of the Tehuacn project. Current Anthropology 38(4):660-672.Fritz GJ. 1994. Are the first American farmers getting younger? Cur rent Anthropology 35(1):305-309. Gumerman GJ, and Neely JA. 1972. An Archaeological Survey of the Tehuacan Valley, Mexico: A Test of Color Infrared Photography. American Antiquity 37(4):520-527.Janzen GM, and Hufford MB. 2016. Crop Domestication: A Sneak-Peek into the Midpoint of Maize Evolution. Current Biology 26(23):R1240-R1242.Long A, Benz BF, Donahue DJ, Jull AJT, and Toolin LJ. 1989. First Direct AMS Dates on Early Maize From Tehuacan, Mexico. Radiocarbon 31(3):1035-1040.Long A, and Fritz GJ. 2001. Validity of AMS dates on maize from the Tehuacn Valley: A comment on MacNeish and Eubanks. Latin American Antiquity 12(1):87-90.MacNeish RS, and Eubanks MW. 2000. Comparative analysis of the Rio Balsas and Tehuacn models for the origin of maize. Latin American Antiquity 11(1):3-20.Smith BD. 2005. Reassessing Coxcatln Cave and the early history of domesticated plants in Mesoamerica. Proceedings of the National Academy of Sciences 102(27):9438-9445.

Business Law Essay Example | Topics and Well Written Essays - 750 words - 7

Business Law - Essay Example this instance, the concept of unilateral and mutual mistakes under the Restatement (Second) of Contracts can be made use of by both the buyer and the seller. It is evident that, either both the parties made a mistake with regard to the value of the rock, or one of them (the owner through his inexperienced clerk) had made one. It is not clear in this instance whether the geologist had intentionally withheld his understanding of the rock’s value. But since the person (geologist) handed over the rock to experts for valuation, he may not be an expert and it can be assumed that it is a case of mutual mistakes. As per the Restatement (Second) of Contracts, â€Å"Where a mistake of both parties at the time of contract was made as to a basic assumption on which the contract was made has a material effect on the agreed exchange of performances, the contract is voidable by the adversely affected party unless he bears the risk of the mistake under the rule stated in 154† (Ayers, n .d.). It cannot be done in case of unilateral mistake. If it can be proved by the store owner that the geologist also made a mistake in assessing the value, he can make the contract voidable. But the geologist can take recourse to Section 154 mentioned above. Applying clause (b) of the section, the store owner had only limited knowledge about the stone and gave it to the geologist in the premise that he will have fairly good knowledge because of his professional qualifications. It is difficult to prove whether a person has limited or full knowledge of a product being exchanged in a contract. The store owner showed that he had limited knowledge, but not the geologist. In this instance there is every chance that the geologist may get full legal ownership of the stone. Since an employee is an agent of the employer, it does not matter whether the deal was done by the former. The choice of using the unconscionability clause is open to the store owner, but it is doubtful whether it can ov erride the