Reinforcement and Punishment in Our Daily Life free essay sample

Reinforcement is a term in operant conditioning and behaviour analysis for the delivery of a stimulus, (immediately or shortly) after a response, that results in an increase in the future rate or probability of that response. The response strength is assessed by measuring frequency, duration, latency, accuracy, and/or persistence of the response after reinforcement stops. Experimental behaviour analysts measured the rate of behaviours as a primary demonstration of learning and performance with non-humans.For example, rate is measured as the number of times a pigeon pecks a key in a 10 minute session. Reinforcement is the stimulus, event, or situation whose presentation is dependent upon a response. B. F. Skinner, the researcher who articulated the major theoretical constructs of reinforcement and behaviourism, defined reinforcement according to the change in response strength rather than to more subjective criteria, such as what is pleasurable or valuable to someone. Accordingly, activities, foods or items considered pleasant or enjoyable may not necessarily be reinforcing (because they produce no increase in the response preceding them). We will write a custom essay sample on Reinforcement and Punishment in Our Daily Life or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Stimuli, settings, and activities only fit the definition of reinforcement if the behaviour that immediately precedes the potential reinforcement increases in similar situations in the future. For example child who receives a cookie when he or she asks for one. If the frequency of cookie-requesting behaviour increases, the cookie can be seen as reinforcing cookie-requesting behaviour. If however, cookie-requesting behaviour does not increase, the cookie cannot be considered reinforcing.Reinforcement theory is one of the motivation theories; it states that reinforced behaviour will be repeated, and behaviour that is not reinforced is less likely to be repeated. The sole criterion that determines if an item, activity, or food is reinforcing is the change in probability of behaviour after administration of that potential reinforcement. Other theories may focus on additional factors such as whether the person expected the strategy to work at some point, but in the behavioural theory, reinforcement is descriptive of an increased probability of a response. Primary reinforcementA primary reinforcement, sometimes called an unconditioned reinforcement, is a stimulus that does not require pairing to function as reinforcement and most likely has obta ined this function through the evolution and its role in species survival. Examples of primary reinforcement include sleep, food, air, water, and sex. Other primary reinforcement, such as certain drugs, may mimic the effects of other primary reinforcement. While this primary reinforcement is fairly stable through life and across individuals, the reinforcing value of different primary reinforcement varies due to multiple factors (e. . , genetics, experience). Thus, one person may prefer one type of food while another abhors it. Or one person may eat lots of food while another eats very little. So even though food is a primary reinforcement for both individuals, the value of food as reinforcement differs between them. Secondary reinforcement A secondary reinforcement, sometimes called a conditioned reinforcement, is a stimulus or situation that has acquired its function as reinforcement after pairing with a stimulus that functions as reinforcement.This stimulus may be a primary reinforcement or another conditioned reinforcement (such as money). An example of a secondary reinforcement would be the sound from a clicker, as used in clicker training. The sound of the clicker has been associated with praise or treats, and subsequently, the sound of the clicker may function as reinforcement. As with primary reinforces, an organism can experience satiation and deprivation with secondary reinforces. 3. 1 Increase of desire Positive reinforcement A positive reinforcement may be used as part of a behaviour intervention plan (BIP). Unlike negative reinforcement, positive reinforcement are strategies used to help increase targeted behaviours in students who are experiencing academic or behavioural problems at home and school. How is Positive Reinforcement Used? Positive reinforcement helps students learn behaviours necessary to be successful academically and socially. For example, a students behaviour goal may be to increase the amount of time he stays on-task in class. Positive reinforcement would be used as a reward for improving over a period of time.Positive reinforcement includes any actions, consequences, or rewards that are provided to a student and cause an increase in desired behaviour. They may include rewards and privileges that students like and enjoy. For example, a student may earn physical rewards such as school supplies, healthy snacks, or choice of free-time activities. When choosing a positive reinforcement, it is important for the IEP team to know the child well. If possible, it can be helpful to allow the child to help choose the type of positive reinforcement he would like to earn.Examples: Positive reinforcement increase a students targeted behaviours. Positive reinforcement is similar to rewards, but they are also intended to increase behaviours over time. They are not just a one-time reward for good behaviour. 3. 2 Drawbacks of Positive Reinforcement Positive reinforcement may seem to be an ideal technique to increase certain positive behaviours. Managers may be able to motivated employees using positive reinforcement techniques. However, there can be some drawbacks. First, the use of positive reinforcement techniques may result in people becoming more extrinsically motivated.Extrinsic motivation may undermine creativity. In Amabiles (1985) experiment, people were asked to write two poems. Before writing the second poem, some people were given a questionnaire in which they were asked to rank the importance of some reasons for writing. In one condition, these reflected extrinsic motivation. In another condition, they reflected intrinsic motivation. In the control condition, people did not receive a questionnaire with reasons for writing. The poems in the extrinsic-orientation condition were judged to be less creative, on the average, than the poems in the control condition.Second, the ideal employee may be one who is intrinsically motivated and does not require constant supervision. Intrinsically motivated employees may be less likely to be late. They also may be more likely to excel at their jobs. Thus, positive reinforcement techniques may not lead to ideal employees in a company. 3. 3 Effect of Positive reinforcement for children Positive Reinforcement Can Improve Your Childs Behaviour: Using positive reinforcement is an easy way to nix behaviour problems. You can use positive reinforcement can help you encourage your child to do everyday tasks you need her to perform.Turning off an annoying song when a child asks their parent is an example of negative reinforcement (if this results in an increase in asking behaviour of the child in the future). Another example is if a mouse presses a button to avoid shock. Do not confuse this concept with punishment. There are two variations of negative reinforcement: oAvoidance conditioning occurs when behaviour prevents an aversive stimulus from starting or being applied. oEscape conditioning occurs when behaviour removes an aversive stimulus that has already started. A lot of students are confused about negative reinforcement.Whats the difference between that and punishment? Perhaps some examples of negative reinforcement would be helpful (remember, its reinforcement so the behavior increases, and because its negative, the reinforcement is removed after the response). Negative Reinforcement strengthens behaviour because a negative condition is stopped or avoided as a consequence of the behaviour. Punishment, on the other hand, weakens behaviour because a negative condition is introduced or experienced as a consequence of the behaviour. Here are two examples of Negative Reinforcement: 1.A rat is placed in a cage and immediately receives a mild electrical shock on its feet. The shock is a negative condition for the rat. The rat presses a bar and the shock stops. The rat receives another shock, presses the bar again, and again the shock stops. The rats behaviour of pressing the bar is strengthened by the consequence of the stopping of the shock. 2. Driving in heavy traffic is a negative condition for most of us. You leave home earlier than usual one morning, and dont run into heavy traffic. You leave home earlier again the next morning and again you avoid heavy traffic.

Behavioral Perspective essays

Behavioral Perspective essays The Behavioral Perspective is the view of the psychological aspect of Behavior. This perspective points out the study of measurable, observable behavior and the way in which the environment determines behavior. Included in this perspective is the nature of man, determinism, and the possibility of change. Behaviorists believe that the nature of man is neither good nor evil. Behaviorists believe in the theory of Tabula Rasa, or the blank slate theory. In this theory a baby is born with no knowledge and their knowledge draws from their environment and experience. Here, Behaviorist B.F. Skinner reiterates his believe in this concept by saying: So far as I know, my behavior at any given moment has been nothing more than the product of my genetic endowment, my personal history, and the current setting. As Skinner puts it, this theory of Tabula Rasa is the belief that people are a product of their environments. This concept also brought forth the famous quote about conditioning from John Watson who said Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in, and Ill guarantee to take anyone at random and train him [her] to become any type of specialist I might selectdoctor, lawyer, artist, merchant, chief, and yes, even beggerman and thief, regardle ss of his [her] talents, penchants, tendencies, abilities, vocations, and the race of his [her] ancestors. The idea that we have no free-will (Skinner) is called Determinism. In addition to the Tabula Rasa theory another aspect of Determinism is Conditioning. Conditioning is the most basic form of learning. In Conditioning a behavior is learned by a person and or animal. This learning is a result of reinforcement or the association of an unconditioned (not learned) stimulus with a conditioned (learned) stimulus. The first of the two types of Conditioning is Classical C...

Informational Memo Assignment Example | Topics and Well Written Essays - 500 words

Informational Memo - Assignment Example There are thousands of small islands surrounding the four main islands. There are a lot of mountainous regions in Japan. The weather in Japan experiences all four seasons with hot humid summers and cold winters. Japan has a high risk to natural disasters including volcanoes, earthquakes, and tsunamis.The official language of Japan is Japanese, but in the business scenes the use of English is common as Japanese include English as part of the secondary education of young students. The two primary religions practiced by Japanese people are Buddhism and Shinto. Shinto stresses a person’s relationship to nature and its many gods (CultureGrams, 2011). The capital city of Japan is Tokyo. The city of Tokyo is considered the most popular metropolis in the world (Japan-guide, 2011). The US Embassy in Japan is located in Tokyo. The embassy’s phone number is 03-3224-5000 and its address is 1-100-5 Akasaka Minato-ku, Tokyo 107-8720 Japan (Usembassy, 2011). The official currency of J apan is the yen. The current exchange rate between the US dollar and the Japanese yen is 1 to 78.6 (Xe, 2011). Japan’s has a sound economy that generates for its people a gross domestic product per capita of $32,600. The country is highly dependent on its manufacturing activities. Some of the industries that are thriving Japan’s economy include machinery, textiles, chemicals, and engineering.

Reflective Practice Essay Example | Topics and Well Written Essays - 2500 words

Reflective Practice - Essay Example The critical incident review, modeling excellence and proactive learning are the ways that are being covered in this paper. The process of reflective learning is very considerable for the students as it serves in personal growth, professional growth along with bringing an important change in the lives of the people. Therefore, all sections of the paper cover an in-depth analysis of the situations, where my personal learning acquired from the events and situations are also highlighted and discussed (Morrison, 1996; Feldman, 2005). Critical Incident Analysis The incident that I find significant for me is the learning experience I have acquired from my class PPT. My experience is based on the reflection that I gained from the PPT slides that served me great deal in understanding the phenomenon of learning. The slides helped to reflect on my experiences with using best approaches. ‘Reflection’ is one of my class PPTs that I have found too important for me, as it initiates wi th a suggestion that one needs to have an experience, which later should be observed keenly. Based on the observation, one needs to reflect upon the experience, in which there is a need to make analyses too. I also learnt that while reflecting upon an experience we need to generate new ideas. Before experiencing these slides, I had a limited thinking about the reflection on any incident. Thus, it can be said that the experience was amazing because it served to facilitate understanding of the psychological phenomenon of direct and indirect learning processes (Boud, 1985). Throughout experiencing the class PPT, I acquired a great deal of knowledge and also became aware of some of the universal facts. I learnt that when two people interact with each other, their conversation may bring significant change either on the perception of one of them or it may serve both to extract out a new conclusion. My learning through such informative slides is worth for me because now I have become quite conscious when I m experiencing a learning process. Moreover, I have also analyzed that my previous state of unconsciousness towards psychological phenomenon has transformed noticeably, because the class slides have enhanced my view to feel the transformation and revolution in human being. The significant part of the class PPT was its initial general discussion about the simple concept of learning, which was later followed by the details of the learning processes. On the other hand, I have also analyzed that it is not necessary to teach someone with giving descriptive explanation; however, if few important and concise bullets points are taught, the result could be effective to serve the learning (Brockbank & Mcgill, 2012). The class slides has cleared many fundamental concepts such as, they define the difference between coaching and counseling in a precise way that it cannot be forgotten. My experience with PPT slides is not only effective for me; however, the experience has also s erved me understanding the process of learning when we work in team. Furthermore, I have realized that the effects of learning I acquired from the class PPT are effectual for me in every walk of life. The reason behind keeping the class PPT experience among the significant incidents is the modification in my behavior when it comes to experience a learning process. The changing between my past perception and the new one developed by class PPT is quite vital for my professional life too because the learning is such a process that remains

Student's Post Week 7 Research Paper Example | Topics and Well Written Essays - 250 words

Student's Post Week 7 - Research Paper Example By reviewing the existing evidence and knowledge by previous researchers, this paper seek to prove that indeed there are problems facing homeless people in the United Kingdom. To understand the depth of the homelessness problem, the paper will review the extent to which lack of houses has escalated the problem. Moreover, it seeks to identify and possibly facilitate the implementation of solutions which will be discovered amid the efforts of improving the situation. At the outset, the focus of the subject topic of the paper is propelled by the extent of homelessness in the target population, United Kingdom. Increasingly, there is every need to urgently solve the existing problem after previous attempts have failed in offering solutions to the issue of homeless people in the United Kingdom. Research indicates that homelessness in the United Kingdom has drastically risen in the recent times. Coupled with the problems created by the economic recess and the increased demand, more people have found themselves homeless and without a roof over their head (Wilson, 2010, p. 76). The seriousness of the problem has been portrayed by the current figures from the most recent research conducted in the past three years, which has indicated a 25% increase in the need for emergency accommodation in the United Kingdom. This sharp rise in the need for housing is a direct reflection of the escalated levels of homelessness among the people and poses an ugly picture of a population that is at the blink of suffering. â€Å"BBC News According to â€Å"CentrePiece† (2012 p. 2), double housing crises face the United Kingdom. Apart from the short term fall in the in the housing prices and decrease in the construction of new houses that has been caused by the recession, there is a general shortage in housing, leaving a high number of people without decent homes (Quilgars 2011, p. 10). The short term effect of this crisis

The Timeless Theme Of Luther John Osborne

The Timeless Theme Of Luther John Osborne John Osbornes Luther, which debuted in London in 1961, is a drama with a historical setting and a timeless theme. As Osborne told an interviewer in 1961 (as quoted in Alan Carters John Osborne), I wanted to write a play about religious experience and various other things, and this happened to be the almost incidental. The play focuses on Martin Luther, the sixteenth-century monk who publicly spoke out against age-old practices and beliefs of the Roman Catholic Church, thus beginning the Protestant Reformation. Osborne, however, focuses on Martin Luthers intensely personal reaction to his religion, his faith, and his God; the transformations he wrought in Europe exist more as an aside in this drama. As he did in earlier works, such as his groundbreaking Look Back in Anger, Osborne profiles an individual in conflict with authority, which in Martin Luthers case is the vast authority of the Roman Catholic Church. In posting his 95 theses, Luther risked inevitable excommunication and brought the wrath of the highest church leaders, including Pope Leo X, upon him. He did this despite his uncertainty about what would come next, for, as he tells Cajetan at the Diet of Worms (a city in Germany) about the Roman Catholic Church, A withered arm is best amputated, an infected place is best s coured out, and so you pray for healthy tissue and something sturdy and clean that was crumbling and full of filth. Osborne dramatically depicts how Martin Luther followed his convictions in the face of great doubts, and so transformed Christianity forever. Plot overview Act 1 Luther is set in Germany during the 1500s and follows several important events in the life of Martin Luther, the religious reformer, instigator of the Protestant Reformation, and founder of the Lutheran faith. Act 1 opens at the convent of the Augustinian Order of Eremites in Erfurt, Germany, in 1506. In the presence of the other members of the convent and his disapproving father, Luther is received into the order. After the oath has been sworn, Luthers father, Hans, complains of his sons choice. Later, after his father has left, the monks gather for their meal; Luther has the job of waiting on the others. A reader lectures the men on their duties to God, doing His good works, and the rules they must follow. The men then make their confessions, but while most of the monks confess to trifling sins, Luther continually castigates himself harshly, calling himself a worm, and sharing visions that are filled with images of sex and violence. At the end, Luther has a fit and has to be dragged away by two other monks. Scene 2 takes place one year later as Luther is about to perform his first mass. Beforehand, he talks with Brother Weinand about his doubts, revealing that he still feels envy and impatience, and that he believes that God hates him. Weinand says it is not God who is angry with Luther but Luther who is angry with Him. Scene 3 focuses on the meeting between Luther and his father, Hans, following Luthers mass. Hans still cannot understand why Luther would give up earthly pleasures such as fortune and family life to become a monk. Hans suggests that Luther only became a monk through fear, the result of a promise made during a thunderstorm. Act 2 Act 2 opens at the marketplace in JÃ »terbog in 1517, where John Tetzel is selling indulgences. Scene 1 is Tetzels monologue exhorting people to buy the indulgences and ensure their swift assent to heaven. Scene 2 shifts to the Eremite Cloister in Wittenberg, where Luther talks with his mentor, Johann Von Staupitz. Through the conversation, Luthers scholarly success (he has earned a doctorate in theology) is revealed, as are his continuing doubts and discontent. Luther has become obsessed with the rules of his order, according to Von Staupitz, because it protects him from admitting that he cannot submit to anyones authority but his own. Stauptiz points out that Luther demands from himself an impossible standard of perfection and notes that he has been unable to keep all his vows but that God should still grant him salvation because of his love of Christ. Von Staupitz also talks about the Dukes annoyance with Luthers sermons against indulgences. Scene 3 shows Luther arriving with his 95 theses at the Castle Church in Wittenberg. In a monologue, he gives a sermon to the crowds, telling the common people there is no security in the purchase of indulgences and repudiating the idea that doing good works leads to personal salvation. The works are just if the man is just, he says. If a man doesnt believe in Christ, not only are his sins mortal, but his good works. Scene 4 takes place at the Fugger Palace in Augsburg in October 1518 as Cajetan, a church leader, confronts Luther about his actions. Cajetan explains to Luther the popes three demands: he must retract his sermons, not spread his ideas in the future, and stop causing disturbances among the church. Despite Cajetan telling Luther that his actions threaten the unity of Christendom, Luther will not retract. Cajetan has no choice but to refer this difficult matter to the pope. Scene 5 takes place in a hunting lodge in northern Italy in 1519. Pope Leo X reads a letter he has received from Luther in which Luther says he will not retract his theses. The pope sends a letter to Cajetan that excommunicates Luther and banishes him from Germany. Scene 6 takes place at the Elster Gate in Wittenberg in 1520. In this brief monologue, Luther reveals that he has been served excommunication papers. He burns this paper, called the papal bull. Act 3 Act 3 opens on April 18, 1521, at the Diet of Worms, where Germanys Christian princes have called Luther to ask if he will retract the beliefs he espouses in his books dissenting with church doctrine. Luther explains that his writings fall into three categories: the first deal with certain values of faith and morality that both his supporters and his enemies agree are harmless; the second group attack the power that has tyrannized Germany; the third criticizes the enemies of his religion, even if they are holy individuals, and defends the teaching of Christ. Luther declares that he cannot retract any of these works, for to retract the first group would be to condemn the things that those in favor and those against Luther agree upon; to retract the second group would be to invite more tyranny on Germany; to retract the third group would be to allow such situations to continue. Luther asks if anyone can expose his errors through Scripture; if this can be done, he will retract his books . Von Eck refuses his proposal. Do reasons have to be given to anyone who cares to ask a question? he asks. Why, if anyone who questioned the common understanding of the church on any matter he liked to raise, and had to be answered irrefutably from the Scriptures, there would be nothing certain or decided in Christendom. Von Eck further points out that Luthers disobedience threatens the stability of the church by casting doubt upon it, yet Luther refuses to recant. Scene 2 takes place in Wittenberg in 1525. Luther and the Knight speak of the Peasants Movement, a revolt which had begun the previous year and which was quickly suppressed. The peasants had been encouraged by Luthers ideas of independence, but the Knights speech reveals that Luther opposed the peasants. The Knight tells Luther that he could have brought freedom and order if he had stood on their side, but Luther explains his lack of involvement because [T]heres no such thing as an orderly revolution. The Knight accuses Luther of siding with the princes and killing the spirit of independence he had helped foster. Luther, growing angry, says that the peasants deserved to die because they ignored authority. At end of the scene, with the Knight watching, Luther marries former nun Katherine Von Bora. Scene 3, the final scene of the play, returns to the Eremite Cloister, twenty-four years after Luther joined the order. It is no longer a monastery but Luthers home, where he lives with his wife and six children. Von Staupitz joins them for a meal, and the two men discuss all that has happened since Luther posted his theses: the development of Germany and the German language, and the accessibility of Christianity to the common people. After hearing Luthers repudiation of the Peasants War, Von Staupitz asks Luther not to believe that he is the only one who is ever right. Von Staupitz departs, and Katherine enters the room, carrying their young son, Hans, and Luther takes him from her. THEMES Themes Loss of Faith Martin Luthers religious crisis-and the resulting Protestant Reformation-stemmed from his loss of faith in the teachings and practices of the church. Osborne does not analyze the social, political, and economic causes of the religious reformation that swept Europe in the 1500s; instead, he focuses on Luthers personal struggle. Luther takes action, posting the 95 theses, that makes him the first protestant, but even before this, his doubt is evident. The man who joins the monastery is prone to despair, histrionics, and self-castigation. His anxiety arises from his uncertainty about the vows that he upholds. Eventually, Luthers doubts about Roman Catholic doctrine, as well as his disgust for the moral laxity of church leaders, lead him to reject both. Yet, even when doing so, Luther is not certain of his actions. As he reveals to Von Staupitz decades later, he waited a day to answer the questions posed at the Diet of Worms because he was not sure: I listened for Gods voice, but all I c ould hear was my own. It is important to remember, however, that Luthers rejection of the church does not equate with a rejection of God. When called to the Diet of Worms to recant his beliefs, Luther refuses to do so because his conscience is captured by Gods own word. Upon receiving the papal bull excommunicating him, Luther asks God for help. I rely on no man, only on you, he says. My God, my God do you hear me? Are you dead? Are you dead? No, you cant die. You can only hide yourself, cant you? Luthers doubts in Gods ability to help him in his isolation are clearly expressed here as are his belief in Gods eternal presence. By the end of the play, which takes place toward the end of Luthers life, Luther demonstrates far less doubt about his relationship with God. In sharing the story of Isaac and Abraham, he emphasizes mans obedience to God. In a conversation with Von Staupitz regarding the rebellion of the Peasants War, he declares, for there is no power but of God: the powers th at be are ordained of God. Whosoever therefore resistant that power resistant the ordinance of God. In these words, Luther implies more certainty than in previous years, for if he had actually showed the obedience that he exalts, he never would have rebelled against the church and its practices and leaders. Father-Son Relationships Martin Luthers relationships with the various father figures in his life each present their own set of complexities. His attitude toward these ties is best summed up by his words in act 1: I suppose fathers and sons always disappoint each other. His father, Hans, is a driving force in his life. The play suggests that one reason that Luther became a monk was to get away from his fathers domination. Hans wanted his son to become a lawyer or a magistrate, anything but a priest, a profession that takes him away from the material world. Hans believes that his son chose to become a monk because he has given up and needs to run away from life. Luther, however, tells his father, All you want is me to justify you, clearly showing that he feels like a pawn for his father, one with the purpose of fulfilling the older mans expectations. This relationship remains difficult throughout Luthers life; as he reveals to Von Staupitz in the final scene, He [Hans] was never pleased about anything I did. . . . Only when Katie and I were married and she got pregnant. Then he was pleased. This revelation suggests that Hans is also concerned with the continuation of his family line, which can only be carried on by Luther since his other two sons died in the plague. Luthers relationship with his spiritual Father is as difficult if not more so. At various points throughout the play, Luther entreats God for guidance and casts himself as a helpless child. After his excommunication, Luther sees himself as a lost child, a stillbirth, and pleads with God to [B]reathe into me . . . yes, my mighty fortress, breathe into me. Give me life, oh Lord. Give me life. In this instance, God takes on the role of the father, creating the son. At other times, Luther rebels against God, much as he rebels against his earthly father. To this Luther, God is an angry being, one who demanded my love and made it impossible to return it. Another father figure exists for Luther: Von Staupitz. Like a father, the older theologian tries to set Luther on an easier path than the one he consistently seeks for himself. By the plays final scene, Luther openly refers to Von Staupitz as Father and asks questions that children are likely to ask of their parents, such as Are you pleased with me? The play ends on yet another representation of the father-son relationship: Luther is holding his young son, appropriately named Hans. Resistance to Authority As Luther resists the authority of his father, he also resists the authority of the church but with far greater consequences. The church leaders, parroting the beliefs of the pope-the highest religious authority expect complete allegiance; Luther must not question church doctrine. I ask you: says Von Eck at the Diet of Worms, dont throw doubt on the most holy, orthodox faith . . . This faith has been defined by sacred councils, and confirmed by the church. It is your heritage, and we are forbidden to dispute it by the laws of the emperor and the pontiff. While in earlier scenes, Luther has been seen adhering too strictly to the rules of his order, as Von Staupitz points out, in the words of Herbert Goldstone writing in Coping with Vulnerability, Luther actually ridicules authority to set himself up as the only authority capable of determining his relationship to God. In doing so, Luther challenges the church hierarchy that forces regular people to deal with God through the mediation of a priest; in the case of a priest, the pope and other high church officials are the mediators. In his letter to Pope Leo X, Luther shows his own sense of self-importance when it comes to religious matters. Luther alone dares protest the complaints that the German people hold about the avarice of the priests. While everyone else is too filled with terror at the popes reaction, Luther strives to protect the glory of Christianity by publishing his 95 theses on the Castle Church in Wittenberg. And now, most holy father, the whole world has gone up in flames, he writes, but, a mere few lines later, Luther asks the pope for his help because Luther is far too insignificant to appear before the world in a matter as great as this. Luthers words are seemingly disingenuous, particularly so for a man of his superior intellect and sensitivity, as he has recently elected him as the one person to stand up and defend God and His purity. Luther grows more conservative in his views, particularly b y 1525, when he critiques the failed Peasants War, which his religious rebellion helped spark. However, he still flouts the authority of the clergy by marrying, notably, a former nun. He also nostalgically looks back on his former actions, telling his young son, You should have seen me at Worms. . . . I have come to set a man against his father, I said, and they listened to me. STYLE Epic Theater Most critics agreed that Luther aimed at being epic drama along the lines of the work of German playwright Bertolt Brecht. Epic theater is a form of drama that presents a series of loosely connected scenes. Often, a narrator figure will address the audience with analysis or argument. As practiced by Brecht, epic theater sought to use alienating effects to cause the audience to think objectively, not emotionally, about the play and its characters. In technique, Luther shows a strong Brechtian influence, notably, that of his play The Life of Galileo. Like Brechts drama, Luther is a series of short scenes, most of which could function as stand-alone units. The stage decorations, which Osborne clearly describes, are evocative and imbued with symbolism and iconography. A choral figure, in this case the Knight, announces the time and setting of each scene and narrates background details particularly concerning Luthers role in the Peasants War. Osborne, like Brecht, also wanted to portray contemporary social problems and realities on stage; in Luther, the title character is the Angry Young Man of 1960s British society, a young man who feels rage at the established sociopolitical system in which he lives. While many critics saw Luther as epic theater, scholar Simon Trussler staunchly disagreed with this assessment. In his Plays of John Osborne, applying Brechts criteria that epic theater appeals less to the feelings than to the spectators reason, he contended that the play is dramatic rather than epic, for Luthers primary appeal is indeed emotional rather than rational. Symbolism Perhaps the most notable symbolism that Osborne uses in Luther is Luthers poor physical health. He suffers from seizures, insomnia, boils, and chronic constipation. His pains express his mental battles, and his inability to purge himself bodily represents his difficulty breaking free from the churchs beliefs. Luther himself views his religious upheavals in terms of the physical body. For example, in his discussion with Von Staupitz, just before he posts his 95 theses, Luther likens himself to a ripe stool in the worlds straining anus, and at any moment were about to let each other go. When he finally formulates his own doctrine (that salvation is based only on faith in God and not on good works), it is while experiencing another bout of constipation; with the realization that The just shall live by faith, Luther recalls, [M]y pain vanished, my bowels flushed and I could get up. On another level, however, as Alan Carter pointed out in John Osborne, To show Martins constipation, his in digestion, his excessive perspiration, is to show him as an ordinary human being. A man who would appeal to the earthy German peasantry, and who would be able to incite them to action. He is a direct contrast to the effeminate, sophisticated Latin churchmen of the period. This common folk appeal is important for, as the Knight points out, Luther helped the people begin to believe in an image as Christ as a man as we are . . . that His supper is a plain meal like their own . . . a plain meal with no garnish and no word. Narrative Luther does not have a strong narrative drive in the traditional sense; encompassing several decades, it does not tell the complete story behind Luthers protest. Alan Carter wrote in John Osborne that because Osborne is weakest as a story-teller, he makes the play resemble a medieval historical pageant, full of vivid theatrical moments. The play in its entirety shows explicit change in Luthers development of a more personal relationship with God and implicit change in the references to the transformation his beliefs have brought to Germany. The narrative drive focuses more on Luthers interior battles with his own lack of faith than exterior battles with church leaders. CRITICAL OVERVIEW Critical overview Luther was Osbornes second consecutive historical play, and English audiences who had, for the most part, failed to respond to the first (A Subject of Scandal and Concern) were very curious to see how it would fare. For the most part, it was declared a success by the public and the critics alike, creating as much of an impact as Look Back in Anger had. Kenneth Tynan, writing for The Observer (quoted in Alan Carters John Osborne), described the play as the most eloquent piece of dramatic writingto have dignified out theatre since Look Back in Anger. While some reviewers contended that the play was not historical enough, other critics welcomed Osbornes more universal portrayal of Luther as a rebel to whom audiences of any period could relate. Carter, as well, wrote in his study John Osborne that while Luther had a historical setting, its theme was quite modern. In 1963, Luther went on to a welcoming reception in the United States, where it was widely hailed and appreciated for its univ ersal themes. It won several awards, including a Tony for best play of the 1963-64 season. Luther also solidified Osbornes international reputation. Since its debut, and as Osbornes stature continued to rise, many scholars have examined Luther with regard to how it fit in with themes and characters in the playwrights body of work. Herbert Goldstone wrote in Coping with Vulnerability that Luther presents still another variation on success failure as seen in one of Osbornes earlier plays, The Entertainer. He also compares Luther to Jimmy Porter, the hero of Osbornes pivotal Look Back in Anger, in both characters need to be different from others. However, Goldstone also pointed out that, unlike Osbornes earlier characters, Luther attempts to cope with his feeling of helplessness and despair in realizing himself . . . openly and forcefully, both privately and publicly. Katharine J. Worth wrote in her 1963 article The Angry Young Man that Luther was also the first of Osbornes heroes to b e shown in conflict with his intellectual equals. She forecast that the play marks a new phase in Osbornes dramatic art. Its increased range and flexibility suggest interesting possibilities for his future development. In 2001, Luther was re-produced on the London stage; even forty years later, Osbornes words were stirring and powerful. This is a big, angry, eloquent play, wrote John Peter in the Times (London). Seeing it again after so long, what impresses me is how deeply Osborne had immersed himself in his subject without making his play ponderous. Like their predecessors, several critics also noted the timelessness of the piece, which showed that Osborne was, in the words of Michael Billington writing in the Guardian, far more than a chronicler of contemporary anger.

Daniel Webster :: Essays Papers

Daniel Webster Born January 18, 1782, in Salisbury, New Hampshire, Daniel Webster was a central figure in the nation's history. He successfully combined his political and legal career and played a role as lawyer, congressman, orator, secretary of state, leader of two parties, and a presidential candidate. His father, recognizing that his son was more suited for scholastics than for farm life, ensured that Daniel received an education. Webster studied at the Phillips Exeter Academy before enrolling at Dartmouth in 1797. Webster eventually graduated from Dartmouth College in 1801. Webster opened a legal practice in Portsmouth, New Hampshire in1807. Rising quickly as a lawyer and Federalist party leader, Webster was elected in 1812 to the U.S. House of Representatives because of his opposition to the War of 1812, which had crippled New England's shipping trade. After two more terms in the House, Webster left Congress in 1816 and moved to Boston. Over the next six years, he won major constitutiona l cases before the Supreme Court most notably, Dartmouth College Vs. Woodward, Gibbons Vs Ogden, and McCulloch Vs. Maryland, establishing himself as the nation's leading lawyer and an outstand outstanding orator. In 1823, Webster was returned to Congress from Boston, and in 1827 he was elected senator from Massachusetts. New circumstances enabled Webster to become a champion of American nationalism. With the Federalist party dead, he joined the National Republican party, allying himself with Westerner Henry CLAY and endorsing federal aid for roads in the West. In 1828, the dominant economic interests of Massachusetts having shifted from shipping to manufacturing, Webster backed the high-tariff bill of that year. Angry Southern leaders condemned the tariff, and South Carolina's John C. CALHOUN argued that his state had the right to nullify the law. Replying to South Carolina's Robert HAYNE in a Senate debate in 1830, Webster triumphantly defended the Union. His words "Liberty and Union, now and forever, one and inseparable!" won wide acclaim. Webster and President Andrew Jackson joined forces in 1833 to suppress South Carolina's attempt to nullify the tariff. But Webster and other opponents of Jackson--now known as Whigs (see WHIG PARTY, United States)--battled him on other issues, including his attack on the National Bank. Webster ran for the presidency in 1836 as one of three Whig party candidates but carried only Massachusetts. For the remainder of his career he aspired vainly to the presidency.

Why Is Tobacco Bad for You

Peter Yang Andrea Charanduk English 20 January 23, 2012 How tobacco addictionseffect you and people around you? A tobacco addiction is the worst addiction you can do to your body. According to the Health Canada website, â€Å"every 11 minutes, a Canadian dies from tobacco use. Every 10 minutes, two Canadian teenagers start smoking cigarettes; one of them will lose his/her life because of it yearly, more than a thousand Canadians who never even smoked die – from exposure to tobacco smoke. Smoking affects every part of your body even to your sexual organs, as stated in Health Canada website â€Å"Sexual functioning needs the coordination of the nervous system, hormones and the vascular system which pumps blood into the muscle tissue that keeps the erection Smoking hinders every area. The effect? Impotence. † Now days teens start smoking because, they think it’s cool to look like an adult, or they get peer pressured. I agree that smoking does kind of look cool, but what’s hiding behind that smoke can kill you, and everyone else around you. There is strong medical evidence that smoking tobacco is related to more than two dozen diseases and conditions† (â€Å"Smoking and Your body†). Smokingaffects every part of your body even to your toes! The effect of smoking is terrible for your health; it is proven countless times by medical professionals and scientists. Smoking affects your lungs, cardiovascular system, and respiratory system the most (â€Å"Smoking and Your Body†). When you smoke a cigarette you are inhaling toxic chemicals and the most addictive drug. Nicotine. Nicotine is the drug responsible for making cigarettes so addictive. It makes your body crave more cigarettes and that means inhaling all those gross chemicals† (â€Å"Nicotine†). I know a person who had a throat cancer. He had to get a surgery to get his voice box removed to stop the spreading of cancer disease. Now, he can’t talk. He needs this little device on his throat to help him talk, which I have sympathy towards it. He made a mistake a long time ago, and now he is paying the price for it. Look around you, do you smoke? Or a friend? Tell yourself to quit, help a friend out. You just got to try. Smoking is bad, but starting as a teenager is the worst mistake you can make. As stated on the website smoking-facts. net â€Å"At least 3 million adolescents are smokers and roughly 6 million teens in the US today smoke despite the knowledge that it is addictive and leads to disease†. This is very true and it is happening right here, right now. I know several teenagers that smoke a pack a day. This will lead them to pre-mature death, lung cancer and various other diseases. Of the 3,000 teens that started smoking today, nearly 1,000 will eventually die as a result from smoking† (â€Å"Teen Smoking Facts†). I don’t expect people to read this article and quit, I just want them to know that, smoking as a teenager can definitely harm the health of your body. Then maybe you would be smart enough to quit smoking. â€Å"Second-hand smoke is what smokers exhale and what rises from an idle burning cigar ette. You can see smoke in the air but what may not be so obvious is that there are 4,000 chemicals in the smoke† (â€Å"Second Hand Smoke†). I have been in position where I was the second hand smoker. It is not the best place you would want to be when people are smoking around you. The smell of the smoke makes me frown, cough, and you just know that this can’t be good for your body. Back in the day’s people could smoke anywhere! In the restaurants, airplane, bar, and any public places. Now this was allowed because they had less knowledge of second hand smoking than we do now. There is a story where a woman died from a lung cancer when she was only 50. The worst part about the story is that she never had a single cigarette in her life, she was a waitress at a restaurant and she would be second hand smoking from everybody who would come into restaurant and smoke. How horrible is that? An innocent person is suffering from someone else’s mistake. Do you think that’s right? I am not going to lie, I have tried smoking, and it’s theworst thing I ever did. You can feel all the chemicals going through your body and affecting you internally. My personal opinion about smoking is that, it is totally fine if you want to smoke and hurt yourself, as long as you don’t smoke around people who does not smoke. Maybe you didn’t know that smoking affects not only you but people around you. I hope who ever reads this article figures out how it is effecting you and people around you and at least try quitting. In this article I talked about all most everything about why smoking is bad for you and second hand smokers. I hope this article awakened your urge to quit smoking for yourself and people you love. Smoking is bad, we all know that. Making a mistake is †¦ humane. We all make mistakes, but repeating that mistake with knowing the consequences is plain stupidity. About Tobacco Control. Health Canada, 2009. Web. 29 September 2009. Nicotine. Health Canada, 2008. Web. 24 January 2008. Second-hand Smoke. Health Canada, 2009. Web. 17 April 2009. Smoking and Your Body. Health Canada, 2011. Web. 01 November 2011. Teen Smoking Facts. Smoking-Facts. net, nd. Web. 23 January 2012.

the definition of success Essay

the definition of success Essay the definition of success Essay Pablo Picasso was born in the Spanish coastal town, of Malaga on October 25, 1881. His father, Jose Ruiz Blasco, was an art teacher. His mother was Maria Picasso y Lopez. Picasso almost died at birth because of breathing problems. They say his uncle blew cigar smoke in his face and he was able to breathe. Picasso was a genius by the time he was ten years old, which was when he painted his first picture. He painted many paintings and the first of these paintings were focused on bullfighting, because he was exposed to bullfighting at the age of three. Pablo did very poorly in school, especially in math. He would always draw pictures in class instead of paying attention to the teacher. He also had a very short attention span, which they later found out was caused by Dyslexia. When Picasso turned 15, he entered the Barcelona’s School of Fine Arts, where his father was an art teacher. That is where he really learned to paint. He was accepted to the school by passing an exam that to ok him one day. The same exam took most students weeks to complete. Later after entering the school he won a gold medal for his very realistic painting of a doctor, a nun, and a child at a sick woman’s bed entitled, â€Å"Science and Charity†. There was a rumor that one day Pablo’s father asked him to finish the pigeons in a picture he was working on. They say Pablo painted them so well that his father put down his paint brush and never painted again. His father realized the talent that his son had was much greater than anything he could ever learn. In 1899 Picasso quit his academic studies and joined the circle of young avant-garde artists and writers who gathered at the local tavern. There they worked on all styles of art. In 1900 Picasso had his first solo exhibition, which his included many different styles of art. Beginning in 1900, Picasso began traveling back and forth to Paris before settling there in 1904. While in Paris he began painting pictures from the streets of Paris and Barcelona. He would pick a scene that he liked and he would sit down and paint it. Between 1900 and 1901 he began to paint with bright, unmixed colors. Some of his subjects for this new style of painting were scenes of the Parisian nightlife, such as the dance hall Le Moulin de la Gillette. Picasso’s most important early exhibition took place in 1901 at the Ambroise Vollard. There he displayed paintings and drawings of a large variety of styles. It was a huge success for Picasso, especially in the financial part of it. He was offered many spots for poster and magazine illustrations. One critic said it was the debut of a â€Å"brilliant newcomer.† Beginning in 1901 Picasso’s work took a dramatic turn. First, he started painting pictures that represented the recent suicide of his best friend Casagemas. Picasso’s style of painting became very dark and gloomy, and he was mainly using different shades of blue for all of his work. Durin g Picasso’s blue period he also began painting intimate portraits of his Bohemian friends in Paris. In the spring of 1904 he finally found a place and settled in Paris. In 1905 Picasso began painting images of fairgrounds and circus performers. This new phase he was into was called the rose period. He was observing acrobats, musicians, and clowns on the streets and wherever he could find them. Using all different styles of painting he would always favor the figures at rest, in warm domestic settings. Some of his more famous paintings during this period include Family of Saltimbanques, and Woman with a Fan. Picasso’s work was starting to become very well known by famous collectors. A man named Ambroise Vollard purchased some of Picasso’s paintings at a very high price. Being financially secure Picasso was starting to do a lot of traveling. He went to Spain and spent the entire summer in a small remote village, where he starting painting nude images.

The Economic History of the United States of America

The Economic History of the United States of America Introduction The United State of America has had a great trend in its economy. There have been depressions and recessions in the economy. 13 small group of farming economies joined in 1776 to form a large United States of America.Advertising We will write a custom research paper sample on The Economic History of the United States of America specifically for you for only $16.05 $11/page Learn More This resulted to a huge growth of the United States and it made a quarter of the world’s economy. The growth of the economy received a great boost from the political system, availability of natural resources and agricultural land that was very productive. The citizens had a big impact also since they were very innovative and entrepreneurial. This attracted so many people from all over the world to came and settle in the United States and made the human resources available. The arrival of Europeans in the United States led to alteration of the economy since th e people had to adopt the European way of life. The American Revolution led to war as the Americans were fighting for their rights and it affected the economy. The American Revolution started from 1775 to 1783. Economic Trends The United States of America faced recessions and depressions in its economy that affected the economy of the whole world. War has been one of the major causes of recession in the United States. In 1953, the rate of unemployment was at 5%. This was caused by the country trying to recover from the war. The unemployment levels went higher year by year and in 1957, it was at 6.2 %. The Federal Reserve used the money supply policy, which reduced the amount of money for businesses to expand, and as a result, there were no new job opportunities created. In 1961, the level of unemployment reduced by 1% because of president Kennedy’s effort to increase the government expenditure. This came at a time when people had lacked confidence in the government as many ba nks were running out of money and many of them were closed. The most severe recession was experienced in 1973-75 were the rate of inflation was very high and adversely affected the whole GDP. The Vietnam War and the oil crisis caused this. The oil embargo announced by the organization of petroleum exporting countries (OPEC) affected the production of goods and services in the U.S (Taylor 2009, p. 45). By this time, much of the world was dependent on oil for everyday life and business function. The prices of oil escalated and it was followed by the lack of sufficient supply and this affected the American economy. The GDP dropped by 3.2 percent and the unemployment rate was very high that it hit 9% with the recession ending in March 1975.Advertising Looking for research paper on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More In 1979, the oil prices were sharply increased all over the world due to the Iranian revolution. Izur ieta (2003, p. 15) argues that the Iran’s new regime exported the oils in small volumes at very high prices and the supply was not constant. This contributed to businesses operating at high operational cost that they were declared bankrupt in 1982. As a result, many people were left unemployed with unemployment rising 10.8 percent. During this period, the American Federal Reserve was using a very tight monetary policy in order to control inflation, which had contributed to the high level of unemployment. From 1980, the United State had adopted an economic expansion policy that affected the economy negatively since it raised the level of inflation. Between 1986 and 1989, the Federal Reserve increased the interest rates. These reduced the amount of cash flowing in the market since the borrowing power of people was affected by that move. In 1990, the price of oil went up again because of Gulf war. In addition, it caused the people to loose confidence with their government. The d ebts accumulated, consumer pessimists continued and savings and borrowing habits of the consumers changed (Izurieta 2003, p. 12). This led to another recession in 1990. In 2001 there was approximately of 10% decline in the volume of exports of both goods and services. This recession was also attributed to the sudden drop in housing investment, which was caused by the rise in the interest rates. The rates on mortgage rose from 6.75 % in 1998 to 8.5% in April 2000. This period is when the federal government was using the contractionary monetary policy, which increased its fund from 4.75 to 6.50 percent. The fall of dot-com bubble stocks and the cases of accounting scandal and fraud at Enron and other big companies was also one of the many causes of this recession (Izurieta 2003, p. 110). The great depression This was the biggest economic depression felt in the United States of America. Producers and sellers realized that their commodities were not bought and they decided to reduce the ir levels of production and all this resulted to the fall of aggregate demand. The reduction of the production rate was being caused by the invention of American contractionary monetary policy. The policy had an aim of limiting the stock market speculation. The gold standard system spread the depression all over the world. High stock prices in 1928 and 1929 forced the Federal Reserve to increase the interest rates to control the prices. The construction and the automobile sector reduced spending due to the increase of the interest rates. Many investors in 1930 lost confidence in the commercial banks and they started demanding their money that they had deposited (Cooper 2008, p.7).Advertising We will write a custom research paper sample on The Economic History of the United States of America specifically for you for only $16.05 $11/page Learn More This forced banks to liquidate the loans with an aim of raising money to pay their customers. This whole process lasted for 2 years and caused a fifth of the banks to close. According to some economists, lack of confidence by the investors was caused by bad U.S. economic policies coupled with the debts during the 1920. They also argued that the Federal Reserve reduced the money supply, which was in favor of the gold standard policy. Franklin Delano Roosevelt who was the president at this moment relied much on the policies made by the eclectic group of advisers and refused to take ideas from an economist John Maynard Keynes who had proposed deficit spending to reduce the level of inflation. Another economist by the name Robert whales also criticized the need deal policy that was introduced by the eclectic group of advisors. He argued that the new deal programs increased the period of depression although Erick Rauchway differed with him. Tight policies of the Federal Reserve were to blame for them ensuring that there was less money supply in the economy, which boosted the level of unemployment. An economist Jonathan Catalan blamed the government for failing to correct the action against the expansion of the level of money supply until it affected the economy largely (Cooper 2008, p. 28). During the time of the depression, all the performance determinants declined greatly. They included the production level, tax revenues and profits and wages levels among others. The reduction of all this factors resulted to a serious financial crises in the whole world. Some of these financial crises were caused by the Federal Reserve policies. Mr. Mariner Eccles who was the chair of the Federal Reserve in 1939 introduced a policy that would have introduced when the crisis was over but he never waited for that. He failed to understand that the policy that he introduced was supposed to be for a stable economy like the way the American economy is like right now. He needed to increase the level of money supply to create employment opportunities and stimulate investment. The government should have also increased there level of spending in the economy and this would have increased the job opportunities. The policy that he introduced that needed the commercial banks to keep 50% only of all deposit and to give the rest 50% to the federal resulted to the crises. This policy reduced the level of borrowing and consequently the banks raised the interest rates and reduced the economy (Krugman 2009, p. 8). The economic crises were also caused by the poor performance of large companies especially those who had invested in the internet industry. Later, the industry started to face instabilities, which led to the firms that had invested in them to collapse.Advertising Looking for research paper on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More The United States internal policies were the major cause of the financial crises. Today, president Barrack Obama the president of the United States of America has formed financial and microeconomic policies that are aimed at reducing the financial crises all over the world. The microeconomic policies involve reforming the health sector, making the transition to greener economy, increasing labor and the bargaining power among others. The other policies are the financial which includes, transforming financial firm incentive structure that induce excessive risk taking, extend regulatory oversight to the shadow banking system, restrict or eliminate off balance sheet vehicles (Krugman 2009, p. 23). To implement a financial pre-cautionary principle is among the financial policies that president Obama’s administration has prepared. This will be implemented for commodities and services to check whether they should in market. All these reforms are to reduce the excessive debt growth i n the boom period. The administration also wants to introduce a policy that restricts the growth of debt through cyclical capital requirement. It will control the expansion rate of financial assets. The move by the president of the United States to introduce those policies is to deal with the financial problems experienced in the world. All these economic crises have strengthened the radical forces to implementation of economic measures that will lead to long term and sustainable growth (Taylor 2009, p. 144). The united state of America follows a capitalist economic system that was first put forward by Adam Smith. Through the system, the free hand that implies the forces of demand and supply control the market and are necessary for the attainment of market equilibrium. Prices and quantities of products that are sold in the U.S economy are determined by the demand and supply of similar goods within the market. In addition to the capitalist system, the U.S. economy utilizes the Keynes ian theory and economics that relies on increased savings and investments in order to create wealth. During the great depression, many investors were forced to hoard their money and therefore went against the theory. This is what made the economy to stand still according to this philosopher. During that period of depression, he urged the government to increase its spending or increase the money supply in order to hold up the economy. Today his theory still holds since he warns against too much savings and the habit of under spending because these habits affects the process of distribution of wealth. The Federal Reserve should promote the monetary policy in order to reduce the level of inflation. This policy seeks to promote effectively the goals of maximum sustainable output growth and employment and set moderate interest rates. They should also form policies to deal with financial disruption and prevent them from affecting other non-financial sectors and finally they should stabili ze the exchange rate of the dollar to reduce its effect on the international markets (Federal Reserve 2011, p. 7). Conclusion The United States has faced by many economic phases as the rest of the world. Introduction of measures to deal with the economic crises will affect the whole world as has already been experienced because of the high oil prices. The biggest effect of the depression was on the level of unemployment. This is because it affected the businesses and the production firms there fore reducing the employment opportunities. The banks raising the interest rates also resulted to these. The level of unemployment rose, purchasing and consumer power dropped and the housing prices declined. The implementation of the economic regulation policies will reduce the impact these factors will have on the economy of the United States. List of References Cooper, G 2008, The origins of financial crisis: Central Banks, Credit bubbles, and the efficient market fallacy, Vintage Publishing , New York. Federal Reserve, 2011, ‘Monetary Policy and the Economy’. Web. Izurieta, A, 2003, ‘Economic slowdown in the U.S: Rehabilitation of fiscal policy and the case for a co-ordinated global reflation’. Web. Krugman, M 2009, ‘The great recession versus the great depression’, New York Times. Web. Taylor D 2009, Soul of a people: The WPA writers project uncovers depression America, McGraw Hill, New York.

Summary Assignment Example | Topics and Well Written Essays - 250 words - 50

Summary - Assignment Example King advocated peace by the application of non-violence tactics because he did not want to associate violence to his achievements. He reversed the traditional approach of using militant groups such as black panthers to seek freedom and power. He instead, initiates the spirit of non-violence and diplomacy as an ethical way of solving conflicts. He also advocated non-violent movements such as marches, boycotts, and political and economic organizations as weapons to justice. He rejected the use of violence as a way to end violence claiming that self-defense would distract attention from the actual fight King and Malcolm X’s had different ideas towards the achievement of justice and equality. Both had different opinions on ending the oppression of blacks in America making their platforms oppositional. That was evident in 1963 when Malcolm X regarded a Blackman, who did not possess violent revenge notion against their oppressors as a traitor to the Negro community. Non-violent campaigns introduced by King were a breakthrough to freedom as most of the differences resolved diplomatically by negotiations. Non-violence has succeeded in peace in very many countries

Executive Summary Essay Example | Topics and Well Written Essays - 250 words - 9

Executive Summary - Essay Example For example in a laundering shop dry cleaning is excluded during laundering process, but included on a customer request while the remaining steps like hanging, pressing and packing would still exercised before giving back to the customer. It follows policies and procedures with specific amount of products to be completed. An assembly area utilizes a line flow of sequence and objects. Companies follow this strategy commonly for make-to-stock purpose. It requires huge amount of capital to be invested. Every worker in assembly is responsible to carry out same work repeatedly for a complete shift. To keep the logistical impact low the products are moved from station to station automatically. In this step a steps are fixed for the production of the products. It is structured in way that high volumes of products are produced within a complete standard. It also required high capital investment with very low flexibility. The workers are just for monitoring the equipment for quality checks and