Anorexia Nervosa and Bulemia Nervosa - 925 Words

The DSM-IV-TR states that there are two main types of eating disorders, anorexia nervosa and bulimia nervosa. Anorexia and bulimia are extremely serious eating disorders. The word anorexia means loss of appetite, while boulima refers to bulimia and means â€Å"Hunger of an ox†. â€Å"Ninety percent of cases of eating disorders occur in adolescent females, this fluctuates from the ages of 14 through 18†. Eating disorders are associated with an altered body image, displeasure with body weight, and unhealthy patterns of food consumption (Valentina, Markovic, Srdanovic Mitrovic, 2010, 3). Anorexia is an eating disorder in which the individuals have lost more weight than what is considered healthy for their height and age. Their weight loss and food†¦show more content†¦They are mostly secretive about what they eat and often times do not eat in public. This is because bulimia doesn’t specifically mean they become too skinny, in reality bulimics tend to maintain a certain body weight throughout their disorder because they don’t eat for so long then eat excessively. They will often hide their food or give it away and go to the bathroom after most meals. There are also complications with eating disorders. These include â€Å"abnormalities in the lymbic system and high serotonin levels; they will also have difficulties in early feeding, family attitudes about a healthy body weight, family problems, alcoholic tendencies, and loss of self-confidence, sexual abuse, anxiety, and depression†(Ham). The reason that these individuals are vulnerable to these factors are because when having a self-esteem disorder and self-confidence disorder they often become susceptible to putting themselves in situations that make themselves feel better about the way that they look. Negative associations that occur in bulimics include; having scares on their hands or knuckles from inducing their own vomit, they have discolored teeth and bad breath from the constant vomiting, nose bleeds, sore throats and commonly the lack of a period in women (Hall Cohn, 2010). There are many complications including weight gain, abdominal pain, bloating, swelling of the hands and feet, hoarseness in the voice, broken blood vessels in the eyes, swollen cheeks and salivary glands,Show MoreRelatedAnorexia and Bulemia Nervosa: The New Epidemic919 Words   |  4 Pagesanorexic models to portray that a perfect physical appearance entails an achievement. There have been cases, where some modistes specify that their clothes designs are just for slim people. The two most common eating disorders are Anorexia and Bulimia Nervosa. Anorexia Nervosa is an eating and psychological disorder. This condition goes beyond weight control; the patient starts a diet to lose weight until it becomes a symbol of power and control. Thus, the individual comes to the brink of starvationRead MorePsychological Disorders1952 Words   |  8 Pagesback then. I spoke today in my interview about the different disorders I am knowledgeable in but was asked to elaborate more on Schizophrenia and two other case studies. I am going to provide as much information as I can on the eating disorder Anorexia Nervosa and on the drug abuse case of Alcoholism. Analyzing Psychological Disorders Page 2 I will admit that I am fascinated with schizophrenia. The human brain is such a mystery with new things being discovered every day and oneRead MorePsy 244 Essay10464 Words   |  42 Pagesfood choices and eating behavior 17. What are the disorders of anorexia nervosa and bulemia? Who is most likely to be affected, girls or boys? What are some of the known health consequences? -anorexia nervosa: can arrest pubescence or, in sexually mature women, can cause amenorrhea (immediate cause is grossly inadequate diet, which furthers psychological problems, vicious circle) females: 85-90% males:10-15% Bulimia nervosa: an eating disorder in which the person- typically a young woman in

The American Farmer - 845 Words

They have provided food for hungry mouths, nutrients for livestock, and fiber for clothing. These are all deriving from agriculture, but more importantly the American Farmer. The American farmer has provided all of these produce for the population and even more to export to other countries. However, with the population rapidly growing the famer is finding it increasingly more difficult to provide what is in demand. This creates an even more problematic situation when the United States citizens have a desire to only consume organic produce due to the thought that it is healthiest route. As an agriculturalist I want to make people aware of the risks and underlying conditions that they do not take into consideration when consuming organic commodities. When consumers hear the word â€Å"organic† they think the food they are eating is free of pesticides, hormones, and a plethora of chemicals, which is partly true. Farmers of all crops have to use pesticides to keep their crops alive; in the case of organics, farmers use case natural pesticides. However, consumers do not take into consideration that their food could have potential dangers due to lacking certain chemicals which help maintain a safer produce. Not only do Americans forget about the consequences of organic foods, but they do not realize that growing organic puts our production and yields at a lower supply, has potential to put our health at risk, and creates challenges in livestock production. There are a variety ofShow MoreRelatedLetters From An American Farmer866 Words   |  4 PagesCrevecoeur published â€Å"Letters from an American Farmer†, where he put the beginning to the famous idea of the United States as a melting pot of different nations and cultures that harmonically mixed together and created a new American nation. The excerpt from the mentioned Crevecoeur s work dipped me in America of post-revolutionary period, when newborn and independent country appeared and new nation was created, and gave an opportunity to imagine what the idea of an American man was in the reflection ofRead MoreLetters from an American Farmer Essay1211 Words   |  5 Pagesequal. However, the definition of what makes a person an American is entirely different from what it is that makes up America, itself. J.Hector St. John Crevecoeur, author of Letters from an American Farmer (1782), exposes what he believes makes an American. However, when compared to the standards of what mak es an American in today’s world, it seems that becoming an American then was much simpler then, than it is today. The definition of an American is always evolving due to the influences of our changingRead MoreAnalysis Of The Book The Letters From An American Farmers 1565 Words   |  7 Pagesfrom an American Farmers, James the farmers is on an exhibition through the American colonies. Crevecoeur is able to share what he sees and experiences in his own life through the character of James. His letters define the culture and attitudes of what being an American is. Each letter represents and tells the story of something different. There is a strong sense of pride in one letter; however, there is shame present in the other. In the beginning letters, it describes what being an American is andRead MoreThe American Laborer, Factory Worker, And Farmer Workers Essay1009 Words   |  5 PagesFor the American laborer, factory worker, and farmer, the early twentieth century addressed a wide multitude of social and economic issues all across the board. Immigration, World War II and all of its supports and anti-war protests, the strong governmental reinforcement of laws that prohibited alcohol, radical literature, and any behavior that was considered â€Å"unpatriotic,† this century was full of revolutionary change. But one of the most notable issues of this time was the public growth of SocialismRead MoreEssay on The Plight of the Late Nineteenth Century American Farmer893 Words   |  4 PagesThe Plight of the Late Nineteenth Century American Farmer From the early beginnings of America to well into the nineteenth century, America has been dominantly an agricultural country. Farming and the country life have always been a great part of the American culture. Thomas Jefferson even expressed his gratitude for the farming class by saying Those who labor in the earth are the chosen people of God, if ever He had a chosen people, whose breasts He, has made His peculiar deposit for substantialRead MoreFarmers of the late 1800s: Changing the Shape of American Politics999 Words   |  4 Pageswar and was united as one nation. However, as these decades passed by, the American farmer found it harder to live comfortably. Crops such as cotton and wheat, once the cash crop of agriculture, were selling at prices so low that it was nearly impossible for farmers to make a profit. Improvements in transportation allowed larger competitors to sell more easily and more cheaply, making it harder for American yeoman farmers to sell their crops. Finally, years of drought in the Midwest and the fallRead More Comparing Letters from an American Farmer and Thoreaus Various Essays1812 Words   |  8 PagesComparing Crà ¨vecoeurs Letters from an American Farmer and Thoreaus Various Essays  Ã‚   St. Jean De Crà ¨vecoeurs Letters from an American Farmer and Henry David Thoreaus various essays and journal entries present opposing views of what it means to be an American. To somewhat simplify, both writers agree that there are two kinds of Americans: those who are farmers and those who are not. Crà ¨vecoeur views farmers as the true Americans, and those who are not farmers, such as frontier men, as lawlessRead MoreThe American Farmer Has Undergone Dramatic Changes Over The Last Eighty Years2395 Words   |  10 PagesThe American farmer has undergone dramatic changes over the last forty years. Where once the family farm stood as a symbol of American hard-work, endless corn fields now reign supreme. Policy editor of what publication? Nancy Blanplied wrote about changes to U.S. farm policy in the 1970 s, and how they shifted agriculture in America from the family farm to big agricultural businesses or agribusiness through subsidies paid out by the acre and bushel of corn. These changes also affected farming styleRead MoreResearch Paper on Letters from an American Farmer by J. Hector St. John de Crevecoeur1328 Words   |  6 PagesThe definition of what America is, and furthermore what an American is, has been eternally elusive. However, it can be reasonably said that the vision of America rests upon freedom of expression, the right to property, and self-determination. These ideas are explored in one European’s examination of American agricultural society in the late 18th century. Letters from an American Farmer by J. Hector St. John de Crà ¨vecÅ“ur illustrates the gilded nature of the early vision of America; one that appearsRead MoreTaking a Look at Discrimination969 Words   |  4 Pageshappen to farmers. A person may think why because without farmers we would starve. As part of a new era of civil rights, people have worked to make it stop. You can spend a lot of years trying to defend those cases honestly, then have the tables turned on you and not question the wisdom of settling the case but can we prevent this ever starting. The effort sprang from a desire to solve what the government and a federal judge agreed was a painful legacy of bias against African-Americans by the Agriculture

Measuring Effect Viral Negative Sentiment †Myassignmenthelp.Com

Question: Discuss About The Measuring Effect Viral Negative Sentiment? Answer: Introduction: Public relations and corporate social responsibility are two distinct reference points for the brand image and the communicational functions for the organizations within their operational area. Both these notions refer to the way of communication with the stakeholders of the company in its own way. Rangan, Chase. and Karim (2012) states that while the corporate social responsible policy refers to the intention of the company for meeting several societal issues that the community is facing and the way the company intends to help out the community, on the other hand, the public relations is associated with the idea of maintaining a brand image, popularity and reputation of the company in front of the stakeholders. Therefore, it can be understood that both the concepts refer to a kind of activity which can improve the reputation and image of the company which eventually improves the organization and its financial performance. However, there are many such organizations which do not bothe r about their social responsibility. According to the findings of Benn, Todd and Pendleton (2010), the public relation professionals should ensure that the company is adhering to its social responsibility and the corporate policies of any organization should be aligned to that. The public relation professionals should also understand the approach of the management and they have to behave according that. Otherwise, it usually considered to be a failure of the higher management. This can also be considered as the failure of leadership and organizational approach. This essay will trigger four recent scandals of the United Airlines which has hampered its image to a great extent. The scandal with the shortage of wine was a major failure of communication, whereas breaking the guitar and the dog death incident can be considered as a failure of leadership. Along with that, the recent scandal of throwing out the passenger is a major failure of leadership of United Airlines. As the recent inc ident in the United Airlines does not go with its social responsibility, this essay will critically analyze the entire situation. Discussion Corporate social responsibility is now a significant part of any business activity which remains a resource for considerable skepticism. There are several international organizations which keep the environmental and human rights issues in accordance with the bigger environmental or societal objectives. Benn, Todd and Pendleton (2010) argue that the public relation professionals of any organization require to reflect on the practice and theory of public relations so that it operates along with the corporate policies of the organization. As stated by Ruiz-Mora, Lugo-Ocando and Castillo-Esparci (2016) the corporate social responsibility is a sustainable, integrated and systematic approach to the business activities which also acts as the significant component to the organizational structures and strategies. In addition to that, the public relations is the way which tend to enlighten the general population about the corporate policies of the company, along with ensuring that it improves the brand image by advertising the CSR achievements. Leadership issues However, the recent scandal that happened on April 9, 2017 at the OHire international Airport is devastating and it should not have been happening to any human being under any kind of circumstances. The airport police has violently threw out a passenger David Dao while he had refused to leave the airplane as the management of the airport asked him to. It been said that it was done for accommodating some other passengers, however regardless of any kind of emergency, it was not justified, especially the way it was executed. The passenger was a 69 years old man, who was forcefully pulled out of his seat and threw out of the flight by the airport police. It was also said that he was actually unconscious while the security officers had pulled him out of the flight. The family members of Dao had claimed that he had suffered from a severe concussion, his sinuses were damaged, his nose was broken and he had also lost his two teeth from the front after he was taken out of the flight. After th e video of the incident went viral online, a sheer outrage resulted from all over the world. Even the U.S president, Donald Trump condemned this act and called this treatment horrible. However, later on the next morning, the CEO of the company has issued a statement for justifying the act of removing the reluctant passenger from the flight and referred to the entire incident as re-accommodating of the customers. Another scandal took place with United Airlines when a dog of a passengers family passed away during the flight. The airline already had bad records of pet deaths during their flights and this incident with the death of Houston family dog is now added to the list. The family had claimed their dog died when the flight was being hold in cargo. The company had released a statement post the incident saying that a thorough review would take place of the entire incident. In 2009, United Airlines has been accused of breaking guitar of the musician Dave Carroll and his band while travelling. When the band reached their destination they found out that their Taylor guitar worth $3500 was damaged severely. Later the brand created a song named United breaks guitars which had around 16 million views on social media. Communication issue United Airlines has recently faced another scandal when they ran out of wine for international business class passengers. The management had released a memo to the flight attendants saying that the customers are consuming more wine on the flight which resulted into using 300 percent more than the estimated budget. Previously, the airline has introduced a first class luxurious class with features like multicourse meal and unlimited booze; however the management now wants to cut short the booze. This memo has been shared o n Twitter by one of the business partners of the airline, Brian Sumers. Analysis of the incidents Social responsibility is the recent dimension of the corporate social responsibility of the corporate social responsibility of the companies which refers to the active participation of the company to the contemporary social issues and the other affairs within the community. Therefore, the primary target of such social responsibility is the stakeholders of the company. This responsibility also includes the consumers who are availing the service and buying the products of the company (Drongelen et al. 2014). Along with that, the concept of offering satisfaction and necessary respect to the customers was included, even though it was not very new to the organizations. However, the concept of being responsible towards the consumers was added to the social responsibility which may create a profound influence on the profitability of the organization. However, in the considered situation, the company did not act responsible towards the customers and acted inhumanly for their own profitabilit y. They broke their instruments when those were under their surveillance. In fact they were also unable to ensure the safety of the passengers dog. Considering the responsibility of the organization towards the customers, it can be said that the company is obliged more to the customers comparing to the other stakeholders. This can also be considered as giving the good value of their money as well. Primarily the customers have an expectation towards the company that they are going to offer a good service and steady supply of the promised services and products (Amankwah-Amoah, Ottosson and Sjgre 2017). Therefore, it is the primary duty of the companies to deliver the right services with the enviable quality as well. The companies are also expected to deliver the services at the right place, at right time and within a fair price. Within the contemporary business scenario, the business companies are mostly considered as the social institutions as they are different from the other financial entities for two distinct reasons. Firstly, the business organizations have to consider the fact that they operate and exist within a social stru cture; therefore they have to be socially accepted for surviving in the industry. Secondly, they should also become socially responsible as they may have a huge influence for the life style of the society. The companies not only exist within the community for earning profits, but they also need to satisfy the requirements of the customers and the other social requirements. These social needs have a huge responsibility towards their clients as they are the primary stakeholders of any company. However, in this case, the organization did not treat its primary stakeholders in a right way for meeting their own requirements (Lee and Gin 2017). The employees of the organization had treated the customer in a violent way and harmed him physically for an unethical cause for accommodating all their own employees who were required later on. They had cut short the wine budget even if it was promised before. The published memo has indicated as the customers are consuming more alcohol, they cannot be offered unlimited quantity. This can definitely be considered as an unfair decision. These incidents indicate to an unethical and unfair treatment of the customers while travelling. The aviation sector is an industry which is associated with several tremors as it is entirely dependent on the employee welfare dynamics. There are several airline services which were considered to be unethical towards the employees. The United Airlines has been no exception to that. Providing adequate respect to the customers is considered to be their primary responsibility whereas they did not adhere to their responsibility; rather they treated the customer ruthlessly and harmed him physically (Kline and Hutchins 2017). The entire business service within the aviation sector is dependent on the value and trust of the customers. The fundamental basis of the customers is based on the idea of the customers as well. Any company should adhere to ethical behavior and maintain their services regardless of any kind of business. However, the relationship between the customer and the company is mostly subjective (Sagers 2017). The customers always perceive the organizations on the basis of th eir own bias and beliefs. Therefore it is necessary for the companies to comprehend the requirements of the customers and treat them in a right way. Considering the incidents, it can be seen that the airline did not offer any respect to the customers and their pets and luggage. They have been irresponsible and did not take care of those. Ethical behavior and social responsibility of the company also includes treating the customers and their luggage in a right way. However, United Airlines had failed miserably at this part. It should always be noted that the relationship between the customer and company is always a two way path, therefore the company not only requires providing productive, appropriate and honest information to the customers, they also require to treat them with respect (Wahba 2017).. However, they had taken the money and in return the customer received a violent and unethical behavior. Conclusion: hile the customers deal with any organization, they pre-perceive a set of expectations consisting of maintaining ethical standard for behaving properly with the customers and offering them everything that have been promised before the service. If the ethical expectations of the customers are met and reinforced during the service, they are most likely to have a negative experience of the brand. Therefore the organization should have a transparent business communication and follow the model of customer oriented communication. The researchers have indicates that the model is mostly based on the communication procedure between the customer and company should be widely discussed and should not have any false information. Here United Airlines should have maintained the communication clear regarding offering wine in the flights therefore it could have not led to the present scenario. The continuous scandalous incidents with the airline also indicate a poor leadership as well. The leaders of any organization should maintain the organizational structure and keep the communication process within the organization transparent. However, it can be indicated that the higher management and the employees of the organization were not working with the same aligned ethics and moral. This can also be considered as a failure of poor human resource management that they have recruited people who are not well aware of the ethical concerns and the mission, vision of the organization. Therefore the organization should ensure that functions of HR management are focused on getting suitable people onboard at the same time. References Amankwah-Amoah, J., Ottosson, J. and Sjgren, H., 2017. United we stand, divided we fall: historical trajectory of strategic renewal activities at the Scandinavian Airlines System, 19462012.Business History,59(4), pp.572-606. Benn, S., Todd, L.R. and Pendleton, J., 2010. Public relations leadership in corporate social responsibility. Journal of Business Ethics, 96(3), pp.403-423. Kline, J.J. and Hutchins, G., 2017. Enterprise risk management: A global focus on standardization.Global Business and Organizational Excellence,36(6), pp.44-53. Lee, J.J. and Gino, F., 2017. In search of moral equilibrium: Person, situation, and their interplay in behavioral ethics.The Atlas of Moral Psychology: Mapping Good and Evil in the Mind. Lewis, T. and Potter, E. eds., 2011.Ethical consumption: A critical introduction. Routledge. Newman, J. and Bird, M.G., 2017. British Columbia's fast ferries and Sydney's Airport Link: partisan barriers to learning from policy failure.Policy Politics,45(1), pp.71-85. Park, J. and Elsass, P., 2017. Behavioral Ethics and the New Landscape in Ethics Pedagogy in Management Education. Prentice, R.A., 2015. Behavioral ethics: Can it help lawyers (and others) be their best selves.Notre Dame JL Ethics Pub. Pol'y,29, p.35. Rangan, K., Chase, L.A. and Karim, S., 2012. Why every company needs a CSR strategy and how to build it. Ruiz-Mora, I., Lugo-Ocando, J. and Castillo-Esparcia, A., 2016. Reluctant to talk, reluctant to listen: Public relations professionals and their involvement in CSR programmes in Spain. Public Relations Review, 42(3), pp.402-407. SagReferencesand We Have Ourselves to Blame.The Washington Post. Sharif, M.M. and Scandura, T.A., 2014. Do perceptions of ethical conduct matter during organizational change? Ethical leadership and employee involvement.Journal of Business Ethics,124(2), pp.185-196. Shaw, D. and Newholm, T., 2002. Voluntary simplicity and the ethics of consumption.Psychology Marketing,19(2), pp.167-185. Sundel, M. and Sundel, S.S., 2017.Behavior change in the human services: Behavioral and cognitive principles and applications. Sage Publications. Szmigin, I. and Carrigan, M., 2005. Exploring the dimensions of ethical consumption.ACR European Advances. van Drongelen, A., Boot, C.R., Hlobil, H., Twisk, J.W., Smid, T. and van der Beek, A.J., 2014. Evaluation of an mHealth intervention aiming to improve health-related behavior and sleep and reduce fatigue among airline pilots.Scandinavian journal of work, environment health, pp.557-568. Wahba, G., 2017. Measuring the effect of Viral Negative Sentiment on Market Value: Case Study on United Airlines Crisis 2017. Weber, L. and Wiersema, M., 2017. Dismissing a Tarnished CEO? Psychological Mechanisms and Unconscious Biases in the Boards Evaluation.California Management Review, p.0008125617712257 Communication issue

Torture human rights Essay Example For Students

Torture human rights Essay Convention against Torture Around the world and around the clock, human rights violations seem to never cease. In particular, torture violations are still rampant all over the world. One regime, the Convention against Torture and other Cruel, Inhuman or Degrading Treatment or Punishment, establishes a strong elaboration of norms against torture. Despite its efforts, many countries still outright reject its policies against torture while other countries openly accept them, but surreptitiously still violate them. The US, Israel, and Saudi Arabia all have failed to end torture despite accepting the provisions of the Convention. Israel has used torture since at least the 1970s. It was not till 1991 that Israel ratified the Convention against Torture. It however did not accept the provisions of articles 21 and 22. Their acceptance lead to many improvements in human rights. In fact after a supreme court ruling in 1999 all torture was deemed illegal, even moderate physical pressure. This was a major step for human right organizations, and was praised. The convention against torture along with NGOs such as Amnesty international continue to express concerns to Israel about treatment which amounts to torture and is still unhappy with the situation in Israel. Supposedly in 1999 when Israel banned a number of interrogation methods it left loopholes by which methods amounting to torture may still continue. The main targets for torture in Israel are obviously the Palestinian detainees which 85% of are tortured. Some methods included prolonged sleep deprivation, toilet and hygiene deprivation, beatings, acts such as forcing detainees to eat and use the toilet at the same time, and electric shock. Despite the media coverage given to Israel by the convention against torture, there is still a significant amount of torture going on and since no legal steps have been taken to implement domestically the Convention against Torture, the convention does not form part of the domestic law of Israel and its provisions cannot be invoked in Israeli co urts. The convention has exposed the tortures occurring in Israel, and set the ground work for eliminating torture, but still has had no significant effect in controlling the problem of human rights violations with regard to torture. We will write a custom essay on Torture human rights specifically for you for only $16.38 $13.9/page Order now The US is supposedly the most free, democratic, fair and just country. However, at the core is a horrible history and current actions of torture. The most infamous torture violations of the US are its actions with prisoners of war at Guantanamo Bay and Abu Gharaib. At Guantanamo Bay people of over 35 different nationalities still remain in an almost lawless part of Cuba and held in conditions which are cruel, and inhuman, receiving degrading treatment, and no access to courts. The US places an enormous double standard on torture violations because it has always portrayed itself as upholding human rights, and specifically the negative rights of humans to not be tortured. Torture in Guantanamo included beatings, sleep deprivation, prolonged containment in uncomfortable positions, prolonged hooding, sexual and cultural humiliation, forced injections, and other physical and psychological torture. In more graphic reports of torture, in Abu Gharaib detainees were hooded naked, sodomized, beaten, forced to stand with electrical wire attached to genitalia while balancing on a box, having venomous snakes bite them, forced to get in sexual positions with each other naked, forced to masturbate while hooded, had chemical lights broken and the phosphoric liquid poured on them. These acts of torture done by the US were only exposed due to the continuing efforts of people who are against torture. If it was not for regimes such as the Convention against Torture, Abu Gharaib and Guantanamo would not have received so much exposure. There is not a person now who does not know what the US has done to its prisoners of war. However despite this, Guantanamo is still open. The US continues to torture and mistreat its prisoners of war. .u862a419dedd7cba8248f4250b26b2fb4 , .u862a419dedd7cba8248f4250b26b2fb4 .postImageUrl , .u862a419dedd7cba8248f4250b26b2fb4 .centered-text-area { min-height: 80px; position: relative; } .u862a419dedd7cba8248f4250b26b2fb4 , .u862a419dedd7cba8248f4250b26b2fb4:hover , .u862a419dedd7cba8248f4250b26b2fb4:visited , .u862a419dedd7cba8248f4250b26b2fb4:active { border:0!important; } .u862a419dedd7cba8248f4250b26b2fb4 .clearfix:after { content: ""; display: table; clear: both; } .u862a419dedd7cba8248f4250b26b2fb4 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u862a419dedd7cba8248f4250b26b2fb4:active , .u862a419dedd7cba8248f4250b26b2fb4:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u862a419dedd7cba8248f4250b26b2fb4 .centered-text-area { width: 100%; position: relative ; } .u862a419dedd7cba8248f4250b26b2fb4 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u862a419dedd7cba8248f4250b26b2fb4 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u862a419dedd7cba8248f4250b26b2fb4 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u862a419dedd7cba8248f4250b26b2fb4:hover .ctaButton { background-color: #34495E!important; } .u862a419dedd7cba8248f4250b26b2fb4 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u862a419dedd7cba8248f4250b26b2fb4 .u862a419dedd7cba8248f4250b26b2fb4-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u862a419dedd7cba8248f4250b26b2fb4:after { content: ""; display: block; clear: both; } READ: Act 3, Scene 1 Of Hamlet Essay It seems that once again the convention has failed its main objective of ending torture. The convention does review each country every four years, but has no real power to enforce its provisions or sanction any country. It has however created much exposure for torture, and has aroused much support for its cause. Once again the Conventions main flaw is its .

History of the US Congressional Gag Rule

History of the US Congressional Gag Rule The gag rule was a legislative tactic employed by southern members of Congress beginning in the 1830s to prevent any discussion of slavery in the House of Representatives. The silencing of slavery opponents was accomplished by a resolution first passed in 1836 and renewed repeatedly for eight years. The suppression of free speech in the House was naturally deemed offensive to northern members of Congress and their constituents. What came to be widely known as the gag rule faced opposition for years, most notably from former president John Quincy Adams. Adams, who had been elected to Congress following one frustrating and unpleasant presidential term in the 1820s, became the champion of anti-slavery sentiment on Capitol Hill. And his stubborn opposition to the gag rule became a rallying point for the growing abolitionist movement in America. The gag rule was finally rescinded in December 1844. The tactic had been successful in its immediate goal, the silencing of any debate about slavery in Congress. But in the long term, the gag rule was counterproductive... The tactic came to be viewed as patently unfair and undemocratic Attacks upon Adams, which ranged from attempts to censure him in Congress to a constant stream of death threats, eventually made his opposition to slavery a more popular cause. The heavy-handed suppression of debate over slavery heightened  the deepening divide in the country in the decades before the Civil War. And the battles against the gag rule worked to bring abolitionist sentiment, which had been considered a fringe belief, closer to the mainstream of American public opinion. Background to the Gag Rule Compromises over slavery had made the ratification of the United States Constitution possible. And in the early years of the country, the issue of slavery was generally absent in Congressional debates. One time it arose was in 1820 when the Missouri Compromise set a precedent about the addition of new states. Slavery was being made illegal in the northern states in the early 1800s. In the South, thanks to the growth of the cotton industry, the institution of slavery were only getting stronger. And there seemed to be no hope of abolishing it through legislative means.   The U.S. Congress, including nearly all members from the North, accepted that slavery was legal under the Constitution, and it was an issue for the individual states. However, in one particular instance, Congress did have a role to play in slavery, and that was in the District of Columbia. The district was ruled by Congress, and slavery was legal in the district. That would become an occasional point of debate, as congressmen from the North would periodically urge that slavery in the District of Columbia be outlawed. Until the 1830s, slavery, as abhorrent as it may have been to many Americans, was simply not discussed much in the government. A provocation by abolitionists in the 1830s, the pamphlet campaign, in which anti-slavery pamphlets were mailed to the South, changed that for a time. The issue of what could be sent through the federal mails suddenly made anti-slavery literature a highly controversial federal issue. But the pamphlet campaign fizzled out, as mailing pamphlets which would be seized and burned in southern streets were seen as simply impractical. And anti-slavery campaigners began to rely more on a new tactic, petitions sent to Congress. The right of petition was enshrined in the First Amendment. Though often overlooked in the modern world, the right to petition the government was held in very high regard in the early 1800s. When citizens began sending anti-slavery petitions to Congress, the House of Representatives would be confronted with the increasingly contentious debate about slavery. And, on Capitol Hill, it meant pro-slavery legislators began to seek a way to avoid dealing with the anti-slavery petitions entirely. John Quincy Adams in Congress The issue of petitions against slavery, and the efforts by southern legislators to suppress them did not begin with John Quincy Adams. But it was the former president who brought great attention to the issue and who persistently kept the matter controversial. Adams occupied a unique place in early America. His father, John Adams, had been a founder of the nation, the first vice president, and the country’s second president. His mother, Abigail Adams, was, like her husband, a dedicated opponent of slavery. In November 1800 John and Abigail Adams became the original inhabitants of the White House, which was still unfinished. They had previously lived in places where slavery was legal, though waning in actual practice. But they found it particularly offensive to look from the windows of the president’s mansion and see groups of slaves working to build the new federal city. Their son, John Quincy Adams, inherited their abhorrence of slavery. But during his public career, as a senator, diplomat, secretary of state, and president, there hadn’t been much he could do about it. The position of the federal government was that slavery was legal under the Constitution. And even an anti-slavery president, in the early 1800s, was essentially forced to accept it. Adams lost his bid for a second presidential term when he lost the very bitter election of 1828 to Andrew Jackson. And he returned to Massachusetts in 1829, finding himself, for the first time in decades, with no public duty to perform. Some local citizens where he lived encouraged him to run for Congress. In the style of the time, he professed to have little interest in the job but said if the voters chose him, he would serve. Adams was overwhelmingly elected to represent his district in the U.S. House of Representatives. For the first and only time, an American president would serve in Congress after leaving the White House. After moving back to Washington, in 1831, Adams spent time becoming familiar with the rules of Congress. And when the Congress went into session, Adams began what would turn into a lengthy battle against southern pro-slavery politicians. A newspaper, the New York Mercury, published, in the issue of December 21, 1831, a dispatch about events in Congress on December 12, 1831: Numerous petitions and memorials were presented in the House of Representatives. Among them were 15 from the citizens of the Society of Friends in Pennsylvania, praying for the consideration of the question of slavery, with a view to its abolition, and for the abolition of the traffic of slaves within the District of Columbia. The petitions were presented by John Quincy Adams, and referred to the Committee on the District. By introducing the anti-slavery petitions from Pennsylvania Quakers, Adams had acted audaciously. However, the petitions, once they were sent to the House committee which administered the District of Columbia, were tabled and forgotten. For the next few years, Adams periodically presented similar petitions. And the anti-slavery petitions were always sent into procedural oblivion. In late 1835 southern members of Congress began to get more aggressive about the issue of anti-slavery petitions. Debates about how to suppress them occurred in Congress and Adams became energized to fight the efforts to stifle free speech. On January 4, 1836, a day on which members could present petitions to the House, John Quincy Adams introduced an innocuous petition related to foreign affairs. He then introduced another petition, sent to him by citizens of Massachusetts, calling for the abolition of slavery. That created a stir in the House chamber. The speaker of the house, future president and Tennessee congressman James K. Polk, invoked complicated parliamentary rules to prevent Adams from presenting the petition. Throughout January 1836 Adams continued to try to introduce anti-slavery petitions, which were met with an endless invocation of various rules to ensure they wouldn’t be considered. The House of Representatives bogged down completely. And a committee was formed to come up with procedures to handle the petition situation. Introduction of the Gag Rule The committee met for several months to come up with a way to suppress the petitions. In May 1836 the committee produced the following resolution, which served to completely silence any discussion of slavery: â€Å"All petitions, memorials, resolutions, propositions, or papers, relating in any way, or to any extent whatsoever, to the subject of slavery or the abolition of slavery, shall, without being either printed or referred, be laid on the table and that no further action whatever shall be had thereon.† On May 25, 1836, during a heated Congressional debate on the proposal to silence any talk of slavery, Congressman John Quincy Adams tried to take the floor. Speaker James K. Polk refused to recognize him and called on other members instead. Adams eventually got a chance to speak but was quickly challenged and told the points he wished to make were not debatable. As Adams tried to speak, he was interrupted by Speaker Polk. A newspaper in Amherst, Massachusetts, The Farmer’s Cabinet, on June 3, 1836 issue, reported on the anger shown by Adams in the May 25, 1836 debate: â€Å"At another stage of the debate, he appealed again from a decision of the Speaker, and cried out, ‘I am aware there is a slave-holding Speaker in the Chair.’ The confusion which ensued was immense.â€Å"Affairs having gone against Mr. Adams, he exclaimed Mr. Speaker, am I gagged or not? â€Å" That question posed by Adams would become famous. And when the resolution to suppress talk of slavery passed the House, Adams received his answer. He was indeed gagged. And no talk of slavery would be allowed on the floor of the House of Representatives. Continuous Battles Under the rules of the House of Representatives, the gag rule had to be renewed at the outset of each new session of Congress. So over the course of four Congresses, a span of eight years, the southern members of Congress, along with willing northerners, were able to pass the rule anew. Opponents of the gag rule, most notably John Quincy Adams, continued to battle against it whenever they could. Adams, who had acquired the nickname â€Å"Old Man Eloquent,† frequently sparred with southern congressmen as he would try to bring the subject of slavery into House debates. As Adams became the face of opposition to the gag rule, and to slavery itself, he began to receive death threats. And at times resolutions were introduced in Congress to censure him. In early 1842, a debate over whether to censure Adams essentially amounted to a trial. Accusations against Adams and his fiery defenses appeared in newspapers for weeks. The controversy served to make Adams, at least in the North, a heroic figure battling for the principle of free speech and open debate. Adams was never formally censured, as his reputation probably prevented his opponents from ever gathering the necessary votes. And in his old age, he continued to engage in blistering rhetoric. At times he baited southern congressmen, taunting them over their ownership of slaves. The End of the Gag Rule The gag rule persisted  for eight years. But over time the measure was seen by more and more Americans as essentially anti-democratic. Northern members of Congress who had gone along with it in the late 1830s, in the interest of compromise, or simply as a surrender to the power of the slave states, began to turn against it. In the nation at large, the abolitionist movement had been seen, in the early decades of the 19th century, as a small band on the outer fringe of society. Abolitionist editor  William Lloyd Garrison had even been attacked on the streets of Boston. And the Tappan Brothers, New York merchants who often financed abolitionist activities, were routinely threatened. Yet, if the abolitionists were widely viewed as a fanatical fringe, tactics like the gag rule made the pro-slavery factions appear just as extreme. The suppression of free speech in the halls of Congress became untenable to northern members of Congress. On December 3, 1844, John Quincy Adams put forth a motion to rescind the gag rule. The motion passed,  by a vote in the House of Representatives of 108 to 80. And the rule which had prevented debate over slavery was no longer in force. Slavery, of course, was not ended in America until the Civil War. So being able to debate the issue in Congress did not bring an end to slavery. Yet, by opening up a debate, changes in thinking were made possible. And the national attitude toward slavery was no doubt affected. John Quincy Adams served in Congress for four years after the gag rule was rescinded. His opposition to slavery inspired younger politicians who could carry on his fight. Adams collapsed at his desk in the House chamber on February 21, 1848. He was carried to the speakers office and died there the following day. A young Whig congressman who had been present when Adams collapsed, Abraham Lincoln, was a member of the delegation which traveled to Massachusetts for the funeral of Adams.

Edward and Sarah Bishop of the Salem Witch Trials

Edward and Sarah Bishop of the Salem Witch Trials Edward Bishop and Sarah Bishop were tavern keepers that were arrested, examined, and imprisoned as part of the Salem witch trials of 1692. At the time, Edward was about 44 years old and Sarah Wildes Bishop was about 41 years old. There were three or four Edward Bishops living in the area at that time. This Edward Bishop seems to be the one who was born on April 23, 1648.  However, Sarah Bishops year of birth is not known. Note: Bishop is sometimes spelled Bushop or Besop in the records. Edward is sometimes identified as Edward Bishop Jr. Sarah Wildes Bishop was the stepdaughter of Sarah Averill Wildes who was named as a witch by Deliverance Hobbs and executed on July 19, 1692. Bridget Bishop is usually credited with running a tavern that was something of a town scandal, but it was more likely Sarah and Edward Bishop who ran it out of their home. The Background of Edward and Sarah Edward Bishop may have been the son of Edward Bishop, the husband of Bridget Bishop. Sarah and Edward Bishop were the  parents of twelve children. At the time of the Salem witch trials, an older Edward Bishop also lived in Salem. He and his wife Hannah signed a petition protesting the accusations against Rebecca Nurse.  This Edward Bishop seems to have been the father of the Edward Bishop married to Bridget Bishop, and thus the grandfather of the Edward Bishop married to Sarah Wildes Bishop. Victims of the Salem Witch Trials Edward Bishop and Sarah Bishop were arrested on April 21 of 1692 with Sarahs stepmother Sarah Wildes, William and Deliverance Hobbs, Nehemiah Abbott Jr., Mary Easty, Mary Black and Mary English. Edward and Sarah Bishop were examined on April 22 by magistrates Jonathan Corwin and John Hathorne, on the same day as Sarah Wildes, Mary Easty, Nehemiah Abbott Jr., William and Deliverance Hobbs, Mary Black, and Mary English. Among those who testified against Sarah Bishop was the Rev. John Hale of Beverly. He outlined accusations from a neighbor of the Bishops that she did entertain people in her house at unseasonable hours in the night to keep drinking and playing at shovel-board whereby discord did arise in other families and young people were in danger to be corrupted. The neighbor, Christian Trask, wife of John Trask, had attempted to reprove Sarah Bishop but received no satisfaction from her about it.  Hale stated that Edward Bishops would have been a house if great profaneness and iniquity if the behavior had not been stopped. Edward and Sarah Bishop were found to have committed witchcraft against Ann Putnam Jr., Mercy Lewis, and Abigail Williams. Elizabeth Balch, wife of Benjamin Balch Jr., and her sister, Abigail Walden, also testified against Sarah Bishop, claiming they heard Edward accuse Elizabeth of entertaining Satan at night. Edward and Sarah were jailed in Salem and then in Boston, and their property was seized. They escaped from the Boston jail for a short time. After the Trials After their trial their son, Samuel Bishop recovered their property. In a 1710 affidavit attempting to gain recompense for the damages theyd suffered and to clear their names, Edward Bishop said they were prisnors for thirtiey seven wekes and required to pay ten shillings pur weeake for our bord plus five pounds. The son of Sarah and Edward Bishop Jr., Edward Bishop III, married Susannah Putnam, part of the family who had leveled many of the accusations of witchcraft in 1692. In 1975 David Greene suggested that the Edward Bishop accused - with his wife Sarah - was not related to Bridget Bishop and her husband, Edward Bishop the sawyer, but was the son of another Edward Bishop in town.

Research paper Example | Topics and Well Written Essays - 1000 words - 2

Research Paper Example In all difficulties nourishment of childlike he/she didn’t feel any kind of loneliness. There is a lack of support from a partner and have to make all the decisions and all the responsibilities are overwhelmed on single parent and their household is totally disturb that’s why research proofs that double parents household is very satisfactory. Research supports that children who grow up in households with two continuously married parents are less likely to experience a wide range of problems because psychologically both have mental satisfaction that’s why they don’t screamed, shout or irritate on children as well as they don’t get panic because they have mutual responsibilities and the atmosphere of their homes are calm and peaceful as well as society never asked them about their personal issues so they don’t experienced any behavioral problems in spite of this children from single parent families have more behavioral problems, more emotional problems and single parent is always disturb about this mental stress of child so the environment of their homes are sad and this household have only one responsible who have to care about kids schools, homework, lunch, uniform etc. Burden of responsibilities under single parent disturb whole family. Other research has shown that when parents have conflicts it becomes the worst situation for raising children. Living with one parent reduces anxiety and stress for the children. When parent is not giving much time and effortto conflicts then they have more emotional resources to give a child and children nourishment under this household becomes satisfactory. According to research overwhelmingly support of parents and the best environment for child nourishment is a two parent family, where parents are married and live happily and give best time to their children but Of course not every two-parent family is ideal because of their home atmosphere although overwhelming is an advantage but conflicts between parents disturb child’s mind and continuous stress make them upset that’s why sometimes children raised better in a single parent home, but research shows that this is the exception not the rule. And the researchers shocked to see that divorce is now common and 50% of marriages will end in divorce and their rate is increases day by day and there is no foible of kids but they suffer a lot and having lower average levels of cognitive, social and emotional well beings although their households considered best but everything kids happiness, best education will be finish when child have no mental satisfaction and when they grow up under mother and father’s shadow and suddenly this situation occurs so obviously it have social impacts their must ask them about the reason of their parents’ divorce these small things disturb the whole life of child and the effect of divorce continue into adulthood as well as children experience â€Å"lower psych ological well-being, Poor marital quality and an elevated risk of seeing their own marriage end in divorce; this divorce case is exceptional and rare because sometime child get more mature by passing difficult situations and get lesson by their parents behavior and live happily with their partner. That’s why children whose parents do not have stable marriages are better off in a single parent family. Supervision of child under two parent house hold is best and in a better way so that child not feels that parents always supervise them. But as a single parent he/she does

Before Sunset Analysis Essay Example | Topics and Well Written Essays - 1000 words

Before Sunset Analysis - Essay Example Urban public space needs to be privatized so as to bring up the modern and up to date look of a city despite the cultural background that the society holds on to. The city is also based on the traditional and olden society. According to Zukin (1995), â€Å"we who live in cities like to think of â€Å"culture† as the antidote to this crass vision†. This means that, the city syndrome of never to change how an old city looks is deeply rooted to their culture and changing or refurbishing the society by giving it a new modern look would not be that easy due to the society that has lived there long enough. An example of a scene is the one where by Jesse and Celine meet in the pedestrian paths and they catch up on their previous encounter when they met nine years ago. This scene depicts old age Paris where the city is not popularized, there are few people and there exist one or two bookshops right in the buildings where they are selling books that are also termed as classics, like Shakespeare. The same scene depicts the city structure as being not quite involving as some of the places termed as restaurants are also closed. According to the film â€Å"Before Sunset†, the city of Paris has very classic and civilized neighborhoods. Taking a scene where Jesse and Celine are talking about whether any of them showed up in Vienna, the pedestrian path ways are quite big and open. There exist very wide paths in between buildings where people can essentially walk freely, park their cars or motorcycles and so on. The neighborhood opens up to accommodate roadside restaurants where people could sit down in the open and enjoy a hot drink or even lunch or dinner at their convenience. The neighborhoods are quiet as the main road is actually situated a little bit further from the neighborhood. This is a symbol of the classic Paris look back in the days. Cafes are open up in the neighborhood all the time and anyone can pop in. The scene where

Assessor Award Essay Example for Free

Assessor Award Essay A1 Assessor Award BY fiffi20 7317 Vocational Assessors Award Underpinning Knowledge Requirements QI. The way how I identify and use different types of evidences when carrying out assessments are by reading through all the chosen units assessment reports to have a clear understanding of the criteria/elements which the candidate must meet. The different types of evidences which can be used are, Task Statements, Work Product/ Work Evidences, Observations, Supplementary Evidences, Questionnaires, Professional Discussions and also Witness Statements. Q2. When comparing different types of evidences, I make sure the work product overs either, the Skills and Techniques or the Performance Indicators depends on the NVQ course, this get done on both the mandatory unit as well as the unit the candidate is working on. This is done by me checking the evidence against the Assessment Report and referencing the elements which have been met. Q3. When it comes to me collecting evidence I normally get my candidates to print their evidences in black and white instead of colour to save the cost of their ink cartridge. If possible I would also ask them to print double sided to save paper. I always ask my candidates if they have created any sort of evidence prior to our eeting, that way I could see if the evidence is suitable for the task and if its meets any of the elements on the assessment report if so this saves a lot of time on the candidate behalf if not, I do set my candidates deadlines for them to meet, so that way then can complete to hand over evidences. Q4. If a candidate has completed evidences prior to the assessment process I would ask them to demonstrate how they started and completed the task. I would also have a Professional Discussion with them to cover certain Performance Indicators as well as getting a Witness Statement completed by a person high then he candidate, someone who can confirm that the candidate was able tackle this task. Depends on the unit, I would sometimes also give Questionnaires to them to cover their Knowledge and Understanding. Q5. To develop and agree assessment plans with the candidates I consider all Performance Indicators and Skills and Techniques for each chosen unit, I then advise them on the assessment methods which will be used to collect the evidence and also a date/time of completion is set and agreed by both the candidate and myself. Q6. To assess the performance of my candidate I observe them while they are ackling the work evidence and I also question them this could either be verbal or written. Through this method I can pin point their performance against specific parts of the standard. evelop their competency would be to give them extra training on specific areas which they lack knowledge in and also set them task where I could observe them on that particular training to see whether or not they understood to concept and learnt from the training. I would also question them to confirm they understanding. By doing this I can make sure the candidate will be able to meet the criteria/element. Q8. Diff erent candidate have different needs, some need more training and guidance than others. So when changing assessment procedures all aspect must be considered. For example I have a candidate who is a Personal Assistant for a Head Teacher in a school which I assess in. I show her the Action Plans and Assessment Reports and explain the criteria/element which she must meet, she is able to produce evidence instantly due to IT knowledge and Job role, this candidate need very little training in her Business and Administration course as long as I explain what is required from her and her work products/work evidences. However I then have a candidate who is a receptionist at a medical centre, this candidate has dyslexia and needs a huge amount of training and guidance, especially with her Task Statements. A lot more time must be spent with this candidate and the deadline of evidence must be slightly longer then others. Q9. When collecting evidences must ensure there are no confidentially information which relates to neither the company nor their clients/customers. The evidences must be created by the candidates so that way they are valid and fair. If the candidate does not create the evidence then it is hard to identify whether or not it is air. All evidences must be valid. I must check dates and check the assessment reports. I must speak to the Manager and advise them which type of evidence the candidate will be submitting. QIO. When completing work evidences, the evidence must follow the assessment standard of the CADCentre unit standard booklet. QI 1. To measure existing levels of competence I always question my candidates, this could either be verbal or written. I also get the candidate to perform the task so Im able to observe and Judge their competency level. Q12. To make a valid and reliable assessment of my candidates knowledge I ormally hold a professional discussion with them and also given them questionnaires to complete. Q13. To make a valid and reliable assessment of my candidates performance I get my candidate to produce work evidence to support there claim, to complete a Task Statement and I then type out the Observation which will backup the task which they completed and also to reference the criteria/elements which they successfully matched. collect the work evidence and the Task Statement from the candidate and then I would go through the assessment report and tick off the criteria/elements which they uccessfully met. This is done once IVe collect all evidences towards the relevant unit. This will show that the candidate was capable to meeting the required criteria/ elements. QI 5. To check that the evidence was created by the candidate I always ask them to demonstrate who they created the evidence and also I would take down the file path. The file path is added to the candidates work evidence as well as in my Observations. Q16. To make sure that supporting evidences supplied by other people are reliable I ask the Manager to write out a Witness Statement, I would also speak to the witness egarding the candidates unit, explaining the criteria/elements which they need to cover and will be assed on. The witness must have knowledge and experience in the area which I will assess to allow them to write up the statement otherwise it will not be valid. QI 7. I always tell the candidates that they can use evidences which they previously created towards the chosen unit. For instance an ITQ candidate might have already created a Powerpoint presentation a few weeks ago and as she/he Chose this particular unit, instead of getting them to re-create another resentation we would use the same as long as it met all the relevant criteria/ elements. This saves the candidate a lot of time and effort and fast tracks he collection of the evidence. Q18. The way how I give constructive feedback to my candidates is by after the completion ofa task I would sit down with them and go over the task again. My feedback sheet will state the unit number, the task which the candidate has completed, date of completion, a brief paragraph giving a positive feedback on the task, state any issues which the candidate might have had during the task and also I ention the next stage which they will be moving on to. Q19. The way how I involve my candidates in the planning of assessment , I sit with them and explain all the criteria/elements which they will need to meet, the date of completion must also be agreed by both parties. I would also Judge whether or not the candidate will need extra training times on certain criteria/element to allow them to meet them. Q20. To keep to the data protection act I must store all candidates details safe and secure. Candidate detail must not be shown nor shared with any other candidates or any one outside the CADCentre. Q21. I have a lot of patients and give a lot of my time to my candidates who I feel lack to take part in different in their assessment. Im constantly training them to regain their confidences and knowledge. I also advise them that they can email or call me regarding any questions which they might have. I also give them the option of training them through specific area. IVe noticed that more practice the candidate has the better their understanding is. Q22. I make sure that I treat all my candidates the same, all with the same respect regardless to age, gender, race or beliefs. I train all my candidates equally, however I o sometimes give extra time/training to those who are in need. Q23. To meet the needs to each of my candidate, I assess them on the second initial visit after the signup. I question them verbally to have a clear view of the competency and needs. From that I can Judge which candidate will need extra training. Q24. I always give a feedback to all my candidates after the completion ofa task or even a unit. Again in this I will verbal talk to them as well as write out a feedback sheet. Feedbacks are very important to candidates, they can see their progressions and also identify their weaknesses. Q25. I have always built a good friendly relationship with all my candidates, make them feel at ease to ask questions and get in contact with me at any time regarding any issues which they might have with the course/evidence. Q26. To monitor and review the progress of my candidates I always complete an eight week review which states and identifies how the candidate is progressing, whether its a slow progression or an up to date progress. Deadlines are always set with my candidates and some do meet them and some do go over the deadline. Q27. Candidates are always upgrading their positions within companies. I must ake sure that my knowledge and understand of the course, assessment reports and standards are ofa high level to allow me to assess the candidates. Knowledge in softwares are also very important, as a candidate might chose to complete their NVQ in a specific software such as Access. Access is a database software which not many people know how to use and not many companies use, so to be able to assess and train in Access my knowledge and understand must be high. Q28. To update my existing skills and experience I would take full advantage of any training/course opportunities which may arise. This will enhance my skills, nowledge and also experience. Q29. I would take in consideration any Internal Verifier feedbacks, I would also constantly look at the City and Guilds web site and also sign up for the Newsletters. Q30. To improve my personal development I would again take full advantage of any qualifications and criterias. Q31. To meet my candidates needs in a safe, fair, valid and reliable manner I would take in to account there needs and work in line with the relevant legislations. As I mentioned before I have a candidate who suffers from Dyslexia, with her I need to print the text in a larger font and explain each point to her fully for her to have fully nderstanding of what is required from her. Q32. To recognise and challenge unfair discrimination in assessments I would refer back to the procedure, CADCentre Handbook. Q33. I would liaise with the Internal Verifier and then External Verifier to get advice on meeting candidates special assessment requirements. Q34. To identify and plan for issues of confidentiality and data protection during the assessment process I would either collect the Work Product or if the data is confidential then I would only request the file path. The file path is needed in case he Internal Verifier or External Verifier wanted to go to the company and have a look and the evidence. Q35. The way how I would record, store and pass on assessment decisions to other people within an agreed system would be by recording it on assessment plans and completing a summary of achievement. Q36. I would say to identify and assess things that could influence my own competence, could be an ITQ unit such as (214). By observing another person I could learn new skills on a particular software. Q37. I would liaise with my manager and request training in either a particular course, scheme, FL, CPD and also PTTLS.

La Vida de Fernando Botero :: Papers

La Vida de Fernando Botero Fernando Botero llevado en Colombia en 1932. En 1951, à ©l viajà ³ a Bogotà ¡, donde à ©l tenà ­a su primera exposicià ³n individual en la galerà ­a de Matiz. Él estudià ³ en Madrid en la academia del San Fernando y en Florencia, donde à ©l aprendià ³ las tà ©cnicas del fresco de los italianos. En 1956 à ©l trabajà ³ en la escuela de los artes finos de la universidad en Bogotà ¡ y viajà ³ a Ciudad de Mà ©xico para estudiar el trabajo de Rivera y de Orozco. Durante los aà ±os sesentas en Nueva York, Botero empiezà ³ una forma de pintura figurada del renacimiento y de pintura barroca con la tradicià ³n colonial de Amà ©rica latina. En 1969 su obras bellos fueron en el museo del arte moderno en Nueva York. Seises de sus trabajos de arte famosos son el cuarto de baà ±o, pares, una familia, hombre con el perro, los mà ºsicos, y un naturaleza muerta de la sandà ­a. Sus pinturas casi siempre son comentarios sociales con las polà ­ticas. Sus retratos satà ­ricos carà ¡cter en susn pinutras. La tà ©cnica del fresco y la historia estudiadas Botero del arte en Florencia a partir de 1953 a 1955 y à ©sta ha influenciado su pintura desde que. Durante este perà ­odo en Nueva York, à ©l comenzà ³ a experimentar con crear el volumen en sus pinturas y comprimiendo el espacio alrededor de ellas. En la pagina ciento en el libro de Paso A Paso, hay una pintura de Botero, la familia social polà ­tica. El tà ­tulo es ?La familia presidencial?, pintado en 1967. La pintura representa a una familia presidencial faimily quià ©nes parecen cerdos. Las siete personas en la pintura son todas gordos, el gato son gordo tambià ©n. Esta vida polà ­tica del satire. Una mujer gorda en el centro con un bolso y una ropa animal en un brazo. El sacerdote y el comandante està ¡n detrà ¡s de la mujer con el bolso y en el primero plano està ¡ una serpiente.

Book “The Boy in the Striped Pyjamas”

John Boyne’s novel The Boy in the Striped Pyjama’s published in 2006 tells the story by using a nine year old boy as the narrator to show the world through his eyes. The Boy in the Striped Pyjamas is a powerful story because it is told from Bruno’s perspective. The novel is set in the years of World War 2 and the colorcast where many Jewish families live their lives in fear of the Hitler and the Germans. Boyne has used many different languages in the novel such as Tone, Literacy Devices and Characterization to show the different features and perspectives from Bruno.The way Boyne describes Shmuel makes the reader really feel remorseful for this boy and the way he is being treated by the soldiers. Boyne Cleverly uses imagery and symbolism to describe Shmuel from Bruno’s perspective. â€Å"His skin was almost the colour of grey, but not quite like any grey Bruno has ever seen before. He had very large eyes and they were the colour of caramel sweets. † (p. 106-107. ) Boyne has impressively used imagery to show and represent people through Bruno’s innocent and naive eyes and really encourages the reader to read on.In the novel the way Boyne uses characterization, helps to show the different characteristics of Bruno and how he represents other characters from his perspective. â€Å"Who’s the fury? † asked Bruno. â€Å"Your pronouncing it wrong† said father pronouncing it correctly. â€Å"The Fury† Bruno said again but failing. (p. 117). Boyne uses this, to describe to the reader that Bruno is a naive and innocent young boy. Boyne uses implied meanings as you may have realised Boyne never mention Hitler but rather says fury and makes the novel really impacts the reader. Boyne uses a lot of one in his novel to express the feelings been told through the story.By the way Boyne has represented the way the soldiers laughed and mocked the children makes the reader leave with a distaste of the soldiers and are remorseful for the children. †But then one of the soldiers lunged towards them and they separated and seemed to do what he wanted them to do all along, which was to stand in a single line. When they did, the soldiers all started to laugh and applaud them. † (p. 37). It shows that the soldiers were horrible people, they pushed and laughed at all the children in the concentration camp and didn’t care one bit if it hurt them.The feeling that you get when you read this book, it is sad and depressing, which can explain why it is a very powerful story. The Boy in the Striped Pyjamas heavily impacts the reader in every way, making the novel very powerful. Boyne uses a younger innocent and naive boy, like Bruno, to tell the story by the view of a young child. Boyne uses Bruno as a narrator to highlight the prejudice that causes adults to behave badly and unkindly towards others. Using a naive narrator it confronts the reader about their own beliefs and values. The wa y Boyne cleverly use tone, characterization and literacy devices impacts the story greatly.

Cause and Effects of the Great Depression

The Causes and Effects of The Great Depression In America Few Americans in the first months of 1929 saw any reason to question the strength and stability of the nation's economy. Most agreed with their new president that the booming prosperity of the years just past would not only continue but increase, and that dramatic social progress would follow in its wake. â€Å"We in America today,† Herbert Hoover had proclaimed in August 1928, â€Å"are nearer to the final triumph over poverty than ever before in the history of any land. The poorhouse is vanishing from among us. â€Å"1 In mid-October, 1929, the average middle-class American saw ahead of him an illimitable vista of prosperity. The newly inaugurated president, Herbert Hoover, had announced soberly in the previous year that the conquest of poverty was no longer a mirage: â€Å"We have not yet reached our goal, but given a chance to go forward with the policies of the last eight years, and we shall soon with the help of God be within sight of the day when poverty will be banished from the nation. † This was the economic promise interwoven with what a popular historian would call the American Dream. More complacently, Irving Fisher and other economists in the confidence of Wall Street assured the citizen that he was dwelling upon â€Å"a permanently high plateau† of prosperity. 2 Only fifteen months later, those words would return to haunt him, as the nation plunged into the severest and most prolonged economic depression in its history. It began with a stock market crash in October 1929; it slowly but steadily deepened over the next three years until the nation's economy (and, many believed, its social and political systems) approached a total collapse. It continued in one form or another for a full decade, not only in the United States but throughout much of the rest of the world, until war finally restored American prosperity. 3 In the autumn of 1929, the market began to fall apart. On October 21, stock prices dipped sharply, alarming those who had become accustomed to an uninterrupted upward progression. Two days later, after a brief recovery, an even more alarming decline began. J. P. Morgan and Company and other big bankers managed to stave off disaster for a while by conspicuously buying up stocks to restore public confidence. But on October 29, all the efforts to save the market failed. â€Å"Black Tuesday,† as it became known, saw a devastating panic. Sixteen million shares of stock were traded; the industrial index dropped 43 points; stocks in many companies became virtually worthless. In the weeks that followed, the market continued to decline, with losses in October totaling $16 billion. Despite occasional hopeful signs of a turnaround, the market remained deeply depressed for more than four years and did not fully recover for more than a decade. 4 The sudden financial collapse in 1929 came as an especially severe shock because it followed so closely a period in which the New Era seemed to be performing another series of economic miracles. In particular, the nation was experiencing in 1929 a spectacular boom in the stock market. 5 In February 1928, stock prices began a steady ascent that continued, with only a few temporary lapses, for a year and a half. By the autumn of that year, the market had become a national obsession, attracting the attention not only of the wealthy, but of millions of people of modest means. Many brokerage firms gave added encouragement to the speculative mania by offering absurdly easy credit to purchasers of stocks. It was not hard to understand why so many Americans flocked to invest in the market. Stocks seemed to provide a certain avenue to quick and easy wealth. Between May 1928 and September 1929, the average price of stocks rose more than 40 percent. The stocks of the major industrials, the stocks that are used to determine the Dow Jones Industrial Average, doubled in value in that same period. Trading mushroomed from two or three million shares a day to more than five million, and at times to as many as ten or twelve million. There was, in short, a widespread speculative fever that grew steadily more intense. A few economists warned that the boom could not continue, that the prices of stocks had ceased to bear any relation to the earning power of the corporations that were issuing them. But most Americans refused to listen. 6 The depression of the stock market impressed the general public with the idea that it would depress general business. Because of a psychological consequence, it did, but it should not have. There are 120,000,000 persons in the country and at the maximum not more than 10,000,000 were involved in stock market transactions. The remaining 110,000,000 persons suffered no loss. The bulk of the population may not have suffered the loss of stock investments, but there were plenty of other ways to calculate loss, and by the end of 1929, with unemployment rising, with shops and factories ornamented by closed or out of business signs, and, perhaps most terrifying of all, the closing of the nations banks, taking with them millions of dollars in deposits. More than 9,000 American banks either went bankrupt or closed their doors to avoid bankruptcy between 1930 and 1933. Depositors lost more than $2. 5 billion in deposits. 8 Two-hundred and fifty six banks failed in the single month of November 1930, and further yet on December 11, when the United States Bank, with deposits of more than $200 million, went under. It was the largest single bank failure in America history up to that tim e, and contributed no little portion to an economic hangover in which, in the words of banker J. M. Barker, â€Å"cupidity turned into unreasoning, emotional, universal fear†. 9 The misery of the Great Depression was, then, without precedent in the nation's history. 10 The most searing legacy of the depression was unemployment, which mounted steadily from the relatively low levels experienced between 1922 and 1929. The percentage of the civilian labor force without work rose from 3. 2 in 1929 to 8. 7 in 1930, and reached a peak of 24. 9 in 1933. The estimates of unemployment amongst non-farm employees, which include the self-employed and unpaid family workers are even higher. These are horrifying figures: millions of American families were left without a bread-winner and faced the very real possibility of destitution. 11 Within a few months after the stock market collapse of October 1929, unemployment had catapulted from its status of a vague worry into the position of one of the country's foremost preoccupations. Unemployment increased steadily, with only a few temporary setbacks, from the fall of 1929 to the spring of 1933. Even a cursory reference to the several existing estimates of unemployment will amply show the rapidity with which unemployment established itself as an economic factor of the first order of importance. 12 By 1932, a quarter of the civilian labor force was unemployed and the number was still rising. State and local relief agencies lacked sufficient funds to meet the demands of families for bare sustenance. Discouraged by continual turn-downs, the unemployed had stopped looking for jobs. On good days in the great cities the jobless sat on park benches reading discarded newspapers, and many who had lost their homes slept in the parks. While some families managed to stay in their homes and apartments, even though they failed to pay the rent or mortgage interest, others were evicted. To keep some semblance of a home, families built shelters from discarded crates and boxes on vacant land or in the larger parks. Municipal authorities, unable to provide adequate help, were forced to adopt a tolerant attitude against these squatters. As time passed the structures became more elaborate and habitable, but older children were inclined to wander away and look for opportunities elsewhere. 13 Fifty years after his presidency and twenty after his death, Herbert Clark Hoover remains the person most Americans held responsible for the economic calamity that struck after 1929. Few of our political leaders have been more ridiculed and vilified during their tenure in office. By 1931, new words and usage based on his name had entered the country's cultural vocabulary: Hooverville†: a temporary bivouac of homeless, unemployed citizens. â€Å"Hoover blankets†: the newspapers used by people to keep warm at night while sleeping in parks and doorways. â€Å"Hoover Flags†: empty pants pockets, turned inside out as a sign of poverty. â€Å"Hoover wagons†: any motor vehicle being pulled by a horse or mule In the heat of the 1932 election, hitchhikers displayed signs reading â€Å"If you don't give me a ride , I'll vote for Hoover. â€Å"14 From the New York Times, October 22, 1932 Fifty-four men were arrested yesterday morning for sleeping or idling in the arcade connecting with the subway 45 West Forty-second Street, but most of them considered their unexpected meeting with a raiding party of ten policemen as a stroke of luck because it brought them free meals yesterday and shelter last night from the sudden change in the weather. From the New York Times, September 20, 1931 Several hundred homeless unemployed women sleep nightly in Chicago's parks, Mrs. Elizabeth A. Conkey, Commissioner of Public Welfare, reported today. She learned of the situation, she said, when women of good character appealed for shelter and protection, having nowhere to sleep but in the parks, where they feared they would be molested. â€Å"We are informed that no fewer than 200 women are sleeping in Grant and Lincoln Parks, on the lake front, to say nothing of those in the other parks,† said Mrs. Conkey. â€Å"I made a personal investigation, driving park to park, at night, and verified the reports. † The commission said the approach of winter made the problem more serious, with only one free woman's lodging house existing, accommodating 100. These are just two of the many stories that came of the poverty of the depression. 15 Not quite three and a half years had passed since the stock market crash, had plunged the United States, and most of the world, into the worst economic debacle in Western memory. Industrial output was now less than half the 1929 figure. The number of unemployed, although difficult to count accurately, had mounted to something between 13 and 15 million, or a recorded high of 25 per cent of the labor force-and the unemployed had 30 million mouths to feed besides their own. Hourly wages had dropped 60 per cent since 1929, white-collar salaries 40 per cent. Farmers were getting less than 50 cents a bushel for wheat. The stark statistics gave no real picture of the situation-of the pitiful men selling apples on city street corners; of the long lines of haggard men and women who waited for dry bread or thin soup, meager sustenance dispensed by private and municipal charities; of the bloated bellies of starving children; of distraught farmers blocking the roads to dump milk cans in a desperate effort to drive up the price of milk. â€Å"They say blockading the highways illegal,† said an Iowa farmer. â€Å"I says, ‘Seems to me there was a Tea Party in Boston that was illegal too. 16 The suffering extended into every area of society. In the industrial Northeast and Midwest, cities were becoming virtually paralyzed by unemployment. Cleveland, Ohio, for example, had an unemployment rate of 50 percent in 1932; Akron, 60 percent; Toledo, 80 percent. To the men and women suddenly without incomes, the situation was frightening and be wildering. Most had grown up believing that every individual was responsible for his or her own fate, that unemployment and poverty were signs of personal failure; and even in the face of national distress, many continued to believe it. Unemployed workers walked through the streets day after day looking for jobs that did not exist. When finally they gave up, they often just sat at home, hiding their shame. 17 An increasing number of families were turning in humiliation to local public relief systems, just to be able to eat. But that system, which had in the 1920s served only a small number of indigents, was totally unequipped to handle the new demands being placed on it. In many cities, therefore, relief simply collapsed. New York, which offered among the highest relief benefits in the nation, was able to provide families an average of only $2. 9 per week. Private charities attempted to supplement the public relief efforts, but the problem was far beyond their capabilities as well. As a result, American cities were experiencing scenes that a few years earlier would have seemed almost inconceivable. Bread lines stretched for blocks outside Red Cross and Salvation Army kitchens. 18 Thousands of people sifted through g arbage cans for scraps of food or waited outside restaurant kitchens in hopes of receiving plate scrapings. Nearly 2 million young men simply took to the roads, riding freight trains from city to city, living as nomads. The economic hardships of the Depression years placed great strains on American families, particularly on the families of middle-class people who had become accustomed in the 1920s to a steadily rising standard of living and now found themselves plunged suddenly into uncertainty. It was not only unemployment that shook the confidence of middle-class families, although that was of course the worst blow. It was also the reduction of incomes among those who remained employed. Economic circumstances forced many families, therefore, to retreat from the consumer patterns they had developed in the 1920s. Women often returned to sewing clothes for themselves and their families and to preserving their own food, rather than buying such products in stores. Others engaged in home businesses taking in laundry, selling baked goods, accepting boarders. Many households expanded to include more distant relatives. Parents often moved in with their children and grandparents with their grandchildren, or vice versa. 19 The public did not understand the causes or solutions of unemployment, but people could judge polices by results. They had little tolerance for anyone who said current polices were working when, in fact, more jobs were being lost. One indication of how desperate the situation was came in June when Chicago mayor told one House Committee that it still had a choice: it could send relief, or it could send troops. 20 With local efforts rapidly collapsing, state governments began to feel new pressures to expand their own assistance to the unemployed. Most resisted the pressure. Tax revenues were declining along with everything else, and state leaders balked at placing additional strains on already tight budgets. Many public figures, moreover, feared that any permanent welfare system would undermine the moral fiber of its clients. 21 People never enjoy paying taxes. With the lower incomes of the depression came widespread demand for retrenchment and lower local taxes. Indeed, many local citizens and property owners were quite unable to pay their taxes at all. Since a large part of the revenues of local government is spent for public education, it was perhaps inevitable that the tax crisis should produce cutbacks in schools. Many communities decreased their school spending severely. In effect, they passed the burden on to the teachers, the students, or both. No one will ever be able to calculate the cost to American civilization that resulted from inadequate education of the nation's children during the Great Depression. The colleges' problems were somewhat different. Although the budgets of almost all colleges, public and private, were not what they should have been, a greater problem was that of students who were destitute. Rare was the college that did not have several cases of severe student poverty. Thousands of students in the 1930's made important sacrifices to stay in college. Because the students of the depression constituted, on the whole, a hungry campus generation they gave college life a new and earnest tone. The goldfish gulpers may have got the big headlines in the late 1930's, but they were not typical depression undergraduates. 22 During the first two years of the depression the schools did business about as usual. By September, 1931, the strain was beginning to tell. Salary cuts were appearing even in large towns, and the number of pupils per teacher had definitely increased. Building programs had been postponed. In a few communities school terms had been considerable shortened, and in others some of the departments and services were being lopped off. But, on the whole, the school world wagged on pretty much as usual. During the 1932-33 term the deflation gathered momentum so rapidly that many communities had to close their schools. By the end of last March nearly a third of a million children were out of school for that reason. But the number of children affected, shocking as it is, does not tell the story so vividly as does the distribution of the of the schools. Georgia had 1,318 closed schools with an enrollment of 170,790, and in Alabama 81 percent of all the children enrolled in white rural schools were on an enforced vacation. In Arkansas, to site the case of another sorely pressed state, over 300 schools were open for sixty days or less during the entire year. By the last of February more than 8,000 school children were running loose in a sparsely settled New Mexico. And over a thousand west Virginia schools had quietly given up the struggle. 23 The downswing which began in 1929 lasted for 43 months. The ‘Great Depression' has the dubious distinction of being the second longest economic contraction since the Civil War, second only to that which began in 1873 and continued for 65 months. The length of a depression, however, can only give a limited indication of its impact; the amplitude and national ramifications of 1929-33 give those years a special importance. 24 Economists, historians, and others have argued for decades about the causes of the Great Depression. But most agree on several things. They agree, first, that what is remarkable about the crisis is not that it occurred; periodic recessions are a normal feature of capitalist economies. What is remarkable is that it was so severe and that it lasted so long. The important question, therefore, is not so much why was there a depression, but why was it such a bad one. 25 America had experienced economic crises before. The Panic of 1893 had ushered in a prolonged era of economic stagnation, and there had been more recent recessions, in 1907 and in 1920. The Great Depression of the 1930s, however, affected the nation more profoundly than any economic crisis that ad come before not only because it lasted longer, but because its impact was far more widely felt. The American economy by 1929 had become so interconnected, so dependent on the health of large national corporate institutions, that a collapse in one sector of the economy now reached out to affect virtually everyone. Even in the 1890s, large groups of Americans had l ived sufficiently independent of the national economy to avoid the effects of economic crisis. By the 1930s, few such people remained. 26 Some economists argue that a severe depression could have been avoided if the Federal Reserve system had acted more responsibly. Instead of moving to increase the money supply so as to keep things from getting worse in the early 1930s, the Federal Reserve first did nothing and then did the wrong thing: Late in 1931, it raised interest rates, which contracted the money supply even further. 27 At the time, a substantial majority of Americans and nearly all foreigners who expressed opinions on the subject believed that the Wall Street stock market crash of October 1929 had triggered the depression, thereby suggesting that the United States was the birthplace of the disaster. The connection seemed too obvious to be a coincidence. Many modern writers have agreed; for example, the French historian Jacques Chastenet says in Les Annees d'Illsions: 1918-1931, â€Å"After the stock market crash on the other side of the Atlantic came an economic crisis. The crisis caused a chain reaction in the entire world. 28 Many years after it ended, former President Herbert Hoover offered an elaborate explanation of the Great depression, complete with footnote references to the work of many economists and other experts. THE DEPRESSION WAS NOT STARTED IN THE UNITED STATES,† he insisted. The â€Å"primary cause† was the war of 1914-18. In four-fifths of the â€Å"economically sensitive† nations of the world, including such remote areas as Bolivia, Bulgaria, and Australia, the downturn was noticeable long before the 1929 collapse of American stock prices. 29 Unsolved economic and social problems, accumulated over many years, made the Great Depression more of a culture crisis than can be measured in new laws or economic statistics. Americans had always been confident that the unique virtues of their society-its stronger economic base, its more alert citizenry, and its higher moral principals-would protect it from the evils and failures of Europe and would inevitable lead to new levels of civilization. In spite of the derision of a few artists and intellectuals, this â€Å"American Dream† still persisted in the 1920's. Somewhere in the dark passages of the Great Depression, as the forces of world history weakened belief in the uniqueness of the United States as a nation set apart, the dream faded and became indistinct. While America would recover economically and would rise to new heights of material achievement scarcely thought possible in the 1929, the myth of a unique destiny would never regain its old force and certainty. Henceforth Americans would share some of the realistic disillusionment of Europeans, some of the sense that survival alone was an achievement in a world not necessarily designed for the triumph of the human spirit. 30 Endnotes 1. Richard N. Current, The Great American History (CD-ROM) The Civil War to WWII, Carlsbad, CA. : Comptons New Media McGraw-Hill 1995) p. 1 2. Dixon Wecter, A History Of America The Age Of The Great Depression, (New York, NY. : The Macmillan Co. 1948) p. 1 3. Current Opcit. p. 2 4. Ibid. p. 8 5. Ibid. p. 6 6. Ibid. p. 7 7. T. H. Watkins, The Great Depression America in The 1930s, (Boston, MA. : Little Brown and Co. 1993) p. 54 8. Current Opcit. p. 16 9. Watkins Opcit. p. 55 10. Current Opcit. p. 4 11. Peter Fearon, War Prosperity & Depression The U. S. Economy 1927-45, (Lawrence, KA. : University Press 1987) p. 137 12. David A. Shannon, The Great Depression, (Englewood Cliffs, NJ. : Prentice Hall Ins. 1960) p. 13. Thomas C. Cochran, The Great Depression and World War II 1929-1945, Glenview, IL. : Scott Foresman and Co. 1968) pp. 29-30 14. Michael E. Parrish, Anxious Decades America in Prosperity and Depression 1920-1941, (New York, NY. : W. W. Norton & Co. 1992) p. 240 15. Shannon Opcit. pp. 13-15 16. The Editors of TIME-LIFE BOOKS, This Fabulous Century 1930-1940, (New York, NY. : Time-Life Books 1985) p. 23 17. Richard N. Current, The Great American History (CD-ROM) The Civil War to WWII, (Carlsbad, CA. : Comptons New Media Inc. McGraw-Hill 1995) p. 20 18. Ibid. . 21 19. Ibid. p. 22 20. Robert S. McElvaine, The Great Depression America 1929-1941, (New York, NY. : Times Books 1984) p. 122 21. Current Opcit. p. 21 22. David A. Shannon, The Great Depression, Englewood Cliffs, NJ. : Prentice Hall Inc. 1960) p. 93 23. Ibid. p. 94 24. Peter Fearon, War Prosperity and Depression The U. S. Economy 1917-45, Lawrence, KA. : University Press 1987) p. 89 25. Current Opcit. p. 9 26. Ibid. p. 3 27. Ibid. p. 17 28. John A. Garraty, The Great Depression, San Diego, CA. : Harcourt Brace Jovanovich 1986) p. 4-5 29. Ibid. p. 4 30. Thomas C. Cochran, The Great Depression and World War II 1929-1945, (Glenview, Il. : Scott Foresman and Co. 1968) p. 1 Bibliography Cochran Thomas C. , The Great Depression and World War II 1929-1945, Glenview, Ill. , Scott Foresman and Co. , 1968 Current Richard N. , The Great American History (CD-ROM) The Civil War to WWII, Carlsbad California, Compton's New Media Inc. & McGraw-Hill, 1995 Editors of TIME-LIFE BOOKS, This Fabulous Century 1930-1940, New York, NY. , Time-Life Books, 1985 Fearon Peter, War, Prosperity, and Depression The U. S. Economy 1917-45, Lawrence, KA. , University Press, 1987 Garraty John A. , The Great Depression, San Diego, CA. , Harcourt Brace Jovanovich, 1986 McElvaine Robert S. , The Great Depression America 1929-1941, New York, NY. , Times Books, 1984 Parrish Michael E. , Anxious Decades America in Prosperity and Depression 1920-1941, New York, NY. , W. W. Norton & Company, 1992 Shannon David A. , The Great Depression, Englewood Cliffs, NJ. , Prentice Hall, 1960 Watkins T. H. , The Great Depression America in The 1930's, Boston MA. , Little Brown and Co. , 1993 Wector Dixon, A History of America The Great Depression, New York, NY. , The Macmillan Co. , 1948