Comparing America’s Economy in the 1920s and the Current Economic Situation Essay Example for Free

Comparing America’s Economy in the 1920s and the Current Economic Situation Essay Few periods in America have influenced the current government structure, size, and economy rather than the â€Å"Roaring Twenties† and the â€Å"Great Depression†. At the beginning of the 1920s, the United States was converting from wartime to peace time economy at the time weapons for World War I were no longer useful. In this decade, America became the richest nation in the world and a culture of consumerism was born. People spent money for better roads, tourism, and holiday resorts. Real estates booms sent land prices soaring (DeLong, 1997). Looking at technology, it played a vital role in delivering the economic and cultural good times that most of America enjoyed during the 1920s. The automobile’s popularity, construction of roads and highways, poured fresh public funds into the economy. This resulted to tremendous economic prosperity. Technology enhanced communication with the first public station being established, KDKA, the year 1922 introduced the first movie made with sound- The Jazz singer. It is in this time that the United States became a modern middle-class economy of radios, consumer appliances, automobiles and suburbs. Mass production had made the United States the richest society the world had ever seen (DeLong, 1997). The economy today seems to negate the glory it received in the 1920s. According to Leonhardt (2010), it produced $ 15 trillion worth of goods and services in 2008 in estimates, making it the largest in the world. The US economy however has shown a downward trend since in 2007, it began to slow significantly mainly because of a real-estate slump and other financial problems that has led the economy into a recession. The recession continued up to early 2009, making it the longest one in decades. August 2009 came with some hope with the Federal Reserve Bank’s policy-making committee saying that they believed the recession was ending. The bank cautioned that the recovery would be slow and there was a possibility that unemployment was to remain high for another year. The year 2010 is seen as the year of severe economic contraction. According to Whitney (2010), reports in the financial media believe that the effects of ongoing credit contraction and the massive injection of the central bank liquidity have prevented the collapse of financial markets. A lot is still to be done in order to leverage households and stimulate the general economic activity. The financial crisis has stripped the economy $ 13 trillion in equity and Americans have grown gloomier about the economy and the nation’s direction over the past few months, although it shows signs of moving to recovery. The country is persistent with high unemployment with ordinary working people continuing to fight to keep their jobs and maintain their standard of living. This is a contrast on what was happening in the 1920s. US had transformed in less than a decade to become the richest Nation in the world. High pay of $5 a day showed the low unemployment rate that existed. Industries were booming with high profits and numerous companies opened their doors to start operations. The US might be the world’s leading economy, but the current unemployment rates, the number of businesses closing their doors as a result of inability to pay their debts and the constraints the government face in order to fully fund the budget requirements are overwhelming. The government, the Fed and the whole economy need to work towards alleviating bottlenecks that cause the economy harm. They need to uphold policies that will see to it that economy does not run to the stagflation condition of the 1970s.

An Overview of Capital Punishment Essay -- Argumentative Persuasive Es

An Overview of Capital Punishment Introduction   Ã‚  Ã‚   Capital punishment is punishment by death for committing a crime.   Since the early 1800's most executions have resulted from convictions for murder.   The death penalty has also been imposed for such serious crimes as armed robbery, kidnapping, rape, and treason.   There is much disagreement about whether or not capital punishment is effective in discouraging crime.      Ã‚  Ã‚   In the early 1990's, 36 states of the United States had laws that permitted the death penalty.   These laws were greatly influenced by a 1972 decision of the Supreme Court of the United States which had banned the death penalty as it was then imposed, describing the carrying out of the death penalty as cruel and unusual punishment.   But the court left open the possibility that the death penalty might be imposed for certain crimes and if it was applied according to clear standards.      Ã‚  Ã‚   After this decision was made, new capital punishment laws were made to satisfy the Supreme Court's requirements.   These laws limit the death penalty to murder and to other specified crimes that result in a person's death.   These crimes include armed robbery, hijacking, and kidnapping.      Ã‚  Ã‚   Many countries, including most European and Latin-American nations, have abolished the death penalty since 1900 - including Canada, which did so in 1976. In the early 1990's, the United States was the only Western industrialized nation where executions still took place.    History      Ã‚  Ã‚  Ã‚   Capital punishment was common among all ancient civilizations.   It was used for a variety of offenses that today aren't crimes at all, like stealing the keys to someone's wi... ...e only two states which use this method are Utah and Idaho.    Conclusion      Ã‚  Ã‚   While writing this essay, I found a lot of different arguments both for and against capital punishment.   After weighing both sides of the issue, I came to the conclusion that capital punishment isn't a good idea.   There are too many risks involved - such as executing an innocent person.   Many people feel that if someone murders another person, then he too deserves to be killed.   But murdering another person won't bring the other one back, and two wrongs don't make a right.   I think it would be worse to spend the rest of your life in a cell than to go through hell for a few minutes but then be over with it forever. Therefore, I think that a good alternative to receiving the death penalty would be a life sentence in prison with no chance of parole.

Reflection Paper Temple Grandin

Temple Grandin Emergence: Labeled Autistic Positive Outcomes Born in 1949, Temple Grandin was first diagnosed with brain damage at the age of three and then, at the age of five, labeled Autistic. Today Temple Grandin, self-labeled as a recovered autistic, is a well-respected doctor in animal science, a professor at Colorado State University, a bestselling author, an autism activist, and a leading consultant to the livestock industry on animal behavior.While it is easily argued that Temple Grandin’s life does not represent the norm for most children with autism, her autobiography, Emergence: Labeled Autistic (1986) offers a powerful picture of the influences and experiences that steered Temple through her journey ‘emerging’ from autism. Considering Temple’s challenging behaviors as a toddler and the norms for the time, it would not have been surprising if Temple’s mother had followed the advice of the doctors and placed Temple into an institution at t he age of three or kept her isolated at home.Instead, her mother provided therapy and activities that kept Temple â€Å"from tuning out and failing to develop† (p. 20). At the age of three, Temple began regular therapy with a speech teacher who â€Å"helped [her] hear the consonants by stretching out and enunciating the consonants† (p. 17). Although the reader only has a glimpse of the challenge it must have been, it is clear that Temple was included in the daily and special activities of her family’s life with little allowances made for her atypical behavior: â€Å"Being a child of the 1950’s was an advantage because of structured Miss Manners meals and lots of turn-taking games kept me tuned in.The family meals and games also taught essential social skills† (p. 20). As Temple grew older, her mother continued to strive for Temple to have a normal life, enrolling her in kindergarten at the age of five, while also taking a proactive role in preventi ng problems before they happened. â€Å"The school I attended was a small private school for normal children. Mother had discussed my problems extensively with the teachers. On the first day of school I was kept home so that the teachers could explain to the other children that I was different† (p. 32).Temple’s mother was consistently an advocate for her; she did not shy away from providing Temple with experiences that would be challenging for Temple, for herself or for others. The summer after third grade, Temple went to sleep away camp. Even though this experience could be labeled a failure, Temple’s mother did not place the blame on Temple; she believed that the poor outcomes were the result of the adults handling the situation ineffectually. â€Å"When Temple is in secure surroundings where she feels love above all, and appreciation, her compulsive behavior dwindles† (p. 2). â€Å"The second problem was the camp personnel’s lack of insightâ₠¬  (p. 55). After graduating from her small elementary school, at the advice of her teachers and therapists, Temple was enrolled in a large private school. When it became clear that this setting was not appropriate for Temple, her mother, once again did not blame Temple. â€Å"I explained and she listened carefully. As usual, she stood up for me† (p. 68). Temple’s mother then took considerable time (and, in likelihood, spent considerable amount of money) to find a school that would be the best match for Temple.With Temple’s input, Temple’s mother selected the Mountain Country School in Vermont. â€Å"The Mountain Country School was started for gifted children like you† (p. 70). The Mountain Country School, as described by Temple, appeared to be an ideal school for children with high-functioning autism even by today’s understanding and standards. The basic philosophy of the school rested upon the principle of permitting students an opportuni ty to achieve what they could in specific areas, while at the same time both academic and personal allowances were made for areas of emotional handicaps (p. 2). There were four essential areas for both the school and the individual: an understanding of an individual’s personal problems and what to do to correct them; mastery of study skills; developing the social skills essential to everyday association; and the competition of everyday living either in or out of school (p. 72). Throughout Temple’s ‘emergence from autism’, Temple’s mother focused on Temple’s strengths and affirmed Temple’s differences and way of looking at the world. In letters to Temple, Mrs. Grandin wrote, â€Å"Be proud you are different.All bright people who have contributed to life have been different and found the path of life lonely. While the joiners and social butterflies flutter about, Temple, you’ll get real things done (p. 124). â€Å"You need symbo ls. You live them. Like a work of art they are a physical expression of what you feel† (p. 125). â€Å"Wanting to grow really loves yourself, loving the best part of yourself† (p. 148). Temple’s mother was not her only champion. While at the Mountain Country School, a teacher, Mr. Carlock emerged as an influential mentor for Temple. Like Temple’s mother, Mr.Carlock â€Å"didn’t see any labels, just the underlying talents† (p. 90). â€Å"He didn’t try to draw [Temple] into his world but came instead into [her] world† (p. 90). Through Mr. Carlock, Temple learnt many social skills. â€Å"He didn’t preach but showed by his own conduct a social perception that I envied and tried to emulate. From him I was learning humanistic values that I lacked because of my autism† (p. 91). Mr. Carlock did not try to force Temple to study material simply because it was the curriculum. Instead he started with where she was and used her interests to connect her to learning. â€Å"We start with you, Temple.If you want to prove your theory, then you’ll have to learn math, read scientific articles in the library, do some research† (p. 107). He realized that fighting Temple’s fixations was futile; instead he â€Å"channeled [her] fixations into constructive projects† (p. 90). These projects benefited Temple in many ways: she learned through creating; she was motivated to learn academics that might help with her projects; she stayed focused and busy which decreased her anxiety and limited her chances of ‘getting into trouble’; and she was productive, raising her worth both in her own eyes and that of her teachers and peers.Like Temple’s mother, Mr. Carlock affirmed Temple’s worth. â€Å"You’re a gifted individual, Temple- much more than any individual with just sex appeal. Your appeal, when you grow up to it, will be not only physical but intellectual, tooà ¢â‚¬  (p. 92). Years later, Mr. Carlock, perhaps unaware of what he is doing, sums up his own successful approach in his preface for Temple’s autobiography, â€Å"†¦there is hope for the autistic child – that deep, constant caring, understanding, acceptance, appropriately high expectations, and support and encouragement for what is best in him will provide a base, from which he can grow to his own potential† (p. ). From a very young age, Temple began to dream about â€Å"a magical device that would provide intense, pleasant pressure stimulation to [her] body. In [her] imagination this wonderful machine would not be a substitute to [her] mother’s hugs, but would be available at any time to soothe [her]† (p. 36). Perhaps due to her high intelligence and the acceptance by the adults around her, Temple was able to hypothesis the similarities of experiences that made her feel better. â€Å"Since I had no magical, comfort device, I wrapped myself in a blanket or got under sofa cushions to satisfy my desire for tactile stimulation.At night, I tucked in the sheets and blankets tightly and then slid in under them. Sometimes I wore cardboard posters like a sandwich board man because I enjoyed the pressure of the boards against my body† (p. 37). Through a lucky twist of fate, during a summer visit to her aunt’s ranch, Temple encounters a cattle squeeze machine; a strongly built stall for holding cattle still to minimize the risk of injury to both the animal and the operator whilst work on the animal is performed. Temple was fascinated by the squeeze machine: she observed over and over that when placed in this machine, the nervous animals calmed down.When Temple climbs into the squeeze machine herself, she finds that it has a similar effect on her own nerves: â€Å"the effect was both stimulating and relaxing at the same time† (p. 95). The magic device, ‘the squeeze machine’ came to play a signific ant role in Temple’s journey. First, it became another project for her to focus constructively on. It also began to give Temple some control over her debilitating anxiety. The device also provided Temple with an incentive as she â€Å"wouldn’t allow [herself] the relaxation/stimulation of the chute until [her] homework was completed† (p. 00). In college, proving the value of the squeeze machine for herself and other individual’s with autism became a purpose for learning skills and subjects that did not come easily to Temple. Eventually, the squeeze machine became a major reason for Temple’s career choice. During her time at Mountain Country School, Temple was able to find spiritual strength in visiting The Crow’s Nest. The Crow’s Nest was a small observation room on the roof where Temple could look out and see the mountains.With the characteristically literal thinking of an individual with autism, Temple had latched on to a Bible read ing she heard at chapel: â€Å"Before each of you there is a door opening into heaven. Open it and be saved† (p. 84). Temple began to search for the door. She finds a little wooden door that opened out onto the roof and to The Crow’s Nest. For Temple, this door, this place became her door to her Heaven where she could feel safe, hopeful and peaceful and was able to explore herself: her past, her present and her future.Temple believed that in going through this little door, in spending time in the Crow’s Nest, she experienced an awakening of her soul and mind (p. 87). The Crow’s Nest became a symbol to Temple that she could move forward, walk through new doors and grow. While most of Temple’s ‘emergence from autism’ took place before research on positive transition outcomes for children with disabilities, it is easy to see that Temple’s experiences demonstrate what research confirms to be true.Positive transition outcomes are mor e likely when parents or other family are involved; when the student has experienced school and community inclusion; the student has input into the goals; the student has had opportunity for employment experiences prior to graduation from secondary school; the student has an appropriate level of social competence; he student has developed skills and talents that are wanted and needed by the employers; the student has self-determination and self-advocacy skills; and the student has postsecondary education.Parent Involvement Temple was blessed with a mother who provided practical and emotional support as well as sourcing appropriate resources for Temple including therapy, a skilled nanny, schools and other experiences that helped Temple develop. Throughout her life other individuals took a personal interest in Temple, acting as mentors and guiding her academically and socially. The affirmation that Temple received from her mother and her mentors fueled Temple’s will to succeed. Experience in School and Community InclusionFrom the beginning Temple’s mother facilitated Temple’s inclusion in school and the community. Temple attended schools for typical children, was expected to participate in family activities, was supported in having friends, learned to swim and ride horses and attended summer camp. When a difficulty arrived, her mother advocated strongly for Temple while accepting Temple’s challenges. And when necessary, Temple’s mother sought out another school and community that was a better match for Temple. Student has Input into GoalsTemple’s teachers and mentors followed Temple’s interests, her fixations, and used these interests to persuade Temple to learn academic skills that did not interest her directly. Her interest in animals leads her to a degree in Animal Science. Temple states in her introduction, â€Å"Successful people with Asperger’s that I see †¦ were able to develop their ‘tal ent’ area into skill that other people appreciate and want† (p. 16). Self-determination and Self-advocacy Skills It is probably that Temple was born with a certain amount of determination to do what she wanted.Although often what she wanted was not what others wanted, this determination was refocused by her mentors into productive goals and projects that took into account what Temple wanted. Postsecondary Education Temple, with the support from both old and new mentors, attended college and graduate school. The college was carefully selected to meet Temple’s needs. â€Å"I will forever bless those who selected a small college for me† (p. 107). Skills and Talents that are wanted and needed by Employers/Opportunity for Employment Experiences From early on Temple was encouraged to create things.Later on she had opportunities to build and repair useful things such as a system to open the gate to her aunt’s ranch from the car. Although details are not gi ven in Emergence, the book suggests that she had responsibilities at Mountain Country School to help with the farm and the horses. During her visit to her aunt’s ranch she is encouraged to try out running different equipment. The summer after high school graduation Temple spends the summer working at her Aunt’s ranch. While at college she works with children with disabilities.Temple herself advocates: â€Å"Develop their talents into skills that can be used in a job or hobby. The goal is to provide them with skills that can give them satisfaction in life through shared interests. Some of the happiest people in the autism spectrum are the ones who have friends that share their special interest† (p 14). Social competence Through opportunity, experiences, role models and guidance from mentors she respected and felt cared for by, Temple was able to learn sufficient social competence to continue her education and hold jobs.Temple Grandin’s book, Emergence, off ers a real life example of how love, support, experiences and appropriate teaching and guidance can allow an individual to overcome her disability. While Temple stands out as an astonishing story of success, where everything that contributed to her positive outcome came together almost as a miracle, educators and parents of children with difficulties can use her experiences combined with the more recent research to plan deliberately to improve positive outcomes for their children.

Analysis Of The Film Django Unchained - 1570 Words

Title: Django Unchained Film Origin Django Unchained originated by the 1966 film Django as Director Quentin Tarantino was writing a novel on Italian Director Sergio Corbucci, who was famously known for making spaghetti western films. Summary of the film Django Unchained is a film that follows the story of Django, who was a slave turned bounty hunter, and Dr. King Schultz, who is a bounty hunter. Schultz purchases Django in order to make him a freeman, due to the information he has about his bounty for Schultz. In return, the only goal Django sets out to achieve is finding and rescuing his wife, Broomhida, after they were separated in a slave deal. Schultz and Django come to find that Broomhida is located at the location of the famous Calvin Candie, who is a cotton-field owner. Schultz and Django then come up with a plan to rescue his wife from Candie. Film’s Genre Drama, Western Possible Themes Slavery, Bounty Hunting, Love, Education, Freedom Title Meaning The meaning behind the title Django Unchained comes from Django himself. With Django being a slave, the movie shows him being â€Å"unchained† because of Schultz, as well as gaining power and intelligence to rescue his wife. Character Development Django had one of the most important character developments in the film because of the change in personality. For example, when first introduced Django is quite. He was not super talkative, but rather acting like a sponge to Schultz. Django trusted Schultz, and for good reason.Show MoreRelatedAnalysis Of The Passing Of Grandison And Quentin Tarantino s Film Django Unchained 1068 Words   |  5 Pagesstory about slavery? Slavery is typically a sensitive and serious topic. In Charles W. 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