The Great Depression Influence on the World

The Great Depression was a time in history that had a noticeable and largely significant influence on the world. The hardships that people went through have become instilled in time, teaching future generations of the changes that can affect many people. John Garraty looks into the reasons and times that ruled the society during the hardships and limitations that will never be forgotten.Advertising We will write a custom essay sample on The Great Depression’ Influence on the World specifically for you for only $16.05 $11/page Learn More Very specific words are said by Garraty when he identifies the period in history as â€Å"a cataclysmic event and it produced such extraordinary changes in the political, economic, and social structure of the United States†¦Ã¢â‚¬  (Garraty 167). The 1900’s were a time when the world was changing, torn by war and many things would define the future at a speed previously unseen. His book looks at the fa ctors that have caused and prolonged the issues that have deprived many people of jobs and ability to come out of the atrocious conditions. John Garraty also examines how agriculture was impacted, as people were very much dependant on it. The industry was at an all time low which caused a chain reaction of people losing jobs and not being able to support themselves or their families. As the Great Depression happened in other countries as well, it was an international phenomenon that has had a profound effect on several strong and major nations. John Garraty mentions that a lot of people thought the Great Depression happened because of the† Wall Street crash of October 1929† (Garraty 169). It is possible to suppose that one event would start the process but even though it could have been the catalyst, it was not enough to have such an effect all by itself. There were many factors that led to the global fall of economy. The government was taking close look at the budgeting problems and several policies were being analyzed. Hoover is mentioned several times as a center figure in the balancing and searching for the right strategy. As the breakdown was commonplace, the volume of production was decreased and the bankruptcy of many firms became inevitable. The radical changes had to be made and Roosevelt became the key person who influenced the nation and directed it in the right way (Garraty 176). He has given people better access to jobs and a chance to rebuild the world. Even though John Garraty takes a detailed look at some important points, the evidence is somewhat unclear to the layperson. The reasons and causes for the Great Depression must be deeply analyzed, so that such future situations can be avoided. The book also gives a lot of examples that come from other historical texts and little explanation is given as to the reasoning and thinking of the writer. A person reading the book must be very knowledgeable of the events and the moment in histo ry when the Great Depression took place. Someone who is unaware will miss the points that require attention and the focus will be lost. Another improvement could be related to the taking apart of solutions and outcomes that were developed by the government and how people have influenced the world domestically and internationally.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Overall, the book is educational and has ideas that are very useful in understanding and learning about the past, as well as the difficulties people had to go through. Although, it would not be enough to paint the whole enormous picture, so other sources must be consulted. Works Cited Garraty, John. The Great Depression. Harpswell, United States: Anchor Publishing, 1987. Print. This essay on The Great Depression’ Influence on the World was written and submitted by user Keon E. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

My Value essays

My Value essays When first born to a family, as a child we dont know what race we are born in. What are the rules of living in a society in the family? As we grow up we learn the way our family lives and how they value life. What they consider more important in life then anything else, is what we learn. While growing up I too had earned so many values from my parents. They have taught me many things that come first and many things that come at last. Not only that I was taught a few things that I shouldnt be doing at all. The top three values that I was taught were to respect my elders, family reputation comes first than anything else, and society comes before freedom. I lived with these values for most of my life. They had created so much influence in my life. I have always respected family members that are elder to me. My parents taught me how to talk to them. What I should say to them and what I shouldnt. This makes them appreciate my parents because they say the parents upbringing on this child is really nice. Everyone that I talk to, I was never supposed to say their name, while I talk to them. If it is someone that I am not familiar with and is part of my family, I have to call them uncle or aunt, if it is a woman. This has influenced my life because now I respect everyone that is older to me. I dont talk to them rudely. Also the way I see life is, if you respect someone, you will also be respected and appreciated by everyone else. This does happen. As I am growing up, all my family members that are younger to me, they respect me and they have never called my name while addressing me. It feels so special. Although they dont call me aunt, but they call me sister or sis, whichever one is easier for them. After respect comes family reputation. My mom used to say; you must take care of you self and not hang around with wrong crowd. My friends were respected only ...

Business Driven Information Systems Term Paper Example | Topics and Well Written Essays - 1500 words

Business Driven Information Systems - Term Paper Example As the report discusses the University of La Verne is faced by a threat of new universities within California which are providing competitive programs. In addition, supplier power for educational and research material has become a threat to the brand identity of the university which ranked among the top institutions of higher education in California. This paper declares that the University of La Verne is mandated to employ proper management and institutional strategies that will help it to overcome the threat of new entrants into the higher education sector and education service delivery. In addition the university must be sensitive to the power of the buyer who comprise of its students who purchase educational services. This would be achieved through affordable and high quality education which meets the needs of the students for competitive advantage. The threat of substitutes is a business challenge for competitive advantage. It is in this sense that the University of La Verne should employ proper business strategies such as marketing so that it can overcome the threat of other research centers. IT success within the University of La Verne’s can be measured in terms of its congruency with the goals and objectives of the institution. Effective adoption and implementation of information technology is must be in line with t he goals and objectives of an organization or institution such as efficiency of operations and activities.

Paper #1 (Economic) Essay Example | Topics and Well Written Essays - 750 words

Paper #1 (Economic) - Essay Example The price elasticity of demands demonstrates how the demand for a product is affected by a change in its price. A simple mathematical formula which expressed the relationship and provides a way to calculate price elasticity is (% change in quantity / % change in price). There are several factors that can affect demand elasticity. These are availability of substitutes, amount of income available to spend on a good, and time (Investopedia, 2007). A substitute product is an item that might not compete directly with a particular product, but has similar characteristics and can replace the consumption for the original product. For example Pam spray is a substitute product for corn oil. A substitute product is the factor that influences elasticity the most. The higher the amount of substitute products available in the market that can replace a product, the more price sensitive a product becomes. A product with few substitute products that the consumer needs is considered to be in inelastic because changes in the price of the product will not affect the demand for the product that much. â€Å"Caffeine is an inelastic product because it lacks substitutes† (Investopedia, 2007). The level of income a person has is another factor that affects elasticity. A person might want a particular item, but if his economic reality does not allow him to afford the item then he is not considered in the demand equation of a product. The way income affects demand the most can be seen by a person’s consumption of a product he regularly purchases, for example soft drinks. If a person’s income decreases by half the most likely scenario is that this individual will lower his consumption of soft drinks, thus lowering the overall demand for the product. Time can convert an inelastic product such as tobacco into elastic if a person begins to lower his purchase frequency by reducing his consumption of the item over

Article Analysis Essay Example | Topics and Well Written Essays - 500 words - 5

Article Analysis - Essay Example rategic choice because it launches innovative health care products, and that the strategy is implemented through building synergies with existing systems and providing space for adapting new ones. In addition, the basic meaning of the article is that Apple is ready to lead in the production of innovative health care products that both prevent and manage diseases. The article, moreover, will help me succeed in class and my employment because it inspires me to also find new innovations where I can use my strengths as distinct advantages. First, the article has the elements of strategic analysis, strategic choice, and strategic implementation (Kew and Stredwick 205). Apple has a vision of being a leader of innovative products that can change industries for the better (Hull). The Apple Watch represents Apple’s vision as it enters an industry that it is new to it too. This is similar to Nintendo’s Wii that became a health care product when it promoted physical activity that has entertainment and social value. Apple Watch is an innovation that can help Apple become a more familiar brand in the health care sector. Moreover, Apple shows that its strategic choice is about innovation. It is not afraid of promoting change, as its watch combines prevention and disease management (Tozzi). Furthermore, the strategic implementation of Apple is to start with a product that is already based on linking existing systems. For instance, Tozzi says: â€Å"HealthKit will plug into electronic health records from Epic and o ther providers, enabling smoother communication between doctors and patients.† Apple Watch shows that the strategic choice is about improving how systems can work together, and how it can offer something new now and in the future. Apart from these elements of strategic management, the article has the basic meaning that Apple is ready to lead in the production of innovative health care products that both prevent and manage diseases. Apple Watch can help people

Validity of Main Intelligence Tests

Validity of Main Intelligence Tests Nowadays, it is getting more and more people comparing self to others in order to define their standards among the other. Besides of comparing achievements and richness, intelligence is one of the most popular items to be compared. Based on the intelligence scores, people get to prejudge and define others; this may cause people with low intelligence scores withdraw from socializing and other psychological problems. Intelligence is the ability to solve problems, or to create products, that are valued within one or more cultural settings (Gardner, 1993, p. 33). The purpose of this paper is to study whether the main intelligence tests are valid measures of peoples ability to perform intelligently. According to the past researches, it is found that the main intelligence tests such as Ravens Standard Progressive Matrices, Standard-Binet Intelligence Scale, and Wechslers tests are valid to predict peoples academic achievements (Freberg, Vandiver, Watkins, Canivez, 2008; Hale, Fiorello, Ka vanagh, Hoeppner, Gaither, 2001; Pind, Gunnarsdottir, Johannesson, 2003; Rushton, Skuy, Bons, 2004; Smith, Martin, Lyon, 1989). One of the studies which found that Wechslers tests are valid measures in predicting peoples academic achievements was done by Freberg et al. (2008). The aim of the study was to examine the validity of Wechsler Intelligence Scale for Children Third Edition Full Scale IQ scores in measuring future academic achievement based on the significant difference among the WISC-III four factor scores: Freedom from Distractibility, Perceptual Organization, Verbal Comprehension, and Processing Speed (Freberg et al., 2008, p. 135). The study was participated by 202 students who were assessed twice over three years for special education qualifications. Participants age ranged from 6 to 13 years. Participants were divided into two groups according to the absence or presence of a significant variability between the WISC III four factor scores, and then the WISC III four factor scores were matched across groups on Full Scale IQ scores, sex, age, ethnicity and disability such as specific learning di sability, serious emotional disturbance, and mental retardation. In the study done by Freberg et al. (2008), the results were analysed by using hierarchical multiple regression showed that the WISC III Full Scale IQ was a valid measure of reading achievement (r = .65) and math achievement (r = .75) in the occurrence of significant factor score discrepancy. The results of this study support present argument because Freberg et al. (2008) found that WISC III Full Scale IQ could be a powerful and valid predictor of future academic achievement, where the higher the IQ score, the better it is in reading achievement and math achievement. However, the sample size in this study was too small to generalize the result to every aspect, so it is recommended that future research should be done with larger sample sizes. Besides, this study focused solely on the WISC III, which could be replaced by WISC IV, due to this limitation, it is suggested that this study should be replicate by using WISC IV or different kind of cognitive ability test to examine the g eneralizability of this study. Besides of the study done by Freberg et al. (2008), there is another study done by Hale et al. (2001) also found that Wechsler Intelligence Scale for Children Third Edition is a valid measure to predict childrens academic achievement. There were 174 children who age ranged from 6 to 16 years participated in this study. In order to be involved in this study, they needed to complete the 12 subtests to analyse factor scores and WISC III Full Scale IQ. Other than that, they needed to have Full Scale IQ between 80 and 120, and to have a significant discrepancy between logical or rational functioning and no less than one academic achievement area. Children were not included if they had a record of epilepsy, brain injury or any other medical condition that would affect psychological functioning. Archival data of 6-year period were collected to examine the presence and absence of medical histories. According to the results in the study done by Hale et al. (2001), it showed that Full Scale IQ was positively correlated with all the academic achievements Verbal Comprehension (r = .68), Reading Comprehension (r = .33), Reading Decoding (r = .33), Spelling (r = .39), Written Language (r = .33), and Math Computation (r = .44). The results of this study support present argument Hale et al. (2001) also found Wechsler Intelligence Scale for Children Third Edition as a valid measure to predict academic achievements such as verbal comprehension, reading comprehension, and math computation. It means when the children score higher in Wechsler Intelligence Scale for Children Third Edition, it is predicted that the children can also score higher in academic achievements as mentioned above. This study used a clinic-referred sample of children with learning disabilities, so the results in this study may not be generalized to school-based samples of children with learning disabilities or norm al children. Thus, future studies could look at whether the same performance patterns present for different group of populations. Apart from Wechsler Intelligence Scale, Ravens Standard Progressive Matrices is also one of the main intelligence tests. A study done by Pind et al. (2003) found that Ravens Standard Progressive Matrices is a valid measure to predict childrens academic achievement. In the study, participants that were actually assessed were 665 children who age ranged 6 to 16 years, but it ended up only 550 children were chosen to the actual standardised sample. The tests were run as group tests in a group of 10 children. Administrator was in the classroom to describe and to guide the children throughout the tests. To make sure coding of the answers accurately, every test form was keyed into computer twice. According to the results, Ravens Standard Progressive Matrices had higher positive correlation with mathematics as compared with the positive correlation of Ravens Standard Progressive Matrices and language subjects. Besides, Ravens Standard Progressive Matrices also had remarkable positive correl ations with the Icelandic National Examinations in fourth grade (r = .38), seventh grade (r = .64), and tenth grade (r = .53). The results of this study support my argument because it testified the usefulness of Ravens Standard Progressive Matrices to measure intelligence and to predict students academic achievements in Icelandic National Examinations, where the higher score the students got in Ravens Standard Progressive Matrices, the higher they could score in Icelandic National Examinations. Not only Ravens Standard Progressive Matrices is a valid measure to predict academic achievement, Rushton et al. (2004) found that Ravens Advanced Progressive Matrices is also a valid measure in predicting academic achievement. There were actually 392 students from University of the Witwatersrand took the Ravens Advanced Progressive Matrices, but it was cut down to 306 students by not including those without biographical data, high-school grades, or examination scores, or those who listed their age that over 23, or those who were in a small sample sizes. One hundred and seventy seven of them were Africans while another 129 were non-Africans, their age ranged from 17 to 23 years. Ravens Advanced Progressive Matrices and other academic tests were administered by authors and his colleagues during regular class period. Students received 50 rand each as reward when they passed up the answer sheets. Based on the results in the study done by Rushton et al. (2004), for the Africans, results indicated that Ravens Advanced Progressive Matrices correlated positively with English Test (r = .29), Similarities Test (r = .14), and High-school Grade Point Average (r = .22). While for the non-Africans, Ravens Advanced Progressive Matrices also correlated positively with English Test (r = .25), Similarities Test (r = .26), and High-school Grade Point Average (r = .16). Contrary to expectation, Ravens Advanced Progressive Matrices was not correlated with University Grades either for Africans or non-Africans. The results of this study support present argument because Rushton et al. (2004) examined the validity of Ravens Advanced Progressive Matrices which indicated that it is a valid measure to predict academic achievement although it failed to predict University Grades. It was mentioned that Africans were not Smith et al. (1989) did a Stanford-Binet Intelligence Scale Fourth Edition validation study on predicting academic performance. This study compared and assessed the performance of students with learning disabilities on the Kaufman Assessment Battery for Children and the Stanford-Binet Intelligence Scale Fourth Edition. The sample included 18 students with learning disabilities who ranged in age from 8 to 11 years. Every student was diagnosed before as having learning disability by taking intelligence test individually. Every student was arranged to take the Kaufman Assessment Battery for Children test and Stanford-Binet Intelligence Scale Fourth Edition test in counterbalance sequence by psychologists in school. The time spent between tests was 5 to 22 days, with an average of 12 days. Results in the study done by Smith et al. (1989) showed that the Kaufman Assessment Battery for Childrens Mental Processing Composite was positively correlated with Sequential Processing (r = .77), Simultaneous Processing (r = .92), and Achievement (r = .48), while Stanford-Binet Intelligence Scale Fourth Editions Test Composite was also positively correlated with Verbal Reasoning (r = .96), Abstract or Visual Reasoning (r = .89), and Quantitative Reasoning (r = .78). These results indicated that Kaufman Assessment Battery for Children and Stanford-Binet Intelligence Scale Fourth Edition are valid measures of students with learning disability to perform intelligently. The results of this study support present argument because Kaufman Assessment Battery for Children and Stanford-Binet Intelligence Scale Fourth Edition also found to be valid to predict academic achievement positively. The limitation of this study was the sample of participants. As relationship between intelligence s cales and academic achievements were examined in this study, participants were needed to do certain solving problems, reading, spelling, or writing questions, thus, students with learning disabilities might not be able to solve or answer some of the questions which would affect the results. Therefore, future researches are needed to examine the generalizability of the results for different samples of students with learning disabilities. As a conclusion, main intelligence tests such as Ravens Standard Progressive Matrices, Standard-Binet Intelligence Scale, and Wechslers tests are found to be valid to predict peoples academic achievements (Freberg et al., 2008; Hale et al., 2001; Pind et al., 2003; Rushton et al., 2004; Smith et al., 1989). According to the scores from intelligence scales, academic achievement might be able to be predicted; however, it does not mean people can get the good result without paying certain amount of efforts on getting impressive results. Therefore, intelligence scales can be good measures or tool to predict how well is the people able to achievement, but it cannot assure the prediction if the person does not pay any effort.

The Oppression of Women Exposed in The Yellow Wallpaper -- The Yellow W

The Oppression of Women Exposed in The Yellow Wallpaper    Charlotte Perkins Gilman is remembered today principally for her feminist work "The Yellow Wallpaper."   It dramatizes her life and her experience with Dr. S. Weir Mitchell's now infamous "rest cure."   Commonly prescribed for women suffering from "hysteria," the rest cure altogether forbade company, art, writing, or any other form of intellectual stimulation.   When Mitchell prescribed this for Gilman, he told her to "'live a domestic life as far as possible,' to 'have but two hours' intellectual life a day,' and 'never to touch pen, brush or pencil again' as long as I lived" ("Why I Wrote . . . n.p.). It nearly drove her insane.   She began to recover only when she returned to her art and writing, and subsequently wrote "The Yellow Wallpaper" to alert others to the perils of the rest cure and its attempt to stifle creativity.   It raises the question, stated by Conrad Shumaker, "What happens to the imagination when it's defined as feminine   (and thus weak) and has to face a society that values the useful and the practical and rejects anything else as nonsense?" (590).   The answer provided by Gilman is that it becomes uncontrollable and has the potential to destroy a person's sanity. In "The Yellow Wallpaper," the narrator suffers from postpartum depression, diagnosed by her husband John as "hysteria."   He recommends the rest cure for her and arranges for them to spend the summer in a country mansion.   Although his wife wants to take a downstairs room which opens out into the garden, John forces her to live upstairs in a nursery with barred windows and hideous yellow wallpaper.   She is not permitted to write, except for a journal which she keeps surreptitiously, an... ...William Day, and Sandra Waller.   New York:   Addison Wesley Longman, 1997.   299-312. "Why I Wrote 'The Yellow Wallpaper.'" The Forerunner October 1913:   n.p. Golden, Catherine.   "The Writing of 'The Yellow Wallpaper':   A Double Palimpsest."   Studies in American Fiction 17 (1989):   198-201. Johnson, Greg.   "Gilman's Gothic Allegory:   Rage and Redemption in 'The Yellow Wallpaper.'"   Studies in Short Fiction 26 (1989): 521-30. Kasmer, Lisa "Charlotte Perkins Gilman's   'The Yellow Wallpaper':   A Symptomatic Reading."   Literature and Psychology 36.3 (1990):   1-15. MacPike, Loralee.   "Environment as Psychopathological Symbolism in 'The Yellow Wallpaper.'"   American Literary Realism 8 (1975):   286-88. Shumaker, Conrad.   "Too Terribly Good to be Printed:   Charlotte Perkins Gilman's 'The Yellow Wallpaper.'"   American Literature 57 (1985):   588-99. The Oppression of Women Exposed in The Yellow Wallpaper -- The Yellow W The Oppression of Women Exposed in The Yellow Wallpaper    Charlotte Perkins Gilman is remembered today principally for her feminist work "The Yellow Wallpaper."   It dramatizes her life and her experience with Dr. S. Weir Mitchell's now infamous "rest cure."   Commonly prescribed for women suffering from "hysteria," the rest cure altogether forbade company, art, writing, or any other form of intellectual stimulation.   When Mitchell prescribed this for Gilman, he told her to "'live a domestic life as far as possible,' to 'have but two hours' intellectual life a day,' and 'never to touch pen, brush or pencil again' as long as I lived" ("Why I Wrote . . . n.p.). It nearly drove her insane.   She began to recover only when she returned to her art and writing, and subsequently wrote "The Yellow Wallpaper" to alert others to the perils of the rest cure and its attempt to stifle creativity.   It raises the question, stated by Conrad Shumaker, "What happens to the imagination when it's defined as feminine   (and thus weak) and has to face a society that values the useful and the practical and rejects anything else as nonsense?" (590).   The answer provided by Gilman is that it becomes uncontrollable and has the potential to destroy a person's sanity. In "The Yellow Wallpaper," the narrator suffers from postpartum depression, diagnosed by her husband John as "hysteria."   He recommends the rest cure for her and arranges for them to spend the summer in a country mansion.   Although his wife wants to take a downstairs room which opens out into the garden, John forces her to live upstairs in a nursery with barred windows and hideous yellow wallpaper.   She is not permitted to write, except for a journal which she keeps surreptitiously, an... ...William Day, and Sandra Waller.   New York:   Addison Wesley Longman, 1997.   299-312. "Why I Wrote 'The Yellow Wallpaper.'" The Forerunner October 1913:   n.p. Golden, Catherine.   "The Writing of 'The Yellow Wallpaper':   A Double Palimpsest."   Studies in American Fiction 17 (1989):   198-201. Johnson, Greg.   "Gilman's Gothic Allegory:   Rage and Redemption in 'The Yellow Wallpaper.'"   Studies in Short Fiction 26 (1989): 521-30. Kasmer, Lisa "Charlotte Perkins Gilman's   'The Yellow Wallpaper':   A Symptomatic Reading."   Literature and Psychology 36.3 (1990):   1-15. MacPike, Loralee.   "Environment as Psychopathological Symbolism in 'The Yellow Wallpaper.'"   American Literary Realism 8 (1975):   286-88. Shumaker, Conrad.   "Too Terribly Good to be Printed:   Charlotte Perkins Gilman's 'The Yellow Wallpaper.'"   American Literature 57 (1985):   588-99.