The Great Depression - Main Causes Essay Example for Free

The Great Depression Main Causes Essay Introduction Like us, many of you had a loved one that lived during the Great Depression. Many of us have heard stories from our parents or grandparents of the horrific times of the depression; stories that told us how hard it was to find a job, put food on the table, and to provide shelter for the family. Learning how to live without things was a battle all by itself. Hearing the stories made me grateful to be born in a different era. However, each era has its own battles to fight that will change the direction of the economy and maybe the world. Many people feel that we are in a depression. Unemployment rising, business closing its doors, and poverty in the United States on a rise, would make you think that we are in a depression. However, after careful research from articles, books, videotape, and previously conducted surveys, on the main causes of the depression, we realize that the recession that we are in is far from the Great Depression. Our research also uncovered the impacts of the depression that played a role in reforming the economy. Also, our research will show us how Franklin D. Roosevelt solved the depression and got the economy rolling again. Finally, there were many lessons learned by banks, business owners, and the government. We hope that the details of the Great Depression will enlighten you with comparisons on our current recession. Main Causes The main causes for the Great Depression were a combination of unequally distributed wealth, the stock market crash, and eventually the bank failures. The unequal distribution of wealth existed on many levels. Money was distributed unequally between the rich and the middle class, between industry and agriculture within the US, and between the US and Europe. This imbalance of wealth created an unstable economy. The excessive speculations kept the stock market artificially high, but eventually lead to large market crashes. These market crashes, combined with the unequal distribution of wealth, and bank failures, caused the American economy to collapse. The distribution of national income became increasingly skewed in the 1920s. The nations total realized income rose from $74.3 billion in 1923 to $89 billion in 1929. However, the prosperity was not divided evenly amongst all Americans. According to a study done by the Brookings Institute in 1929, the top .1% of Americans had a combined income equal to the bottom 42%. That same top .1% of Americans in 1929 controlled 34% of all savings, while 80% of Americans had no savings at all. While the disposable income per capita rose 9% from 1920 to 1929, those with income within the top 1% enjoyed a staggering 75% increase in per capita disposable income. A major reason for this gap between the rich and the working-class people was the increased manufacturing output through this period. Thus, wages increased 25% as fast as productivity increased. As production costs fell quickly, wages rose slowly, and prices remained constant. In fact, from 1923-1929 corporate profits rose 62% and dividends rose 65%. The large and growing gap in wealth made the US economy unstable. For an economy to function properly, total demand must equal total supply. In the 1920s there was an oversupply of goods. It was not that the surplus of products was not wanted, but those who really needed them, could not afford them. The federal government also contributed to the growing gap between the rich and middle-class. Andrew Mellon, Coolidges Secretary of the Treasury, was the main force behind tax cuts that lowered federal taxes such that a man with a million-dollar annual income had his federal taxes reduced from $600,000 to $200,000. Our textbooks would indicate that the purpose behind this would be that $400,000 would be spent, thus stimulating the economy. Instead, they invested it into the stock market, and lost everything. The federal government favored the new industries (radio and automotive) as opposed to agriculture. During World War 1, the government subsidized farms and paid higher prices for what and other grains. Because the government was feeding the US and Europe, they encouraged farmers to buy more land, invest  in modern methods, and to produce more food. However, when the war was over, the US stopped helping farmers. During the war, the government paid $2 a bushel for wheat, but by 1920, wheat prices fell as low as 67 cents a bushel. Farmers fell into debt; farm prices and food prices tumbled. The federal government left American farmers in the cold. The problem with having large concentrations of wealth and dependence upon two industries is the economy relies on those industries to expand, grow, and invest in order to prosper. At the time, the main problem with the automotive and radio industries was that they could not expand because people could and would only buy so many cars and radios. When those industries went down, they took the American economy with them. In 1929, 1,124,800,410 shares were traded on the New York Stock Exchange. From 1928 to 1929, the Dow Jones Industrial Average rose from 191 to 381. This profit was attractive to investors. Company earnings were not important as long as stock process continued to rise, and huge profits could be made. Through the convenience of buying stocks on margin, one could buy stocks without money to purchase them. By mid 1929, the total of outstanding brokers loans was over $7 billion, in the next three months, that number would increase to $8.5 billion. Interest rates for brokers loans were as high as 20%! Prices had been dropping since September 3, 1929, but people were still optimistic. Hopeful investors continued to flock the market. Then on Monday October 21, 1929, prices started to fall quickly. The volume was so high that the ticker fell behind. Finally, investors were afraid! Knowing that prices were falling but because the ticker was behind, they could not tell how far they had fallen, so they started to sell quickly. This caused the collapse to happen faster. The market stabilized for a few days, and then on Monday October 28, 1929 prices started dropping again. By the end of the day, the market had fallen 13%. On Black Tuesday, October 29, 1929, 16.4 million shares were exchanged. Although many were disturbed by the stock market crash, few realized that the  Great Depression was ahead. The Bank Failures would make the near future of the US economy clear. Trying to benefit from the investment boom, like many investors, banks tied their money (customer deposits) up in the stock market. When the market collapsed, brokers began calling in margin accounts, many banks were forced into bankruptcy closing their doors to depositors. Failures of individual banks generated runs on other banks as depositors became nervous about the security of their accounts. A high rate of insolvencies hit the banking industry and the nations stock of money in circulation plummeted. These developments prompted a rapid tumble of the GNP that was the defining characteristic of the Great Depression. This speculation and the resulting stock market crashes, acted as a trigger to the unstable US economy. More jobs were lost, more banks went under, and more factories closed. Unemployment would grow to almost 13 million by 1932. The Great Depression had begun. Impact of the Economy There were many psychological, cultural, and political repercussions of the Great Depression. These impacts played a major role in reforming the American economy for the future that was to come. During the horrific times of the depression, everyone in America got a glimpse, whether short or prolonged, to how the United States would be under an economic crash. As you can see from the main causes of the depression, numerous amounts of people lost their jobs, the prosperity rate significantly increased, businesses failed, and the overall condition of America was faced with pure turmoil and suffering. Among each major impact that the depression had on the American economy, the most extravagant circumstance was the rapid decrease in overall business. For instance, there were more than 100,000 businesses that failed as an impact of the depression. By 1933, more than 5,000 banks had failed. Not  only did this affect the government, but the general public and the entire economy felt the hit also. Within every bank that closed, there were public savings and checking accounts that were also demolished. With no type of security in place to protect their investments and or savings, peoples money and sometimes even life savings, were gone. This decline created a continuing affect that spread throughout the economy. As a result, the national income fell by 54 percent. Close to 90 percent of industrial production ceased. The foreign trade decreased by 70 percent, and new investment in plants and equipment had plummeted by 98 percent. Hundreds of thousands of home and farm mortgages foreclo sed, and there was no decent food, clothing, or shelter to be purchased. Obviously, due to the circumstances, business was put on hold for what seemed like forever to the American economy. Consequently to the many business failures that occurred during the depression, along with the steadily decreasing income and tremendous rise in unemployment, many people were forced to live in horrible, strict, confined, and discouraging circumstances. People were living on the streets of America striving to survive. As a result, starvation and malnutrition was a major factor that affected the general public. Thousands of people starved in the streets while unsold food piled up or went bad on the nations farms, due to the need for profit. More than 2 million Americans moved from cities to farms in the hope of being able to at least feed themselves. Despair overcame millions of people who survived the distress but could not find work for months or even years. Others were forced to work in fields in order to make the little money they could. Family tensions increased as many people lacked jobs, resulting in a major increase in mental health problems, and family violence. The loss of money and personal belongings resulted in the number of relatives in one household or apartment, doubling within a short amount of time. These situations developed very confined living conditions resulting in unhealthy and unhappy circumstances. Many children had to leave their schools because they lacked clothing or the local school boards simply could not afford to maintain buildings or pay teachers. Children were forced to provide for themselves,  and their family. Uncertainty and unhappiness increased over the years. The overall living conditions of the depression were very unstable and unsatisfying to the American public. Feelings of distrust towards the government and the economy emerged from every single individual. The depression had a major impact on not just the current situation, future thoughts and actions were affected as well. Along with distrust from the public towards the economy, grew an extreme realization of poverty and distress for American society. The experience brought about a change in the viewpoints toward many aspects of life and business. Everyone was forced with making critical decisions that would forever change life situations. Ultimately, there was not one industry, bank, agricultural, or government aspect that was not noticeably affected by the depression. The impacts were felt at home in our society as well as across seas in other countries. Everyones living standards and situations suffered due to the depression. There was no true understanding of how these circumstances could have begun, and no knowledge of when it would end. Solving the Depression During the early years of the depression in the United States of America, President Herbert Hoover and his administration believed, as did many bankers, economists, and financial leaders, that left alone, the economy would eventually right itself. Business leaders operating through the spirit of competition would restore Americas prosperity and economic vitality. When the economy, during the depression, did not improve during Hoovers administration, Americans began looking for a new leader, a leader who would take decisive action against the economy. The people found a new leader in Franklin D. Roosevelt in 1932, when they elected him president in a landside election. Roosevelt believed that the federal government should take bold steps to improve the economy. He blamed financial leaders and big business for Americas economic (depression conditions) and recommended government regulation of banks and industry. President Roosevelt had many accomplishments during his term of president during the time of the depression. Some of his accomplishments were:  ·Social Security Act provided for state-administered, federally funded unemployment insurance, welfare benefits, administered old age, and survivors pensions. Prior to this passage few states provided old age pensions and un-employment insurance.  ·Relations Act (Wagner Act) gave new life to the National Industrial Recovery Act. That act gave workers the right to collectively bargain and established the National Labor Relations Board to supervise union elections and investigate unfair labor practices by companies.  ·Revenue Tax Act increased income taxes on the wealthy and on corporations.  ·Banking act of 1935 gave the federal government additional control over the Federal Reserve System.  ·Public Utility Holding Company Act placed power, water, and other utility companies under the regulation of the newly created Securities and Exchange Commission.  ·The Farm Act came in three stages. First the administration was empowered to adjust farm production to effective demand as a means of restoring the farmers purchasing power. Second was an accompanying authorization to refinance and readjust farm mortgage payments. Third the part of the act was the power for controlled inflation.  ·Emergency Farm Mortgage Act (1993) funded loans for farmers in immediate danger of losing their farms.  ·Wagner-Steagal Housing Act gave 500 million in loans for low-cost housing.  ·Youth Administration was established to equalize opportunity for youth. It  was setup to give economically disadvantage youth opportunities that were previously denied them.  ·Tennessee Valley Authority Act Aubrey Williams stated Major Problems in the Rehabilitation of the South, address to the Southern Tenant Farmers Union and the United Cannery, Agricultural, Packing, and Allied Workers of America, Memphis, Tennessee, September 26, 1937. This act provided federal funding for the development of the Tennessee Valley.  ·Rural Rehabilitation Division of FERA later called Resettlement Administration funded work-study jobs, teachers salaries, free lunch program and construction of new schools.  ·Works Relief Act provided immediate increase in employment and corresponding stimulation to private industry by purchase of supplies.  ·Works Progress Administration (WPA) put 3.5 million jobless Americans to work on roads, parks, and public building. Moreover, the WPA provided jobs for artists, writers, musicians, and authors as well as laborers.  ·National Recovery Act encouraged business leaders to work together to create codes that would control wages and prices.  ·Gold Reserve Act was signed on Roosevelts birthday. This gave the Treasury greater control of credit and currency. In 1933, Roosevelt pushed toward a three-month period called Hundred Days when Congress enacted the most sweeping program of reform. Fifteen major laws went on the books; they dealt with banking, the gold standard, relief, mortgages, hydroelectric power and regional planning, the stock market, and reorganizing industry and agriculture. Roosevelt throughout his term during the depression years encouraged cooperation and optimism with his speeches, fireside chats, and press conferences, which made a powerful impression on many Americans. Lessons Learned The Great Depression caused enormous hardship for virtually the entire industrialized world. As we look back over the many causes of the Great Depression, there were many lessons to be learned. The depression started because of the unequal distribution of wealth and the extensive stock market crash. The economy was affected by the failure of a large portion of the nations banks, businesses, and farms. There were many lessons learned in the financial aspect of the depression. First, there was massive government protection to banks in the form of the Reconstruction Finance Corporation and the Federal Deposit Insurance Corporation. This was brought on by the turmoil that was felt in the banking sector. By implementing government protection the banking institutes were insured against withdrawals and the suspension of convertibility. In addition, the Federal Deposit Insurance Corporations main benefit was having the central bank as the ultimate guarantor of the insurance system. As a result, during a pending financial collapse the bank removes any element of discretion about the behavior of its policymakers. Therefore, the central bank learned lessons regarding the function of the lender of last resort for short-term stabilization of the financial system. The reasons that stemmed government protection was noticeable bank weakness, poor depositor discipline, the unwilling of private associations to protect solvent banks from the threat of unwarranted runs, and the favorable agreement to have deposit insurance on economic grounds. Second, there was failure of the interwar gold standard. There were certain countries that caused the world money stock to decline substantially and rapidly. This brought about the fixed exchange rates and full currency unions. The gold standard of the interwar was referred to as a gold exchange standard and its main purpose was to establish and maintain a system of fixed exchange rates. Third, there was international trade and tariffs. Trade and payment policies were becoming very close and began to intertwine. In addition, when tariffs began they usually ended with trading blocs, bilateralism, and exchange controls. The lesson learned in this situation implies that deflation effects international trade through its impact on the real value of tariffs. Another lesson learned involved worldwide catastrophes. There was the use of cheap foreign labor to lower cost and improve profits, which drove imports of foreign made products and pushed labor offshore. There was a decline in domestic employment and it intensified the problems of the depression to the point in which caused a backlash. Then that is when the start of labor-union protectionism began. The lesson in this situation indicated that the 1930s protectionism assisted in the destruction of globalize. Eventually, the depression transformed national politics by vastly expanding government, which was increasingly expected to stabilize the economy and to prevent suffering. In order to create a stabilized economy, new plans, and policies for Social Security, unemployment insurance, and federal family assistance were established. In sum, the Great Depression was caused by the stock market crash, in which led to a poor banking system, causing low interest rates, brought on by an ineffective Federal Reserve policy. Therefore, knowing and understanding these lessons listed and many others, it is safe to say that as far as our current policies today, deflation is extremely costly and a gold standard is very dangerous. Conclusion The experience of the Great Depression brought about change in how we conduct business. For many people the depression brought on distrust in banks and our government; a trust that our government set out to regain in many years to come. Our government implemented federal laws and banking regulations  that would stabilize the economy for many years. Reorganizing industries, the stock market, and agriculture provided stability that lead to trust. Each era has had its own battles that has shaped and reshaped America into what it is today. Learning from battles such as racism, terrorism, and recessions will continue to form America into a better place. Works Cited Bender, David L. The Great Depression Opposing Viewpoints, 1994 Greenhaven Press, Inc. San Diego, CA Gerdes, Louise I. The Great Depression, Great Speeches in History, 2002 Greenhaven Press, Inc. San Diego, CA Gustmorino, Paul A III. Main Causes of the Great Depression. Gusmorino World. May 13, 1996. Online. James, Harold. The End of Globalization: Lessons From The Great Depression. Cambridge; London: Harvard University Press, 2001 Jeffries, John W., Nash, Gary B., Segrue, Katherine L., The Great Depression and WWII, 1929-1945. Encyclopedia of American History. Kutler, Stanley I. Dictionary Of American History. Third Edition. Charles Scribners Sons, Inc. May 2003. Kutler, Stanley K., Dallek, Robert, Hollinger, David A., McCraw, Thomas K., Kirkwood, Judith. The Great Depression, 1929-1939. Encyclopedia of the United States in the Twentieth Century. Volume III. Watkins, T.H. The Great Depression America in the 1930s. New York: Little, Brown and Company, 1993.

A Look from “Dreams from my Father” by Barack Obama Essay Example for Free

A Look from â€Å"Dreams from my Father† by Barack Obama Essay Barack Obama’s narration of mostly his father’s life story transcends many debatable topics such as racism and socioeconomic classifications. Topics such as those brought out literally as needed in his accurate and factual description of their lives but not to create any arguable pointers of discussions. Two scenes in the book that shaped this memoir as a whole and could be enough to make a thorough study on how Barack Obama Jr. seek his sense of belongingness and his finding a way to form an ambition being a public servant were: first, how his black father Barack Hussein Obama Sr. of Kenya and his white-coloured mother Ann Dunham of Kansas, USA met, fell in love, got married and divorced; and second, his absentee father’s thoughts and activities as told by his mother and grandparents. Having been recalling his parents blossoming relationship could manifest a picture of success as he recounted episodes where his father’s intellectual charisma and ambitious thoughts won his grandparents heart irregardless of colour and racial differences after opposing Barack Sr. and Ann’s love story. He pointed out that the only reason of his parent’s broke up was the lacking of money in which during that time, Barack Sr. couldn’t afford to take his wife and son back to Kenya. Thus, he went home alone to his motherland along with his ambition to complete a promise to serve Kenya and the continent of Africa, as it is the reason of his methodical studies in US, specifically in Harvard University. It was merely a patriotic deed and nationalism of Barack Sr. as he absolutely believed that Africa and Kenya need him and his service. It is also noted that Zeituni, Barack Sr. ’s sister, mentioned that his brother really has a heart that was too big. As for the comparison of these two episodes of Barack Obama Jr. ’s account, it suggests love and charity accomplished in two dissimilar forms. Barack Sr. ’s love with his wife Ann and their son broke the difficulty of racial discrimination in which Barack Jr. brought out in the world and raised freely despite of living in the land of white men. It is the same as what Barack Sr. s decision to leave his family in US. Barack Jr. made a justification out of his parent’s decision to be separated with each other that it was due only because of his father’s charitable instinct to serve and help Kenya because it is where his whole ancestors belong. Hence, who could say that neither of the two kinds of love is wrong? Colour difference has never been a problem on Barack Jr. ’s parents, and it is totally contradictory to the completion of the second story where the Kenyan roots of Barack Jr. ’s father has been an issue. Everyone could agree that loving both the nation and one’s own family at the same time doesn’t mean sacrificing one for the sake of the other. As an effect of demonstrating these two kinds of love, Barack Jr. ’s journey to look beyond his roots and himself being a black man in the land of the white race created a similar motive with his father’s to serve his own country, though on his end it is America, whether in sociocivic works or in a political slot. R E F E R E N C E Obama, Barack Jr. Dreams from my Father: A Story of Race and Inheritance. New York: Three Rivers Press, 1995.

Women Are The Soul Of Our Community Sociology Essay

Women Are The Soul Of Our Community Sociology Essay Introduction: Status and Social Position of Women The women are the soul of our community and they are self build and self trained human responsible for the morale development of their children, inspiration for the family and an example for the community to follow. As a wife, woman is his best friend and inspiration. The history conveys that, Each successful man has an inspiring woman responsible for success.  [1]   According to Swami Vivekananda- That country and that nation that do not respect women have never become great, nor ever be in future. According to Historian Romilla Thapper- Within the Indian sub-continent there have been infinite variations on the status of women diverging according to culture malice, family structure, class, caste, property rights and morals. Tagores said, Womens are the ornaments of society. The society was male dominated and he ruled mainly by ethics and morals. But now a days womens are enjoying the topmost supremacy and these have won over intelligence and mental capacity of the men. Today if it was that the society was Male-Dominated then india wouldnt have produced highlighting examples such as P.T.Usha-The Women Athlete, Lata Mangeshkar-The Nightingale and the Singer, Sonia Gandhi-Political and Klpana Chawla-The Indian Astronaut. Today the proverb given above has proved true. A woman is the pillar of a family, and concussively that of a nation. The statue of liberty which is symbol of peace and liberty is none other than that of a woman. Therefore, respect women and every life.  [2]   In spite of fifty percent of the population on the world wide, women were not in equal status with men. This differential position causes socialization raises from boys and girls are different roles. As a traditional form, the status and social role of the women in every society, specific Indian society have been women are weaker than men. Women are the teachers of the society and they are not competitors. Woman as the mother is the best friend and teacher for the child, especially girl child (Firestone, Catlett, 1993, the Mother-Daughter Bond). Woman as friend is an inspiring support for any task. Woman as wife is a best friend and supportive partner for the husband. Woman as a family member is a best family manager and care taker of family values and traditions. Women as a community member are an example of love, friendliness, inspiration and the best worker. These are the normal roles and responsibilities performed by the women community around the world. Woman is an all-round pla yer in the game where, playground is family. The only difference is that, woman is an all-round player at almost all such play grounds around the world. In family, woman is an excellent manger cum worker.  [3]   The social stratification of women in-India however leaves them as a second rate citizen. This is no more evident than the violence to which a woman is subjected in her domestic setup. Violence against woman is present is every society cutting boundaries of class, culture, education and age. Even though most societies proscribe violence against woman, the reality is that she is tortured physically, psychologically, sexually and economically, the right to equality, security dignity and self worth are denied to woman. At times the place where a woman seeks love, safety, security and shelter, becomes a place of terror and violence at the hands of somebody close to them whom they trust.  [4]   If we visualize the multiple view of the, woman from various families working for her children, family and herself; we will find that there several women working for the development of their respective families. In broad sense, they are working for combined development of the family, community and society in which they live because; community is the united from of varied families. A woman is never appreciated for her indirect participation in this strong development and in the progress of her children, family or external community. She can be said as a silent and selfless leader. We take woman as a strong pillar on which the progress of the family and community depends. If she is educated enough to utilize and manage the family resources in smart manner and every woman does so, than such community will definitely progress irrespective of the variations in the religion, tradition, culture and financial background that are present in any community around the world. There can be many ci rcumstances that can prevent woman from performing at her best. It can be lack of peer support, illiteracy, lack of knowledge, lack of resources or lack inspiration to name few.  [5]   Crime, atrocity and violence against woman is a manifestation of the historically unequal power relations between (revelation of the factual disproportionate power relation among) man and woman, which led to the domination of a womans fuller advancement. Violence in the domestic spare is usually committed by them who are or who have been, is position of trust and intimacy and power-husbands father, brother, uncle sons or other relatives. It does not mean that women are not violent but their actions account for a small percentage of domestic violence. Such as outside homes these type activity boy friend and unknown person. The criminals, atrocious abuser and the abused are tied together because of emotional, physical, biological, familial, residential and financial ties, and are often their intimate partners.  [6]  Perpetrators of domestic violence seek power and control over their survivors. The factors which contribute to the continued prevalence of violence are mainly the womens lack of access to legal information, aid or protection (womans lack of deprivation of approach to legal information, to provide support or safeguard) and also the lack of laws that effectively prohibit violence against women.  [7]  There is also failure to reform existing laws and the efforts made on part of public authorities to promote awareness of and enforce existing laws are also inadequate. The absence of educational and other means to address the causes and consequences of violence is also the reason behind the prevalence of violence. The Universal Declaration of Human Rights (UDHR) declares that Motherhood and childhood are entitled for special care whether born in or out of wedlock shall enjoy the same protection.  [8]  The Indian constitution enshrines in Art.14, 15, 39(a) (d) and (e) that the state shall ensure a just social order for women based on equality and dignity. In spite of all these, and on the sacred land of Sita, Sabitri and Damayanti it found that women are being seduced, tortured, and enjoyed and betrayed. In spite of Constitutional guarantees and legal protection there is a rise on the trend of committing offenses against women and the domestic violence is one of them. Women have always played a specific and crucial role which has been veiled in society and history. Traditionally, the Indian woman has been the keystone of the family and society in general. She creates life, nurtures it, guards and strengthens it. In her task as mother, she plays a vital role in the development of the nation.   [9]   Status and social position of women in India Women in India have been always topics of concern since ancient period. They can as a exact example of perfect home-makers. With their incomparable quality of the calm ness of mind they easily handle even toughest situation as well. The Indian women are fully devoted to their families. They are preached in the names like as Goddess Durga, Goddess Saraswati, Parvati and goddess Kali.  [10]  The evolution of the status and social position of women in India  [11]  has been a continuous process of ups and downs throughout history. For the purpose of depicting a brief survey of the changing position and role of women in India throughout history, four broad periods are considered: Ancient Period Medieval Period Modern India Period British-India Period. After Independence Period Brief described each period on following as:-

Suicide In Our Society :: essays research papers

Suicide In Our Society   Ã‚  Ã‚  Ã‚  Ã‚  Once every minute someone tries to commit suicide. Sixty or seventy times a day these attempts succeed.( Earl A. Grollman, Suicide: Prevention, Intervention, Postvention, Boston: Beacon Press, 1988, p.4) Unlike what many want to believe, suicide can happen to anyone regardless of race, age or sex. News reports, books and the internet all point in the same direction. We are undergoing a breakdown in our social roles, and suicide is the result.   Ã‚  Ã‚  Ã‚  Ã‚  The first ever recorded talk of suicide was in 2000 B.C., when a man says that his life is filled with pain and suffering and he is contemplating taking his own life. Although attitudes toward suicide have changed over the years, it has not ceased to happen. The first suicide prevention Centre didn't come until almost 4000 years later. In 1774, England created the first Centre to try to prevent attempted suicides.   Ã‚  Ã‚  Ã‚  Ã‚  Suicide prevention isn't happening until it's too late. One high school, in a small town in Quebec, had four suicides in seven weeks. After these had happened, the school invited parents in to discuss suicide prevention. (CTV News 11:00 p.m. January 6, 1997.) These might have been able to be prevented if communities would assume their roles and discuss it on a regular basis and not have suicide be a word that is whispered but never spoken.   Ã‚  Ã‚  Ã‚  Ã‚  The myth that those who talk about suicide will never actually go through with it is completely false. Most people who do kill themselves give some sort of clue before doing so. It may be something very subtle such as â€Å"I wonder where my father keeps his gun† or they might just come right out and say â€Å" I would rather die then go on living this way.† What ever it is everyone should know how to recognize when someone is feeling suicidal and get help to them right away. Suicide can be prevented if noticed at an early enough stage.   Ã‚  Ã‚  Ã‚  Ã‚  Suicidal feelings can be brought upon someone by many different situations. Someone with a terminal illness may not see a reason to continue a short life of pain, when they think they'll die soon anyway. Economical stress hurts more then just your wallet, someone may feel that they are a failure and that may bring suicidal feelings. The death of a loved one or the breakdown of a family can also cause these feelings. Because someone may fall in to one of these categories doesn't mean that they are suicidal, but all hints should be taken seriously. A cry for help needs help from a professional helper.

Ferdinand Magellan :: essays research papers

Ferdinand Magellan was bornabout 1480 in Sabrosa of a noble Portuguese family. His parents, who were members of nobility, died when he was about10 years old. At the age of 12, Magellan became a page to Queen Leanor at the royal court. Such a position commonly served as a means of education for sons of the Portuguese nobility.   Ã‚  Ã‚  Ã‚  Ã‚  At the court, Magellan learned about the voyages of such explorers as Christopher Columbus of Italy and Vasco da Gama of Portugal. He also learned the fundamentalsof navigation. In 1496, Magellan was promoted to rank of squire and became a clerk in the marine department. There, he helped outfit ships for trade along the west coast of Arfica.   Ã‚  Ã‚  Ã‚  Ã‚  Magellan first went into sea in 1505, when he sailed to India with the fleet of Francisco Almeida, Portugal’s first ruler to that country. In 1506, Magellan went on an expedition sent by Almeida to the east coast of Africa to strengthen Portuguese bases there. The next year, he returned to India, where he participated in trade and in several naval battles against Turkish fleets.   Ã‚  Ã‚  Ã‚  Ã‚  In 1509, Magellan sailed with a Portuguese fleet to Malaka, a commercial center in what is now Malaysia. The Malays attacked the Portuguese who went to shore, and Magellan helped rescue his comrades. In 1511, he took part in an expedition that conquered Malaka. After this victory, a Portuguese fleet sailed farther to the Spice Islands which were called the Molucca Islands. Portugal claimed the islands at this time. Magellan’s close personal friend Francisco Serraro went along on the voyage to the Spice Islands and wrote to Magellan, describing the route and the island of Ternate. Serrao’s letters helped establish in Magellan’s mind the location of the Spice Islands, which later became the destination of his great voyage.   Ã‚  Ã‚  Ã‚  Ã‚  Magellan returned to Portugal in1513. He then joined a military expedition to Morocco. On this expedition, Magellan would suffer a wound that would make him limp for the rest of his life.   Ã‚  Ã‚  Ã‚  Ã‚  After returning to Portugal from Morocco, Magellan sought the support of King Manuel 1 for a voyage to the Spice Islands. The best maps available had convinced Magellan that he could reach the Spice Islands by sailing south of South America. Magellan beleived such a route would be shorter than the eastward voyage around the southern tip of Africa and across the Indian Ocean. However, Manuel disliked Magellan and refused to support the proposed voyage.

Marianne Boruchs Year in Hawaii :: Marianne Boruch Year Hawaii Essays

Marianne Boruch's Year in Hawaii In her poem, â€Å"Year In Hawaii,† Marianne Boruch effectively portrays the feeling of an endless, motionless setting. This lyric poem attempts to transcend time by working with timelessness. The key lines to the poem take place at the very beginning, â€Å"The ocean takes so long/to think about.† Immediately the reader is met with mixed sensations of timelessness as well as restlessness. There’s a dreamy, sluggish feel to her wording. Using the ocean is perfect for evoking this, as looking out at the water, â€Å"Distance stops; one sees the endless line/of something.† So much empty space rolling out and out until it meets the sky. Boruch goes on to make her stance even clearer, â€Å"I was a toad/there, a river thing that got lost.† She places herself as a small, tiny creature that has no grasp of how big its surroundings are. After setting the mood in this tropical haven, Boruch makes a point to explain, â€Å"I never had a vision/about the place. I never thought: this/is the beginning of the world.† Boruch lets the reader know this is not a dream world, this is not something that can be conjured up in the mind and cradled whenever desired. Her time in Hawaii is something that she could have never imagined. This helps the flow of the poem, as she then depicts how easily pleased humans are. â€Å"You’ve seen/the postcards. People buy them thinking/everything worthwhile comes/through a camera lens, and they put them/in a pocket or down the dark throat/of a mailbox someone later opens/with a key.† Finding themselves in this unimaginable tropical island, humans try to capture the unexplainable on a piece of paper and bring it home to their safe comforts. Going back to the running theme of restlessness, Boruch portrays the human desire to be able to see the beauty of this landscape and the resulting unawareness of how unattainable it is. Amazed, they get there and think it is a material thing, believing that a simple postcard will do justice to their paradise. Even though she seems to be depicting a ‘paradise’ mind, Boruch immediately switches over to an ‘everyday’ mind. She describes the natives, â€Å"wanting just to live there, thank you,/going off to work and coming back, normal/things.† It’s as though the natives bring the poem back into time again, while the tourists had been stuck in timelessness.

Dar es Salaam Essay

Education according to Nyerere (1967), refers to the transmission from one generation to the next the accumulated wisdom and knowledge of the society and to prepare young people for their future membership of the society and their active participation in its development. In other way it can be defined as a process of teaching, training and learning especially in schools or colleges to improve knowledge and develop skills. (Oxford Advanced learners Dictionary, 6th Edition). Education is the process of acquiring and developing desirable knowledge, specific skills, positive attitudes and values. (Thungu, J. et al, 2010) History is the study of the records of all past human experiences, as defined by a number of historians. It is concerned with political, social, economic, scientific, technological and cultural which have shaped and given birth to mankind. History of education can be defined as the study of the past development of educational systems, theories and institutions within the general historical framework of political, social, economic, scientific, technological and cultural change. (Thungu, J.et al, 2010) REASONS WHY STUDENTS’ TEACHRERS’ STUDY HISTORY OF EDUCATION First of all, studying history of education helps teachers to be in improving quality of education and strengthen professional competence. Studying history of education prepares teachers to explore and critically examine alternatives education theories, practices and culture so as to objectively determine what is acceptable. (Thungu, J. et al, 2010) Likewise, past experience help teachers to be to influence current decisions today. History of education helps teachers to be to improve decision making and judgment. Through it both good and bad examples of decision are given. History of education offers the opportunity from past example of the others through which formulation of policies to suit the current education systems are made. Moreover, helps to draw comparison of different educational ideas and to show the development of various educational theories and practices in educational context. Through comparison one is able to show the development of a particular theory and practice in historical context and demonstrates a particular condition out, which such a theory arose, the specific function that a practice was intended to serve. (Thungu, J, et al, 2010) History of education provides the opportunity to see how society has changed over centuries. It provides a better understanding of people and culture. Tanzania in particular, education system has been changing from time to time as for instance objectives of indigenous education are different from the post colonial era. Through it, teacher to be can be able to show the difference objectives of education basing on different generation. (http//:www. wikipedia. history of education/) Helps to cultivate the art of self expression, communication, inquiry, objective thinking and ability to judge on the side of the teachers to be. It enables in the developing the attitude of mind that distinguish the educated person, the habit of skepticism and criticism of thinking with perspective and objective of judging what is good or bad, as well as weighing the pros and cons. (Thungu, J. et al. 2010) Studying history of education enables student- teachers in choosing suitable methods and strategies when in classroom environment or context. Student-teachers to be in good position to avoid static methods of teaching and learning, at the same time theory improve the tradition methods to match with current situation. (http//:www. wikipedia. history of education/) Also, it exposes the student-teachers to other discipline such as history, Christian religion education, oral literature, sociology and psychology. This helps in enriching the analysis of important educational ideas. (Thungu, J. et al, 2010) It enables student-teachers in integrating both theoretical and practical education. Understanding the context of historical events engender the spirit of realism. Through various education theories creates or build good basis in implementation of curriculum. (Thungu, J. et al 2010) Then, it helps in establishing the sound knowledge and skills set in which teachers will be able to build as they are exposed to different life experiences. For instance, having studied a history of  education in a certain society, a student-teacher will be in a good position to handle the students of that society effectively and efficiently. (http//:www. wikipedia. history of education/) Studying history of education helps student-teachers to translate information and judgment, experience and wisdom into relevant knowledge that a student can understand, retain and pass to others. Generally, Studying history of education for the teachers to be is of great importance to their prospects of teaching. History of education is part and parcel of the teaching profession, if a teacher wants to be effective and efficient. REFERENCES http//:www. wikipedia. history of education/ 13th, Jan, 2011; 11:08 am Ishumi, A. G. M. , (1978), Education and Development, Dar es Salaam: National Printing Company Limited. Lema, E. et al (2004), Nyerere on Education, Dar es Salaam: Oxford University Press Mushi, A. K. (2009), History and Development of Education in Tanzania, Dar es Salaam: Dar es Salaam University Press Oxford Advanced Learner’s Dictionary, 6th edition, (2000). Thungu, J. et al (2010), Mastering PTE Education, Nairobi: Oxford University Press