Differing Ideas of Herbert Hoover and Franklin Roosevelt on The Great Depression :: American History

The Great Depression: A look at Herbert Hoover and Franklin Roosevelt Hoover and Roosevelt had very different ideas on how the Depression should be handled. This was almost entirely a result of two integral differences in their lives. Hoover was a Republican, and had basically worked his way through life, while Roosevelt was not only a Democrat, he had basically been born with the proverbial silver spoon in his mouth. As one can easily see, in many ways these two are complete opposites. If one looks at both their upbringing and their political affiliation, it seems that Roosevelt's and Hoover's policies must have been different in a many ways. Hoover was brought up in a poor family, and worked almost his entire life. His father was a blacksmith and they lived in a small house. However, through hard work his father was able to move the family into a much bigger house soon after his birth. He learned early in his life the importance of self- reliance and hard work. In 1880 his father, Jesse, died and four years later his mother passed on. At age 11 he went west to Oregon to live with his Uncle. His uncle worked with him, and later became rich. Hoover had endured a great many hardships in his life, and knew what it was like to do without. With Hoover having and education and a past like his, one would think that he would know how to run the country like a business, so that it would stay afloat. But when confronted with the Depression, he repeatedly cut taxes. Hoover was basically a hard working Republican, and a self made man. He graduated as a mining engineer from Stanford. After capably serving as Secretary of Commerce under Presidents Harding and Coolidge, Hoover became the Republican Presidential nominee in 1928. He said then: "We in America today are nearer to the final triumph over poverty than ever before in the history of any land." His election seemed to ensure prosperity. Yet within months the stock market crashed, and the Nation spiraled downward into depression. Roosevelt, on the other hand, had been born into a very rich family. He grew up with education at Harvard and Columbia Law School, and had everything basically taken care of for him in his childhood by his mother. This gave him a sense of security, of being able to do anything he wanted, most simply because he didn't fail early on.

Learning Theories Essay

Lev Vygotsky, born in the U. S. S. R. in 1896, is responsible for the social development theory of learning. He proposed that social interaction profoundly influences cognitive development. Vygotsky’s key point is his belief that biological and cultural development do not occur in isolation. Vygotsky approached development differently from Piaget. Piaget believed that cognitive development consists of four main periods of cognitive growth: sensory motor, preoperational, concrete operations, and formal operations. Piaget’s theory suggests that development has an endpoint in goal. Vygotsky, in contrast, believed that development is a process that should be analyzed, instead of a product to be obtained. Marcy P. Driscoll stated (as cited in Riddle, 1999) that â€Å"Vygotsky believes the development process that begins at birth and continues until death is too complex to be defined by stages†. The major theme of Vygotsky’s theoretical framework is that social interaction plays a fundamental role in the development of cognition. Vygoysky states: â€Å"Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first between people (interpsychological) and then inside the child (intrapsychological) (Funderstanding, 2001). This applies equally to voluntary attention, to logical memory, and to formation of concepts. All the higher functions originate as actual relationships between individuals. A second aspect of Vygotsky’s theory is the idea that the potential for cognitive development is limited to a certain time span that he calls the â€Å"zone of proximal development† (ZPD). Vygotsky believed that this life long process of development was dependent on social interaction and that social learning actually leads to cognitive development (Kearsley, 1998). Vygotsky describes it as â€Å"the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through Learning Theories 3 problem solving under adult guidance or in collaboration with more capable peers† (Funderstanding, 2001). In other words, a student can perform a task under adult guidance or with peer collaboration that could not be achieved alone. The Zone of Proximal Development bridges the gap between what is known and what can be known. Vygotsky claimed that learning occurred in this zone. Therefore, Vygotsky focused on the connections between people and the cultural context in which they act and interact in shared experiences. According to Vygotsky, humans use tools that develop from a culture, such as speech and writing, to mediate their social environments. Initially, Children develop these tools to serve solely as social functions, ways to communicate needs. Vygotsky believed that the internalization of these tools led to higher thinking skills (Riddle, 1999). When Piaget observed young children participating in egocentric speech in their preoperational stage, he believed it was a phase that disappeared once the child reached the stage of concrete operations. Driscoll states (as cited in Riddle, 1999) â€Å"in contrast, Vygotsky viewed this egocentric speech as a transition from social speech to internalized thought†. Thus, Vygotsky believed that thought and language could not exist without each other. Vygotsky’s theory was an attempt to explain consciousness as the end product of socialization. For example, in the learning of language, our first vocal noises with friends or adults are for the purpose of communication, but once mastered they become internalized and allow â€Å"inner speech†. Traditionally, schools have not promoted environments in which the students play an active role in their education and in the education of their friends. Vygotsky’s theory, however, requires the teacher and students to play untraditional roles as they collaborate with each other. Instead of a teacher dictating the lessons to students and later evaluate them, a teacher should collaborate with her students in order to create meaningful ways that students can make their own evaluation. Learning then becomes a reciprocal experience for the students and the teacher. Learning Theories 4. The physical classroom, based on Vygotsky’s theory, would provide clustered desks or tables and work space for peer instruction, collaboration, and small group instruction. Like the environment, the instructional design of material would be structured to promote and encourage student interaction and collaboration. Thus, the classroom becomes a community of learning. Because Vygotsky asserts that cognitive change occurs within the Zone of Proximal development, instruction would be designed to reach a developmental level that is just above the student’s current developmental level. Vygotsky proclaims, â€Å"learning which is oriented toward developmental levels that have already been reached is ineffective from the view point of the child’s overall development. It does not aim for a new stage of the developmental process, but rather lags behind this process† (Social Development, 1996). Appropriation is necessary for cognitive development within the zone of proximal development. Individuals participating in peer collaboration or guided teacher instruction must share the same focus in order to access the zone. Samuel J. Hausfather states (as cited in Riddle, 1999), â€Å"joint attention and shared problem solving is needed to create a process of cognitive, social, and emotional interchange†. Furthermore, it is essential that the partners be on different developmental levels. In addition, the partner that is on the higher level needs to be aware of his partner’s lower level. If this does not occur, or if one partner continually dominates, the interaction is less successful. Scaffolding and reciprocal teaching are effective strategies to access the zone. Scaffolding requires the teacher to provide students the opportunity to extend the current skills and knowledge. Hausfather reports (as cited in Riddle, 1999) â€Å"the teacher must engage students’ interests, simplify tasks so they are manageable, and motivate students to pursue the instructional goal. In addition, the teacher must look for discrepancies between students’ efforts and the solution, control for frustration and risk, and model an idealized version of the act†. Learning Theories 5 Reciprocal teaching allows for the creation of a dialogue between students and teachers. This two-way communication becomes an instructional strategy by encouraging students to go beyond answering and discussing questions. A study (as cited in Riddle, 1999) demonstrated the Vygotskian approach with reciprocal teaching methods in their successful program to teach reading strategies. The teacher and students alternated turns leading small group discussions on reading. After modeling four reading strategies, students began to assume the teaching role. Results of this study showed significant gains over other instructional strategies. Cognitively Guided Instruction is another strategy to implement Vygotsky’s theory. This strategy involves the teacher and students exploring math problems and then sharing their different problem solving strategies in an open dialogue (Riddle, 1999). Vygotsky’s social development theory challenges traditional teaching methods. Historically, schools have been organized around recitation teaching. According to Hausfather, (as cited in Riddle, 1999) â€Å"the teacher disseminates knowledge to be memorized by the students, who in turn, recite the information back to the teacher†. However, the studies described above offer empirical evidence that learning, based on the social development theory, facilitates cognitive development over other instructional strategies (Riddle, 1999). School structure does not reflect the rapid changes that society is experiencing. Opportunities for social interaction have greatly increased with the introduction and integration of computer technology. Therefore, the social context for learning is transforming as well. Learning relationships can now be formed from distances through cyberspace, whereas collaboration and peer instruction was once only possible in shared physical space (Bacalarski, 1994). Computer technology is a cultural tool that students can use to mediate and internalize their learning. According to Kathryn Crawford (as cited in Riddle, 1999) â€Å"recent research suggest changing the Learning Theories 6 learning contexts with technology is a powerful learning activity†. If schools continue to resist structural change, students will not be as prepared as they should be for the world. Lev Vygotsky lived during the Russian Revolution, a time of great change in his culture. His theory was that biological and cognitive development does not happen apart from each other. These two developments sustain and grow from each other. This is when learning takes place. Because of this theory, his environment of change was a great influence in his own cognitive processes. Learning Theories 7 References Bacalarski, M. C. , (1994). Vygotsky’s Developmental Theories and the Adulthood of Computer Mediated Communication: a Comparison and an Illumination. Retrieved November 7, 2003 from http://psych. hanover. edu/vygotsky/bacalar. html. Funderstanding, (2001). Vygotsky and Social Cognition. Retrieved November 7, 2003 from http://www. funderstanding. com/vygotsky. cfm. Kearsley, G. , (1998). Social Development (Vygotsky). Retrieved November 9, 2003 from http://members. aol. com/daidpeal/vygotsky. html. Riddle, E. M. , (1999). Lev Vygotsky’s Social Development Theory. Retrieved November 7, 2003 from www. kihd. gmu. edu/immersion/knowledgebase/theorists/constructivism/vygotsky.

The dueling political ethics of King Lear and Anthony and Cleopatra two entirely different political worlds and ecomonies of salvation essays

The dueling political ethics of King Lear and Anthony and Cleopatra two entirely different political worlds and ecomonies of salvation essays "Blow winds, blow/ Blow winds and crack your cheeks," cries King Lear in the infamous storm scene that defines the central image of the play, namely the King's madness and utter debasement in the nakedness of the early pre-Christian British wilderness. (3.2) "Where's my serpent of old Nile," intones Cleopatra as she reclines, envisioning her absent Anthony speaking to her in pre-Christian Egypt. (1.5) Lear summons a cruel storm that matches his desperate mood. Cleopatra summons in her mind the vision of Anthony to pass the time while she waits for his return, reclining in When considering these two images visually, one may be at first surprised that they spring from the mind of the same playwright. The cold and harsh world of Lear seems to be strikingly different from the Egypt of Cleopatra. The play "King Lear" depicts a rich monarchy at its onset, which is slowly and cruelly stripped bare after Lear's poor leadership in his dotage leaves his kingdom over to his daughters Regan and Goneril and their husbands. In contrast, "Anthony and Cleopatra" is structured in a series of contrasts. For every scene of a regal and cool republican Rome, a more sensuous, less ordered Egypt appears, demonstrating the two worlds that tear apart the soul of Anthony. As Lear is eventually stripped bear of his kingship, his clothing, his shelter, and finally his sanity and the only child that actually loves him, so Anthony is undone over the course of his own play. But Lear is undone in a linear fashion, every scene he is present in, he loses something new. Anthony's downfall seems to be programmed from the start, given his two contrasting lives. The only similarity between the two worlds of "King Lear" and "Anthony and Cleopatra" seems to be in Lear and Cleopatra's imaginative capacity to, respectively, create a storm in the mind that becomes reality, and to ...

Biography of Georges Seurat, Father of Pointillism

Biography of Georges Seurat, Father of Pointillism Georges Seurat (December 2, 1859 – March 29, 1891) was a French painter of the post-impressionist era. He’s best known for developing the techniques of pointillism and chromoluminarism, and one of his iconic paintings was instrumental in ushering in the era of Neo-Impressionism. Fast Facts: Georges Seurat Full Name:  Georges-Pierre SeuratOccupation: ArtistKnown For: Creating the techniques of pointillism and chromoluminarism, with scenes emphasizing smooth lines and colors blended by visual observation, not mixed pigmentsBorn: December 2, 1859 in Paris, FranceDied: March 29, 1891 in Paris, FrancePartner: Madeleine Knobloch (1868-1903)Children: Pierre-Georges (1890-1891), unnamed child (died at birth, 1891)Notable Works:  Bathers at Asnià ¨res, A Sunday Afternoon on the Island of La Grande Jatte, The Channel of Gravelines, Petit Fort Philippe Early Life Georges Seurat was the third and youngest child of Antoine Chrysostome Seurat and Ernestine Seurat (nà ©e Faivre). The couple already had a son, Émile Augustin, and a daughter, Marie-Berthe. Thanks to Antoine’s success in property speculation, the family enjoyed considerable wealth. Antoine lived separately from his family, visiting them weekly rather than living under the same roof. Georges Seurat began studying art early; his first studies occurred at the École Municipale de Sculpture et Dessin, an art academy run by the sculptor Justin Lequien near the Seurat family’s home in Paris. In 1878, he moved to the École des Beaux-Arts, where his studies followed the typical courses of the time, focusing on copying and drawing from existing works. He finished his artistic training in 1879 and left for a year of military service. Early Career and Innovation When he returned from his military service, Seurat shared a studio with his friend and fellow artist Edmond Aman-Jean, where he worked to master the art of monochrome drawing. In 1883, he had his first work exhibited: a crayon drawing of Aman-Jean. The same year, he spent most of his time working on his first major painting, Bathers at Asnià ¨res. Final Study for Bathers at Asnieres by Georges Seurat. Francis G. Mayer / Getty Images Although Bathers at Asnià ¨res had some impressionistic influences, specifically in its use of light and color, it broke from that tradition with its textures and outlined figures. His process also departed from impressionism, as he sketched out several drafts of the piece before actually starting to work on the final canvas itself. The painting was rejected by the Paris Salon; instead, Seurat showed it in May 1884 at the Groupe des Artistes Indà ©pendants. Among that society, he met and befriended several other artists. However, the society’s disorganization soon frustrated Seurat and some of his friends, and together, they split from the Indà ©pendants to create a new artists’ society of their own, called the Socià ©tà © des Artistes Indà ©pendants. Georges Seurat was heavily influenced by contemporary ideas about color theory, which he tried to apply to his own works. He subscribed to the idea of a scientific approach to painting with color: that there was a natural law to the way colors worked together to evoke emotion in art, similar to how musical tones worked together in harmony or dissonance. Seurat believed that he could create a new artistic â€Å"language† using perception, color, and lines. He called this theoretical visual language â€Å"chromoluminarism;† today, it’s included under the term divisionism, referring to how the technique requires the eye to combine adjacent colors, rather than the artist mixing pigments before painting. Family Life and Famous Work Right on the heels of the debut of Bathers at Asnià ¨res, Seurat began work on his next piece, which would come to be his most famous and enduring legacy. A Sunday Afternoon on the Island of La Grande Jatte depicts members of different social classes all spending a leisure afternoon at a park on the waterfront of the Seine in Paris. Sunday on the Island of la Grande Jatte by Georges Seurat. To create the painting, Seurat used his color and pointillism techniques, using tiny dots of individual colors overlapping and adjacent to each other so that they would be â€Å"blended† by viewers’ eyes, rather than mixing the paints themselves. He also prepared for the painting by spending significant time at the park he depicted, sketching his surroundings. The resulting painting measures 10 feet wide and currently is displayed at the Art Institute of Chicago. A smaller, related study, Study for A Sunday Afternoon on the Island of La Grande Jatte, resides in New York City in the Metropolitan Museum of Art. Although Seurat never married, he had a significant romantic relationship with Madeleine Knobloch, an artist’s model. She was the model for his 1889/1890 painting Jeune femme se poudrant, but they took pains to conceal their relationship for some time. In 1889, she moved into Seurats apartment, and she became pregnant sometime in 1889. The couple moved to a new apartment to accommodate their family, and Knobloch gave birth to their son, Pierre-Georges, on February 16, 1890. Final Years and Legacy During the summer of 1890, Seurat spent most of his time at the commune of Graveline, along the coast. He was incredibly prolific that summer, producing four canvas paintings, eight oil panels, and several drawings. Out of his works from that time period, the most notable was his painting The Channel of Gravelines, Petit Fort Philippe. The Channel at Gravelines, in the Direction of the Sea by Georges Seurat. Francis G. Mayer / Getty Images Georges Seurat began working on another painting, The Circus, but he did not live to continue innovating and working. In March 1891 he fell ill, and on March 29, he died at his parents’ home in Paris. The nature of the illness that caused his death is unknown; theories include meningitis, diptheria, and pneumonia. Whatever the illness was, he passed it on to his son Pierre-Georges, who died weeks later. Madeleine Knobloch was pregnant at the time, but their second child did not survive long after birth. Seurat was buried on March 31, 1891 at Cimetià ¨re du Pà ¨re-Lachaise, the largest cemetery in Paris. He left behind a legacy of significant artistic innovation, despite dying at the very young age of 31. Seurat’s use of color and his work with pointillism have been his most enduring artistic legacies. In 1984, nearly a century after his death, Seurat’s most famous painting became the inspiration for a Broadway musical by Stephen Sondheim and James Lapine. Sunday in the Park with George is inspired by the painting, and the first act of the musical depicts Seurat himself in a highly fictionalized way, imagining his creative process. The musical focuses more on his artistic pursuits but also does depict a fictionalized version of his personal life, notably in the character of his mistress â€Å"Dot,† who seems to be an avatar for Madeleine Knobloch. Art students still study Georges Seurat today, and his influence on other artists began not long after his death. The cubist movement looked at his linear structures and form, which then influenced their ongoing artistic developments. And of course, even young children in the modern world learn about pointillism, usually through A Sunday Afternoon. Despite his short life, Georges Seurat established himself as a key and permanent player in the art world. Sources Courthion, Pierre. â€Å"Georges Seurat: French Painter.† Encyclopaedia Britannica, https://www.britannica.com/biography/Georges-Seurat.Georges Seurat, 1859–1891. New York: Metropolitan Museum of Art. 1991Jooren, Marieke; Veldink, Suzanne; Berger, Helewise.  Seurat. Krà ¶ller-Mà ¼ller Museum, 2014.

Glenn Mucrutt essays

Glenn Mucrutt essays Cindy Sherman is one of the most famous photographers in the world. She challenges the notions of femininity, but not a feminist. Sherman is the youngest child in her family. She was born in January 19th of 1954. She was an only child grew up in her family because her older siblings had left. She was a lonely girl in her childhood. TV was a major influence during her growing up life. When she was young, she liked to dress-ups to be another people. Sherman wanted to study art at school, and the particular one she wanted to learn was painting, but her mother suggested her to be an art teacher and parents wont let her study in New York because that place was very dangerous in the 70s. As her decision of art and her braveness, she went to State University College in Buffalo in 1972. Unfortunately, Cindy Sherman failed her compulsory photography component of her course because she could not understand the technical aspects. She must pass the photography subject and then she could pass her Bachelor of Arts. At that difficult time, there was a lecturer (Barbara Jo Revelle) told her that techniques not important, the idea is important. In 1974, Cindy Sherman met a painter who was named Robert Longo and starts a relationship. At that time, Sherman began to collect detritus from Thrift shops and started to think who would wear these things. This man effect Cindy Shermans art life and he also suggested her to record Untitled A-E in exhibition. Movies, dramatic, posturing of silent films, nostalgic films, nostalgic films Cutouts all effected Cindy Shermans art work. The first year in her success journey was very hard, but a breakthrough occurs, she was invited to David Salles studio with Longo. Sherman was fascinated by some old photos which remind her of an idea she has been thinking about. After that, she began her first new work in New York is U ...

Environmental Pollution Scenario Review and Summary Research Paper

Environmental Pollution Scenario Review and Summary - Research Paper Example The paper "Environmental Pollution Scenario Review and Summary" analyzes environmental pollution scenario. There are seven measures we are to choose from as the budget allows to implement only 4 of them. Thus, when deciding which ones to choose, it is essential to use the method of elimination. In other words, it is important to define three measures, which are not very efficient and will not bring appreciable results. First of all, it is encouraging carpooling. This measure is not efficient in the modern world, as all the people have cars. In any case, they would prefer to use their own cars instead of waiting for a bus. People buy cars to make their way to work comfortable, because public transportation is not comfortable enough. This method could have been effective twenty years ago, but not now. Moreover, people want to be free and not to adjust to buses’ schedule. Buses will not be used by people, and the introduction of them will just add to the environmental pollution. The same can be stated about the encouraging of alternative transportation. People know pretty well that walking is useful for their health, but when they risk being late for work in the morning, they usually do not think about this usefulness. Several extra minutes spent drinking coffee in the morning are valuable for many people with an active way of life. They buy cars to have these extra minutes. Pollution control legislation for point sources also will not bring good results as people usually do not approve. of such laws and they do not work. The trouble is that such legislation demands much from the business owners and they prefer to actively reject such laws. The cruel laws of business make business owners think first of all about getting more income and reducing expenses, thus, there is very little chance that they would prefer to sacrifice their positions at the market in order to help save the environment. They prefer to consider such laws to be the measures taken to preve nt them from conducting successful activity. It is essential not to issue the laws, but to act. Four remaining items will really help reduce pollution, thus, the funds should be spent to implement them. The first important step is to establish green spaces or urban forestry. The development of the city demands building new houses and this usually requires eliminating some green spaces (Harding, 2006). However, if such a situation occurs, it is necessary to reimburse the losses by establishing new green spaces near the new building. The second essential step is to improve the roads as good roads help the cars make fewer emissions. This is one of the most expensive measures, but it is very essential to implement it. Promoting fuel-efficient cars is a very important measure that is taken in almost every developed country today. Such measure really can help save our environment and reduce pollution. Certainly, it demands much expense, but the game is worth the candle. Fuel-efficient car s should be manufactured and widely used by the people to save our environment, thus, it is essential to encourage people to use them. The last essential step is random emission testing, and it will serve to evaluate the changes the first three

The Feast of the Goat By Mario Vargas Llosa Research Paper

The Feast of the Goat By Mario Vargas Llosa - Research Paper Example Most of the Latin American countries assumed the authoritarian governance (Duiker and Spielvogel 732). One of the dictators during that time was General Rafael Trujillo of the Dominican Republic. He ruled from 1930 to 1961 and used all means to acquire and gain more wealth even with the expense of the Dominicans. He controlled every aspect of the Dominican Republic and also controlled the economic resources of the country, which in return brought him personal wealth. Nonetheless, Trujillo’s regime ended, but the fear that it had inculcated in the minds of the Dominicans lingered longer. This was depicted during the stay of Mario Vargas Llosa in the country. In the span of eight months, Vargas Llosa witnessed the fear that Trujillo left to the Dominican Republic which inspired him to write The Feast of the Goat in 2000 (Vedovato 25; Kristal and King 212). 2.0 Mario Vargas Llosa Mario Vargas Llosa is considered as one of the most famous Latin American authors. His ability to inc orporate the past and present in his works affixes the reader from the beginning to the end. Vargas Llosa is considered as a keen observer of societal events and activities in relation to corruption of the government (Benson, Hellander, and Wlodarski 45). In addition, Vargas Llosa considered three life experiences that had brought him to writing his literary pieces. The first one is his experience of violence on the hands of his father, which brought him to distaste his relationship with him. He also considered his unpleasant experience at the military academy in Lima as a window in understanding the injustice and brutal acts of the party-colored under the military regime of General Odria during 1948 to 1956. The second life-changing experience that molded him was during the time when Heberto Padilla, a Cuban poet undergone a shameful trial. This was during the regime of Fidel Castro and was done in order for other leftist writers, like Vargas Llosa, to end their protest against the government. The turning point was when Vargas Llosa’s cowriters succumbed to the demand of Castro, and they left him. For this reason, Vargas Llosa decided to shift his literary genre to erotic and humorous novels. Lastly, the final turning point in Vargas Llosa’s life was when he ran for the presidency in Peru against Alberto Fujimori in 1990. He did not win during the election, but this did not upset him. According to him, he was saddened because of the fact that his fellow citizens chose another authoritarian to govern and lead them. Nonetheless, despite these experiences, he still has an interest in politics while adding that he considers himself as a liberal, and that he believes in every individual’s freedom. According to him, being a liberal is the freedom of a person to define his or her own nationality (Foley 3-4; Zapata 62). Aside from his political interests, Vargas Llosa is also concerned of the presence of political extremism in Latin America. This was also one of the reasons why he ran for the presidency because he was alarmed of the political extremism of the Right and Left. This has even been supplemented with violent movements by the Shining Path Socialist. Moreover, he also opposes the dictatorship of the nationalism of the Right and the collectivism of the Left. He strongly believes in democracy and freedom from which he declares himself as a liberal (Foley 4-5). 3.0 The Feast of the Goat 3.1 Genre and Theme The novel The Feast of the Goat by Vargas Llosa focuses on the theme of a society that is