Biography of Alvaro Obregón Salido, Mexican President

Biography of Alvaro Obregà ³n Salido, Mexican President Alvaro Obregà ³n Salido (February 19, 1880–July 17, 1928) was a Mexican farmer, general, president, and one of the key players in the Mexican Revolution. He rose to power because of his military brilliance and because he was the last of the Revolutions â€Å"Big Four† still alive after 1923: Pancho Villa, Emiliano Zapata, and Venustiano Carranza had all been assassinated. Many historians consider his election as president in 1920 to be the end point of the Revolution, although the violence continued afterward. Fast Facts: Alvaro Obregà ³n Salido Known For:  Farmer, general in the Mexican Revolution, president of MexicoAlso Known As:  Alvaro Obregà ³nBorn:  February 19, 1880 in Huatabampo, Sonora, MexicoParents: Francisco Obregà ³n and Cenobia SalidoDied:  July 17, 1928, just outside Mexico City, MexicoEducation: Elementary educationSpouse: Refugio Urrea, Marà ­a Claudia Tapia MonteverdeChildren: 6 Early Life Alvaro Obregà ³n was born in Huatabampo, Sonora, Mexico. His father Francisco Obregà ³n had lost much of the family wealth when he backed Emperor Maximilian over Benito Jurez during the  French Intervention in Mexico in the 1860s. Francisco died when Alvaro was an infant, so Alvaro was raised by his mother Cenobia Salido. The family had very little money but shared a supportive home life and most of Alvaros siblings became schoolteachers. Alvaro was a hard worker and had the reputation of being a local genius. Although he had to drop out of school, he taught himself many skills, including photography and carpentry. As a young man, he saved enough to buy a failing chickpea farm and turned it into a very profitable endeavor. Alvaro next invented a chickpea harvester, which he began to manufacture and sell to other farmers. Latecomer to the Revolution Unlike most of the other important figures of the Mexican Revolution, Obregà ³n did not oppose dictator Porfirio Dà ­az early on. Obregà ³n watched the early stages of the Revolution from the sidelines in Sonora and, once he had joined, Revolutionaries often accused him of being an opportunistic latecomer. By the time Obregà ³n became a Revolutionary, Dà ­az had been ousted, the Revolutions chief instigator Francisco I. Madero was president, and the Revolutionary warlords and factions were already beginning to turn on one another. The violence among the Revolutionary factions was to last more than 10 years, in what was to be a constant succession of temporary alliances and betrayals. Early Military Success Obregà ³n became involved in 1912, two years into the Revolution, on behalf of President Francisco I. Madero, who was fighting the army of Maderos former Revolutionary ally Pascual Orozco in the north. Obregà ³n recruited a force of some 300 soldiers and joined the command of General Agustà ­n Sangines. The general, impressed by the clever young Sonoran, quickly promoted him to colonel. Obregà ³n defeated a force of Orozquistas at the Battle of San Joaquà ­n under General Josà © Inà ©s Salazar. Shortly thereafter Orozco fled to the United States, leaving his forces in disarray. Obregà ³n returned to his chickpea farm. Obregà ³n Against Huerta When Madero was deposed and executed by Victoriano Huerta in February of 1913, Obregà ³n once again took up arms, this time against the new dictator and his federal forces. Obregà ³n offered his services to the government of the State of Sonora. Obregà ³n proved himself to be a very skilled general and his army captured towns from the federal forces all over Sonora. His ranks swelled with recruits and deserting federal soldiers and by the summer of 1913, Obregà ³n was the most important military figure in Sonora. Obregà ³n Joins With Carranza When Revolutionary leader Venustiano Carranzas battered army straggled into Sonora, Obregà ³n welcomed them. For this, First Chief Carranza made Obregà ³n supreme military commander of all Revolutionary forces in the northwest in September 1913. Obregà ³n didnt know what to make of Carranza, a long-bearded patriarch who had boldly appointed himself First Chief of the Revolution. Obregà ³n saw, however, that Carranza had skills and connections that he did not possess, and he decided to ally himself with â€Å"the bearded one.† This was a savvy move for both of them, as the Carranza-Obregà ³n alliance defeated first Huerta and then Pancho Villa and Emiliano Zapata before disintegrating in 1920. Obregà ³ns Skills and Ingenuity Obregà ³n was a skilled negotiator and diplomat. He was even able to recruit rebellious Yaqui Indians, assuring them that he would work to give them back their land. They became valuable troops for his army. He proved his military skill countless times, devastating Huertas forces wherever he found them. During the lull in the fighting in the winter of 1913–1914, Obregà ³n modernized his army, importing techniques from recent conflicts such as the Boer Wars. He was a pioneer in the use of trenches, barbed wire, and foxholes. In mid-1914, Obregà ³n purchased airplanes from the United States and used them to attack federal forces and gunboats. This was one of the first uses of airplanes for warfare and it was very effective, although somewhat impractical at the time. Victory Over Huertas Federal Army On June 23, Villas army annihilated Huertas federal army at the Battle of Zacatecas. Out of some 12,000 federal troops in Zacatecas that morning, only about 300 staggered into neighboring Aguascalientes over the next couple of days. Desperately wanting to beat competing Revolutionary Pancho Villa to Mexico City, Obregà ³n routed the federal troops at the Battle of Orendain and captured Guadalajara on July 8. Surrounded, Huerta resigned on July 15, and Obregà ³n beat Villa to the gates of Mexico City, which he took for Carranza on August 11. Obregà ³n Meets With Pancho Villa With Huerta gone, it was up to the victors to try and put Mexico back together. Obregà ³n visited Pancho Villa on two occasions in August and September 1914, but Villa caught the Sonoran scheming behind his back and held Obregà ³n for a few days, threatening to execute him. He eventually let Obregà ³n go, but the incident convinced Obregà ³n that Villa was a loose cannon who needed to be eliminated. Obregà ³n returned to Mexico City and renewed his alliance with Carranza. The Convention of Aguascalientes In October, the victorious authors of the Revolution against Huerta met at the Convention of Aguascalientes. There were 57 generals and 95  officers  in attendance. Villa, Carranza, and Emiliano Zapata sent representatives, but Obregà ³n came personally. The convention lasted about a month and was very chaotic. Carranzas representatives insisted on nothing less than absolute power for the bearded one and refused to budge. Zapatas people insisted that the convention accept the radical land reform of the Plan of Ayala. Villas delegation was comprised of men whose personal goals were often conflicting, and although they were willing to compromise for peace, they reported that Villa would never accept Carranza as president. Obregà ³n Wins and Carranza Loses Obregà ³n was the big winner at the convention. As the only one of the â€Å"big four† to show up, he had the chance to meet the officers of his rivals. Many of these officers were impressed by the clever, self-effacing Sonoran. These officers retained their positive image of him even when some of them fought him later. Some joined him immediately. The big loser was Carranza because the Convention eventually voted to remove him as First Chief of the Revolution. The convention elected Eulalio Gutià ©rrez as president, who told Carranza to resign. Carranza refused and Gutià ©rrez declared him a rebel. Gutià ©rrez placed Pancho Villa in charge of defeating him, a duty Villa was eager to perform. Obregà ³n had gone to the Convention truly hoping for a compromise acceptable to everyone and an end to the bloodshed. He was now forced to choose between Carranza and Villa. He chose  Carranza and took many of the convention delegates with him. Obregà ³n Against Villa Carranza shrewdly sent Obregà ³n after Villa. Obregà ³n was his best general and the only one capable of beating the powerful Villa. Moreover, Carranza cunningly knew that there was a possibility that Obregà ³n himself could fall in the battle, which would remove one of Carranzas more formidable rivals for power. In early 1915, Villas forces, divided up under different generals, dominated the north. In April, Obregà ³n, now commanding the best of the federal forces, moved to meet Villa, digging in outside the town of Celaya. The Battle of Celaya Villa took the bait and attacked Obregà ³n, who had dug trenches and placed machine guns. Villa responded with one of the old-fashioned cavalry charges which had won him so many battles early in the Revolution. Obregà ³ns modern machine guns, entrenched  soldiers,  and barbed wire halted Villas horsemen. The battle raged for two days before Villa was driven back. He attacked again a week later, and the results were even more devastating. In the end, Obregà ³n completely routed Villa at the Battle of Celaya. The Battles of Trinidad and Agua Prieta Giving chase, Obregà ³n caught up to Villa once again at Trinidad. The Battle of Trinidad lasted 38 days and claimed thousands of lives on both sides. One additional casualty was Obregà ³ns right arm, which was severed above the elbow by an artillery shell. Surgeons barely managed to save his life. Trinidad was another major victory for Obregà ³n. Villa, his army in tatters, retreated to Sonora, where forces loyal to Carranza defeated him at the battle of Agua Prieta. By the end of 1915, Villas once-proud Division of the North was in ruins. The soldiers  had scattered, the generals had retired or defected, and Villa himself had gone back into the mountains with only a few hundred men. Obregà ³n and Carranza With the threat of Villa all but gone, Obregà ³n assumed the post of minister of war in Carranzas cabinet. While he was outwardly loyal to Carranza, Obregà ³n was still very ambitious. As minister of war, he attempted to modernize the army and took part in defeating the same rebellious Yaqui Indians who had supported him earlier in the Revolution. In early 1917, the new constitution was ratified and Carranza was elected president. Obregà ³n retired once again to his  chickpea  ranch  but kept a close eye on events in Mexico City. He stayed out of Carranzas way, but with the understanding that Obregà ³n would be the next president of Mexico. Prosperity and a Return to Politics With the clever, hard-working Obregà ³n back in charge, his ranch and businesses flourished. Obregà ³n branched out into mining and an import-export business. He employed more than 1,500 workers and was well-liked and respected in Sonora and elsewhere. In June 1919, Obregà ³n announced that he would run for president in the 1920 elections. Carranza, who did not personally like nor trust Obregà ³n, immediately began working against him. Carranza claimed that he thought Mexico should have a civilian president, not a military one. He had in fact already picked his own successor, Ignacio Bonillas. Obregà ³n Against Carranza Carranza had made a huge mistake by reneging on his informal deal with Obregà ³n, who had kept his side of the bargain and stayed out of Carranzas way from 1917–1919. Obregà ³ns candidacy immediately drew support from important sectors of society. The military loved Obregà ³n, as did the middle class (whom he represented) and the poor (who had been betrayed by Carranza). He was also popular with intellectuals like Josà © Vasconcelos, who saw him as the one man with the clout and charisma to bring peace to Mexico. Carranza then made a second tactical error. He decided to fight the swelling tide of pro-Obregà ³n sentiment and stripped Obregà ³n of his military rank. The majority of people in Mexico saw this act as petty, ungrateful, and purely political. The situation got increasingly tense and reminded some observers of the pre-Revolution Mexico of 1910. An old,  stolid  politician was refusing to allow a fair election, challenged by a younger man with new ideas. Carranza decided that he could never beat Obregà ³n in an election and he ordered the army to attack. Obregà ³n quickly raised an army in Sonora even as other generals around the nation defected to his cause. The Revolution Ends Carranza, desperate to get to Veracruz where he could rally his support, departed Mexico City in a train loaded with gold, advisors, and sycophants. Quickly, forces loyal to Obregà ³n attacked the train, forcing the party to flee overland. Carranza and a handful of survivors of the so-called â€Å"Golden Train† accepted sanctuary in May 1920 at the town of Tlaxcalantongo from local warlord Rodolfo Herrera. Herrera betrayed Carranza, shooting and killing him and his closest advisers as they slept in a tent. Herrera, who had switched alliances to Obregà ³n, was put on trial but acquitted. With Carranza gone, Adolfo de la Huerta became provisional  president  and brokered a peace deal with the resurgent Villa. When the deal was formalized (over Obregà ³ns objections) the Mexican Revolution was officially over. Obregà ³n was easily elected president in September 1920. First Presidency Obregà ³n proved to be an able president. He continued making peace with those who had fought against him in the  Revolution  and instituted land and education reforms. He also cultivated ties with the United States and did much to restore Mexicos shattered economy, including rebuilding the oil industry. Obregà ³n still feared Villa, however, who was newly retired in the north. Villa was the one man who could still raise an army large enough to defeat Obregà ³ns federales. Obregà ³n  had him assassinated  in 1923. More Conflict The peace of the first part of Obregà ³ns presidency was shattered in 1923, however, when Adolfo de la Huerta decided to run for president in 1924. Obregà ³n favored Plutarco Elà ­as Calles. The two factions went to war, and Obregà ³n and Calles destroyed de la Huertas faction. They were beaten militarily and many officers and leaders were executed, including several important former friends and allies of Obregà ³n. De la Huerta was forced into exile. All opposition crushed, Calles easily won the presidency. Obregà ³n once more retired to his ranch. Second Presidency In 1927, Obregà ³n decided he wanted to be president once again. Congress cleared the way for him to do so legally and he began to campaign. Although the military still supported him, he had lost the support of the common man as well as the intellectuals, who saw him as a ruthless monster. The Catholic Church also opposed him, since Obregà ³n was violently anti-clerical. Obregà ³n would not be denied, however. His two opponents were General Arnulfo Gà ³mez and an old personal friend and brother-in-arms, Francisco Serrano. When they plotted to have him arrested, he ordered their capture and sent them both to the firing squad. The nations leaders were thoroughly intimidated by Obregà ³n; many  thought he  had gone mad. Death In July 1928, Obregà ³n was declared president for a four-year term. But his second presidency was to be very short indeed. On July 17, 1928, a Catholic fanatic named Josà © de Leà ³n Toral assassinated Obregà ³n just outside of Mexico City. Toral was executed a few days later. Legacy Obregà ³n may have arrived late to the Mexican Revolution, but by its end he had made his way to the top, becoming the most powerful man in Mexico. As a Revolutionary warlord, historians deem him to be neither the cruelest nor the most humane. He was, most agree, clearly the most clever and effective. Obregà ³n created lasting impacts on Mexican history with the important decisions he made while in the field. Had he sided with Villa instead of Carranza after the Convention of Aguascalientes, todays Mexico could well be quite different. Obregà ³ns presidency was remarkably split. He at first used the time to bring some much-needed peace and reform to Mexico. Then he himself shattered the same peace he had created with his tyrannical obsession to get his own successor elected and, finally, to return to power personally. His governing ability did not match his military skills. Mexico would not get the clear-headed leadership that it desperately needed until 10 years later, with the administration of President  Lzaro Crdenas. In Mexican lore, Obregà ³n is not beloved like Villa, idolized like Zapata, or despised like Huerta. Today, most Mexicans understand Obregà ³n as the man who came out on top after the Revolution simply because he outlasted the others. This assessment overlooks how much skill, cunning, and brutality he used to assure that he survived. The rise to power of this brilliant and charismatic general can be attributed to both his ruthlessness and his unmatched effectiveness. Sources Buchenau, Jà ¼rgen. The Last Caudillo: Alvaro Obregà ³n and the Mexican Revolution. Wiley-Blackwell, 2011.McLynn,  Frank. Villa and Zapata: A History of the Mexican Revolution.  Carroll and Graf, 2000.

george suerat essays

george suerat essays George was born in Paris France on December 2nd 1859 He grew into a handsome dark tall man who. He was a very dignified man who was always neat and tidy. He was the son of a comftable family and they were never really in any financial trouble his father Antoine-Christophe was a not a great family man and preferred to go to his Suburban villa and tend to his flowers rather than be with his family. In fact he was a self-funded retiree and lived in a secluded house in Provence and visited his family only once a week in Paris. Antoine-Christophe worked as a legal official and was rather withdrawn and some of this attitude rubbed off on George later on in life. George had a brother, Emile, and a sister, Marie-Berthe. Georges mother, Ernestine Faivre was also very quiet person but in a warm kind of way and was very much the loving parent. She was raising the family by herself, she was the all the family warmth that George was ever too need. The family lived in an apartment located on the B oulevard de Magenta and was close to a park that was to become the focal point of some of Georges bet works the garden was called le Parc des Buttes-Chaumont. Georges mother took George to the garden a lot and was a place they use to frequent whenever they had spare time and it was renowned for its artistic inspiration. George was introduced to painting during his early schooldays by an uncle, Paul Haumont-Faivre on his mothers side this encounter was to shape the rest of his life and career. Paul was a textile trader and was a self confessed amateur painter. During his time with his uncle George began to fall in love with art and later in 1875 was to join a drawing night school where he was taught by a sculptor named Justin Lequien. Three years later George was admitted to the Ecole des Beaux-Arts where he was tutored by Henri Lehmann. There he was taught how to copy the old masters in the louver. A year later a long with some of his...

PRESSURE GROUPS & THEIR EFFECTS Essay Example | Topics and Well Written Essays - 1500 words - 1

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Explain the importance of consistency between firms in various Essay

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Behavioural Theories of Child Development

Behavioural Theories of Child Development Alyshea Davies Child development and welfare Development and child rearing 2.1 – Explain the extent to which conditioning has been used in the shaping behaviour The method shaping is involved in calculated reinforcement which is behaviour trained to them by the trainer. The trainer rewards them for crude approximations of a desired action. One the trainer then rewards then with a behaviour reward this is one step closer towards their target. As the people/animal reaches each behaviour target the older behavioural rewards are stopped which then help to encourage their process towards their desired behaviour. Shaping uses an operant conditioning to help to train a subject by rewarding them properly for their good behaviour and discouraging their improper behaviour. B.F. Skinner enforces heavily within the reinforcement or punishment so that the successive approximations of certain behaviours. 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This have been tested on humans to and has the same reactions. 2.2 – Discuss the appropriateness of behavioural method in terms of effectiveness and ethics A discipline is something that can help a child fit into the real world and be happy and effectively. It helps to develop the child’s own self-discipline. Effective and positive discipline is not being nasty it is teaching and helping to guide children, not forcing them to obey it’s teach them how to live in the real world. Even though they point out unacceptable behaviour of the child, the child should know that their parents do love them and support them they need to be taught between right and wrong. Being a parent is not just about watching a child it’s about raising the child and providing them with all the necessary materials and emotional care that they need also their physical, emotional, cognitive and social development. Any parent finds that discipline their child is the most difficult but the most important responsibility they have and there are no shortcuts to it. Every parent must teach their child about limits and acceptable behaviour. The main aim of effective discipline so that the child behaviours appropriately so that they will be raised up to be an emotionally mature adult. The main reason for foundation of effective discipline is for respect and how to learn to respect others. All children should be able to respect their parents. Hard discipline such as verbal abuse, shouting or calling your child names will make it hard for your child to respect or trust you as the parent. An effective discipline means a discipline applied with mutual respect in a firm, fair, reasonable and consistent way not a hard and angry way. The goal of this is to help and protect a child from danger and to help a child learn self-discipline and develop healthy conscience. But hitting a child hard may lead to them discipline someone in the wrong way, and this could cause another person to become hurt. 2.3 – Critically evaluate the use of power assertion techniques in enforcing restrictions, compare with other psychological methods Authoritarian parents could go over the top and end up hurting a child instead of teaching them what good behaviour is and looks like from reinforcement may be more beneficial as if Bandura is right and kids to copy their parents and could become aggressive as their parents are the people that they look at to and their parents are the child’s role models. The critics of bandura said that any parent may not be the only imitated the child looks up to they could look up to parents, older siblings. So the child is more likely to be copied and consequently a parent beating the child may be imitated. 3.1 – define social learning and relate experimental evidence Albert Bandura has proposed a social learning theory which has become one of the most influential theory’s for learning and developing. Bandura believed that leading a child into the direct reinforcement could not account for all types of learning that they need. Behavioural theories of learning suggested that learning of children was the result of associations which were formed by conditioning, reinforcement and punishment. Bandura’s social learning theory proposed that a child learning can also happen simply by watching others and picking up on the stuff they do. This is known as observational learning or modelling. He quoted †¦.. Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behaviour is learned observationally through modelling: from observing others one forms an idea of how new behaviours are performed, and on later occasions this coded information serves as a guide for action. -Albert Bandura,Social Learning Theory, 1977 Bandura done Bobo doll experiments, he said that children learn their behaviour they have watched within other people around them. The children he studied all observed an adult acting very violent towards the Bobo dolls. When the children were playing in the room later on with the Bobo dolls, they were aggressive this is because they watched the adults being aggressive earlier on and they must of fort the behaviour was a normal way to act towards the Bobo dolls. 3.2 – critically evaluate the impact of modelling on child development Children learn appropriate behaviour and learn how to follow rules and emotional attachment with their family also depends on how the child behaves. Children watch their parents say â€Å"please† and â€Å"thank you† and they tend to copy whereas if they did not say it the would copy and have no manners at all and people would label them as â€Å"rude and not polite†. The importance of an adult modelling is that it has an impact on the child’s behaviour. The negative side of child modelling is the adult’s bad behaviour such as using alcohol, tobacco and drugs both illegal and legal. This will teach the children in their eyes that this is right to do, when it’s not alcohol may cause the adult to become aggressive and the child will think that this behaviour is normal and start to act this way towards other people. Conditions Using Novel object to hit the Bebo doll Exhibiting non aggressive actions Model being praised Child 1 from video 1 2 1 Child 2 from video 1 6 0 Child 3 Girl Aged 5 3 2 Child 4 Boy Aged 3 4 0 Child 5 Girl Aged 4 3 2 Child 6 Boy Aged 4 4 1 Model being punished Child 1 Boy Aged 3 2 5 Child 2 Boy Aged 5 1 6 Child 3 Girl Aged 4 0 3 Child 4 Girl Aged 5 0 5 Child 5 Girl Aged 4 1 4 Child 6 Boy Aged 4 2 5 Title A study to investigate whether children learn from observing a model exhibiting aggressive behaviour to a Bobo doll Table of contents NEXT SHOULD COME YOUR TABLE OF CONTENTS, WHICH INCLUDE PAGE NUMBERS Abstract DO NOT WRITE UNTIL REPORT IS COMPLETE Induction Bandura was a behaviourist he believed that children’s behaviour could be shaped by operant conditioning or through classical conditioning. This would help to improve punishment, negative reinforcement and positive reinforcement. Bandura also found that the original theory for this was called â€Å"clumsy† that would of meant that all behavioural problems that would have had to been shaped. If he did not do this he would not of been able to live as we do today now in our complex social societies. Bandura took one step further by testing on Bobo dolls for his experimenting to see how a child behaviour after their parents were aggressive towards the Bobo dolls. This then showed him that the children were aggressive afterwards when their parents left the room and they were left to play with them. Condoning have also been used to help shape animals behaviour and this have also been related to us humans by training us how to say â€Å"thank you and please†. Reinforcem ent is how an adult has the power over a child and how a child is punished in good and bad ways. This helps the child when they are growing up to learn the difference between right and wrong. Aim The aim of this test is to find out do children copy their parents and are they modelled by them. For example, a Bobo doll was used in the test the children watched their patents hit the Bobo doll and become aggressive towards it, and once the children were left alone with the Bobo doll they done the same thing they started to hit the doll and they become aggressive towards the doll. Hypothesis I found the hypothesis was true after the children’s parents were aggressive towards the Bobo dolls and the children were watching them. Once the parents left the room and the children were left to play with the Bobo dolls the children become aggressive towards the dolls like their parents. None of the children were non aggressive towards the dolls. The null hypothesis has no significant difference between condition 1 which is the child who are being praised and condition 2 is where the child is being punished when they are acting aggressive towards the Bobo dolls. Method This was an observation experiment I watched videos and carry out charts to see how the children acted with the Bobo doll after their parents were aggressive with it first. Throughout the independent subject design there was parents and children. The parent was female and was hitting the Bobo doll first then the first child was a boy and the second child was a girl. The apparatus was the video of the parent and children who were aggressive towards the Bobo doll and I had to do a mark sheet (which is above) and write down the aggressive and non-aggressive acts. I also used a stop watch to observe the time used throughout the experiment. Result The results of my descripitive statics, are the graphs and the results of the statistical test that I carried out below: Inferential statistics/ treatment of result I used a parametic test over a non-parametic test because this test helped me to make assumptions about the parameters of population distribution from the charts that are shown on my results, whereas a non-parametic test is one that makes no such assumption. I compared two different groups of participants the one group was the children who was punished after becoming aggressive towards the Bobo doll and the other group was the children who was being praised. After the data I have collected I have decided that the result of treatment is nominal.

The Importance of Clarity in Writing Essay -- Writing Style Styles Ess

The Importance of Clarity in Writing To write a good paper is there a magical recipe to follow? If there is you will not find it in these two books; Williams' Style: Toward Clarity and Grace and Strunk and White's The Elements of Style. What you will find is the elements that should be present to have a successful paper. Of all the styles mention though, one seems to stick out more then the others. This is the element of Clarity. What is clarity, you may be asking? It is simply the process of making your paper clear to the intended audience of your text. This may sound too easy and most of us probably think our papers are always clear, after all we know what we are saying in them. The question is, does everyone else? Both Williams and Strunk and White mention clarity and the importance it plays in the text we read. Williams point out that when we come across a sentence that is not clear our first reaction is "yuck." He goes on to say, "we do not describe sentences on the page; we describe how we feel about them." (17) When I came to this passage, I had never thought of it that way. I had always blamed the passage in some way if I did not understand it. I wouldn't look to see why it wasn't clear, but would think what an awful sentence, not realizing that it is not the sentence that is awful, but the clarity of it. It is clarity that makes our sentences sound correct, which in turn will make our paragraphs sound correct and then our entire paper. If we do not have clarity then it will not matter what we write about, because there will be no understanding in it. This is why we need to follow two simple principles according to Williams. These principles are (1) subjects of your sentence should name the characters and (2) ... ...en. This allows the reader to not feel lost in your paper and will make it more cleared to those who know little on the subject. Clarity is just one of many elements Williams and Strunk and White covered. I believe it is the most important one though, because without clarity, it doesn't matter what your paper is over. You could find a cure to a deadly disease, but if it is not clear it will never be discovered. It will instead represent many lines of words that do not flow together. You may follow all of the other rules set forth by Strunk and White, but it needs to be readable. Clarity is what makes text readable, even enjoyable and allows a text to succeed. Works Cited Williams, Joseph. Style: Toward Clarity and Grace. Chicago: The University of Chicago Press, 1990. Strunk, William, and E.B. White. The Elements of Style. Boston: Allyn and Bacon, 2000.

Medieval and early modern Essay

The medieval and early modern periods were eras with distinctive issues and ideals. Some of their key themes were very similar, such as the importance of religion and the role it played in everyday life, while other matters were unique to their time, such as the medieval selling of indulgences, or the early modern Reformation of the Church. These examples illustrate clearly the mixture of change and stasis in the two ages, as a subject shared by both periods yielded so great a diversity of issues. The distinction of the eras makes it evident that some change did occur, but as the period of time between them was not very great, the change must be limited. Everyman and Dr Faustus are respectively medieval and early modern drama texts that share common issues. However, the way in which they handle them varies, and allows an exploration of whether the people and culture of the medieval and early modern period differed by slight degree or strict demarcation. The medieval age of English history is epitomised as a strongly religious time, where Christianity provided a strict identity and purpose in life. Belief in Heaven, Hell and Judgement was very real, as was the constant fear of sin and damnation. The Church was able to manipulate the devout faith of its followers by selling fake holy relics and religious indulgences. The laymen believed it was necessary for them to obtain such items in order to purify themselves of sin, and enter Heaven without suffering through Purgatory. Medieval drama did much to reinforce these beliefs, being completely liturgical. Morality plays were first performed at religious holidays, and warned audiences about sin and salvation, with personification of the psychomachia. They all shared a highly similar narrative structure as good and evil battled for the soul of an initially virtuous man who had become caught in vice. This person represented the whole of humanity, and the play would show how, despite temptat ion and with the help of Christian values, he realised his error and won salvation. By the early modern era, neither the faith in Christ nor in Judgement had diminished, but the understanding of them had altered. People became frustrated with the â€Å"ecclesiastical despotism† that was rife in the established Church, and there was widespread dissatisfaction with the papal  organisation which, according to Erasmus, was felt to be dominated by ignorant monks. The subsequent Reformation changed the form and understanding of religion, making it more accessible to the average person by removing the intercessory functions of priests and bishops, and giving ordinary people more control over their spiritual state. This religious change also had political implications. The disestablishment of the Church created a degree of civil unrest among Catholic and Protestant groups, as factions sprang up with each viewing the other as traitorous, either to England or to God. However, this was not the only face of the early modern era. As the beginning of the Renaissance, it was also â€Å"a time of heady intoxication with†¦learning and†¦discovery.† The exploits of the European sailors and the excitement over new civilisations are allegorised by Faustus’ discovery of magic and the power it wields. As a liturgical morality play, Everyman submits itself fully to the pre-Reformation teachings, and absorbs the conventional attitudes. It was written to encourage medieval audiences to avoid material pursuits, and to ensure they involved themselves in good deeds and were prepared for Judgement. Death was a constant escort in medieval England, and could be expected at any time. As such, Everyman does not convey fear of death itself, but rather of how God will judge man after it, as the protagonist proclaims â€Å"Full unready I am such reckoning to give† and begs for more time in which to make his â€Å"counting-book†¦so clear That my reckoning I should not need to fear.† To achieve this salvation, Everyman is advised to turn to the Catholic rites of confession and penance, and to scourge himself to remove his sins. As Cawley highlights in his introduction, morality plays were â€Å"less interested in man’s earthly life than in his spiritual welfare in the l ife to come.† Religion is as prominent in Doctor Faustus, but Marlowe presents a contrasting attitude to that of Everyman. His play provides a mocking critique of religious customs, and particularly ridicules Catholic rituals. Marlowe dresses Mephostophilis in the habit of an old Franciscan friar, as Faustus comments â€Å"That holy shape becomes a devil best,† illustrating an air of contempt for the Catholic clergy. He further associates Catholicism with  evil and devilry as he conjures Mephostophilis by chanting in Latin, the language of the Catholic Church. This mockery of Catholicism may be testament to contemporary social attitudes rather than the personal view of Marlowe himself. In the medieval era, it was highly uncommon for anybody to speak out against the Church, either through fear or because it was all they knew, but the Reformation encouraged writers to criticise the papacy and the earlier Church, often as a form of public entertainment. Writers often allied Catholic characters with themes of idiocy or ineptitude, as Marlowe does in his portrayal of Pope Adrian as â€Å"a humourless megalomaniac, void†¦of commonsense† . Marlowe manipulated the public disdain of Catholicism to criticise established religion in general, challenging many commonly held views, especially regarding forgiveness and salvation. Everyman’s central theme suggests that God’s mercy always allows sinners to repent, regardless of how much wrong they have done. This belief is illustrated when, despite Death telling Everyman to â€Å"Come hence, and not tarry,† Everyman is able to go to Confession and purify himself from sin. Knowledge, Beauty, Strength, Discretion and the Five Wits are sent to accompany him to the grave, helping Everyman to realise God’s compassion. Good Deeds guide Everyman into the grave and beyond, providing protection and support when he needs it. In comparison, Faustus also finds that he is sent good forces to protect him from eternal damnation. Unfortunately, these forces are not strong enough to withstand Mephostophilis. The latter’s evil and cunning defeat nature itself, as he dissolves Faustus’ congealed blood with a chafer of unearthly fire to ensure Faustus bequeaths his soul to Lucifer. A Good Angel and a pious Old Man are also sent to rescue Faustus’ soul, but their efforts are overcome just as quickly, as the devils entice Faustus with hellish delights and overpower his weak soul. The Good Angel urges Faustus to â€Å"leave that execrable art† and turn to repentance, but each time Faustus considers prayer the Bad Angel dispirits him, dramatising the internal battles raging within the protagonist’s soul. Marlowe does not conclude that everyone can find redemption in God, as despite striving to turn to Him in his final moments, Faustus is torn apart by devils and condemned eternally. The playwright provides a cynical view of  salvation, as the Good Angel and the Old Man fail to save Faustus, despite seemingly plotting as much as Mephostophilis to win the protagonist’s soul. Marlowe provides further dubious similarity between the two sides, as in their last scene the angels appear to work almost as one, completing each other’s speeches and reinforcing the same message that it is too late for Faustus to repent. The play appears to be concerned with punishment rather than deliverance and salvation, as Faustus is warned that â€Å"He who loves pleasure must for pleasure fall.† In contrast, Everyman is forgiven for a lifetime of sin in his last few moments. Although both plays treat the same ideas of religion and redemption, they portray divergent views. This may be explained by the contemporary change in religious understanding. Some scholars argued that people’s destinies were predetermined, regardless of their actions, while others claimed there was hope for everybody. As Lester notes in his introduction, medieval writers believed that because of mankind’s fallen state, man relied on the grace and salvation earned by Christ and ministered by the Church. In this respect, the distinction between medieval and early modern seems to be vast. However, the fact that both plays have handled the same issues, albeit in different ways, suggests that the difference is of degree rather than demarcation. As well as the religious elements, Doctor Faustus incorporates Renaissance themes of discovery and knowledge, as Faustus finds a â€Å"world of profit and delight, of power, of honour, of omnipotence† has opened to him. Fundamentally, it is a craving for ultimate knowledge that drives Faustus to necromancy, as he proclaims, â€Å"A sound magician is a demi-god: here tire my brains to gain a deity!† By integrating such humanist ideals into the play, Marlowe creates a dimensional personality for Faustus, which the audience can appreciate and respond to. They witness the development of the character, forcing them to become emotionally involved in the mental turmoil he endures, and keeping them engrossed until the very last line of the play. Professor Bradbrook suggests that Doctor Faustus is primarily an examination of the protagonist’s â€Å"mental development, rather than simply†¦the form of Faustus’ fortunes.† The rationale behind Faustusâ€⠄¢ detailed growth is that it makes him a real person, with whose experiences the audience can sympathise. Everyman’s character is not developed in the way his counterpart’s is. He is generic and seen as part of the wider universe rather than as an individual. The dramatist has been careful to portray Everyman as representative of mankind rather than as a character in his own right. He is not given a personal history nor is any indication provided that might differentiate him from anybody, with the effect of making Everyman relevant to all audience members. He personifies every man and the trials of every person. His example can be applied to anybody, and everybody can see that the salvation he reaches is available to them as well. In this manner, Everyman is as accessible to the audience as Faustus is, although in different ways and with variant purposes fulfilled. There are further similarities between the medieval and early modern plays, some of which have been adopted directly from the former. The use of allegorical and highly functional characters is prevalent in both plays, although it is not as common among other Renaissance texts. In Everyman, each character serves a distinct purpose, showing Everyman how he has misplaced his trust in worldly matters and must turn to Christian teachings for salvation. Fellowship and Kinship tempt Everyman astray by offering to distract him with feasting, drinking and women. Even material Beauty and Knowledge cannot help him, leaving Everyman to seek out Confession, Contrition and Good Deeds. Doctor Faustus is very much in keeping with this medieval attribute. Mephostophilis is the embodiment of temptation, as he distracts Faustus from repentance whenever he feels the protagonist waver, and later admits â€Å"‘Twas I that, when thou wert I’ the way to heaven†¦led thine eye.† The Good Angel and Old Man are personifications of good, devout Christians who try to save Faustus. They too can be seen as tempters, as they try to win his soul. The two plays also share personification of the Seven Deadly Sins. Mephostophilis conjures them as a distraction for Faustus, allowing him to delight in the sins, while in Everyman the sins are allegorised in the behaviour of the protagonist’s dearest people and possessions, suggesting that Everyman has allowed the sins to master him. As well as thematic similarities, there are several production parallels between the medieval and early modern drama. However, these are veiled by  the immense changes that occurred on the stage in the intervening years. Before the Renaissance, plays were performed on and around large wagons, which were carted from one designated area to another. The set was very simple for transportation purposes, but this helped make it apprehendable for the common peasants. The staging was very different for Doctor Faustus, but some of the same ideas regarding spacing and costumes were used. The pageant-wagons had to make use of limited space, and used an upper room to serve as a balcony, heaven, or a distant location. In later theatre the same concept was utilised, with a single spot serving a multitude of functions. Costumes were also sparse, but symbolic props indicated particular roles and characters, another theatrical convention that early modern dramatists relied upon before professional actors were hired in the permanent theatres, and elaborate costumes and sets were made. The new theatres allowed more believable storylines to develop as settings and characters became more realistic, allowing the fiery devils of Doctor Faustus to achieve their optimum effect. However, there is one dramatic convention that is key to Doctor Faustus, which was not common in medieval works. Faustus’ soliloquies provide an insight to his character that cannot be gained in morality plays, and are actually symbolic of tragedies. While Everyman’s genre is made clear by its fully functional characters and its reliance on the protagonist’s generic nature, Marlowe’s play balances medieval aspects with contemporary humanist elements and manages to create a new genre that combines elements of morality and tragedy, creating an increasingly real persona. Faustus is distinguished from his medieval counterpart by his illustration of the psychology and passions that drive him. He concedes to his hubris and allows his ambition and lust for power to destroy him, something Everyman cannot do. The tragedy element is vital to Doctor Faustus as that is what gives it the memorable depth and allows the drama to move away from being a simple morality pla y. In conclusion, it is evident that despite their classification as two separate periods, the medieval and the early modern eras share many themes and issues. Their similarities are not limited to literal points, and  incorporate social and customary ones. The eras do have their differences, as is illustrated by their distinction and by their changing contemporary outlooks. Marlowe’s handling of the plays’ shared subjects differs from that of Everyman’s, as the former had a variant combination of social factors to draw his conclusions from. However, the time lapse between the two periods was not great enough to warrant a complete overhaul of thinking and customs. As Cookson realises, â€Å"the traditions of the Middle Ages still weighed heavily† over the early modern writers. At the point at which Doctor Faustus was composed, the difference between medieval and early modern was still of degree rather than strict demarcation. Bibliography  §Bradbrook,MC Themes and Conventions of Elizabethan Tragedy 2nd Edition (Newcastle: Cambridge University Press, 1990)  §Cawley,AC (ed.) Everyman and Medieval Miracle Plays (London: Everyman’s Library, 1967)  §Cookson,L Doctor Faustus (Hong Kong: Longman Group UK, 1987)  §Davies,T Humanism (New York: Routledge, 1997)  §Henderson,P Christopher Marlowe (London: Longmans, Green & Co, 1966)  §Lester,GA (ed.) Three Late Medieval Morality Plays (London: Ernest Benn, 1981)

I will be outlining the main meaning of the term parable Essay Example

I will be outlining the main meaning of the term parable Essay Example I will be outlining the main meaning of the term parable Essay I will be outlining the main meaning of the term parable Essay Essay Topic: Parable Of the Sower In this coursework, I will be outlining the main meaning of the term parable, and finding out what it means to many people in the world today. I will be concentrating on three main sections: What the term Parables mean and where it originated from, how Jesus presented his teaching in Lukes Gospel, and talking about the meaning of parables to Christians today.Parables are one of the most important means that Jesus used when communicating with the people of Israel, to spread the word of God. People liked to listen to stories rather than long sermons or talks, and Jesus parables helped them to develop their own conclusions. This meant that even people who couldnt read and write were able to remember the one message or meaning in the parable.Parables were short, sharp and straight to the point, making the listener sit up and think for themselves, helping them to develop their own personal understanding about Jesus message.What is meant by the term Parable?A Parable is a simple story with a clear teaching. The word Parable originates from the Greek work parobole meaning a comparison, and mainly has one meaning. For example, The Parable of the Mustard Seed teaches us that the Kingdom of God would grow from small beginnings into something big and significant and protection for people.Jesus, who preached his stories to many Jewish people, who werent rich, related the parables to their way of life, for example The Lost Sheep in Lukes Gospel, and The Rich Fool. The meaning of the parable is left to the listeners to work out for themselves.The difference between a parable and an allegory is that a parable clearly states the meaning or message n the parable, where as an allegory is a story where the message is hidden in a type of code. An allegory may depart into a type of make believe world, meaning the story has to be decoded to understand the meaning. For example, in the last book of the New Testament, allegorical material can be found throughout the New Testament.Many of the Parables that Jesus preached, can be found in Lukes Gospel, for example: The Parable of the Sower Luke 8:1-15, The Parable of the Good Samaritan Luke 10:25-37.Jesus used Parables in his teaching for a number of different reasons:Many people in Jesus time liked listening to stories, rather than sermons, and by preaching out in public, they captures the audiences attention.Parables were easily understood as they held clear and precise meaning to them and they were easy to listen to.The Parables encouraged people to thin for themselves, making them develop an understanding to the parable, that could be achieved by people who could not read or write.The parables have held the same meaning for the past 200 years, encouraging many Christians today, giving them genuine faith and commitment to God.Describe from Lukes Gospel, how Jesus presented his teachings through Parables.The main theme of the parables is the central theme of the Gospel, the kingdom of God. The kingdom of God is not an area of land. It refers to Gods new society, to people who live according to Gods new rules.The kingdom of God is a present reality in the sense that God guided his people all the time, but it is also a future reality when God will rule the earth.Many Jews believe that God sent down an anointed one, the Messiah, to lead the people into developing the world God wanted. Jesus said that such a moment arrived. Evidence of this can be seen in Luke 4:17-19. The parables teach us things about God and his Kingdom such as where and when it is, how one can enter it and how important it is.The Good Samaritan Luke 10:25-37Jesus was confronted by an opponent one day, asking him who is my neighbour? Jesus told him about a man one day, who was robbed when walking between Jericho and Jerusalem. A Levite and priest passed him by, saw that he had been robbed and just crossed the road, then a Samaritan who was despised by the Jews helped the man and gave him food and shelter.This story showed p eople in Jesus time that everyone is our neighbour, even our worst enemy. This must have shocked many of Jesus audience, mainly because Priests and Levites were meant to love everyone because they were religious people.There is no place for discrimination in Gods Kingdom Jesus set an example for everybody by showing love to everyone: the Jews, the rich, the poor, the Levites and the sinners. Throughout the Parable, Jesus wanted to show us the different types of love shown towards the man that was robbed. The Parable may have surprised many people than, because there was a lot of tension between Samaritans and Jews then.The Parable of the Sower Luke 8:1-15The Parable of the Sower is one of the most well known: the seeds fall on four different type of ground: the footpath, rocky ground, among thistles and on good soil. At first sight, this may be seen as careless farming with so much seed to be wasted. The parable only makes sense when seen against the methos of farming followed Pales tine at the time. Certainly some seed was wasted but this is exactly what used to happen. The sowing was done before the ploughing.The message of the Parable is simple on the one hand it shows the frustrations of the Sowers labouring with its weed, greedy birds and rocky ground; on the other hand, in contrast to this, a picture of a rich harvest. The meaning of the story is that the kingdom of God will be successful in spite of all the frustrations and difficulties.What this Parable is trying to say is that the seed is Jesus message and that everything will grow from there, peoples faith, peoples freedom, and gods kingdom will finally be fulfilled.But Jesus changes this Parable into an allegory, when he talks about the seed being the word of God and the various types of soil being peoples different responses.The Lost Son Luke 15:11-32The Lost son is a Parable about a father who equally divides his Land between his two sons. One of his sons decides to sell the farm and spend it on l uxury goods away from, where as the other son works hard and make sure his crops grow well. The other son spends all his money and cant find a decent job so he ends up working with pigs the lowest job or rank you can be in Israel working with pigs.He goes back home and his father rejoices and prepares a great banquet to celebrate the return of his son. The other son is enraged and questions his father about it. The father replies My son was lost, and now he is found.The father treated the son like an honoured guest the robe was a sign of honour: the ring was a rich gift and a sign of position and authority and the fatted calf was kept especially for the arrival of a special occasion. The younger son has finally reached a point of repentance.The younger son teaches people in Jesus time how many people strayed away from God, and the further away they get, the more lost they become. And the elder son behaved just like the Pharisees and the Levite acting without any mercy or regard that his brother had returned safe and well.The Parable of the Friend at Midnight Luke 11:1-1Travelers in Palestine often journey late to avoid the scorching midday heat. When a man arrives the days baking has all been eaten. But in the east the law of hospitality is sacred, and so, late as it is, the host goes to the neighbour to borrow bread. Jesus audience must have smiled at the humour of the situation. The father in heaven can be trusted to give only what is good when his children pray to him.Jesus is pointing out the contrast between the unwillingness of the man who was knocked upon and the willingness of God who loves his Children.Ask and you will receive; seek and you will find;knock and the door will be opened. For everyonewho asks, receives; those who seek, find: and toanyone who knocks, the door will be opened. (Luke 9:9-10)Discuss the meaning and relevance of parables to the belief and life of Christians today.The teaching of Jesus parables today inspires many Christians . Values such as love and forgiveness are expressed in those stores in spite of the fact that they are set in the everyday life two thousand years ago.The Good SamaritanThe Two Great Commandments that are mentioned in this parable are to love God and to love your neighbour. From this parable, the story explains to us that everyone is a neighbour without looking at his or her race, religion or sociable background. The claims of the Kingdom of God state that all people must be treated the same and held in the same esteem. Love is the basic attitude, which all Christians should have no matter what.In personal experience, I have felt proud and confident of myself when I am able to help people who have been hurt either emotionally or physically. This parable has also inspired many people including myself to reach out to people in distress, to organisations such as The Samaritan or CAFOD.The Parable of The SowerChristians need to reflect from time on their faith, knowing that it is easy t o be distracted from their calling to be disciples.Nowadays, Television and newspapers are saying that evil is growing stronger than goodness, take for example the war in Iraq, which seems to be doing more harm than good, we may get discouraged, however there are many signs of goodness in the world.The Parable of the Sower explains to Christians today that we should repent for all our sins we have committed and that if we believe in Jesus and his teachings, not only will our faith grow but also our trust and love for one another and the bond between us and God.As an allegory, this parable can make us think of our way to respond to the Word of God.The Lost SonThe teaching of the Lost Son points out the Kingdom as one in which God offers people the chance to return to him. Christians see in the parable of the lost son a picture of Gods forgiveness shown in the father. He does not hold sin against people. They also claim that forgiveness produces reconciliation only when it is proceede d by repentance.Many Christians find it hard to welcome people from different backgrounds and cultures, mainly due to the fact that they believe in different religions, and they find it more difficult to communicate with them.Jesus did teach his followers to be ready to forgive others just as God would forgiven them. The parable of the Lost Son does teach us that God wants the penitent sinner to be welcomed back by the older brother.The Parables are no longer relevant for life today, Remember to consider both sides of the argument.I have a mixed view about this topic, one could argue with the statement saying:A parable is an important factor in society today, it helps us work out the meaning of life and the boundary line between right and wrong. This helps many Christians growing up understand the goodness in life and helps them lead a certain lifestyles.A Parable does catch the attention of the audience and is more interesting than long sermons, which would help the listener unders tand the topic more easily whether they are blind, or they cant read or write.Also parables help many people think and develop their own understanding about the Kingdom of God.Whereas on the other hand:Parables could make it more difficult to understand the meaning behind the stories for many of the children because it talks about seeding and farming, and does not talk about the moral issues of life.If I had to explain to a group of teenagers the story about the Good Samaritan, I would base it in modern day society. For example:One day, there was a man walking from Balham to Clapham south station when he was attacked by a couple of youths who stole his wallet. A Priest walked by and saw him but just crossed the road and carried on walking, then a doctor walked by and saw the man but just carried on walking, but then a refugee from Afghanistan, who was getting pressured and bullied by the council and community, saw the man and took pity on him. He gave the man shelter and warmth and paid the doctors to treat him.In conclusion, despite some problems of interpretation, the main teachings of the parables are relevant for life today, this is because human nature has not really changed.

Definition and Examples of Division in Rhetoric

Definition and Examples of Division in Rhetoric In classical rhetoric, division is the part of a speech in which an orator outlines the key points and overall structure of the speech. Also known in Latin as the divisio or partitio, and in English as the partition. The etymology originates from  the Latin, divide. Observations of the Term The partition is of two parts: the speaker can state the material on which there is agreement with the opponent and what remains in dispute, or can list the points to be proved. In the latter event it is important to be brief, complete, and concise. Cicero notes that there are additional rules for partition in philosophy that are not relevant here.(George Kennedy, Classical Rhetoric and Its Christian and Secular Tradition, 2nd ed. University of North Carolina Press, 1999)The Latin term divisio is related to partitio, but indicates that the main heads of the argument are prepared in view of the opposing position. The author of  Rhetorica ad Herrenium describes the divisio as having two parts. The first contains the points of agreement and disagreement between litigants arising out of the narrative. This is followed by a distribution, which is made up of two parts: the enumeration and the exposition. The enumeration involves telling how many points one will make. The exposition is th e giving of the points to be discussed. No more than three points are recommended. Cicero (Inv. 1.31) indicates that the partitio can take two forms: points of agreement and disagreement with a stated problem, or the matters which we intend to discuss are briefly set forth in a mechanical way. In theory, partitio heads should be explicit but in actual speeches this is the exception rather than the rule. Commonly the partitio is much less obvious (at least to modern readers).(Fredrick J. Long, Ancient Rhetoric and Pauls Apology. Cambridge University Press, 2004) An Example of Division/Partitio So you can see what the situation is; and now you must decide yourselves what is to be done. It seems to me best first to discuss the character of the war, then its scale, and finally the choice of a commander.(Cicero, De Imperio Cn. Pompei. Cicero: Political Speeches, trans. by D.H. Berry. Oxford University Press, 2006) Quintilian on Partitio [A]lthough partition is neither always necessary nor useful, it will, if judiciously employed, greatly add to the lucidity and grace of our speech. For it not only makes our arguments clearer by isolating the points from the crowd in which they would otherwise be lost and placing them before the eyes of the judge, but relieves his attention by assigning a definite limit to certain parts of our speech, just as our fatigue upon a journey is relieved by reading the distances on the milestones which we pass. For it is a pleasure to be able to measure how much of our task has been accomplished, and the knowledge of what remains to do stimulates us to fresh effort over the labour that still awaits us. For nothing need seem long, when it is definitely known how far it is to the end.(Quintilian, Institutes of Oratory, 95 AD, translated by H.E. Butler)

US company Global Marketing Research Paper Example | Topics and Well Written Essays - 3000 words

US company Global Marketing - Research Paper Example Global operation of the companies has not only created new avenues to earn more revenue, but also played major role in ensuring companies sustain for a longer period of time. In addition, a company with global operation also has competitive advantage over its competitors, as it allows the company to cater to variety of customers and gain their loyalty (Cherunilam, 2010, p.24). Apart from that, the brand value of the company also increases greatly. In the context of USA, there are several companies which have considered international expansion such as Starbucks, Walmart, McDonalds and Apple among many others. However, this project will shed light on how Apple, the US technology giant is managing their global marketing and operation. The paper will emphasize on the marketing and operation strategy of Apple in the international market. Along with that the paper will carry out in-depth analysis of the business environment of the chosen location. The industry in which the company belongs will be also analysed thoroughly. Once the analysis potion is covered, the issues faced by the company in the chosen market will be highlight and how the company should deal with it will be recommended. Finally, on the basis of the findings a conclusion will be drawn. The study will now provide a brief introduction of ‘Apple’. Apple Inc., commonly known as Apple is a US based company involved in manufacturing and marketing of technology products. The company was founded by Ronald Wayne, Steve Jobs and Steve Wozniak, and in the year 1976. It is currently headquartered at Apple Campus, 1 Infinite Loop, Cupertino, California, U.S (LÃ ¼sted, 2012, p.9). The company is known for its wide range of innovative products. Some of the bestsellers of the company include iPhone, iPad, and iPod among others. Apart from manufacturing and marketing electronic gadgets, the company

The Great Depression Essay Example | Topics and Well Written Essays - 1000 words

The Great Depression - Essay Example The great depression started in the industrialized North America when the stock market exchange on Oct.29, 1929, commonly known to be â€Å"The Black Tuesday† (Nick Taylor-American Made). As at this time, the output fell by 23% losing more than ten billion US dollars. The market decline was due to disparity between the consumption and production sectors. The production power was due, but the consumption rate was wanting. The producers had to credit their products resulting to lack of finance to these companies hence a subsequent drop in the wages and loss of jobs for the employees (Stock, 1997:177). Many banks realized great loses some of which even saw their closure because most of them had heavily invested in market shares. The problem was major in America but it spread to other countries leading to an economic slump due to forged intimate relation that came in between the United States and the European countries to terminate the First World War. Since United States had emer ged as the super power of the First World War, its economic back thrash had effects across the globe. The depression persisted up to 1932 when the then president of USA Herbert Hoover realized that he had a hand to lend to terminate the depression. In his speech president, Hoover underrated the crisis and said that it would ultimately end. He did not realize that he had to supply food to the hunger stricken population in North America. People raised blame over him for the big economic crisis (Young and Young, 2007:55). Hoover was turned down and an election was called where Franklin Delano Roosevelt won by a large margin. After taking over as the president of United States Rosevelt declared a four-day bank holiday meant relief to relief the banks and make them solvent. During the first one hundred days of his reign Roosevelt set good basis too revive the country from depths of desperation. The great depression had adverse effects to the economy as well as the people of United States . The production level dropped greatly as well as the gross domestic product after the recession started. The lack of market for manufactured goods was the main reason for the decline of the production in the United States (Oakes and Kia, 2004:137). The consumers had lost their purchasing power, which was probably due to the effect of the First World War. Most industries had to give their products on credit leaving them with financial crisis. This led to their immediate closure. The collapse of food prices and lack international market for export made farmers lose morale and quit farming. Credit system in bank declined hence most of the depositors had no option but to withdraw their money from the banks. The experience for the Americans worsened in the 1930s when the agriculture sector leveraged due to the decline in the world market for food prices. The depression also led to lack of jobs in the states. Many people had to move from placer to another hoping against hopes to secure j ob in the towns. The teenagers comprised the large proportion for the job seeking population. This desperate large population had constructed their houses in shantytown in the outskirts of towns, which they made from any available material. The desperate farmers migrated to California in hope to find fertile grounds. Their condition was seriously transient. When he came to power, Franklin Roosevelt instilled hope to the States residents .He started the so-called