The Link Between Inflation And Unemployment Economics Essay

The Link Between Inflation And Unemployment Economics Essay The two main goals of economic policymakers are low inflation and low unemployment, however often these goals conflict. For instance, if the policymakers decided to use monetary or fiscal policy to expand aggregate demand then this would move the economy along the short-run aggregate supply curve to a point of higher output and a higher price level. The higher output mean lower unemployment as firms would need more workers when they produce more. On the other hand a higher price level, given the previous years price level, means higher inflation. Therefore, when policymakers move the economy up along the short-run aggregate supply curve, they reduce the unemployment rate and raise the inflation rate. Similarly, when policymakers contract aggregate demand and move the economy down the short-run aggregate supply curve, unemployment rises and inflation falls. The trade off between unemployment and inflation is often referred as the Philips curve. The Philips curve is an inverse relationship between the rate of unemployment and the rate of inflation in an economy. In another word, it is a reflection of the short-run aggregate supply curve so as policymakers move the economy along the short-run aggregate supply curve, unemployment and inflation move in opposite direction. The Phillips curve is a useful way to express aggregate supply because unemployment and inflation are such important measures of economic performance. The Phillips curve in its modern form states that the inflation depends on three forces and they are; expected inflation, the deviation of unemployment from the natural rate also known as cyclical unemployment and supply shocks. These three forces can be express in the follow equation: Ï€ = Ï€ e ÃŽ ²(u-u n ) + ʆ¹ Inflation = Expected Inflation (ÃŽ ² x cyclical unemployment) + supply shock Where ÃŽ ² is a parameter measuring the response of inflation to cyclical unemployment. There is a minus sign before the cyclical unemployment as high unemployment tends to reduce inflation. The equation above basically summarises the link between unemployment and inflation. The diagram below is an example of a short-run trade off between unemployment and inflation. When unemployment is at its natural rate, inflation depends on expected inflation and the supply shock. The parameter ÃŽ ² determines the slope of the trade-off between unemployment and inflation. In the short-run, for a given level of expected inflation, policymakers can manipulate aggregate demand to choose a combination of inflation and unemployment on this curve which is called the short-run Phillips curve. In the short run, inflation and unemployment are negatively related. In the long-run, the Phillips curve is vertical. This is because when actual inflation equals expected inflation, there is no trade-off between inflation and unemployment. In long-term equilibrium the actual rate of inflation must remain equal to the expected rate. Unemployment, u Inflation, Ï€ Long-Run Phillips Curve Short-Run Phillips Curve Inflation, Ï€ Unemployment, u There are two main causes of rising and falling inflation; they are demand-pull inflation and cost-push inflation. Demand-pull inflation occurs when aggregate demand in an economy outpaces aggregate supply. This is when the inflation goes up as a result of real GDP rises and unemployment falls which move the economy along the Philips curve. The demand-pull inflation diagram below illustrates that according to Keynesian theory, firms will employ people and the more people are employed, the higher the aggregate demand will become. Greater aggregate demand will lead to firms employing more people in order to meet the higher output. This is when the unemployment falls and the price increases therefore AD0 shifts to AD1. Cost-push inflation occurs when the price of goods or services increases which doesnt have and close substitutes for example oil. The cost-pull inflation diagram below illustrates that according to Keynesian theory, many prices are sticky downwards, so instead of price fa lling there would be a supply shock causing a recession. This is when unemployment rises and GDP falls and therefore SRAS0 shifts to SRAS1. Cost-Pull inflation Demand-pull Inflation SRAS1 AD0 Price level AD1 E2 E0 AD0 SRAS0 Y* Y0 P2 P0 SRAS0 Price level E0 Real GDP E1 P1 P0 Real GDP Y0 Y* A good example of link between unemployment and inflation can be seen in the United States. The graph below shows the history of unemployment and inflation in the United States since 1961. The four decades of data illustrates some of the causes of rising or falling inflation. As we can see from the graph, during 1960s policymakers were able to reduce unemployment in the short -run, however this caused the inflation to rise high. This was achieved by cutting tax in 1964, together with expansionary monetary policy which expended the aggregate demand and pushed the unemployment rate below 5%. Moreover, due to government spending as a result of Vietnam War, this expansion of aggregate demand continued in the late 1960s. Consequently, unemployment fell lower and inflation rose higher than intended. In 1970s, policymakers started off with trying to lower the high inflation of 1960s. The government imposed temporary controls on wages and prices and the Federal Reserve engineered a recession through reducing monetary policy but the inflation rate only fell slightly. By 1972, unemployment was same as 1962 however the inflation rate was 3 percent higher. At the start of 1973 policymakers had to deal with the large supply shocks caused by the Organization of Petroleum Exporting Countries (OPEC). During mid-1970s, OPEC raised their oil price pushing the inflation rate up to 10 percent. With the supply shock and temporary tight monetary policy, led to recession in 1975. High unemployment during the recession reduced inflation rate however further OPEC price raise pushed inflation back up again in the late 1970s. During 1980s there was high inflation and high expectation of inflation. So the Federal Reserve was determined to aim monetary policy at reducing inflation. Consequently, in 1982 and 1983 the unemployment rate reached its highest level in 4 decades. Fall in oil price in 1986 has helped reduce the unemployment rate and lowered the inflation rate down from 10 percent to near 3 percent. By 1987, unemployment reached 6 percent which was close to most estimates of the natural rate. The unemployment rate continued to fall throughout the late 1980s and reached to 5.2 percent in 1986 which led to a new round of demand pull inflation. The 1990s began with a recession as a result of contractionary shocks to aggregate demand. However, unlike the recession in 1982, unemployment in 1990 recession wasnt far above the natural rate therefore the effect on inflation was small. By the end of 1990s, both unemployment and inflation reached their lowest levels in many years. This could be due to a combin ation of events which helped keep the inflation in check despite low unemployment. However in 2000, inflation rate started to rise up again. The example of United States macroeconomic history displays the many causes of inflation. The two sides of demand pulled inflation can be seen during the 1960s and 1980s. In the 1960s low unemployment pulled inflation up and in the 1980s high unemployment pulled the inflation down. During 1970s the rise in oil price showed the effects of cost push inflation. http://static.flatworldknowledge.com/sites/all/files/29936/fwk-rittenmacro-fig16_004.jpg

Literature review of reducing barriers and reoffending in juvenile offenders

Literature review of reducing barriers and reoffending in juvenile offenders This assignment will be a literature review of reducing barriers and re-offending in juvenile offenders at Wetherby secure college of learning through education and training, and to draw out any key themes that have been highlighted from published research. It has for a long time been accepted that there is a long standing connection of both public and professional opinions, the link between those juvenile offenders who commit crime to barriers and education, training and skills. This literature review will draw on books, published research, home office and government journals and agencies such as the YJB, OLASS- offender learning and skills service. This bibliographic information was selected using home office, government and agency resources and also using databases such as Educational Resources Information Centre (ERIC). The government has a duty to punish those as a deterrent who commit crime, but also has a duty to address the reason why these young juvenile offenders fall into a vicious circle of committing crime. The review will look at how the government intend to raise offender skills and get more offenders into work and stop repeat offending. Research has Identified a key falling of the criminal justice system that over half off all offences are committed by ex- offenders, Barbary (2007) and out of all offenders that were released from custody in 2004 over sixty five per cent went on to re-offend, Home Office (2007). This being a massive cost to the government and to the tax payer by ex-offenders estimated to be around  £11 billion per year Social Exclusion Unit (2002). The interest I have in this area is that I have been working with young offenders on and off for the last twenty two years and for the last ten years in a teaching capacity. Over this period of time I have dealt with these young people with a whole range of learning and educational difficulties, and we need to look at, and to stop the huge number of them re-offending and coming back into custody. And that is to equip them with the right skills so at least they have a better chance of progressing through life. For my research I would like to take a sample of offenders who have improved their education whilst in custody and to follow them on release to see if it has had an impact on stopping them re-offending. The back ground to this review starts with the youth justice board, the YJB were introduced to oversee the provision of all 15-18 year olds in custody serving detention training orders. This agency brought a renewed focus as their role spans both custody and the community to monitor key services to prevent re-offending under the crime and disorder act 1998. Review of Literature Evaluation of Literature suggests custodial institutions are attempting to meet the needs of the young juvenile offenders who are beset with multiple disadvantages. In terms of education and training, the young peoples immediate antecedents are mainly characterised by lack of access and/or nonparticipation and long-standing deficits in literacy and numeracy. The YJB commissioned Ecotec consulting to undertake an audit of the provisions of education and training within the juvenile estate. The YJB could then use this as a base to measure any success that arose. The outcome of this audit gave an eye opening evidence based snapshot of a system failing to provide juvenile offenders with their entitlement to a good education. The audits evidence revealed a picture of a disconnected, inadequate and an impoverished service ECOTEC (2001). There were three main areas where education appears to be significant in creating a likelihood of offending: à ¢Ã¢â€š ¬Ã‚ ¢ The impact of custodial interventions; à ¢Ã¢â€š ¬Ã‚ ¢ Educational under-achievement, particularly with respect to literacy and numeracy; à ¢Ã¢â€š ¬Ã‚ ¢ Permanent exclusion and non-attendance at school. A re-occurring thread of research done on young people in custody is that a majority have low levels of educational or training qualifications, with significant literacy and numeracy deficits in particular. The Social Exclusion Unit Bridging the Gap report noted that 80 per cent of young offenders in custody had no qualifications, and that over two-thirds of young offenders sent to custody were at NVQ Level 1 or below for reading, writing and numeracy YJB (2006). A survey carried out by INCLUDE for the YJBs Basic Skills Initiative (2000) of the basic skills needs of young people with whom Youth Offending Teams (YOTs) are working revealed reading ages averaging six years behind chronological ages. Evidence from other researchers were in agreement with ECOTEC consulting, findings revealed similar key factors that are closely associated with offending by young people: * detachment from education * low attainment (especially in literacy and numeracy skills) * influence of the school (including lack of a clear school ethos, poor discipline) * experience of custody and local authority care, which are associated with detachment from education and low attainment, Blythe, Haywood, Stevenson (2004). Research over the last decade has suggested that young people who do not succeed at GCSE level are less likely to move onto further education between the ages of 16 and 18, this evidence in itself, is the most important indicator of unemployment at age 21 (Social Exclusion Unit, 1999). Work carried out by Croll and Moses (2003) supports the view that early exits from the education system are typically associated with limited career prospects and other restricted life chances. This is also viewed by the researchers mentioned earlier, that the earlier young people remove themselves or are removed by exclusion or suspension from education in their early teens are likely to go on to become young offenders. Evidence from the literature suggests that, to curb the dis-engagement of the young offenders from learning before they get into the criminal justice system was: For schools to respond quickly to non- attendance/ involve the parents with support/ and to arrange full time programmes for students who have become detached from education To have individualised learning plans for students with difficulties And to promote a good school ethos and staff- student relationships. All the literature review so far is in agreement with what is happening and what needs to be done to help young people overcome these barriers and promote education to the dis-effected youth I see on a day to day basis in my work environment. The four main risk factors for the onset and continuation of offending occur within the remit of education, training and employment, these are, detachment from education, low attainment in literacy and numeracy, influence of the schools and receiving a custodial sentence or placed into care. Research evidence also suggests that engagement in education and training is most probably the single most important protective factor in reducing offending and reoffending (YJB, 2002; Berridge et al, 2001; Lipsey, 1995; Farrington, 1996). What is less clear from all of this evidence is the direction of the relationship between cause and effect with these particular risk factors. Does low attainment make the young person more likely to absent him or herself, or are those who absent themselves more likely to be low attainers? Does being excluded from school lead people into offending, or are actual or potential offenders more likely to be excluded? (YJB 2006). Some literature argues that, it is unclear whether these young people being out of school for long periods of time and associating with an older delinquent cohort fall into crime (Berridge et al, 2001; Farrington,2001) or the increase exposure to drug taking, or is it when the young people drop out from education, its the delay in re-attachment back to mainstream education that is driving them into engaging in offending behaviour (Parsons, 2000). But the literature does suggest that being exposed to one or all the risk factors mentioned increases the risk of offending behaviour (YJB, 2006). If we look more closely at the high risk factors of causes of offending in young people and possible resolutions. Detachment The YJB funded education programmes has shown direct correlation in numeracy and literacy attainment and in low rates of offending (YJB,2003). Post sixteen education, training and skills interventions were a big predictor in getting employment. An Audit Commission Report (1999), reported that on any one day that there are four hundred thousand children, five per cent of the eight million children that should be in school that or not. The Audit Commission Report (Audit Commission, 2004) recognised that the extent of out of school population was unknown and recommended that LEAs should undertake a census of young people not in school, including authorised and unauthorised absences and those not on a school roll. The Tomlinson Report (DfES, 2004) observed that: Disengagement peaks during Key Stage 4 and is manifest in absenteeism, exclusion and bad behaviour. Some of the causes of disengagement are cultural, social and economic and not easily addressed through changes to curriculum and qualifications. While recognising that the causes of disengagement may be complex, the Tomlinson Report proposals had the stated aim of raising participation and tackling the educational causes of disengagement through: * offering a choice of relevant programmes and activities that allow young people to pursue their interests and aspirations * sign posting progression routes within a diploma framework and making it easier for learners to follow a route of their choice * ensuring that all young people developed the knowledge, skills and attributes needed to access the curriculum * enabling young people to build confidence by gaining credit for small steps of achievement. There are four additional messages from the current literature. * It is much clearer about what to do than the detail on how to do it Reattaching young people to education and training is far harder than preventing detachment in the first place * There is limited evidence available of the transfer of learning between different environments such as custody to the community * Delays and poor communication between the education and youth justice systems are a major constraint (YJB 2006). Conclusions The literature review supports the importance placed by the YJB on education and training to reduce recidivism among young people who offend. The emerging research evidence provides broad guidance for principles of effective educational interventions. Several types of intervention have been evaluated as demonstrating a high degree of effectiveness in reducing important risk factors. The evidence also indicates that early and sustained intervention on the crucial matters of attainment and attachment have a higher chance of success than trying to equip older teenagers who have become completely detached from mainstream learning with literacy and numeracy skills.

Operations and Legacy of the Dell Corporation Essay -- Business, Compu

Portfolio Project – Dell, Inc. Dell, Inc.’s origins date back over 25 years ago when it was founded under the company name PC’s Limited (Edwards, 2007). This once small company got its start when founder Michael Dell began building personal computers for students at the University of Texas. Today, Dell has developed its product line to offer more than computers; they also sell entertainment and office equipment. Dell’s leadership, guided by the corporate code of conduct, has shown a clear commitment to environmental matters and frequently publicizes the ways in which the company has developed new techniques to reduce the company’s energy use and product waste (â€Å"Latest update,† 2010). The main reason for Dell’s success is their ability to manage the financial health of their company. This success is reflected in the firm’s financial statements. There are three main financial statements that should be evaluated to understand the financial status of a firm – the balance sheet, the income statement, and the firm’s statement of cash flows (Keown, Martin, & Petty, 2011). The balance sheet provides a snapshot of the firm’s financial position on a particular date and includes information about the firm’s assets, liabilities, and shareholders’ equity. This particular financial statement is an overview of what the firm owns and what the firm owes (â€Å"Beginners’ guide to financial statements,† 2007). An analysis of Dell’s current balance sheet shows that they have approximately $40 million in assets - of which $29 million are current assets. This means that the firm expects to turn this amount of current assets into cash within the next 12 months (Keown, Martin, & Petty, 2011). Further analysis of Dell’s balance sheet reveals that the fir... ...1087&p=irol-reportsAnnual Keown, A. J., Martin, J. D., & Petty, J. W. (2011). Foundations of finance: The logic and practice of financial management (7th ed.). Upper Saddle River, NJ: Prentice Hall. Latest update on Dell corporate responsibility progress. (2010, October). Retrieved from http://content.dell.com/us/en/corp/d/corp-comm/cr-newsletter.aspx Loan rates. (n.d.). Omniglot. Retrieved from http://www.omniglot.com/info- articles/chicago/loans-rates.html Ogg, J. C. (2011, January 27). 2011†²s new dividend candidates from giant companies. 24/7 Wall Street. Retrieved from http://247wallst.com/2011/01/27/2011s-new-dividend- -from-giant-companies-amgn-brk-a-dell-ebay-emc-kss-csco-aapl/2/ Peavler, R. (n.d.). Use profitability ratios in financial ratio analysis. About.com. Retrieved from http://bizfinance.about.com/od/financialratios/a/Profitability_Ratios.htm

The Tiger Essay -- essays research papers

Tigers are the largest members of the cat family. They live in Asia and belong to the same genus as the lion, leopard, and jaguar. Two major subspecies of the tiger are the Siberian tiger and the Bengal tiger. The tiger is thought to have originated in northern Asia during the Pleistocene Epoch. Scientific classification: Tigers belong to the family Felidae. The scientific classifications of each tiger are listed in the "Types of Tigers" section of this report. Appearance The Siberian tiger measures 4.6 to 9.2 ft long, excluding the tail, which is 27 to 37 in long. The Siberian Tiger weighs 400 to 675 lb. It has thick yellow fur with dark stripes. The Bengal tiger is about 10 ft long, including the tail, and weighs around 400 to 569 lb. It is found in southeastern Asia and in central and southern India. Its coat is flatter than the Siberian tiger's coat, it has a darker color, and the stripes are darker. The Sumatran tiger is even smaller and darker. Ears The tiger's ears are its main advantage when hunting. Tigers have white spots behind their ears to help identify one another in the jungle. Hearing is the tiger's sharpest sense. Eyes The tiger's night vision is six times greater than ours. They have a mirror like layer at the back of the eye that reflects extra light. Tigers also have very good colorful eyesight. Mouth Tigers have long, canine teeth that they use to stab and kill their prey. The molars behind them are like scissors. They slice strips of ...

Barn Burning Essay -- essays papers

Barn Burning Throughout the story â€Å"Barn Burning†, author William Faulkner conveys the moral growth and development of a young boy, as he must make a critical decision between either choosing his family and their teachings or his own morals and values. The reader should realize that the story â€Å"Barn Burning† was written in the 1930’s, a time of economic, social, and cultural turmoil. Faulkner carries these themes of despair into the story of the Snopes family. Faulkner opens the story, â€Å"Barn Burning† in a southern courthouse room of the during the Civil War reconstruction era, also a time of social, cultural, and economic instability. At this point in the story the main characters, Abner (Ab) and his son, Colonel Sartoris Snopes (Sarty) are introduced. Ab is on trial for the malicious burning of a barn that was owned by a wealthy local farmer. For Sarty’s entire life he and his family had been living in poverty. His father, who had always been jealous of â€Å"the good life†, takes his frustrations out against the post-Civil war aristocracy by burning the barns of wealthy farmers. As most fathers do, Ab makes the attempt to pass his traits and beliefs on to his son, whom does not necessarily agree nor fully understand his father’s standpoint. The following passage is an example of how Sarty is taught that both legal justice and wealth is the enemy of his family: He could not see the table where the Justice sat and before which his father and his father’s enemy (our enemy he thought in that despair; ourn! Mine and hisn both! He’s my father!) stood, but he could not hear them, the two of them that is, because his father had said no word yet. After the Justice had declared that there was not a substantial amo... ...cept the end of man†¦ I believe that man will not merely endure: he will prevail. He is immortal, not because he alone among creatures has an inexhaustible voice, but because he has a soul, a spirit capable of compassion and sacrifice and endurance.† I believe that Faulkner displayed this belief throughout this story. He shows that Sarty is a â€Å"soul† that is compassionate when he mourns his father in the last few paragraphs of the story. He exemplifies sacrifice when Sarty must sacrifice the safety and lives of his family members for his own morals. Finally, Faulkner conveys endurance when the child comes to the realization that he may not return to the surviving members of his family, and that he must continue to live on his own. Bibliography: Works Cited Meyer, M., Ed., (1999). The Bedford Introduction to Literature, 5th Ed. Boston: Bedford/St. Martin.

The Significance of Suicide in Hamlet

The Significance of Suicide in Hamlet The concept of suicide is one that is greatly contemplated and discussed by Hamlet and other characters in William Shakespeare's play. It can be seen through two of Hamlet's soliloquies and his overall demeanor throughout the play. Hamlet has many issues that he must deal with such as the death of his father and the marriage of his uncle and mother. These two incidents led Hamlet to consider the extreme act of suicide to escape the fate that he had been bestowed. Although Hamlet did not commit suicide, in the end the path that he took inevitably led to his suicidal intentions and his eventual downfall.The contemplation of suicide threatens Hamlet and various characters in the play leading to the demise of the characters and the kingdom of Denmark. The sudden and tragic death of King Hamlet left the kingdom of Denmark and more importantly his son, Prince Hamlet, in a state of distress; as a quick fix to this problem Claudius married Gertrude. In t he beginning of the play, after Hamlet's confrontation with Claudius, he states in his soliloquy that, â€Å"O, that this too too solid flesh would melt / Thaw and resolve itself into a dew! Or that the Everlasting had not fix'd / His canon ‘gainst self-slaughter! O God! God! †(Act I, Sc. 2) Hamlet clearly expresses his Christian beliefs and his fear of being punished for â€Å"self-slaughter. † He believes that it is better to live in his current state then be damned to hell in the afterlife. One may view this outburst as his method of venting or an over exaggerated teenage rant. For it seems that Hamlet is not capable of dealing with the death of his father or the marriage, however incestuous it may be, in a reasonable and non-destructive way.The appearance of his father's ghost sparked a fire inside of Hamlet; he took it upon himself to avenge his father's death; a deed that he would not be able to complete if he committed suicide. Hamlet's Christian beliefs m ay have held him back from an untimely death at first but his craving for revenge overpowered everything else, driving him to live on. Hamlet was not the only person that struggled with his life and developed a disturbed psyche, the most notable character being Ophelia.Many factors led to Ophelia's death, one of the reasons being Hamlet's so-called fake craziness which drove him to ruin his relationship with Ophelia, but it wasn't the only factor that led to her downfall. Ophelia's father and brother, warned her against Hamlet, and even though she heeded their warning it led to her ultimate demise. Some people speculate that Ophelia was pregnant and in the Elizabethan era that this play takes place; suicide was the preferred method of â€Å"abortion† or a solution to premarital sex.Preceding Ophelia's death, she was in a mental state of distress and disturbance; this may have been a reason that led to her death. She may have viewed suicide as the only escape from her cruel, h arsh life after Hamlet denied her and after the death of her father; taking into account that her death may have been an accident. She was given a very forced funeral, the priest even stating that, â€Å"As we have warrantise: her death was doubtful. †(Act V, Sc. 1) Had her death been truly recognized as a suicide she would not have received a burial and her body most likely would have been left in the river to rot.The death of Ophelia was devastating to Hamlet, for when he heard of her death and saw her pale body in the casket, he admitted to Laertes and the clown that he did in fact love Ophelia. This deepened his depression, but strengthened his need to avenge his father. The controversy behind her death and the mock funeral that was held for her only further led Hamlet to lose faith in humanity and his own life. One of the greatest obstacles Hamlet faced was how he was going to avenge a murder without committing a crime.Although he wanted to avenge his father’s dea th, he did not want to do so under circumstantial evidence, he wanted to be completely sure that Claudius was the culprit. He underwent his plan by persuading the troupe to perform a play reenacting the killing of King Hamlet. Claudius' sudden departure from the room proved to Hamlet that his suspicions were true. This incident pushed Hamlet closer to death. His thoughts and conscience were clouded by the need to kill his father's murderer. Hamlet believed that if he committed this act he would find his resolve.He believed that he could not leave the world without finishing this task, but once he had done this, there would be nothing more except his questionable Christian faith and fear of the unknown to keep him in the light and away from the darkness; which in the end might not have been enough. Hamlet's iconic quote, â€Å"To be, or not to be: that is the question,† (Act III, Sc. 1) is the greatest example of his suicidal debate. Hamlet questions why it is not a common act for people to commit suicide, for individuals to escape reality and their current problems.He cannot fathom why a person would endure the tragedies of life throughout the years and whether it is nobler to do so or nobler to end it all. Albeit his Christian beliefs, Hamlet believes that the real reason is fear of the unknown. Death is an intangible force that cannot and will not be explained. Humans fear concepts they do not understand, so they would not willfully venture into unknown territory. One cannot foresee what lies beyond death, heaven, hell or nothingness and Hamlet realizes this, posing the question, â€Å"For in that sleep of death what dreams may come. †(Act III, Sc. ) Individuals feel they must attain truth and sanctity from their lives and ultimately our consciences get the better of us. â€Å"†¦conscience does make cowards of us all†¦ thus the native hue of resolution / Is sicklied o’er with the pale cast of thought. †(Act III, Sc. 1) T he events that occurred around Hamlet may have pushed him towards the brink of death, but they also allowed him to realize that life was worth living. Avenging his father's death was Hamlet's prime purpose in the play. He believed that if he in fact did commit â€Å"self-slaughter† that his father would have died in vain.His duty in life from then on was to investigate Claudius and avenge his father. During his return to Denmark, after being forced to leave, Hamlet witnesses Fortinbras and his army on their way to defeat King Claudius and reclaim their pride and power. Despite Fortinbras being an enemy of his country, Hamlet sees how ambitious and driven the man is. This allows Hamlet to realize that life is precious and that if Fortinbras can have that amount of motivation, so can he. â€Å"Witness this army of such mass and charge / Led by a delicate and tender prince / Whose spirit with divine ambition puff'd. †(Act IV, Sc. ) He now possesses a new goal that he feel s he must complete; warn his country of the Norwegians attack. Death overtook the entire kingdom of Denmark and Hamlet's entire family. The final scene of the play when Hamlet fights Laertes shows the internal corruption of the family and the kingdom. In a sense every person that died in the play committed suicide. Laertes' scheme with Claudius backfired on him and his death was caused by being slashed with his own poisonous blade. Gertrude drank the poisonous drink and although she was not aware of the poison she drank the drink willfully, even after being told by Claudius not to.Claudius died from his own poisonous sword, albeit it was forcefully thrust into his chest by Hamlet, he was without a doubt murdered by his own plan. Hamlet delayed his quest for vengeance and almost ran away from his mission; this delay led to his battle with Laertes and ultimately his demise. The sight of Hamlet dying made Horatio consider following him, he wanted to drink the poison and follow his frie nd into the afterlife, even if he did commit â€Å"self-slaughter†, the death of his friend was too much to bear, but Hamlet convinced him otherwise, so he may tell his story for years to come. But let it be. Horatio, I am dead / Thou livest; report me and my cause aright / To the unsatisfied. †(Act V, Sc. 2) These deaths left a bad taste in the mouth of the kingdom of Denmark and displayed the true colors of the royal family. From the beginning Hamlet and his family were on the path that would eventually lead them to their end. With the death of King Hamlet and the incestuous marriage of Claudius and Gertrude, Hamlet's life and the fate of the kingdom spiraled into madness. The play ended in various deaths and tragedies representing the true significance of suicide in the play of Hamlet.

A Bag of Oranges Essay

The story â€Å"A Bag of Oranges† by Spiro Athanas tells about a poor family lived in the rotting slum and the boy in this family became a mature person from a childish kid. Because the boy’s father needs to pay his responsibility to his family and the people who he loved, so his rude behavior and act makes his son hate him for a short time. After the boy notice his family’s financial situation, then he realize it’s not easy be an adult to making life run in the society, and you would lose some important things while you are paying responsibility to your family, so he begin understand his father. When the boy know his father hit by a car, all his emotion spew out and make his act like an adult in the end of the story because he take the responsibility from his father. The author wants to tell us the childish boy becomes a mature boy because the boy understands take care of a family need you pay a lot or got misunderstand. He throws all his childish behavio r away and tries to take the responsibility to his family and the people who he loved. Sometimes, it’s not easy to be an adult because you need swallow all tough things with no childish emotion. At the beginning of the story, the boy is a really childish kid because he doesn’t understand anything about life. When his father goes to buy two boxes of strawberries and it’s just thirty cents for two, his father still bargains with the vendor three times. Finally, he gets two boxes of strawberries for 25 cents. Even though he still think the vendor is not good. As the story say, â€Å"The boy watched and listened to this dialogue, intrigued and a little frightened. But the smile on his father’s lips as they walked away reassured him. (p.217)† The boy doesn’t try to understand the conversation’s meaning. He is just confused and gets scare of the dirty words what his father say like many kids will to do that. It shows us that the boy was childish, had no idea about life at first. He can easily forget the conversation because his father’s smile comforted him. In the coffeehouse, his father has some adult conversation with his brother and another guy. Like many child, the boy just sit with his father and listen to them without thinking. As the story point out, â€Å"The boy enjoyed the talk and sometimes felt he was allowed to hear all the secrets of the world, and was only mildly frustrated by the mysteries he could not understand. (p.218)† That means, the boy feel he is an adult when he sitwith his father and listen to their conversation about women and some adult jokes. As it mentions, he can’t understand everything they talked because he doesn’t interested on the topics that they talk.so he is still immaturity at that time because he doesn’t interest on that and has no idea about the meaning of the conversation. But he can understand the conversation like that is only for adult. Let’s move on to the incident of the story, the boy was very childish after the incident happened and his act and thought was really a kid. As the story says, â€Å"He felt the shadow and weight of his father behind him, placid and unashamed. Oh how he hated him and his smug, foreign stupidity! Why did he have to be his father (p.220)?† We can know the boy was really childish after the incident happened. Although his father’s behavior was rude or not good, he is so emotional and doesn’t give hi s father respect. His father grab the orange form a young man who seemed wants to give help. The boy couldn’t judge his father like that way because he doesn’t know these oranges are for their family and they don’t have much money to waste, so it’s important for them and his father must do that. Also he doesn’t even know what the orange use is for. It shows us, the boy feel momentary hated because of his childish. Children usually forget their feelings and thoughts quickly. The boy was so hated his father after the incident, but when they get home, he is back to his father again. As the story mentions, â€Å"It was so easy and natural he could scarcely believe the emotions he experienced moments ago were real. (p.220)† That means, the boy hate his father before they get home and it was just a childish emotion of him. We can see that when they get home and the boy jump to his father and put his arm around his father’s neck and wrapping his legs around his body. Sometimes, children hate their parents in a moment and show all the emotions on their face to express their feeling, even though these acts and emotions come quickly, but leave quickly. All these acts show and prove he is childish. All these things happen on the boy, they are waiting for the right moment to wake up the boy who in a childish dream. A kid won’t always be a kid, someday they will grow up. As the story point out, â€Å"He sipped. It was bitter, the price of being a man. (p.222)† That means, the boy remembered all the things happened on him and his father. He doesn’t understand before, but he does understand now. He feet his father responsibility for his family, and he realize it’s hard to be an adult to figure out everything forlife. He knows if he wants to be an adult, he must pay many things for that just like his father. That’s why he drink black coffee because he want to taste the hardships of being an adult from the black coffee and he want to feel his father’s position from the black coffee. It shows us, the boy is starting to understand adulthood. The biggest point of the story is the boy acts like an adult and take the responsibility of their family from his father, he chases to the young man who picked their orange. As the story say, â€Å"Without breaking stride, the boy leaped onto his back, his small fists flailing wildly. (â€Å"That’s my orange!†) He screamed. (â€Å"Give me my orange!†) (p.225)† That means, the boy understand how to be an adult and he wants to take the responsibility from his father because he wants to do something for his family. At that time, all his emotions spew out but not crying. On the one hand, he feels so sorry and guilty of his fa ther so he acted like an adult to make up for his mistakes. On the other hand, he figure out how to being an adult so he acts like an adult to face the problem by himself and deal with it like a man. It shows us, the boy is act as an adult and changed his childish act. In conclusion, we can tell by this story that being an adult it’s not easy, you need pay the price for being an adult. Sometimes you will lose yourself and got misunderstand, so all you can do is swallow these tough things and hold you ground for your family and the people who you loved. People who are being an adult or ready to be an adult, you should read this story. This story can teach you find yourself and help you realize what the most important thing is for you and how to protect the thing. Sometimes, you have to do what you don’t like to do and you must accept it because live in the adult’s world you have to pay the price for you and something or someone important for you.