Unemployment in the Great Recession - Free Essay Example

Sample details Pages: 5 Words: 1588 Downloads: 1 Date added: 2019/05/31 Category Society Essay Level High school Topics: Unemployment Essay Did you like this example? The Great Recession was an economic disaster that made an effect on world financial markets. Along with banking industries and real estate industries. This disaster led to high increases in home mortgage foreclosures all over the world. Don’t waste time! Our writers will create an original "Unemployment in the Great Recession" essay for you Create order It caused tons and tons of people to lose their savings, jobs, and even their homes. The Great Recession is considered to be the longest period of economic decline since the Great Depression of the 1930s. (History.com Editors). A main factor in the Great Recession was unemployment which is what I chose to talk about for my paper. Going into unemployment there are two factors that cause the official unemployment rate to understate actual unemployment. One of those factors is they are part time workers and they are counted as employed. The second factor is discouraged workers who want a job, but are not looking for one, they also are not included in the labor force, which means they are not part of the unemployment statistic. In unemployment there are three types, which include frictional, structural, and cyclical. The one we had to know was cyclical unemployment which was caused by the recession phase of the business cycle. One of the first articles I chose talks about the Unemployment and the Great Recession. One of the first things reading this article was talking about typically the unemployment rate rises whenever the total economy goes under a recession. Then we get into two counts the first one is unemployment has rose much more than in typical recessions and the second count is unemployment rate had stabilized itself high for an extremely long time. Tasci gets into talking about the Federal Reserve Bank in Cleveland and that it shows increases in unemployment rates from cyclical factors. They told the readers that the factors that ordinally would have only a temporary effect and should gradually fade as the economy recovers. Which is the good news but here is always bad news with good news so here is the bad news is that they have found at least two reasons why the unemployment rate could stay high for some time. Those two reasons are the weakness of the recovery in real economic output and the s low rate at which workers find new jobs. (Tasci). This article mentioned that unemployment rate reports the number of jobless workers as a fraction of the labor force which we covered in class. Which the labor force is only made up of unemployed and employed workers. Being in the labor force we have some employed workers lose their jobs and becoming unemployed but then they work hard and find a new job becoming back to employed. Which finding new jobs means you are being hired but, in this article, they said one of the subsequent rises in unemployment results was not from layoffs but from a low hiring rate. Tasci and his colleague Zaman came up with some new measurements of the long run unemployment rate that ties in worker flows into the analysis. They said this helps them because it distinguishes between two potentially different reasons for a high unemployment rate. Those two reasons are one being long periods of unemployment for laid off workers and the very high number of layof fs overall, and the second being underlying trends in these flow rates determine where the unemployment rate will settle in the long run. (Tasci). In my second article I chose it talks about the job deficit and the long-term unemployment problem. It starts off giving us information about the unemployment rate and how in 2009 was ten percent in the fourth quarter and it told us that even today the unemployment rate is even higher than the ten-point eight percent postwar unemployment peak in the 1982-83 recession. Something the article talked about was payroll employment and in March 2010 everyone saw some modest employment growth which was one hundred sixty thousand. Which all that goes to something that this article is all about which is that we currently have a current jobs deficit of ten point six million. (Katz). So, when I read that I did not know what it meant until it explained further which was that we would need ten point six million more jobs today to just get back to the employment rate. We are told that unemployment increased the Great Recession and that it disproportionately affected workers from good industries, yo ung workers, and non-college workers. I wanted to use this article because it supports my other article in talking about cyclical unemployment. Our labor market in the early 2009s followed cyclical negative relationship between job openings and unemployment. So, this means unemployment in 2009 looked really bad but normal cyclical unemployment increase. Going into an outward shift curve actually increased structural labor market problems. Which we still have a massive cyclical unemployment issue with a huge shortfall of aggregate demand and the real GDP. Which both aggregate demand and GDP was discussed in class. Aggregate demand is an economic measurement of the sum of all final goods and services produced in an economy, expressed as the total amount of money exchanged for those goods and services (www.investopedia.com). Gross domestic product (GDP) is the monetary value of all the finished goods and services produced within a countrys borders in a specific time period (www.investo pedia.com). We were told that most of the rise of long-term unemployment reflects the cyclical collapse of aggregate demand and labor demand. When the hire rates remain low for a sustained period, labor markets, and reentrants are unable to get work quickly and have a huge chance of becoming in the field of long-term unemployment. In my last article I chose was about unemployment and the Great Recession and Beyond. The beyond part is talking about at least in this article is about Northern European, Germany, and the Netherlands, which we didnt really talk about, but when I went back to our notes and looking at all the graphs we had they were mentioned. This article told us about the Great Recession and how it severely affected the economic scene in many countries. A term we went over in class was GDP growth and that the article told us it was negative in some countries during the period 2008-2009. The huge economic issue has led to a decrease in employment growth and also a decrease in our labor market rate and an increase in unemployment rates in many countries. Like all the other papers this one also told us that the Great Recession is scarce, but also added that knowledge about mechanism and consequences in increasing. It talked about how the Great Recession unemployment has rose dramatically. The unemployment rate has doubled from four percent in 2008 to over eight percent in 2014. (Weel). In this article it told us it compared to many of its Northern European peer countries and Germany, and the Netherlands which they all experienced stronger unemployed growth and lost its leading position in terms of low unemployment rates. We get into the big shock which can be absorbed by price and or quantity adjustments. Our analysis showed us in this article that at a relatively large part of the adverse shock translated into unemployment. As a result, to all of this the Netherlands faced a relatively strong increase in long term unemployment. I found that doing this research on the Great Recession which is again was an economic disaster that made an effect on world financial markets. Along with banking industries and real estate industries. This disaster led to high increases in home mortgage foreclosures all over the world. It caused tons and tons of people to lose their savings, jobs, and even their homes. The Great Recession was very interesting topic to talk about and even learn more about and finding articles that tied into our class discussions was very interesting as well and I say that because we were able to go and pick three articles of whatever topic we wanted that tied into our lectures. I thought finding what we talked about in class was going to be very hard to find in articles and being able to understand them. Once I read the articles and saw certain key terms we have gone over then the article made more sense to me. Overall the Great Recession was not a good thing to people who had jobs. A lot of people w ere laid off, being laid off you dont have a job anymore and during that time it was a low percent on hiring people because of money. A lot of people lost a lot of stuff in the Great Recession. It didnt affect everyone but did affect a great amount of people. All three of my articles tied into each other talking about cyclical unemployment, unemployment its self, GDP, labor force and labor markets. All three of the articles I did not criticize them, I used all of them as in a positive way giving good information and they each had some different aspects to put in my paper and also had relating topics in each article. Reading other articles that I did not choose some were even talking about we may have another Great recession later on in like year 2020. Which I really hope does not happen because a lot of people are already having issues getting jobs and trying to pay for things such as their homes, family, and bills, but this was a great topic to talk about and learn about.

The Lottery by Shirley Jackson Essay - 491 Words

The Lottery by Shirley Jackson Shirley Jackson takes great care in creating a setting for the story, The Lottery. She gives the reader a sense of comfort and stability from the very beginning. It begins, clear and sunny, with the fresh warmth of a full-summer day; the flowers were blossoming profusely and the grass was richly green. The setting throughout The Lottery creates a sense of peacefulness and tranquility, while portraying a typical town on a normal summer day. With the very first words, Jackson begins to establish the environment for her plot. To begin, she tells the reader that the story takes place on an early summer morning. This helps in providing a focus of the typicality of this small town, a normal rural†¦show more content†¦Up to this point, nothing unordinary has happened, which might later reflect an ironic ending. Eventually, small hints about the unusualness of this town are added. The author points out significant buildings that surround the town square, but fails to describe a church or a courthouse, which are common buildings to all communities. In this, there seems to be no central governing body for this town, such as a court or a police station. Also, oddly enough, these people celebrate Halloween but not Christmas, Easter or Thanksgiving, the largest holidays that normal people celebrate. However, Halloween implicates a certain proneness to defiant, evil activities. In addition, the children are building a grea t pile of stones in one corner of the square. An impression of the children as normal children gathering rocks is counterbalanced by their ironical construction a massive pile of stones in one corner, as if they were punished through labor. The introduction of the black box acts as the major turning point for the setting. It symbolizes an immoral act to the villagers as the villagers kept their distance from it. The introduction of the black box into the setting changes the mood and the atmosphere of the residents as they become uneasy around it. Furthermore, the black box changes theShow MoreRelatedThe Lottery, By Shirley Jackson1195 Words   |  5 PagesOn the surface, Shirley Jackson’s short story, â€Å"The Lottery,† reads as a work of horror. There is a village that holds an annual lottery where the winner is stoned to death so the village and its people could prosper. Some underlying themes include: the idea that faith and tradition are often followed blindly, and those who veer away from tradition are met with punishment, as well as the idea of a herd mentality and bystander apathy. What the author manages to do successfully is that she actuallyRead MoreThe Lottery by Shirley Jackson757 Words   |  4 Pagessucceed but many fail just like the main character Tessie Hutchinson in Shirley Jackson’s short story â€Å"The Lottery†. When someone hears the word â€Å"lottery†, he or she may think that someone will be rewarded with prize. But â€Å"The Lottery† By Shirley Jackson is different than what one thinks. In the story, a lottery is going to be conducted not like Mega Million or Powerball one play here. In the story, the person who wins the lottery is stoned to death instead of being rewarded with the prize. TessieRead MoreThe Lottery By Shirley Jackson931 Words   |  4 PagesIn 1948 Shirley Jackson composed the controversial short story â€Å"The Lottery.† Generally speaking, a title such as  "The Lottery† is usually affiliated with an optimistic outlook. However, Jackson’s approach is quite unorthodox and will surely leave readers contemplating the intent of her content. The story exposes a crude, senseless lottery system in which random villagers are murdered amongst their peers. Essentially, the lottery system counteracts as a form of population control, but negatives easilyRead MoreThe Lottery By Shirley Jackson1504 Words   |  7 Pagesâ€Å"The Lottery† by Shirley Jackson In The Lottery Shirley Jackson fills her story with many literary elements to mask the evil. The story demonstrates how it is in human nature to blindly follow traditions. Even though some people have no idea why they follow these traditions. The title of the story plays a role in how Shirley Jackson used some literary elements to help mask the evils and develop the story. The title â€Å"The Lottery† serves as an allegory. When people think of the lottery majorityRead More`` The Lottery `` By Shirley Jackson894 Words   |  4 Pagesshort story â€Å"The Lottery†, author Shirley Jackson demonstrates Zimbardo’s concepts in three different areas: Authority figures, Tradition and Superstition, and Loyalty. The first concept Jackson portrays in â€Å"The Lottery† is the authority figures. Jackson indicates that the lottery is being held in the town center by one authority figure, Mr. Summers, annually on June 27th. Every June 27th, without fail, townspeople gather in the town square to participate in the annually lottery even though mostRead MoreThe Lottery, By Shirley Jackson1510 Words   |  7 PagesShirley Jackson’s â€Å"The Lottery† illustrates several aspects of the darker side of human nature. The townspeople in Jackson’s â€Å"The Lottery† unquestioningly adhere to a tradition which seems to have lost its relevance in their lives. The ritual that is the lottery shows how easily and willingly people will give up their free will and suspend their consciences to conform to tradition and people in authority. The same mindless complacency and obedience shown by the villagers in Jackson’s story are seenRead MoreThe Lottery By Shirley Jackson9 34 Words   |  4 Pagesâ€Å"The Lottery† by Shirley Jackson signifies the physical connection between the villagers and their unwillingness to give up their tradition. â€Å"The Lottery† is very unpredictable and quite misleading. The black box has no functionality, except every June 27th. Shirley Jackson depicts the black box as an important and traditional tool. Although the villagers in â€Å"The Lottery† are terrified of the goal of the lottery and the black box, they are unwilling to let go of the tradition. Shirley Jackson portraysRead MoreThe Lottery By Shirley Jackson811 Words   |  4 Pagesâ€Å"The Lottery† was published by Shirley Jackson. The story was true expression of Jackson’s genuine thoughts about human beings and their heinous competence in an annual village event for corn harvest . First, her used to word symbolized main point of the story. Second, Jackson was inspired by few historical events happened in the past and a life incident in her life. Lastly, She was able to accomplish the connection between historical and biographical with the story. Therefore, Shirley Jackson’sRead MoreThe Lottery by Shirley Jackson799 Words   |  4 Pagesthe mood and to foreshadow of things to come. The Lottery by Shirley Jackson is a story in which the setting sets up the reader to think of positive outcomes. However, this description of the setting foreshadows exactly the opposite of what is to come. In addition, the theme that we learn of at the end leads us to think of where the sanity of some human beings lies. The story begins with the establishment of the setting. To begin, Shirley Jackson tells the reader what time of day and what time ofRead MoreThe Lottery by Shirley Jackson1764 Words   |  7 Pagesfilled with excitement and eeriness, leaving the reader speechless. The Lottery , a short story written by famous writer Shirley Jackson, created an uproar on June 26, 1948, when it was published in the magazine The New Yorker (Ball). The gothic thriller, set in an unknown time and place, shares the tradition of a small town, a little larger than three hundred people, in which a drawing is held once a year. In this â€Å"Lottery,† each family’s husband draws a slip of paper from a black box. The husband

Parisian buses Essay Example For Students

Parisian buses Essay Compare the ways in which Owen and Faulks present the experience of war.  These two pieces of writing, one a poem by Wilfred Owen called Dulce et Decorum Est and the other, an extract from the novel, Charlotte Gray from the chapter The Last Night are both set in the World War I and World War II, respectively. There are many contrasts between these two, even thought they are both showing the horrors and the suffering of war. The poem is written in the first person, which gives the reader a very personal view point and the novel, is written in the third person. This is a very descriptive account of two boys being taken to the concentration camp. The poem is set in the dark trenches and describes the horror of war and how evil and disgraceful it is. Where as in The Last Night the setting is at a train station in Paris where the Parisian buses stand trembling. Wilfred Owen describes the experience of war in the first stanza as haunting, bloody and blind. He uses words like haunting flares and blood-shod this helps us to learn what it would be like to be in the soldiers shoes and to see the horrific conditions of the trenches. Owen uses haunting in this stanza indicating scary, black, and something that will stay with you forever. Something that will keep coming back and back for all your life like a vivid memory that will never be forgotten. Haunting flares would also be considered by the soldiers as a death call because, put yourself in their shoes, its dark and you cant see a thing trying to attack and you duck from enemy fire. If the enemy sent up a flare they could instantly see you and your comrades. They would start to fire and people on your left and right would drop down, dead. He also uses blood-shod to give us the image of a person who is covered in blood from head to toe with cut clothes and missing boots, injured from the bullets from the enemies guns. A person who is tired and hungry whilst keeled over looking like zombies with pale skin and now sense of humanity or where they are. Owen uses metaphorical language to describe the soldiers as drunk with fatigue. This suggests to the reader that they are clumsy and tired: they are out of control like someone who is under the influence of alcohol. He also tells us that Men marched asleep and that they look like lifeless things, still objects that have no motion. Gas shells are described by Owen as dropping softly behind which is an adverb; the shells are dropping softly but are very deadly to the soldiers. Owen tells us that they Cursed through the sludge promoting that the soldiers were swearing whilst they were walking towards the enemy, cursing at the enemy for what they are doing. In the second stanza the mood changes; instead of being dull and dark it suddenly becomes quick and timeless. The soldiers are fumbling trying to fit the gas masks otherwise death would certainly be upon them. Owen makes us feel as though we are being attacked, attacked by language. He uses monosyllabic words like Gas! Gas! Quick, boys! these words create a sense excitement. Owen uses the word ecstasy of fumbling to emphasise the point of exited grabbing. Sebastian Faulks presents his story from another perspective. He writes in the third person meaning that he was not there. Faulks gives a descriptive account of two boys being taken to a concentration camp in France during World War II in the 1940s.Faulks describes the peoples experience of war describing the people writing with sobbing passion and some with punctilious care. This shows their desperation as this could be their last contact with the people they love. The irony of this desperation is that the postcards will not be received by their loved ones. This further adds to their distress because perhaps they already know that the cards will not be received. .u0dbe5ce944f4dccc2c09d75ef53c6696 , .u0dbe5ce944f4dccc2c09d75ef53c6696 .postImageUrl , .u0dbe5ce944f4dccc2c09d75ef53c6696 .centered-text-area { min-height: 80px; position: relative; } .u0dbe5ce944f4dccc2c09d75ef53c6696 , .u0dbe5ce944f4dccc2c09d75ef53c6696:hover , .u0dbe5ce944f4dccc2c09d75ef53c6696:visited , .u0dbe5ce944f4dccc2c09d75ef53c6696:active { border:0!important; } .u0dbe5ce944f4dccc2c09d75ef53c6696 .clearfix:after { content: ""; display: table; clear: both; } .u0dbe5ce944f4dccc2c09d75ef53c6696 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0dbe5ce944f4dccc2c09d75ef53c6696:active , .u0dbe5ce944f4dccc2c09d75ef53c6696:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0dbe5ce944f4dccc2c09d75ef53c6696 .centered-text-area { width: 100%; position: relative ; } .u0dbe5ce944f4dccc2c09d75ef53c6696 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0dbe5ce944f4dccc2c09d75ef53c6696 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0dbe5ce944f4dccc2c09d75ef53c6696 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0dbe5ce944f4dccc2c09d75ef53c6696:hover .ctaButton { background-color: #34495E!important; } .u0dbe5ce944f4dccc2c09d75ef53c6696 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0dbe5ce944f4dccc2c09d75ef53c6696 .u0dbe5ce944f4dccc2c09d75ef53c6696-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0dbe5ce944f4dccc2c09d75ef53c6696:after { content: ""; display: block; clear: both; } READ: Homelessness EssayFaulks tells us Andre is laying on some straw and dung describing his cheek as a soft bloom this contrast compares the roughness of the straw and dung and the smoothness of the bloom of a flower. This shows childhood innocence and the way his life is short lived and how he will never live as a child again. Faulks also describes the change from the train to the Parisian buses, he describes the buses as Homely thudding and trembling. He uses personification which gives the buses a human characteristic. The buses were in a wired-off corner of the yard which suggests that it is sinister and not normal. The wires were probably to keep the people from escaping but they would have had no chance to escape from the Nazis. Faulks tells us that Andre catches sight of a womans face in which the eyes were fixed with terrible ferocity on a child beside him Andre wondered why she stared at him in anger but then realised that she was staring at him to remember him. Andre felt pain and gloomy for the woman because he knew that she was never going to witness her child again. He felt the fact that she would never see the boys face again.

Bowen/Differentiation Ouline for Essay with Goals and Intervention Samples Essay Example

Bowen/Differentiation Ouline for Essay with Goals and Intervention Samples Essay Outline for Bowen paper on Beginning, Middle, End goals/interventions 1. a joing family as a coach, healthy triangle look up beginning stages of therapy limit emotional reactivity experimental therapy – teacher/coach b. therapeutic alliance/relationship c. how change brought about? Through insight†¦ For Bowen theory – insight gained by looking at patterns in famly/genogram For Behavior therapy – shaping For cognitive therapy – challenging destructive schema Structural therapy- realigning structure Bowen – 1. Insight2. Multi-generation transmission 3. Differentiation of self 2. skip . vignette – conceptualization/hypotheses 4. 3 stage treatment plan (beginning, middle, end of therapy) a. global goals b. interventions Beginning goals/interventions 1. Make client feel safe/build rapport/build relationship 2. Ask their goals 3. question about their family positions 4. empathy/active listening 5. symptom relief – ask about symptoms, wh at brings them to therapy, not taking sides, repeat (mirror), no judging a. Build working hypothesis – ask clarifying questions, seating position Middle goal for Bowenian Therapy 1. Id subsystems, hierachy, genome relationships . Bowen Goal: Begin challenging pathological beliefs/faulty cognitions (intervention) genogram 3. Bowen Goal: Reach differentiation Intervention 4 Bowen Goal: Assist family in looking at family dynamics: Intervention – Genogram End 1. Time to end when believe they are able to maintain change/and how a. Client/clients have maintained change for some time in therapy b. Learn to deal with loss, if attached to therapist c. Have a plan i. resources ii. index cards d. Review progress iii. Bowen copy of genogram, beginning and end iv. Bowen – copy of CED, other tests