Handling The Great Depression :: essays research papers

Handling the Great Depression Hoover and Roosevelt had very different ideas on how the Depression should be handled. This was almost entirely a result of two important differences in their schemas; Hoover was a Republican and considered conservative, and had basically worked his way through life, while Roosevelt was not only a Democrat, he had basically been born with the proverbial silver spoon in his mouth. Roosevelt was considered a liberal. As one can easily see, in many ways these two are complete opposites; in fact, if one looks at both their upbringing and their political affiliation, it seems that Roosevelt's and Hoover's policies must have been different in a great many ways. Hoover was brought up in a poor family, and worked almost his entire life. When he was eight years old, his parents died so he went to live with his uncle. His uncle worked with him, and later became rich. Hoover had endured a great many hardships in his life, and knew what it was like to do without. In fact, Hoover was very poor as a child, although not necessarily living in poverty. This effect on his schema would be rather interesting, as it seems that he should have had a better understanding of how to handle problems with the poor than Roosevelt. As Hoover was born poor, one would think that he would know how to run the country like a business, so that it would stay afloat; however, when confronted with the Depression, he repeatedly cut taxes. Hoover was basically a hard working Republican, the quintessential self made man.   Ã‚  Ã‚  Ã‚  Ã‚  Roosevelt, on the other hand, had been born into a very rich family; He grew up with education at Harvard, had his own pony and sailboat, and had everything basically taken care of for him in his childhood by his mother. This gave him a sense of security, of being able to do anything he wanted, most simply because he didn't fail early on. He had never lived through what the American public was going through, so his view of the world, his schema, did not necessarily include what it was like to live in poverty. He believed that the Depression could be solved merely by putting as many people to work for the government as possible. This could relate to how, growing up, he himself did not have to work in any way, shape, or form.

Reflection Paper on Organizational Behavior Course Essay

When the Philippine Army (PA) gave me a Masteral Degree Scholarship, I was told to take a Human Resource Management (HRM) course. Since I chose to take my graduate course in UP Diliman {where I took my BA in Public Administration undergraduate course before going to the Philippine Military Academy (PMA)}, I enrolled in the School of Labor and Industrial Relations (SOLAIR) because they have an equivalent graduate course in HRM, which is the Master of Industrial Relations where I can specialize in Human Resource Development. The intent of my graduate study is to educate me with the latest trends, principles, procedures, programs, policies and concepts in HRM, and be able relate and apply them in the personnel management of the Philippine Army. Although the MIR at SOLAIR is more of the empowerment of labor, enlightened industrial relations and social justice, still there are courses that would be very useful and relevant for the Philippine Army. Among those relevant course is IR 213 or Organizational Behavior in Industrial Relations, which covers interactions of organization, individual and group in unions, management and government in IR situations, with emphasis on sociological, psychological and cultural factors. I took this elective course because when I saw the description of the course I immediately believe that this would be very relevant for me. I came from an organization that is among the largest single employer in the country, which is the Philippine Army. We are more or less 85,000 strong, and with that number cultural and social diversity is a certainty. Thus for an officer like me who would be handling a large number of personnel in the future, a course in organizational behavior would be essential. Although I already took a similar course in my BS major in Management at the PMA, still that is an undergraduate course and I believe the level of teaching and approach would be higher, and that the focus would be more of the professional level since my classmates would be graduates students many of whom are already practicing their professions. At the initial part of the course I was a little bit overwhelmed by the volume of readings required for a three hour once a week class with a quiz on said readings at the beginning of each class. Although I was not that surprised since my instructor for said course, who is Prof. Ronahlee A. Asuncion, PhD, or â€Å"George†, happens to be my instructor also in my IR 202 Class the previous semester where the same technique was used in our class. But as with my previous class, I have learned to appreciate this style of â€Å"semi† forcing in effect each student to really read all the readings. Indeed somehow that â€Å"torture† like shock for the second time around, was replaced with my curiosity and enthusiasm as the semester went by. Unlike my undergraduate course in organizational behavior, where I never really had much appreciation, maybe because it’s more of the theoretical level, this course now really enabled me to get involved on how it is in the real situation. My experience with the Philippine Army, especially in my field assignments in the Visayas and Mindanao, enabled me to handle from 30-100 men in a combat area, initially as a platoon leader and later on as a company commander. During this time I have to be a leader, adviser, counselor, brother, father, friend and commander all at the same time. Although I am not really that good or efficient on the roles I just mentioned, since it’s my first time to be assigned in the field, perhaps my leadership training at PMA and other experiences in life allowed me to somehow overcome my shortcomings and finish my tour of duty with flying colors. But looking back at that episode in my career and as I relate those that were discussed in IR 213, I just wondered if I had taken this course prior to that experience, would I have been a better leader of men and a more efficient commander of a unit. It is common knowledge that the military is a highly regimented organization, wherein everybody must strictly obey orders from commanders, if not you will be punished under the articles of war or the military version of the penal code. So in a way many would say that it is very easy to manage a military unit or organization since everyone must follow orders, but this is easier said than done. In my experience, especially in my field assignment in a combat unit in a critical area, as a platoon leader I had my initial challenge as an officer. â€Å"Greenhorn† as I am, leading a group of majority veteran soldiers, wherein their previous area of operations enabled them to be involved in combat encounters with the communist insurgents with a more experienced and senior platoon leader, it is like a rookie trying to be a go to guy in a basketball team, where I have to earn their respect first before being accepted truly as their leader. Yes, they will follow your orders, but there wi ll be times where this rule will be challenged especially in combat situations. Now here lies the relevance of the course on organizational behavior. Knowledge in human personality, perception and attitude would indeed be very important in this situation, although this is well covered in my undergraduate course in management, the ideas of Fred Luthan’s on the chapter on Personality, Perception and Employee Attitude; and Natasha Marinkovic Grba’s (Lisa Matthewman, et al. â€Å"Work Psychology†, Chapter 3) chapter on Personality and Individual Differences refreshes my previous knowledge on the topic and gave me new incite on the nurture-nature debate on personality, the â€Å"Big Five† personality traits, the Myers-Brigg types, organizational commitment, and organizational citizenship behaviors. I really can relate on the issue whether personality is genetic or influenced by the environment. As I was observing then the individual personality and attitudes of my men, I can really distinguish what part of their personality and attitude were really is a result of their training in the military, so I have no problem with that since most of that pertains to discipline and technical expertise as a soldier. Now the problem lies on what other individual personality and attitude that may have been inborn or environment influenced that could affect my relationship with them. Although their initial indifference on my leadership is a group learned attitude, wherein it’s a kind of an initiation period where I must first pass before being accepted in the group, still I have to consider their individual personality, perceptions and attitudes in dealing with them individually. I consider the topic on organizational commitment essential, since this pertains to the very essence of a military organization. As defined by Luthans, organizational commitment is a strong desire to remain a member of a particular organization, a willingness to exert high levels of effort on behalf of the organization and a definite belief in, and acceptance of, the values and goals of the organization. In short loyalty to the organization is what’s keeping discipline and order in the military organization. Perhaps a lecture on this organizational commitment to soldiers on my future unit assignment would be inspirational and reassuring for this will strengthen their zeal as soldiers and allegiance to fight against the enemies of the Filipino people and the state. Organizational Citizenship Behaviors (OCBs) is also very much military in nature. Everything that are ideal behaviors in a military organization may be considered as organizational citizenship behaviors. Actually military discipline, which is discipline or following an order in the absence of a commander, is part of these so called OCBs, and this really what differentiate the military organization from other organizations, and what makes it very efficient and effective. A review and reorientation of the OCBs in the military would also be very important and fundamental in keeping the military highly motivated and committed to the call of the service. Thus I really appreciate being reoriented in these OCBs, for this will also be included on my future lectures to my would be soldiers in my next tour as a field unit commander. Another very relevant part of the course where I can really relate to is on the topic on stress. A soldier’s job is very demanding both physically and psychologically, and this what makes it very stressful. Identifying these sources of stress is crucial in enabling commanders like me to provide opportunities for my men to cope up with stresses that they would encounter on the job. Fred Luthans pointed out on the Chapter on Stress and Conflict of his book on Organizational Behavior, (1) that stress is not simply anxiety, (2) that stress is not simply nervous tension, and (3) that stress is not necessarily something damaging, bad or to be avoided. Luthans said anxiety operate solely in the emotional and psychological sphere, whereas stress operates there and also in the physiological sphere. Thus stress may be accompanied by anxiety, but the two should not be equated. It’s good that Luthans clearly differentiate anxiety with that of stress, because soldiers sometimes only suffers from anxiety and at times real stress, knowing what is from the other enables me to provide the appropriate approach or method for them to cope up with either one or both. Luthans also said that like anxiety, nervous tension may result from stress, but the two are not the same. He further said that unconscious people have exhibited stress, and some people may keep it â€Å"bottled up† and not reveal it through nervous tension. Soldiers do suffer nervous tension, thus I must consider the fact that stress could complicate things that may result in a more damaging situation than just a simple stress for the soldier. Luthans further pointed out that eustress is not damaging or bad and is something people should seek out rather than avoid. He mentioned that the key is how the person handles the stress; distress may be prevented or can be effectively controlled. As mentioned there are stresses that soldiers encounter that are positive in nature and thus may not have to be avoided, and furthermore negative stress may be prevented or effectively controlled by using coping up methods. Survival in combat situation is a skill that every soldier must possess. This skill is the reason why the PA or the entire military organization is very strict in its recruitment of soldiers, neuro-psycho test is one very stringent examination wherein it must be proven that the recruit is psychologically prepared in becoming a soldier. I also mentioned that I must also be a counselor to my men. Since all of us are away from our families and civilian friends, and at times we are in combat situations, stress will definitely be a problem if it will not be addressed. John W, Newstrom mentioned on the chapter on Stress and Counseling from his book â€Å"Human Behavior at Work†, that stress affects performance; it can either be helpful or harmful to job performance, depending on its level. Thus to enable commanders like me to maximize soldiers performance, I must consider stresses that tends to increase performance or avoid stresses that tends to decrease it. Indeed stress management is a must in every organization, Newstrom mentioned that in attempting to manage stress, individuals have three broad options (1) is to prevent or control it, (2) escape from it, or (3) learn to adapt to it (handle its symptoms). Adapting these steps will enable commanders to reduce or eliminate stressors for soldiers. Newstrom mentioned about social support, which he defined as the network of helpful activities, interactions and relationships that provides an employee with the satisfaction of important needs. That’s where commanders like me come in; first I had to provide the necessary opportunity for my soldiers to have social interactions with fellow soldiers and at times with the civilian populace around our area of assignment; and then I must also be available always to provide counseling to my soldiers as the need arises. Newstrom mentioned about relaxation and sabbaticals both designed to give soldiers a peace of mind and time to somehow escape the world of combat that we are living in. We regularly schedule field trips and social events that soldiers engage into when situation allows it. Rest and recreation for soldiers are periodic where every soldier has the opportunity to go home to their families in a certain period of time. Another issue I am concerned with regarding stress and counseling is the debriefing of soldiers after a combat operation wherein they are exposed to violent actions and at times incurring casualties in our ranks. During my time in the field this so called after operation debriefing to soldiers does not exist, every soldier is just expected to recover psychologically on their own, since they are supposed to be psychologically prepared when they entered the military service. As defined by the handbook on military combat and operational stress, traumatic stress injuries are literal damage to the brain and mind due to an experience involving real or threatened death or serious injury, or its aftermath. Not everyone who is exposed to real or threatened death or its aftermath is damaged by that experience; most people are not. But everyone is susceptible to experiencing intense terror, horror, or helplessness when confronted with their own or their peers’ mortality, and each soldier’s susceptibility varies over time due to the accumulation of stress from other causes. No one knows how common traumatic stress injuries are among soldiers engaged in combat operations because most are minor, more like bruises than fractures, and most heal quickly on their own without help from others. Even more serious traumatic stress injuries tend to be disabling for only a matter of seconds or minutes, although completely normal functioning may not be regained f or days, weeks, or months. Although now this problem is being addressed by the PA, wherein support to field units on these matters are increasing. I consider this issue as very crucial one since we have been witness to several fatal effect of combat and operational stress that led to several deaths and injuries by soldiers running amok in barracks or at home killing members of their families and neighbors. Newstrom said that counseling is discussion with an employee of a problem that usually has emotional content in order to help employee cope with it better. Its goal is improved mental health and it is performed by both managers and professional counselors. In a similar fashion that appropriate leader actions for managing traumatic stress injuries are analogous to those for managing physical injuries in soldiers, including (1) applying psychological first aid for affected individuals, (2) applying psychological first aid for affected units, (3) assessing the need for professional care, and (4) monitoring heal ing and mentoring back to full health and readiness. Another relevant topic in IR 213 that I want to emphasize is on organizational development (OD). According to Newstrom organizational development is the systematic application of behavioral science knowledge at various levels (group, intergroup and total organization) to bring about planned change. Whereas according to the book of Lisa Matthewman, et al in their book, ‘Work Psychology†, strategic change is concerned with broad, long-term organizational issues, which involves OD programs designed to change vision, mission or corporate philosophy on matters such as growth, quality, innovation and values. It is this kind of OD that the Philippine Army is undergoing right now. The PA has crafted the Army Transformation Roadmap (ATR) which is a transformation program that highlights the commitment of the PA to pursue genuine reforms founded on good governance and performance excellence. Its primary purpose is to transform the Army into a more capable, responsive, reliable, and professional organization committed to its mandate. This was not made by one man for one unit. This was created by several people representing different units for the Philippine Army and the people it serves. As mentioned by Newstrom OD requires transformational leaders. These are managers who initiate bold strategic changes to position the organization for its future. They articulate a vision and promote it vigorously; just like what senior commanders in PA are doing under the direction of the Commanding General of the Philippine Army, the PA is promoting a newly crafted vision that is â€Å"By 2028, to be a world-class Army that is a source of national pride†. I am also part of these so called transformational leaders, where I am tasked to take up a Masters Degree in HRM and be able to contribute in the transformation of the personnel management of PA. Also it is very important to take note of the sources of resistance to change, thus my part in making sure that the resistance among the personnel of the army would be addressed so that complications arising from these resistance would be avoided. For years, the Philippine Army has been viewed negatively by the very people it aims to serve. But times are changing and so are the needs of the nation. Although war fighting is still the core function of the Armed Forces, the Army is increasingly expected to perform non-traditional roles such as disaster response, humanitarian assistance, peacekeeping operations, and support to national development. Thus I believe the topic on organizational development would equip me somehow to enable me to relate them in my attempt to contribute in the area of Human Resource Development for the PA. And finally, the experiences that were shared by my classmates in class is priceless, for as a military and government worker, their opinions and shared actual on the job know how both in the private and public sector setting, has given me better understanding of theories applied to actual practice. Indeed this makes graduate school better, since many of the students are practicing professionals, wherein their shared work experiences and higher level of opinion on relevant matters would be an additional learning experience aside from what the instructor would be teaching the students. It has been a long while for me since I returned back to civilian school, and I’m glad I returned to my Alma Mater for it brought back memories and pride in my being a UP student, I’m not disappointed with this course and as in the other courses that I took in SOLAIR, for it really educated me on matters that I really need to. My work as an officer in the military allows me to interact wit h many military personnel and my rank allows me to occupy position that is managerial in nature thus this course on organizational behavior has equipped me with the knowledge that I have just enumerated. I believe the objective of the course has been achieved, and I do hope that it will continue to do so for the other students that would be taking this course.

What Are the Names for Body Parts in Spanish

The names for body parts in Spanish are part of the basic vocabulary any language learner will need. In addition, youll find these simple words very useful right away. Whether youre in a clothing store or a doctors clinic, these words will come quite handy. The Body Parts in Spanish Most of these words are used for the body parts of animals as well as people. However, there are a few exceptions. For instance, el hocico and el pescuezo are terms often used to refer to the nose (snout) and neck (scruff) of animals, not humans. Here are the Spanish words for common body parts: Arm — el brazoBack — la espaldaBackbone — la columna vertebralBrain — el cerebro, el sesoBreast, chest — el pechoButtocks — las nalgasCalf — la pantorrillaEar — el oà ­do, la orejaElbow — el codoEye — el ojoFinger — el dedoFoot — el pieHair — el peloHand — la mano (mano is one of the very few and the most common of the Spanish nouns that are exceptions to the main gender rule of Spanish by being feminine even though ending in o.)Head — la cabezaHeart — el corazà ³nHip — la caderaIntestine — el intestinoKnee — la rodillaLeg — la piernaLiver — el hà ­gadoMouth — la bocaMuscle — el mà ºsculoNeck — el cuelloNose — la narizShoulder — el hombroSkin — la pielStomach (abdomen) — el vientreStomach (internal organ) — el està ³magoThigh — el musloThroat — la gargantaToe â€⠀ el dedo del pie (note that dedo can refer to fingers  or toes; it comes from the same Latin word from which we get digit, which can also refer to fingers or toes. If you need to be more specific than dedo, you can use dedo de la mano for a finger and dedo del pie for a toe.)Tongue — la lenguaTooth — el diente, la muela The Grammar of Body Parts The names of body parts are used much the same as they are in Spanish as in English, but with one significant difference. In Spanish, names of parts of the body are frequently preceded by the definite article (el, la, los or las, meaning the) instead of possessive adjectives (such as mi for my and tu for your). In most cases, the possessive adjective is used only where the context doesnt make clear whose body is being referred to. For example:  ¡Abre los ojos! (Open your eyes!) ¡Cierre la boca! (Shut your mouth!)Él bajà ³ la cabeza para orar. (He bowed his head to pray.) The possessive adjective is used when needed to avoid ambiguity. Me gustan tus ojos. (I like your eyes.)Acerquà © mi mano a su cabeza. (I moved my hand close to his head.) Although English often omits the definite article when referring to body parts, they are usually retained in Spanish when a possessive adjective is not used. Tengo el pelo negro. (I have black hair.)Prefiero los ojos verdes. (I prefer green eyes.) English Words Related to Spanish Names of Body Parts Several of the Spanish words in the list above come from the same Latin root as English words that arent used directly for body parts. You can use some of these connections to help you remember the words: To embrace, abrazar in Spanish, means literally to enclose  someone or something with arms (brazos).Something cerebral (related to cerebro) requires use of your brain.You use the auditory (related to oà ­do) capability of your ear to hear.Ocular things are related to the eye (ojo).Our word gargantuan comes from a fictional character who used his throat (garganta) by eating a lot.To do something by hand (mano) is to do it manually.Something that goes under your tongue (lengua) is sublingual. Also, both lengua and tongue can refer to a language.

The Downfall of Man Power - 1529 Words

The need to be powerful has plagued many in history. Once the taste have been had, the drive to continue for more power cannot be stopped. Power twisted and shaped the designs of those who sought it out. Many had risen with their new found power and then fell quickly once it collapsed in on them. General Benjamin Franklin Butler is just one of the many who had lost their power by clawing their way to get more. The continued orders that he placed during his time as military commander in New Orleans eventually led to his downfall. His story is one that is arguably important to understanding how the minds of some men were warped by power throughout the Civil War era. Benjamin Franklin Butler did not start out as a general from the†¦show more content†¦Butler hit a minor bump in his journey to power when Confederate supporter William B. Mumford had been discovered to previously burning an American flag. Though this was before any of the orders had been put in place, Butle r saw it as an act of defiance against his leadership and had him sentenced to death. William B. Mumford was hanged in June and was seen as a martyr by those who supported the Confederate cause (Anonymous). A large majority of these â€Å"rebels† were the women who had seen their husbands, brothers, or sons go off to defend their state’s rights. The women were particularly nasty towards the Union soldiers: running off when a soldier called for their attention, directing foul language at them, giving them awful glares. â€Å"Even the highest in command was vulnerable. While walking with one of his subordinates in the French Quarter, Admiral Farragut was doused when a woman emptied her chamber pot as they passed beneath her balcony† (Gauthreaux). To curb the increasing behavior of the women General Butler issued Order No. 28 which decreed; â€Å"As the officers and soldiers of the United States have been subject to repeated insults from the women (calling themselves ladies) of New Orleans, in return for the most scrupulous non-interference and courtesy on our part, it is ordered that hereafter when any female shall, by word, gesture, or movement, insult or show co ntempt for any officer or soldier of the United States, she shall beShow MoreRelatedCauses of Macbeths Downfall1445 Words   |  6 Pagesï » ¿Causes of Macbeths Downfall – Essay By Jordan Koorey Shakespeare’s Macbeth, based on a play written in 1605 explores the life journey of Macbeth as he climbs the ladder of the social hierarchy. Determined to become King, Macbeth will kill any and all that get in his way. Driven by ambition, Macbeth puts his faith in the words and prophecies of three witches after a prediction that Macbeth would gain the new title of Thane of Cawdor. Alongside with ambition, Lady Macbeth, is a key instrument toRead MoreMacbeth Appearance Vs Reality1245 Words   |  5 Pagesdevelops a blinding ambition and loses morals. As Macbeth downfall further he hallucinates a dagger and ghost. These occurrences all help to highlight the downfall of Macbeth. Throughout William Shakespeare’s play Macbeth, the confusion of appearance versus reality demonstrates Macbeth’s downfall. In the beginning of the play, Macbeth’s confusion between appearance versus reality demonstrates his downfall by sending him on the path of downfall and reflecting his loss of morals. When Macbeth first meetsRead MoreMacbeth and His Downfall1613 Words   |  7 Pageswhether Macbeths downfall might have displayed more for his own blame. In closer examination, it will be come apparent that Macbeth is more to blame for his downfall. By first examining the influential acts of Lady Macbeth that made Macbeth commit the murder to kill Duncan, and contrasting these with the ambitious and insecure nature of Macbeths character that committed the murderous acts of Banquo and Macduffs family, it will become evident that Macbeth is more to blame. Downfall is a term whereRead MoreMarcus Brutus: Shakespeares Tragic Hero in The Tragedy of Julius Caesar1238 Words   |  5 PagesShakespeare defines tragic hero as a flawed character who has good fortune, and then loses all he has prized, leading to his misfortune, but a tragic hero must have that moment of enlightenment, that moment where a character can see that he caused his own downfall and receives the blame for his own tragedy. The Tragedy of Julius Caesar is based on an historical event- the assassination of Julius Caesar; however, the story revolves around the conspirators, not Caesar. The protagonists, Cassius and BrutusRead MoreOkonkwo As A Tragic Hero1526 Words   |  7 Pagesthat inevitably leads to his or her’s own downfall. By the end of the novel, Okonkwo’s downfall can be seen when he ends up taking his own life. On one hand, some may argue that Okonkwo was merely a victim of fate. On the other hand, others may also argue that Okonkwo was responsi ble for his own downfall. I believe that Okonkwo, like all tragic heroes, was ultimately responsible for his own death. Okonkwo, as seen in Chapter One on pages 3 to 8, was a man born into the unlucky fate of having a fatherRead More Shakespeares Macbeth does not Follow Aristotles Standards for a Tragedy1567 Words   |  7 Pagesto the downfall of the central character. To set the character up for a downfall, Aristotle thought he or she should be of the middle class. This was because he felt the poor had nothing to lose. He also felt the downfall should be caused by a fatal flaw. 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In the novel Things Fall Apart written by Chinua Achebe and Macbeth written by Shakespeare, we meet two prime examples of tragic heros. The elements of a tragic hero include hamartia, anagnorisis and the tragic downfall. Hamartia is the hero s tragic flaw, it often gets in the way of their success. Anagnorisis is the turning point for the character, they often come to realization of something important and meaningful. Lastly is the tragic hero s downfall, this isRead MoreMacbeth and Leadership948 Words   |  4 PagesWilliam Shakespeare’s Macbeth is the tragic tale of a man corrupted by power and greed whose world comes falling down around him. At the beginning of the play, Macbeth is in the perfect position to become a great leader and an i mportant man in Scotland. However, he is prevented from becoming such a leader because several internal and external influences on his life make him thirst for power. These forces include his wife, Lady Macbeth, the Weird Sisters, and his own conscience; all three shareRead MoreMarcus Brutus: The Tragic Hero Of Julius Ceasar972 Words   |  4 Pagesâ€Å"A man cannot become a hero until he can see the root of his own downfall.†(Aristotle). It should be noted that the Heroes downfall is his own fault as a result of his own free will, At times his death is seen as a waste of human potential. His death usually is not a pure loss, because it results in greater knowledge and awareness. In Julius Ceasar, William Shakespeare develops Marcus Brutus as the Tragic Hero whose ambition and naivety in his blind confidence in the nobility of man sparked guidance

Financial Crisis The 2008 Mortgage Crisis - 855 Words

The 2008 mortgage crisis was preceded by a series of missteps and unfortunate circumstances culminating in a perfect storm that triggered the worst financial meltdown since the great depression. After experiencing an 87% increase in average home prices between January 2002 and mid –2006, the mortgage market steadily declined and the boom began to subside. Unfortunately, the boom soon became a bust and by the end of 2008, housing prices were about 25% below the peak level achieved in 2006. As a result liquidity and capital disappeared from the market. (Jeune Renay. Lessons Learned In The Aftermath Of The Mortgage Crisis). A period of unusually high home foreclosure rates that caused an impact on the economy is still some years later an unfolding story in many American cities. It was not just a subprime event, but a much broader phenomenon that was among the most notable economic events of recent years. This was the result of irresponsible buyers who borrowed much more than th ey could afford. Regardless of the cause, foreclosure was difficult for the individuals who experienced it. They simply were buyers who had not done their homework. Today is safe to say that home buying isn’t for everyone. Despite all that has been said and done about this crisis, one realizes a need to understand and discuss the lessons learned as well as determine silver linings drawn from the event which will more fully illustrate how buyers are benefiting today. The following paragraphs will explainShow MoreRelatedCauses Of 2008 Financial Crisis : Imprudent Mortgage Lending912 Words   |  4 PagesCauses of 2008 financial crisis: Imprudent mortgage lending In this essay, imprudent mortgage lending is considered as a main factor, which caused the 2008 financial crisis. It mainly discusses the cause of imprudent mortgage lending and regular changes. And at last, there are some suggestions proposed for mortgage lending’s future development. A famous global bank called Lehman Brothers nearly knocked down the international financial system in September 2008. It was an unexpected collapse, whichRead MoreThe 2008 Financial Crisis Essay1326 Words   |  6 Pagesintroduction The 2008 financial crisis led to a sharp increase in mortgage foreclosures primarily subprime leading to a collapse in several mortgage lenders. Recurrent foreclosures and the harms of subprime mortgages were caused by loose lending practices, housing bubble, low interest rates and extreme risk taking (Zandi, 2008). Additionally, expert analysis on the 2008 financial crisis assert that the cause was also due to erroneous monetary policy moves and poor housing policies. The federal governmentRead MoreDeregulation Is The Underlying Cause Of The 2007 / 08 Financial Crisis1382 Words   |  6 Pagesand there’s no regulations of derivatives. The Financial crisis in 2007-2008 brought the massive hurt to everyone in the world. The worldwide financial problem affected thirty million people loosing their jobs and cause many countries getting close to go bankrupt (Peah, 2014). This is the global issue that everyone should be consider of. The purpose of this essay is to determine if the deregulation was the underlying cause of the 2007/08 financial crisis. The essay argues the deregulation was the underlyingRead MoreThe Mortgage Crisi- Cause and Effect1167 Words   |  5 PagesThe 21st Century Mortgage Crisis ENGL106 January 22, 2011 Abstract The 21st century mortgage crisis is certainly a key factor to the current financial catastrophe. There are multiple events that contributed to the downward spiral of the mortgage business. The crisis can be directly linked to the overzealous dreams of home ownership to the manipulation and failure of capitalism. What started out as mortgage bankers’ relaxed and deregulated approach to funding unqualified lenders has turnedRead MoreThe Global Financial Crisis Of 2007-20081123 Words   |  5 PagesThe Global Financial Crisis of 2007-2008 is the worst financial crisis since the 1930’s The Great Depression (Reuters, 2009). Even if bailouts of banks by national governments prevented the collapse of major financial institutions, worldwide stock markets continued to drop. Evictions and foreclosures overwhelmed the housing market while severed unemployment embraced the labor market (Baily and Elliot, 2009). This global financial crisis was responsible for the decline in the co nsumers’ wealth, andRead MoreFinancial Crisis 2008 Essay1160 Words   |  5 PagesJust after ten years of Asian financial crisis, another major financial crisis now concern for all developed and some developing countries is â€Å"Global Financial Crisis 2008.† It is beginning with the bankruptcy of Lehman Brothers on Sunday, September 14, 2008 and spread like a flood. At first U.S banking sector fall in a great liquidity crisis and simultaneously around the world stock markets have fallen, large financial institutions have collapsed or been bought out, and governments in even the wealthiestRead MoreThe Financial Crisis Of Lehmann Brothers1379 Words   |  6 PagesThe 2008 financial crisis, also known as the U.S. Subprime Mortgage crisis, is considered by many economists to be the most perilous crisis faced by the modern day world economy since the 1930s Great Depression (Krugman, 2009). 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Guideline Taiwan free essay sample

Tuition and academic fees do not include any of the following: administration fees, thesis advising fees, insurance premiums, accommodation, Internet access, all of which are payable by the recipients. (ii) Subsistence allowance: The MOE offers each recipient undertaking undergraduate studies a monthly stipend Of INDICT 5,000; it offers each recipient undertaking postgraduate studies a monthly stipend of INTEND,OHO. II. Duration of Scholarships: (I) The maximum period of each scholarship is four years for undergraduate programs, two years for master programs, and four years for doctorate programs.The maximum length of the total awards for each recipient undertaking a combination of studies is five years. (ii) Annual award periods begin on September 1st and continue until August 31 SST of the following year. Recipients must arrive in Taiwan and enroll at their admitting universities/ colleges within this period unless delays have been approved by the relevant institutions and the MOE. If recipients fail to arrive in Taiwan for registration during this period, their award will be revoked with no deferrals. Iii) Subsistence allowances begin from the month of the recipients registration t the universities/colleges and end when the award period expires or upon the recipients graduation, withdrawal, suspension, expulsion, or revocation Of the scholarship. IV. Eligibility: (I) Applicants must be a foreign national with a high-school diploma or post- secondary degree(s), with an excellent academic record, and be of good moral character. (ii) Applicants are ineligible if they meet the following criteria: 1. Are R.O. C. Nationals or overseas Chinese students 2. Are already registered or have obtained student status at any university/ college in Taiwan. Graduating students pursuing further studies are exempt from this rule. 3. Have already studied in Taiwan for the same level of degree as the one in which they currently intend to enroll. 4. Are exchange or dual/ joint degree students admitted in accordance with academic cooperation agreements between local universities/colleges and international universities/ colleges. . Have been a recipient of the Taiwan Scholarship for over total of five years. 6. Have had, in the past, their Taiwan Scholarship or Hay Enrichment Scholarship from the MOE revoked. 7. Are recipients of any other scholarship or subsidy offered by the Taiwan government or education institutions in Taiwan. This excludes subsidies offered by universities/colleges to cover tuition and other fees exceeding the scholarship limit. Iii) Applicants should apply directly for admission within the deadlines specified by each university/college listed in the Association of Taiwan Scholarship Program Schools (see Appendix 1 Applications for admission outside of the universities/colleges participating in the Taiwan Scholarship Program are automatically disqualified and will not be returned. V. Applicants should send the following document within the period specified enclosed with their application to the nearest Taiwan Embassy or Representative Office in their country.Failure to include any of these documents renders the application incomplete, and the applicant will not be further considered for the scholarship, without further notice: (I) Taiwan Scholarship Application Form (available at the nearest Taiwan Embassy or Representative Office) (ii) A copy of the applicants passport or other nationality certificates. (iii) A copy of the highest degree and academic transcripts.If issued by international educational institutions, these documents must be authenticated by an overseas Representative Office or be sealed and delivered by the awarding institutions. Documents in a language other than Chinese or English must be translated into Chinese or English and the translated documents must be authenticated. (iv) A copy of admission application materials to universities/colleges in Taiwan (e. G. , copies of application fee remittance, application form, receipt of application from universities/colleges, e-mails, ). V) A copy of a language proficiency certificate: 1 . A copy of results or certificate for the Test of Chinese as a Foreign Language (TOUCH) Basic or above. 2. For applications to all-English programs, a copy Of TOE-FL test scores or other recognized English language proficiency exams or degrees awarded in English must be submitted. English speaking nationals are exempt from this rule. (vi) Two letters of reference, signed and sealed in envelopes (I. E. From the principals, professors, or supervisors). Photo copies and email submissions of letters of recommendation will not be considered. (vii) Additional documents as specified by the individual representative offices. VI. Quotas for scholarships offered by the MOE are contingent upon the Moues annual budget allotments for the coming year and each representative offices yearly performance. The MOE notifies all relevant offices of the available quotas for the new academic year by December 31 SST of each year. VII.Application and Selection Process: (I) Taiwan Representative Offices provide application information and establish selection requirements in accordance with these guidelines and directly process applications in coordination with local government agencies, schools, educational and cultural institutions. Scholarship application information (including selection criteria, scholarship types and quotas, application process, application period,) is provided in both Chinese and the local languages by January 31 SST of each year. Ii) After Taiwan Representative Offices provide the aforementioned information, hard copies in Chinese and in the local languages and an electronic copy must be forwarded to the Moues designated offices for archiving purposes. (iii) In principle, the application period is from February 1st through March 31st of each year. However, the actual application period will in accordance with dates provided by the local Taiwan Representative Offices. (iv) For the application, the applicant must send all completed documents to the nearest Taiwan Embassy or Representative Office in his/her home country.VIII. Selection Criteria: (I) Recipients academic study goals should be consistent with Twains national development plans so as to assist in the growth of industry, economy an d education. (ii) Recipients should achieve an undergraduate GAP of 3. 0 or above, and a postgraduate GAP of 3. 5 or above (on a 4. 5 scale). Where grade conversion calculation differs, Taiwan Representative Offices will base their inversion calculations on the aforementioned calculation guidelines to select outstanding applicants from prestigious universities/colleges. Iii) Interviews must be conducted in person or by video conferencing so as to interact with the applicants and better judge their demeanor and moral character. (iv) Priority will be given to applicants with a certificate in TOUCH- levels of: intermediate or above. For applications to all-English programs, a copy of TOEFL test scores or other recognized English language proficiency exams at the intermediate level or a test score Of over 75% must be submitted. V) Applications must be complete in full.All incomplete applications are ineligible for consideration, and persons submitting incomplete applications will be withdrawn from the selection process without further notice. IX. Selection Notice: (I) Upon reviewing applications and conducting interviews, the Taiwan Representative Offices will select successful candidates and alternate candidates which will be placed on a waiting list. Candidates and their awarding universities/colleges are to be notified by May 31 SST of each year. Ii) Successful candidates should submit a copy of their letter of admission to heir local Taiwan Representative Office for verification by June 30th of each year; should candidates fail to submit this letter within the specified time period, the candidates must submi t a written explanation and request verification from their Representative Offices. Failure to be admitted into a university/college will result in a suspension from the Scholarship Program. Failure to submit documents within the specified time period will result in disqualification, and the candidates on the waiting list will be offered a scholarship.The list of recipients must be finalized no later than July 31 SST Of each year. Iii) Taiwan Representative Offices should issue recipients with a certificate of scholarship (Appendix II) by July 31 SST of each year, and assign the Scholarships study time table according to the recipients level of study. Recipients information should also be completed on the on-line Taiwan Scholarship Information Platform. X. Upon completion of a degree program, recipients may reapply by February 28th of each year for the Taiwan Scholarship to undertake a higher degree program by following the application process as specified above. The maximum duration of each recipients total award period is five years (see revision IV, Section ii). XSL. The process for continuing scholarship benefits is as follows: (I) Each university/college should review recipients award qualifications for the second semester of the academic year and evaluate each recipients academic and conduct performances by February 28th of each year and notify the recipients and the MOE designated office within seven days.In addition, by September 10th of each year, universities/colleges should submit the renewal lists to the on-line Taiwan Scholarship Information Platform to secure funding. (ii) Recipients shall be granted renewal if they have achieved he following results: 1. A minimum total average of 70% per semesters coursework for undergraduates and 80% for postgraduates; universities/ colleges may set their own higher standards. 2. For recipients in the 3rd year of their doctoral programs, this evaluation should be conducted in accordance with the regulations of their individual institutions. (iii) If recipients have been admitted to the next level of study by their attending universities/colleges prior to the expiration of their scholarships, the attending UN verities/colleges must submit the scholarship application forms ailed out by the recipients, their academic transcripts in Taiwan, and proof of admission, to the MOE for change of scholarship levels and terms.The MOE will notify the universities/colleges, the MOE designated office and relevant representative offices. KILL Transfer: (I) After studying for a semester at a university/college, a recipient is allowed to transfer once to another university/college/department listed in the Association of Taiwan Scholarship Program Schools during the course of a degree program, if the pertinent educational institutions approve this request. I) Recipients that wis h to transfer to a different degree program at another university/college/department/graduate school, must re-apply to the original institute of the Taiwan Representative Offices. (iii) When applying for a transfer, the original university/college must notify the recipient and its transferring university/college of the recipients scholarship type, award period and transfer date. The transferring university/college must notify the recipient and the original university/college that it agrees to the transfer date. Both universities/colleges must send copies of the transfer to the MOE, elevate Taiwan Representative Offices, and the MOE designated office. XIII. The university/college of the recipient should apply and verify the scholarship in accordance with the following time period and processes each year from the MOE designated office: (I) After each semesters student enrollment, universities/colleges shall pay a monthly subsistence allowance to the recipients.The MOE will pay the universities/colleges in two installments: the first installment is for January through August, and universities/colleges should apply for appropriation by January 5th; the second installment is for heir appropriation by January 5th ; the second installment is for September through December, and universities/colleges should apply for their appropriation by September 30th. When applying for an appropriation, universities/colleges should submit a list of recipients and student-signed receipts.In cases where universiti es/colleges fail to apply for their appropriation in time, it is their responsibility to pay a monthly subsistence allowance to the recipients. (ii) Universities/colleges should submit three copies of their balance sheets statement and execution results form (form in Appendix Ill) to the UN perversity/college president, chief accountant and cashier for verification. The first deadline for verification is September 30th, and the second is December 20th.Remaining funds should be returned to the MOE. Universities/colleges should keep all original receipts for verification by the National Audit Office and other relevant offices. (iii) After each semesters student enrollment, universities/colleges must submit a list of recipients, along with a comprehensive statement of tuition and other fees (form in Appendix W), statement of income and expenditures, and receipts to the MOE signaled office to apply for appropriation and verification of tuition and other fees. Iv) The allocation, disbursement, and verification of funds are carried out in accordance with the MOE subsidy and commission expense verification guidelines. (v) Recipients that are suspended, withdrawn or expelled from universities/colleges shall have their scholarship revoked and subsistence allowance suspended. When this occurs after the 15th of the month, recipients will not be required t o return that months subsistence allowance. Tuition and other fees paid must be returned pro rata to the signaled office by the MOE and processed and verified separately.XIV. Other key provisions: (I) International students: 1. Scholarship applicants should apply directly for admission to universities/ colleges listed in the Association of Taiwan Scholarship Program Schools (see Appendix 1) within the application deadlines. 2. Other than tuition and other fees, recipients are responsible for the payment of all other expenses. In case of financial hardship, recipients may apply to their registered universities/colleges for payments to be deducted from their subsistence allowances. 3.Should the recipients academic and conduct performances or their attendance record fall below the required standard of their registered universities/colleges, their scholarships will be suspended or revoked in accordance with the rules and regulations of the universities/colleges. 4. Should recipients be in simultaneous receipt of any other award or subsidy granted by Taiwan government agencies or education institutions in Taiwan, upon verification, their scholarships will be revoked and any stipend and subsistence allowance given to them during the period of overlap shall be returned. Recipients are required to join the National Health Insurance plan. They must purchase other forms of medical insurance before enrolling in the National Health Insurance plan according to National Law. 6. Upon enrollment at universities/colleges in Taiwan, recipients are not allowed to study in any other country as exchange or dual/joint degree students. Should such a case occur, the recipients scholarships will be revoked and the remainder of the award period shall not be retained or deferred.Recipients on exchange as part of the degree program are exempt from this rule, but hey shall not receive any tuition stipend and subsistence allowance during the time period outside of Taiwan. 7. Recipients are not allowed to work illegally (including part-time work) while in Taiwan. If recipients engage in any labor activity without the Moues approval Of award renewal or without notifying their universities/colleges, their scholarships will be revoked and they need to return any stipend and subsistence allowance given to them during the period of employment. Ii) Universities and colleges: 1. Universities/colleges shall refer to their respective guidelines for admitting international students and notify applicants of their final decision no later than June 15th of each year. 2. Universities/colleges are required to establish their own regulations in relation to financial aid for recipients so that recipients may apply for payments they are responsible for to be deducted from their subsistence allowances. 3.The suspension and revocation of this scholarship is under the provisions of the recipients universities/colleges of enrollment and the MOE. In case of withdrawal, suspension, expulsion, or any other violation, universities/colleges must immediately suspend or revoke the spiniest scholarships, note the reason, period of suspension or revocation, and notify the MOE, the Bureau of Consular Affairs, the National Immigration Agency, and the MOE relevant Taiwan representative offices, the recipients and the designated office.In addition to the provisions of universities/ co lleges, scholarships may be suspended or revoked if one the following situations arise: 1) Recipients are absent for more than one-thirds of a single month excluding school breaks. Upon verification, the recipients subsistence allowances for that month shall be suspended with the recipients scholarships subject to revocation. 2) Recipients scholarships are revoked if they study in any other country as exchange or dual/joint degree students while in receipt of their Taiwan scholarships.Recipients on exchange as part of a degree program will not receive any tuition stipend and subsistence allowance during the time period outside of Taiwan. 3) Recipients who violate Taiwan laws, are imposed with any major demerit at the university/college, or withdraw or be expelled from the university/college shall have their scholarships revoked. In case of transfer to another university/college or apartment or voluntary withdraw from their original universities/colleges, recipients scholarship will not be revoked. ) Failure to submit at the time Of enrollment for each study term an Alien Resident Certificate (ARC) with pursuing studies as the reason for stay by the deadlines s pecified by the recipients universities/colleges, or altering the reason of stay while in receipt of the scholarships. 5) Recipients found working illegally or engaging in any labor activity without the Moues approval of award renewal or without notifying their universities/colleges shall have their scholarships revoked. Any stipend and subsistence allowances given to them during the period of employment must be returned. 6) Recipients whose academic average for the semester is below the passing standard set by their universities/colleges will have their scholarships suspended for a month; recipients whose academic average for the semester is below the passing standard for two consecutive semesters will have their scholarship revoked starting the next semester. 4.Relevant institutions wishing to employ recipients on a part-time basis should apply for employment permit in accordance with the Employment Service Act (SEA). Recipients universities/colleges should, in accordance with this guideline, review each case, and upon approval, state the proposed period of employment, nature of employment, and total working hours. A copy of the recipients academic transcript for two consecutive semesters must be submitted to the MOE for the evaluation of the renewal of the recipients scholarships. . Upon recipients arrival and enrollment, each university/college is required to organize orientations for recipients in order to inform them of the rules and regulations regarding scholarship renewal, grade calculation and award, and scholarship issuing, suspension and revocation. Each university/college should also issue the scholarship monthly, monitor scholarship suspension and revocation, and process scholarship renewal. 6.Universities/colleges should set up a specific unit and personnel to liaise with recipients, provide academic and student support, and encourage recipients to actively participate in school activities and national volunteer work during their stay in Taiwan. (iii) Taiwan representative offices: 1. Shall inform local government agencies, universities/colleges, and dents of the Taiwan Scholarship Program, provide information about studying in Taiwan, process scholarship applications and selections, and ensure that recipients sign the Taiwan Scholarship Program Ter ms of Agreement (form in Appendix V), agreeing to abide by the laws of Taiwan. . Are responsible for validating that the universities/colleges in which scholarship applicants have been admitted are listed in the Association of Taiwan Scholarship Program Schools. 3. Are required to submit their lists of recipients ( Appendix VI) to the MOE for review by July 31st. A copy of the lists tit all appendices should also be sent to the Bureau of Consular Affairs, the National Immigration Agency, the recipients universities/colleges, and the MOE designated office.The local office of Consular Affairs should also be notified. 4. In accordance with Provision Ill, shall issue recipients who have been admitted to universities/colleges with a certificate of scholarship, stating the exact period of the scholarship. 5. Shall organize orientations for recipients before they travel to Taiwan in order to explain the guidelines for the scholarship, the application process for residency in Taiwan, the barring f illegal labor activities, and relevant information regarding living and studying in Taiwan. 6.When the recipients return to their homelands, shall maintain contact with them and organize post-study presentations and seminars so that the recipients may share their experiences of studying and living in Taiwan with others. XV. Taiwan Scholarships granted before and for the 201 1 academic year are subject to the following: (I) Undergraduates will be awarded a monthly stipend of INTEND,OHO, and postgraduate students a monthly stipend of INTEND,OHO. (ii) Recipients will pay their own tuition fees and other fees from he beginning of the award period until the expiration of their award, graduation, withdrawal, or expulsion.

Keith Haring Example For Students

Keith Haring Biography Biography Keith Haring (1958 1990) The public needs art, and it is the responsibility of a ’self-proclaimed artist’ to realize the public needs art, and not to make bourgeois art for the few and ignore the masses. †¦ I am interested in making art to be experienced and explored by as many individuals as possible with as many different individual ideas about the given piece with no final meaning attached. The viewer creates the reality, the meaning, the conception of the piece. I am merely a middleman trying to bring ideas together. Keith Haring Keith was born in Reading, Pennsylvania, on May 4, 1958. His mother was a housewife while his father was an engineer and amateur cartoonist. Being 4 years old, Keith was captivated by Walt Disney cartoons, Dr. Seuss, Charles Schulz, and the Bugs Bunny Show. He enjoyed drawing and immersed himself in American popular culture of comics, cartoons, and adverts. He decided to follow the steps of his father and make cartoons. After graduating from high school, he studied at the art school in Pittsburgh and was expelled at the end of the second semester. He simply lost interest towards studying. Keith read the book â€Å"The Art Spirit† which encouraged him to develop his own style in art. Young Keith was curious about the works of modern paintings and sculptures. He was inspired by large paintings and decided to create huge canvases of calligraphic images. In 1978, Haring had his first exhibition in Pittsburgh. He moved to New York to study painting at the School of Visual Arts. He studied semiotics and the possibilities of video and performance art. He was interested in the cross-referencing and interconnection of images. Haring and his close friends who shared the same interests in vibrant and gaudy graffiti art organized exhibitions at popular clubs and other popular places where the one could find art admirers. In 1980, he set up exhibitions at Club 57, which were filmed by the photographer Tseng Kwong Chi. Haring began his career by making graffiti on the walls of the New York subway as well as in Melbourne, Sydney, Rio de Janeiro, Amsterdam, Paris, and Berlin. Simple figures and bright colors quickly made him famous around the world. However, at the beginning of his career, he refused to conclude an agreement regarding the use of his image on souvenirs and other goods. He was afraid that his art would become too commercialized. After his teacher, Andy Warhol convinced the young artist that it’s totally OK to receive money for the work, Haring’s artworks appeared on postcards, notebooks’ covers, envelopes, t-shirts, and bed linens. In his work, the one can see the strong influence of Dubuffet, Aleshinsky, Mark Tobey, Jackson Pollock, Warhol is noticeable. Keith also collaborated with Burroughs, Timothy Leary, Yoko Ono, and Madonna. In New York, Haring immediately became a part of the East Village art scene, closely related to the New Wave, hip-hop, and graffiti. Haring became famous due to his unusual street art. He spread absurdist collages from newspaper headlines around the city. He also drew various pictures on black paper using a piece of chalk on black papers in the New York subway. His sign illustrations were a luminous baby, a howling dog, a soaring saucer and giant hearts. These graffiti drawings drew the attention of New York commuters, as well as the city authorities. Haring also was arrested for vandalism. Eventually, these weird drawings became famous. Haring gave his works to passersby and later those who were interested in his art united and created a network of street art lovers. Haring’s life seems to be the perfect implementation of pop art ideas. Haring’s pictures were everywhere and became an integral part of New York art. In 1980, Haring began painting again and created a few more unique images. .u0190cc083afe87ef7fa301592e5c114f , .u0190cc083afe87ef7fa301592e5c114f .postImageUrl , .u0190cc083afe87ef7fa301592e5c114f .centered-text-area { min-height: 80px; position: relative; } .u0190cc083afe87ef7fa301592e5c114f , .u0190cc083afe87ef7fa301592e5c114f:hover , .u0190cc083afe87ef7fa301592e5c114f:visited , .u0190cc083afe87ef7fa301592e5c114f:active { border:0!important; } .u0190cc083afe87ef7fa301592e5c114f .clearfix:after { content: ""; display: table; clear: both; } .u0190cc083afe87ef7fa301592e5c114f { 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; } .u0190cc083afe87ef7fa301592e5c114f:active , .u0190cc083afe87ef7fa301592e5c114f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0190cc083afe87ef7fa301592e5c114f .centered-text-area { width: 100%; position: relative ; } .u0190cc083afe87ef7fa301592e5c114f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0190cc083afe87ef7fa301592e5c114f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0190cc083afe87ef7fa301592e5c114f .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; } .u0190cc083afe87ef7fa301592e5c114f:hover .ctaButton { background-color: #34495E!important; } .u0190cc083afe87ef7fa301592e5c114f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0190cc083afe87ef7fa301592e5c114f .u0190cc083afe87ef7fa301592e5c114f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0190cc083afe87ef7fa301592e5c114f:after { content: ""; display: block; clear: both; } READ: TitianDuring the 80s he painted more than 50 public pieces in various places around the world. He created his most popular mural, Crack is Wack when he was 28. He got acquainted with Andy Warhol, who became the hero of Harings paintings. They were close friends, and Warhol helped Keith to become successful. The first solo exhibition of Keith Haring was held in New York in 1982. He worked part time at the Pittsburgh Center as an interior decorator. When he had a few hours left, he drew new pictures in the store rooms. When one of the exhibitions at the Pittsburgh Center was canceled, the director offered Haring to show his own works. His works mostly reflected abstract labyrinths and endlessly intertwined geometric figures. In 1984, Haring visited Australia and received a commission from the National Gallery of Victoria and to create a mural. In 1986, the artist opened a â€Å"Pop Shop† in Manhattan, where he sold a variety of goods with his creative paintings depicted on them. Once he said: I could earn more money if I just painted a few things and jacked up the price. My shop is an extension of what I was doing in the subway stations, breaking down the barriers between high and low art. The shop was opened until September 2005, and now it works as an online store. The artist wanted his works to be as accessible as possible and erase the border between his art and ordinary people. In 1987 he had a few more exhibitions around the world. He also created the cover for the album A Very Special Christmas, on which Madonna’s track was included. Haring collaborated with designers and fashion brands as well. He cooperated with such fashion designers to create clothing collection. One piece was even worn by Madonna for her popular performance on the show in Britain. Haring designed jewelry pieces as well. In 1988, Keith Haring was diagnosed with AIDS. Therefore, he decided to launch the special foundation to help children’s organizations committed to increasing AIDS awareness.He also entertained children in schools, by painting large murals with them. He died at the age of 31. His artworks are owned by rich collectors and reputable museums. Harings art, with its shrewdly straightforward manner and its profound idea of different social issues, attracts viewers. Keith Haring initiated a movement against those who concealed information regarding the problems of AIDS patients. The danger of this disease became the main theme of his works.