School of Assassins

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An estimated $10 million dollars a year is taken from taxpayers, to train soldiers

from other countries how to kill. A single school is responsible for this, and the school

has been around since 146, when it was located in Panama. El Salvador, Guatemala,

Columbia, Chile, Bolivia, and Honduras are a few of the schools clients, Chile being the

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biggest. Protests are constantly organized to close the school, but the government in

response to these protests takes few actions. The school Im referring to is The School of

The Americas. In operation since 146 in Panama, it was relocated to Ft. Benning,

Georgia in 184. The name School of Assassins was given to the school, ironically

enough, by some of its own students. Thousands of people are against the school,

including well-known names such as Charlie Sheen. We honor our Army, we respect

their mission, but this is not part of that mission. This is an embarrassment to the Army,

Sheen said when asked why he opposed the school. Demonstrators say that Latin

American graduates use the skills they learn in the school to violate human rights in

their homelands, while Army officers say the school helps advance democracy in Latin

America and that the curriculum was reformed to stress human rights. Protesters who

march against the school carry white crosses, and black coffins to represent victims who

died at the hands of the schools graduates.

On November 16, 18 six Jesuit priests, their housekeeper, and her teenage

daughter were all killed in what is now called the Jesuit Massacre. There were 6 officers

implicated in the Massacre, and 1 of them were graduates of the School of Assassins.

In 17, 000 demonstrators were arrested when they entered the military base on the 8-

year anniversary of the Massacre. A year later, in 18 thousands of demonstrators, along

with Charlie Sheen, showed up in the largest-ever protest against the U.S. Armys School

of The Americas. Organizers estimated the crowd at 7000, but Columbus police

spokesman Lt. M.C. Todd put the figure at fewer than ,500. Graduates of the school

have been known to do such horrendous things as rape and dismember womens bodies,

execute hundreds of people, and terrorize whole communities, providing the US with

stories of murders and atrocities for years. The U.S. however seemingly never has seen a

link between these crimes and their school, which is supposedly only running to help

advance democracy. While U.S. citizens are often horrified by crimes they hear of, which

are committed by the schools graduates, many are not aware that the students

education is paid for with U.S. taxpayers money. Since the school opened, it has

always trained students who would later become dictators or assassins. These students

who went out after graduating and committed crimes, like the Jesuit Massacre, are often

put on the Wall of Fame, and usually asked to come back as guest speakers.

The school recently received $0 million to renovate the officers quarters and the

administration building. The money was given under the pretext of introducing trainees

to U.S. customs, and traditions and democratic values. However, more than $1.1 million

of training funds were spent over the last five years to treat soldiers to trips to Disney

World, Atlanta Braves games, and free cases of liquor. You cant get much more

American than that, but I think maybe they got the wrong idea. Recently, training

manuals the school distributed throughout Latin America in the 180s were released.

These manuals were used to instruct officers how to torture, blackmail, and murder left-

wing opponents. That was just one of the latest examples of how the SOA (School of The

Americas) trained thousands of officers to undermine democracy in their home countries.

The school has over 57,000 graduates from Latin America and the Caribbean. An

amendment to cut funding to the school was passed before Congress three times, and

failed all three times with the votes 56-174, 17-175, and 17-10. Many people believe

that unless the Republicans lose control of Congress, it is unlikely that there will be

another debate on the SOA anytime soon. The government has never believed in

supporting human rights anywhere in the world, and they are unlikely to cut off funds to

an institution whose graduates help protect the economic interests of the wealthy through

terror and intimidation of the poor. The Democrats arent blameless on this matter either.

The age-old fear of being seen as soft on communism or soft on defense has

prevented all but the most liberal members of Congress from pressing the issue.

The Minnesota Justice and Peace Street Theatre has a play, thats about 15

minutes long, about the school. The play starts with a bell ringing 8 times and the

proclamation that All is NOT well. The play contains scenes with generals pointing

hand guns, and yelling things like, El Salvador, mine! Its all mine. All of it! It shows

soldiers marching around carrying made in America M-16 Rifles, showing that it is

America training these soldiers. At the end of the play, the people prevail, cutting the ties

with the SOA. The final scene has the entire cast chanting Close the School of the

Americas. Close the School of the Americas. Close the School of Assassins!

Thousands of people stand up against the school, but the people who support the

school dont stand up at all. The members of Congress who vote to keep funding the

school dont come forward and explain why it is a good idea. After years of protesting

and marching against the school, demonstrators only view cosmetic changes made to the

school. In 1, a growing protest movement nearly succeeded in pushing Congress to

cut SOA funding. The pentagon momentarily closed the school, only to reopen it under a

new name, the Western Hemisphere Institute for Security Cooperation. While the name

changed however, all of the schools operations remained exactly the same.

Demonstrators havent been fooled by the name change, and their protests still continue

to this day. One man who leads many of the protests is Father Roy Bourgeouis.

Bourgeouis opened the SOA Watch, and placed the building it is located in right across

the street from Ft. Benning. Bourgeouis has led marches many, many times. He has done

things like pour blood on the schools buildings and the schools sign, but that was only

minor. He entered Fort Benning, which houses the SOA, dressed as a military officer and

located the barracks of El Salvadoran military personnel, some of who may have been

actively involved in the assassination of Archbishop Romero. He then climbed a high tree

and, with the portable stereo he carried, proceeded to broadcast Archbishop Romeros

final homily to the barracks. This resulted in Bourgeouis being thrown in jail for the first,

of three, times. He has also led demonstrators on hunger strikes outside of the school and

on the steps of the Capital in Washington D.C. Today, the Latin American poor see the

United States as the new conquistadors; we are there to enrich ourselves. Thats the

central issue here, and that issue is justice. We have been and continue to be on the side

of the elite, who is connected to the military. said Bourgeouis, and then went on to say,

Research on the school came from members of Congress, Latin American human rights

reports and from information gathered from the Freedom of Information Act. We began

to document hundreds of soldiers from SOA who were involved in massacres, tortures

and rapes. That is why Bourgeouis says he got involved, and to do what the school

claims to do, protect human rights.

Here is a list of just a few of the schools graduates, and what they did after

graduation

· GEN Juan López Ortiz, 15, Infantry Arms, Infantry Tactics Ocosingo

Massacre, 14 Troops under his command massacred five persons in the

Ocosingo market; the prisoners hands were tied behind their backs before the

soldiers shot them in the back of the head.

· LT COL Julio Barrios, 181 Commando Course responsible for the 17

kidnap and torture of 1 youths by a Special Forces group in the town of Jalisco.

One of the 1 died.

· COL Augusto Mois s García Ochoa, 177, Jungle Operations Suspected

drug-trafficking, 17 Listed by the Mexican news magazine El Proceso as one

of the Mexican officers under investigation in drug trafficking.

· TCL Rene Herrera Huizar, 180, Operaciones de Patrulla Suspected drug

trafficking, 17 Also listed by the Mexican news magazine El Proceso as one of

Mexican military officers under investigation by the Mexican government for

suspected ties to drug-trafficking.

· GEN Luis Montiel López, 16, Counterinsurgency Intimidation of human

rights activists, 1 Forces under Gen. Montiels falsely accused human rights

activists in Chihuahua of aiding drug traffickers in an attempt to intimidate

them.

· GEN Fernan Perez Casanova, 16, CIO Contrainsurreccion Suspected drug-

trafficking, 17 Also listed by the Mexican news magazine El Proceso as one of

officers under investigation by the Mexican government for suspected ties to

drug-trafficking.

As long as the SOA continues to be funded by US taxpayers money, it will

continue to train soldiers like the ones listed above. Every one of the names listed above

by the way, made it onto the schools Wall of Fame. For decades, U.S. taxpayers have

been unknowingly supporting a school that trains dictators and assassins for other

countries. Protests will never stop as long as Congress continues to ignore them, and

people like Father Roy Bourgeouis will always step forward and help lead the way. So,

maybe some day in the near future all the demonstrators will get what they want, and the

government will stop taking money from our pockets to fund the School of Assassins.

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"Bring It On" Film Review

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Bring It On is a lighthearted comedy about a high school cheerleading squad called the Rancho Carne Toros and their rivals the East Compton Clovers. I expected a typical teen movie, but I was surprised by its originality. The movie was released in 000 and produced by Marc Abraham. Its director is rookie Peyton Reed and the screenwriter, first timer Jessica Bendinger. The focus throughout the movie is competitive cheerleading. It is filled humor, but it still shows the more serious aspects of cheerleading.

The story begins in San Diego, California, at the start of a new school year for Rancho Carne High School students. The main character, Torrance Shipman, played by Kirsten Dunst is headed to school in hopes of becoming the new captain on her cheer squad. She takes cheerleading very seriously, as she says, "I am cheerleading! It's my life." The former captain, "Big Red" has graduated, so it is time for a replacement.

When the votes are tallied Torrance gets her wish of being elected captain and is ready to start practicing for the nationals. Her squad, the Rancho Carne Toros, have won the national championships five years in a row and Torrance is not about to break their winning streak. On their first day of practice Torrance has her squad attempt a difficult move, which ends in disaster. One of her teammates falls and breaks her leg in three different places. When Torrance gets home she tries to call her boyfriend, who was a member of the cheer squad, but just went off to college. She cannot get a hold of him and is very upset. Finding a replacement is going to be really hard and Torrance knows it.

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The following day during one of Torrance's classes a new guy walks in and catches her eye. He ends up sitting next to her and introduces himself as Cliff Pantone (Jesse Bradford). He and Torrance hit it off with some flirty conversation. After school that day the cheer squad holds an open audition. Courtney and Whitney, the snobs of the squad, think that Whitney's little sister Jaime should be chosen. All of the candidates turn out to be horrible, including Jaime and Torrance is really frustrated. Then another candidate, Missy, played by Eliza Dushku, walks into the gym. The squad members all give her a hard time because she is dressed in black, "biker" looking clothes, has a chain hanging from her pants, and she happens to be a new student. Courtney rudely asks, "Where did you park your Harley?" They test her gymnast abilities which turn out to be extremely good. Then they have her do a cheer, she makes up her own and says that their school has no gymnastics team and trying out for cheer is a last resort.

Torrance goes over to Missy's house later to tell her that the squad needs her. To her pleasant surprise Cliff answers the door, he turns out to be Missy's brother. Missy is hesitant, but reaches the decision to join the squad. The next day Missy looks in on their cheer practice and in the middle of it she storms out. Torrance chases her out to her car and says, "What the hell do you think you're doing? I went out on a limb for you and this is how you repay me?" She feels betrayed because she had to convince the squad to give Missy a chance. Missy tells her that she is upset because the cheer they were doing was stolen. She explains that her old school in Los Angeles played the East Compton Clovers who had performed the same cheer. Torrance did not believe it because she swears their cheers are one hundred percent original. Missy drives her to East Compton for a rude awakening. To Torrance's horror, Missy proves her wrong.

Torrance breaks the news to the squad about "Big Red" ripping off all of their championship winning cheers. The squad thinks that it is too late to try to come up with new ones and they come to an agreement to keep the cheers. As if things could not get any worse, that night at the Toros'football game the Clovers show up and start performing the same cheer the Toros are doing. They humiliate them on their own turf, so the Toros, along with the entire crowd, decide they cannot perform the Clovers' cheers at nationals.

Now Torrance has to reorganize and there just isn't enough time before nationals. Without anyone else to turn to Torrance decides to call her boyfriend for advice. He is never home when she calls and has not really been there for her lately, but he is this time. He gives her the number of a "great" choreographer named Sparky Palastry. The squad holds a car wash to raise part of the money they need to hire the choreographer. Then they get the "rich girl" of the squad, Karly, to ask her dad for the rest. Sparky turns out to be a pill popping freak, but they have no other options. He criticizes every member of the squad and tells them all to go on a diet. His dance moves are disgraceful and put Torrance on the verge of giving up.

Throughout all of this Missy and Torrance become good friends. Torrance stays the night at Missy's and of course flirts with Cliff. Missy knows they have a crush on each other and she teases them both for it. They practice hard even though they hate the routine. They keep each other's spirits up about their unfortunate situation. During all of this practicing you see a romance blossoming between Cliff and Torrance. Then before you they know it nationals are only days away.

After watching all of the other squads perform the Toros know they are doomed. Their fans are expecting an outstanding routine from them and they do not have one. On top of all this, their rivals, the East Compton Clovers, are competing this year. Then just when Torrance does not think anything more could go wrong, the squad before them performs their routine. When the Toro's come out and do the same routine the crowd is completely silent. Torrance is mortified and runs off the stage crying. Then she runs into her boyfriend who tells her she is not captain material and she should turn the squad over to Courtney and Whitney. "Big Red" also comes and has a few words with Torrance about messing up all of her "hard work", which were actually stolen cheers. Then Torrance gets a ride home from her boyfriend and Cliff happens to be waiting on her porch with flowers when she pulls into the driveway. He sees Torrance kiss her boyfriend who he did not know about up until now. Cliff gets upset and hands Torrance her flowers and a tape he made her before storming off.

The following weeks are really hard for Torrance because the squad has to come up with a winning routine for the finals. They were accepted into the finals even though they did the same cheer as another squad because they hold the record as five time national champions. Plus there was nothing stated in the rule book about their circumstances, so the judges did not have grounds to disqualify them. The Toros work very hard studying all types of dance on television and by taking classes to come up with creative moves. During all of this practice Torrance takes time to end it with her unsupportive, jerk boyfriend who she finds out is cheating on her when she goes to his dorm to dump him. Then she tries to get Cliff to forgive her for breaking his heart when he finally became brave enough to tell her how he felt. Cliff is still upset with her and will not talk to her though.

The finals inch nearer and Torrance finds out that the Clovers have not raised enough money to go. She gets upset because she does not think it is right that they made it that far and cannot compete at the finals. She talks her dad into having his business sponsor them because she wants them to have a chance. When Torrance takes the check to them their captain, Isis, played by Gabrielle Union, tears it up and says "We don't need your charity." She thinks the only reason Torrance is giving money to them is out of guilt for stealing their cheers. Isis tells her to make sure she "brings it" at finals and Torrance assures her that they will. The Clovers end up getting sponsored by a talk show host that they write to about their situation.

Finally the day arrives and all of the competing cheerleader's nerves are on edge. The Toros and the Clovers make it into the top five who will compete for the national title. The Clovers are up first and do an outstanding routine, they receive a standing ovation. Then the Toros come out with confidence and try to show up the Clovers. In the end the Clovers win first place and the Toros get second. Isis and Torrance overcome their pride and congratulate each other. Isis tells her squad who does not understand why they are making up, "It's a captain thing. We just understand each other." Then of course Cliff shows up with a forgiving heart and a big kiss for Torrance. The day just could not get any better for Torrance. She won second place after all the hardships she faced and she gets her guy.

I mentioned before that I expected to watch another typical teen movie, but Bring It On proved to be far from typical. It had its clich s like Torrance falling for the new guy and dumping the cheating college boyfriend. Some of my predictions turned out to be wrong though, when I thought I knew what was going to happen the plot took another curve. The storyline has plenty of opportunities to take wrong turns, but instead stays on track. This is what made the movie work. It also embraces a lot of gay and black stereotypes with the male cheerleaders being teased and the rival cheer squads being white and black. The movie does not touch on these subjects in depth, but brings them to your attention. It some how manages to showcase good performances with horrible acting, well besides Dunst, Dushku, Bradford, and Union. It definitely will not go down in history as a memorable movie, but if you are into cheerleading I recommend it. It will definitely keep you laughing as you watch die-hard, rival cheer squads face off in competition.

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Ethics

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Human beings desire to be number one in every thing that they do, they strive for excellence. Aristotle states that a human being ethics can be traced back to a simple state of philosophy now known as empiricism. The first important identity and accordingly their moral purposes from their participation in their copoint that is stressed is that the study of the character of human beings is dependent on what a human being is. Aristotle states that that a human is not a man that lives in isolation, but a man that also lives with parents, children, wife, and friends and fellow citizens generally, since man is by nature a social and political being. Humans, in other words, derive their mmunity, from the interaction with their parents, ancestors, friends, customs, institutions and laws. Because of this, every ethical uncertainty or question must be resolved by taking into account the essential and political basis of human life. If one is to discuss what it is that makes a business succeed, we have to really be considering which decisions will actually benefit or make the society succeed. Aristotle sees that individual as being a part of a large and complex group of people with member of all sorts of capabilities. The purpose of each individuals life is evaluated in relation to the other members of the business. Although different businesses follow different rules and strive for different goods, is possible to reach an understanding of what moral excellence is in any business by studying what it is that constitutes effective leadership. Another important fact is that to study human ethics, we must focus on the world around us. We must focus on the traditions of our businesses, the accepted theories of earlier entrepenuers, especially those most famous for their wisdom. These theories we must study, not so as to find inconsistencies in them, but to try to discover what it is they have in common and how they can affect our understanding of what the best way to run our business. Aristotle also underlines the fact that everything we learn from the observations we make will be nothing more than an approximate approach for dealing with ethical questions. Ethics is not an exact science. This approach is intended only for those who already have some sense of virtue instilled in them. To understand some of the principals of moral conduct requires some existing sense of virtue. All business activities have a specific goal or end to them. Although not much proof is given to back this up, it is essential to his argument because it infers that the nature of goodness is linked to some final destination. The excellence of humans is linked to their growth towards to some realization of his best nature. .

Please note that this sample paper on ethics is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on ethics, we are here to assist you. Your persuasive essay on ethics will be written from scratch, so you do not have to worry about its originality. Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!

The Peloponnesian Wars

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The Peloponnesian Wars were neither a battle of territories nor of religious debate, but wars of political powers. Taking place from 41-41 B.C. and then again from 415-404 B.C., the war was between the two Greek super-powers, Athens and Sparta. (Global Past, 161) Athens was a classic totalitarian democracy, believing in the idea that all citizens should be given the right to decide the political leaders of their city-state. On the contrary, Sparta was a militaristic-style oligarchy, which believes in having total military and political decisions made by a select group of qualified militaristic leaders. (Human Record, 11-114) Although both of these two poleis were very strong in their time, the Peloponnesian War would decide the political fate of the Greek peninsula. Though the Spartans waged war on the Athenians, it was the Athenian civilization that caused for the war to take place. This was due to three main ideas their society was based around participating in wars, they used any means to gain control of surrounding areas in order to strengthen their democratic rule, and it was almost guaranteed that they would arise victorious causing egotistical actions.

Firstly, the Athenian civilization was basically a brotherhood of warriors organized for the primary purpose of waging war. (Human Record, 11) In other words, their society was geared toward using war as a solution to any problem it came in contact with. For the Athenians, the only means of communication between enemies was of harmful nature, wishing to force their views and wants onto their opponents. They developed great pride in their state's views, especially when dealing with political affairs. It was stated that, " an Athenian citizen who takes no interest in political affairs is not viewed as harmless, but as a useless character." (Human Record, 116) Therefore, it is brought to the surface, not only that the Athenian society would push for battle due to their society being based on cherishing the time of war, but also as to why one could consider the Peloponnesian War to be a war of political powers.

As mentioned, the Athenian society heavily valued their political views. They had a society strongly based on democratic ideas. Due to their ongoing need for "divine intervention and control" (Human Record, 11), they waged conflict with anyone who was not democratic in view. The Spartan society was an oligarchy, which greatly upset the Athenian society, who wished to spread their democratic views throughout the surrounding lands. If Athens were to conquer Sparta in this treacherous battle, they could easily strengthen their democratic rule, as they would have control of more territory. This, naturally, was a main reason that the war took place, as Athens wished to spread the idea of a democracy to the utmost outreaches of existence. They basically forced these ideas on the Spartan society, causing them to take on the role of rebellion and wage war on Athens. (Human Record, 115)

Another key reason to Sparta wishing to rage war on the Athenian civilization was that Athens was almost guaranteed victory. Athens was a very egotistical state, believing they could not be beaten. It is stated that, "in the early stages of the conflict it had seemed as though there was no way Athens could lose the war, given its command of the sea-lanes." (Human Record, 114) They also had key allies. So obviously, the Athenian society had vast strategic positioning when compared to surrounding areas, allowing them to practically dominant everything. (Global Past, 161) Naturally, this fueled Sparta's fire, as they wished to prove that this arrogant power could be defeated. This, as a result, was a reason in which the Peloponnesian War took place.

As seen, the reasons behind the Peloponnesian War taken place can be highly contributed to the Athenian society. It was this society that wished to spread its form of government to other lands, that wished war as a solution to its problems, and that was arrogant in terms of military dominance. In all honesty, it was a seemed to be an unintelligent decision by Sparta to wage war on Athens, as it did not seem highly likely that they would achieve their goal. However, they did, as Sparta emerged victorious. (Global Past, 16)

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Great depression

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skdfghdil;fhgkldfjs;jkkjhl;skdfjfhlask;jrggggggggggggggggggggggggggggggggThe Great Depression was the worst economic slump ever in U.S. history, and one which spread to virtually all of the industrialized world. The depression began in late 1 and lasted for about a decade. Many factors played a role in bringing about the depression; however, the main cause for the Great Depression was the combination of the greatly unequal distribution of wealth throughout the 10s, and the extensive stockmarket speculation that took place during the latter part that same decade. The lack of distribution of wealth in the 10s existed on many levels. Money was distributed in equally between the rich and the middle-class, between industry and agriculture within the United States, and between the U.S. and Europe. This imbalance of wealth created an unstable economy. The stock market was kept artificially high, but eventually lead to large market crashes. These market crashes, combined with the lack of distribution of wealth, caused the American economy to capsize. The roaring twenties was an era when our country prospered tremendously. The nations total realized income rose from $74. billion in 1 to $8 billion in 1. However, the rewards of the Coolidge Prosperity of the 10s were not shared evenly among all Americans. In 1 the top 0.1% of Americans controlled 4% of all savings, while 80% of Americans had no savings at all. Automotive industry mogul Henry Ford is one example of the unequal distribution of wealth between the rich and the middle-class. Henry Ford reported a personal income of $14 million in the same year that the average persons income was $750. By present day standards Mr. Ford would be earning over $45 million a year! This lack of distribution of income between the rich and the middle class grew throughout the 10s. A major reason for this large and growing gap between the rich and the working-class people was the increased manufacturing output throughout the 10's. From 1-1 the average output per worker increased %. During that same period of time average wages for manufacturing jobs increased only 8%. As production costs fell quickly, wages rose slowly, and prices remained constant, the bulk benefit of the increased productivity went into corporate profits. The federal government also contributed to the growing gap between the rich and middle-class. Calvin Coolidges administration favored business. An example of legislation to this purpose is the Revenue Act of 16, which greatly reduced federal income and inheritance taxes. Andrew Mellon was the main force behind these and other tax cuts throughout the 10s. Because of these tax cuts a man with a million-dollar annual income had his federal taxes reduced from $600,000 to $00,000. Even the Supreme Court played a role in expanding the gap between the socioeconomic classes. In the1 case Adkins v. Childrens Hospital, the Supreme Court ruled minimum-wage legislation unconstitutional. The large and growing difference of wealth between the well-to-do and the middle-income citizens made the U.S. economy unstable. For an economy to function properly, total demand must equal total supply. Essentially what happened in the 10s was that there was an oversupply of goods. It was not that the surplus products were not wanted, but rather that those who needed the products could not afford more, while the wealthy were satisfied by spending only a small portion of their income. Three quarters of the U.S. population would spend essentially all of their yearly incomes to purchase goods such as food, clothes, radios, and cars. These were the poor and middle class. Families with incomes around, or usually less than, $,500 a year. While the wealthy too purchased consumer goods, a family earning $100,000 could not be expected to eat 40 times more than a family that only earned $,500 a year. Through the imbalance the U.S. came to rely upon two things in order for the economy to remain on an even level credit sales, or investment from the rich. One obvious solution to the problem of the vast majority of the population not having enough money to satisfy all their needs was to let those who wanted goods buy products on credit. The concept of buying now and paying later caught on quickly. By the end of the 10s 60% of cars and 80% of radios were bought on installment credit. Between 15 and 1 the total amount of outstanding installment credit more than doubled. This strategy created a non realistic demand for products which people could not usually afford. People could no longer use their regular wages to purchase whatever items they didnt have yet, because so much of the wages went to paying back past purchases. The U.S. economy was also reliant upon luxury spending and investment from the rich to stay afloat during the 10s. The largest problem with this reliance was that luxury spending and investment were based on the wealthys confidence in the U.S. economy. If conditions were to take a downturn (as they did when the market crashed in the fall of 1), this spending and investment would slow to a halt. Lastly, the search for ever greater returns on investment lead to wide-spread market speculation. Lack of distribution of wealth within our nation was not limited to only socioeconomic classes, but to entire industries. In 1 a mere 00 corporations controlled approximately half of all corporate wealth. During World War I the federal government had encouraged farmers to buy more land, to modernize their methods with the latest in farm technology, and to produce more food. This made sense during the war since Europe had to be fed too. However as soon as the war ended, the U.S. abruptly stopped its policies to help farmers. Farm and food prices tumbled. A last major instability of the American economy had to do with international wealth distribution problems. While America was prospering in the 10s, European nations were rebuilding themselves after the damage of war. During World War I the U.S. government lent its European allies $7 billion. American foreign lending continued in the 10s climbing to $00 million in 14. 0% of this money was used by the European allies to purchase U.S. goods. The nations the U.S. had lent money to (Britain, Italy, France, Belgium, Russia, Yugoslavia, Estonia, Poland, and others) were in no position to pay off the debts. The majority of their gold had been sent into the U.S. during and immediately after the war; they couldnt send more gold without completely ruining their currencies. In the 10s the United States was trying to be the worlds banker, food producer, and manufacturer, but bought as little as possible from the rest of the world in return. This attempt to have a "constantly favorable trade balance" could not work for long. If the United States would not buy from our European countries, then there was no way for them to buy from the Americans, or even to pay interest on U.S. loans. The weakness of the international economy certainly contributed to the Great Depression. Europe was dependent upon U.S. loans to buy U.S. goods, and the U.S. needed Europe to buy these goods to do well. From early 18 to September 1 the Dow Jones Industrial Average rose greatly. This sort of profit was tempting to investors. Company earnings became of little interest; as long as stock prices continued to rise huge profits could be made. Through the miracle of buying stocks on margin, one could buy stocks without the money to purchase them. Buying stocks on margin worked the same way as buying a car on credit. Investors craze over the plan of profits like this drove the market to extremely high levels. The exploratory boom in the stockmarket was based upon confidence. In the same way, the huge market crashes of 1 were based on fear. Prices had been drifting downward since early September, but generally people were optimistic. Speculators continued to flock to the market. Then, on Monday October 1 prices started to fall quickly. Investors became fearful. Knowing that prices were falling, but not by how much, they started selling quickly. This caused the collapse to happen faster. Prices stabilized a little on Tuesday and Wednesday, but then on Black Thursday, October 4, everything fell apart again. By this time most major investors had lost confidence in the market. Once enough investors had decided the boom was over, it was over. Partial recovery was achieved on Friday and Saturday when a group of leading bankers stepped in to try to stop the crash. But then on Monday the 8th prices started dropping again. By the end of the day the market had fallen 1%. The next day, Black Tuesday an unprecedented 16.4 million shares changed hands. This stock market crashes acted as a trigger to the already unstable U.S. economy. Due to the lack of distribution of wealth, the economy of the 10s was very much dependent upon confidence. The market crashes damaged this confidence. The rich stopped spending on luxury items, and slowed investments. The middle-class and poor stopped buying things with installment credit for fear of loosing their jobs, and not being able to pay the interest. Industrial production fell by more than % between the market crashes in October and December 1. As a result jobs were lost, and soon people starting failing to pay their interest payment. Thriving industries that had been connected with the automotive and radio industry started falling apart. Without a car people did not need fuel or tires; without a radio people had less need for electricity. To protect the nations businesses the U.S. imposed higher trade barriers (Hawley-Smoot Tariff of 10). Foreigners stopped buying American products. More jobs were lost, more stores were closed, more banks went under, and more factories closed. Unemployment grew to five million in 10, and up to thirteen million in 1. The country spiraled quickly into catastrophe. The Great Depression had begun.

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