Charles Cotesworth Pinckney Was Born On February 25th, 1746 At Charles

Charles Cotesworth Pinckney was born on February 25th, 1746 at Charleston, the eldest son of a politically prominent planter and a remarkable mother who introduced and promoted indigo culture in South Carolina. 7 years later, he accompanied his father, who had been appointed colonial agent for South Carolina, to England. As a result, the young Charles enjoyed a European education. Pinckney received tutoring in London, attended several preparatory schools, and went on to Christ Church College, Oxford, where he heard the lectures of the legal authority Sir William Blackstone and graduated in 1764. Pinckney next pursued legal training at London's. Middle Temple and was accepted for admission into the English bar in 1769. He then spent part of a year touring Europe and studying chemistry, military science, and botany under leading authorities. Late in 1769, Pinckney sailed home and the next year entered practice in South Carolina. His political career began in 1769, when he was elected to the provincial assembly. When South Carolina organized its forces in 1775 to battle the British, Pinckney joined the First South Carolina Regiment as a captain. He soon rose to the rank of colonel and fought in the South in defence of Charleston and in the North at the Battles of Brandywine, PA, and Germantown, PA. When Charleston fell in 1780, he was taken prisoner and held until 1782. The following year, he was discharged as a brevet brigadier general. Pinckney was one of the leaders at the Constitutional Convention. Present at all the sessions, he strongly advocated a powerful national government. His proposal that senators should serve without pay was not adopted, but he exerted influence in such matters as the power of the Senate to ratify treaties and the compromise that was reached concerning abolition of the international slave trade. After the convention, he defended the Constitution in South Carolina. In 1796, however, he accepted the post of Minister to France, but the revolutionary regime there refused to receive him and he was forced to proceed to the Netherlands. The next year, though, he returned to France when he was appointed to a special mission to restore relations with that country. During the ensuing XYZ affair, refusing to pay a bribe suggested by a French agent to facilitate negotiations, he was said to have replied "No! No! Not a sixpence!" When Pinckney arrived back in the United States in 1798, he found the country preparing for war with France. That year, he was appointed as a major general in command of American forces in the South and served in that capacity until 1800, when the threat of war ended. He was twice married first to Sarah Middleton in 1773 and after her death to Mary Stead in 1786. Survived by three daughters, he died in Charleston in 1825 at the age of 79. He was interred there in the cemetery at St. Michael's Episcopal Church.

MGT 445 Negotiation Paper Essays - Corporate Finance, Free Essays

MGT 445 Negotiation Paper Essays - Corporate Finance, Free Essays MGT 445 Negotiation Paper Miami School District Negotiation Paper The Miami school district has had an unexpected increase in enrollment. This unexpected increase has forced them to re-evaluate the upcoming years school boundaries. The Miami school district has hired experts to redraw the school boundaries. The new plan means that many students will not be able to remain in their present schools. Parents are upset by this and have voiced their concerns and objections to the proposed plan. The Miami school board will have to educate the parents about the need for the new boundaries and the consequences if the new boundaries are not established. The forthcoming paragraphs will evaluate the parents concerns and ways the board plans to address the various concerns and issues. Quality of Education Parents are concerned that the quality of their childrens education will be compromised by the new plan. Parents argue that their children are established in their current schools, with their current classmates, and moving them will be disruptive to their learning. Many parents have chosen the schools their children are currently attending, and purposely purchased homes in the area because they wanted their children to attend the schools in the area. Parents are concerned that the faculty in the other schools may not be as good or as qualified as the current schools. Parents of high school aged children entering their senior years are upset that the students will have to change schools during their senior year possibly affecting scholarships and the academic grade point averages of the students. Additionally, the students will not be able to graduate with many of their friends they have gone through high school with. Increased Travel Time Parents are concerned about the added travel time their children will endure due to attending the new schools. Parents whose children normally walked to and from school will ride buses to and from school each day. Parents are upset and believe the new boundaries compromise their childrens safety. High school students will be driving further, adding to their chances of being involved in car accidents, and increasing car insurance rates. Crossing Economic and Cultural Boundaries Parents are concerned about their children attending schools with less fortunate children, in a neighboring area. Parents selected the area they are residing in for many reasons, of which included the economic and cultural diversity of the area. Parents do not believe the board has the right to force their children to attend the schools in the neighborhood less fortunate than the one they reside in. Parents fear inferior or prejudiced treatment towards their children, and that the students will not receive the quality of education they currently obtain. The parents believe the schools will not have the same resources as the schools in the current neighborhood. Parents are also concerned that the influence of gang and drug activity will be higher in the new schools and their children will be peer pressured into becoming involved in these inappropriate behaviors. Effect on Property Values The new school boundaries could also have an adverse effect on property value in the neighborhood. The homes are upper-middle-class, with part of their value based on the quality of schools in the area. Potential buyers will be less likely to purchase a home in the area, because, of the risk of their children not being able to attend the schools in the neighborhood. A drop in people interested in buying in the area will lower property values since the general population in the area are young families raising children. Purchasing a home for young families includes purchasing that home in a quality school district. Potential buyers may begin to look for homes elsewhere. Social Affects on Children Parents are concerned of the socially adverse affects on their children due to the new school boundaries. The neighboring schools are located in areas that are not as affluent as those in the current neighborhood are. Neighboring schools have higher instances of truancy, behavioral issues, lower average grades, and more gang type behaviors. Parents are fearful, if their children must move into these schools of what the negative influences will be and what impact they will have on their children and families. School Board Develops a Plan The Miami district school board

Scholarly Paper - Healthcare Informatics Theories & Policies Essay

Scholarly Paper - Healthcare Informatics Theories & Policies - Essay Example ification (CCC), Perioperative Nursing Data Set (PNDS), the Nursing Minimum Data Set (NMDS), The Nursing Interventions Classifications (NIC), International Classification for Nursing Practice (ICNP), the Nursing Outcomes Classification (NOC). The American Nurses Association has approved thirteen, but only ten are considered particular to nursing care. NANDA-I will be the main considered terminology in this essay. NANDA-I maintains an agreed set of diagnoses, which are then used to select appropriate nursing interventions and develop desirable patient outcomes. Its taxonomy is organized into 13 domains of nursing practice, 46 classes, and 216 diagnoses. NANDA-I has been found to be used extensively both in the United States and globally (About NANDA†, n.d.). NANDA opened up the way of diagnostic taxonomy in nursing. During the first National Conference on Classification of Nursing Diagnoses, 1973, a task force was formed. It later evolved into an incorporated Association in 1982 to help nurses who were in the United States and Canada. The work on classification was begun by Kristie Gebbie and Mary Ann Lavin, faculty at St. Louis University, by calling a classification conference. They influenced the current decisions of the identification-classification process through their belief that nurses should be involved in the development process. A diagnosis is a clinical decision about an individual’s response to real or possible health problems. It is the foundation for choosing the appropriate nursing intervention to get an outcome for, which the nurse is accountable. Gordon’s observation was of diagnosis being a model that puts a meaning on a set of observations therefore triggering understanding and thinking about the set. T his phenomenon forms the basis of every diagnostic concept of today (Speksnijder et al., 2011). Subsequent to specifying the goals of a proposed system, the identification process begins. The subject phenomena are identified. NANDA

Second assignment topshop lt Essay Example | Topics and Well Written Essays - 2000 words

Second assignment topshop lt - Essay Example In the context of the present study, it needs to be mentioned that while analyzing the overall international business structure, the key business issues required to operate a business in the international market have been considered, which include marketing, logistics, organisational structure and communication. However, even before describing the proposed international business structure, it is important to provide a brief insight about market trend of the behaviour exhibited by the African consumers (Burgemeister, 2003, p. 192). African Retail Industry The launch of Topshop stores in Johannesburg and Durban shows the degree of attractiveness of the South African retail market. In the year 2011, The African Development Bank and AFDB provided a report that described the middle class of the country as those people having daily consumption of US$2-20 per day. Industrialists, however, wish to think differently. Mr. Mncane Mthunzi, the executive director of Massmart, believes that compan ies should not focus too much on the so-called definition of the African middle class. According to Mthunzi, as per the retailers, the disposable income should be decided by the fact whether the people coming to retail store have the money to buy the designated product or not. According to experts, the fact that the sub-Saharan Africa does not have modern retail outlets or major shopping malls does not imply the fact that the south-African consumers do not have the purchasing power. Experts believe that South African customers can be categorised as wealthy or upper class, rising or higher middle class and also rural customers. Analysts actually believe that the major retailers including global as well as local firms should actually focus on the rising middle class segment (Churchill, 2009, p.211). This is a group that is becoming more judicious in the consumer behaviour. Such groups are looking for quality branded products. Analysts also added that this is the trend that can be seen throughout the continent. However, as compared to other African neighbours, South Africa has shown rapid growth in the retail segment. The country has been able to get over the aftershocks of 2008 economic slump. In 2012, the country saw an economic growth of 2.6%. The retail sales have increased by 3.9%. The consumer spending has increased by $4,291 per capita. Managing the international distribution network One of the major decisions that a company has to make while aiming at internationalisation is managing the overall channel and distribution. One of the key elements of the distribution strategy is to decide upon the market entry strategy. There are various modes of entry that a company can choose, including joint ventures, strategic alliances, acquisitions, green-field strategy and franchising. While making the market entry decision into a foreign country, one of the key factors to be considered is the risk factor. In the context of this, it is to be mentioned that despite of growth potential, the African retail industry can be tagged as a virgin market. Also the disposable income of the people of Africa may not be as high as other European and North American nations since the African

Mise En Scene Of Titanic Film Studies Essay

Mise En Scene Of Titanic Film Studies Essay This is the final chapter; the Mise-en-scene and Ideological model will be discussed and applied to the findings and analysis that have been discussed in chapter four. Besides that, this chapter will be answering the research question in chapter one, the achievement of the objective of this study will be discussed also. At last, there will have some suggestion for the future research in order to improve and develop a better thesis on this particular topic. 5.1 Concepts and Theories Applied There have two concepts and theories that applied in this research, which is the mise-en-scene and ideological models. Both theories will be discussed and applied to the findings and analysis that have been discussed in chapter four. 5.1.1 Concepts and Theories Applied Mise-en-scene The film Titanic has attracted audiences mind successfully, this is applicable to the theory mise-en-scene. According to Timothy Corrigan (1994), the mise-en-scene is a French term that roughly translated as what is put into the scene (put before the camera). So, based on the mise-en-scene theory, in order to produce a successful film, filmmaker needs to decide what put into the scene before the shooting work. There have five elements of mise-en-scene which are the setting, costume and make-up, lighting, space and also acting style. These five mise-en-scene elements are the key to make the film Titanic successfully. The setting in this film has created the contrast between higher and lower classes. The vivid acting style by several main and supporting characters has enhanced the storyline, and also made the story run smoothly. Lighting in this film has created meaning in all scenes, the mood has enhanced through different lighting in several scenes. The costume in this film is functional in telling audiences that the different characteristic of the characters in the scene, its also enhanced the contrasted class level in this film. Space arrangement in this film has giving the meaning to the particular scene through different camera placement and camera shot. According to Heather Logas and Daniel Muller (2005), mise-en-scene in used in all genres of fill to shows the full range of human emotion. Through the focus group, respondent M1 and F1 are telling that the scene of Jack lets Rose lying on the wood after the ship sank is memorable to them, because this scene is emotional, and showing that the best human emotion in that kind of situation. Respondent F2 has credited to the scene the flying scene of Jack and Rose at the ship, this scene is romantically, she said that the mise-en-scene elements in this scene have done well. Based on the results on focus group, more than a half respondent are preferred the acting style when viewing a film. Debi Buckner (1983) stated that the actors job is to convey a message to the particular audiences. They will fail in their task if their work is so obvious that audiences are more concerned with their effort than with the message to be conveyed in the film. In the focus group, all respondents are only called the name of the main characters as Jack and Rose, there has nobody to call their name as Kate Winslet and Leonardo DiCaprio, this is fulfilled the statement of Debi Buckner (1983), because audiences watching the film are only remember their characters name and their characteristic in the film, the actor and actress has convey the message successfully in this film, the name Jack and Rose are still memorable while people discussing about the film Titanic. Heather Logas and Daniel Muller (2005) stated that the exploration of the concept of mise-en-scene has allowed filmmakers to communicate information to the particular viewers. Mise-en-scene is a holistic approach in the frame constructing process. Through the focus group in chapter 4, all the respondents are agreed that the film Titanic is a film successfully attracted audiences mind and created a lot of memorable scene. Until today, they are still remembering some particular scene in this film. 5.1.2 Concepts and Theories Applied Ideological Models Ideological models refer to the relationship between the films and society in terms of the representation of social and political realities. So, most of the films would add in the ideological elements into the plot or story. Teun A. Van Dijk (1996) stated that a variety of discursive structures and strategies might be used in order to express the ideological beliefs and also the social or personal opinions derived from them. Through the focus group, most of the respondents are stated that the class studies are strong portrayed in the film Titanic. The contrasting between higher and lower classes is obviously seen in this film. Respondent M1 said that the scene that the memorable class studies applied in this film is the lower class peoples are playing lousy instrumental and sing the local song at the lower floor of the ship while higher class peoples are playing violin, piano at the upper floor of the ship, the different treat to the different class in the ship is most obvious to portray the class studies in this film. Respondent F3 has noticed that the lifestyle of the passenger in the ship is also the class studies that the filmmaker intends to portrayed in the film Titanic, because the film was shows that the same social status people should group together. Most of the respondent in the focus group has stated that the ideological class studies were applied in the film Titanic. According to Douglas Kellner (1991), ideology refers to primarily, which those ideas that legitimate the particular class rule of the capitalist ruling class, ideology is those sets of ideas to promote the capitalist class economic interests. Respondent F4 stated that most of the time the higher class will look down at the lower class in the film Titanic. In this film, audiences can see the higher class, which is the rich person is having the special treatment in the ship. After the ship hits the iceberg, most of the save boat in the ship are given seat primary to the higher class, this is showing the contrasting between the poor and rich person treatment. Furthermore, Mise-en-scene elements in this film are aided to portray the ideological elements, especially the costume and setting between the lower and higher class people in the ship. Higher class is wearing the high quality and extravagantly shirt/dress, but the dressing of lower class is casually and low quality. For the setting, higher class are in the upper level with extravagant decoration, but the lower class are in the lower level with simple decoration. Because the mise-en-scene makes the ideological elements obvious in the scene, so, audiences can easily to get the message that the filmmaker intended to send out. Answering Research Questions How were the five elements of mise-en-scene applied into the movie Titanic? Through the content analysis, findings showed that the film Titanic has successful with well done of mise-en-scene elements. These five mise-en-scene elements are acting style, setting, space arrangement, costume and lighting. All the above elements was applied into the film Titanic to enhanced the storyline and also make the story run smoothly. Based on the findings of content analysis in chapter 4, the setting in this film has created the contrast between higher and lower classes. The vivid acting style by several main and supporting characters has enhanced the storyline, and also made the story run smoothly. Lighting in this film has created meaning in all scenes, the mood has enhanced through different lighting in several scenes. The costume in this film is functional in telling audiences that the different characteristic of the characters in the scene, its also enhanced the contrasted class level in this film. Space arrangement in this film has giving the meaning to the particular scene through different camera placement and camera shot. So, these five mise-en-scene elements in the film Titanic is the important key to make this film successfully and memorable. What are the ideological elements portray in the movie Titanic? Through the discussion of the focus group, findings showed that respondent M1, F1, F3 and F4 also agreed that the film Titanic has portrayed the class studies, Because ,most the scene has showing the different classes life obviously. There have several scene in this movie has strongly portrayed the class studies in the discussion such as the scene of the lower class peoples are playing lousy instrumental and sing the local song at the lower floor of the ship, while the high class peoples are playing violin, piano and so on at upper level has showing the different lifestyle of different classes lifestyle. The film Titanic always showing different classes of people can get different treat in the ship. This film has shows the social status obviously through their lifestyle, this film has shows that same social status should be grouping together. The status symbol in this film is being portrayed most of the time especially the higher class will look down at the lower class. Besides that, respondent F2 said that the race studies were portrayed in this film; because the film has shows there have different races passengers in the ship, this show obviously through their costume and spoken language. What is the most preferred mise-en-scene element by the viewers in the movie Titanic? From the discussion of the focus group, findings showed that the most preferred mise-en-scene element by the viewers in the movie Titanic is the setting, there have three respondents are preferred the setting when viewing the film Titanic. The setting in this film mostly is in the ship, it is suitable and luxurious setting, show the social status of some character obviously in this film and also the Titanic cruise is grand and extravagant, its look real and viewer can feel like they are inside the ship while watching this film. Following is the costume; because it can giving audiences the knowledge about the England last century high and low classes people costumes. Besides that, findings showed that the most preferred mise-en-scene element by when viewing a film is the acting style. Four of the respondents said that they are preferred acting style when viewing a film. They are preferred acting style, the reason is because the good acting style can lead the movie into higher level and credit for the whole artwork, audiences will have no interest to certain film that the poor performance of actor or actress. The acting style of character can enhance the storyline of film. Achievement of Objectives This research has investigated the five mise-en-scene elements those are seen in the movie Titanic. We can know this through the findings of content analysis. The results showed that these five mise-en-scene elements (acting style, setting, space arrangement, lighting and costume) are done well in this film in order to make it run smoothly and memorable. Besides that, the finding of the focus group has showed that the ideological elements portrayed in the movie Titanic. Among five of the respondent, four of them agreed that the ideological element that portrayed the most in the film Titanic is the class studies. It is because the contrasting between high and low culture is strong portrayed in this film. Besides, the race studies also have portrayed in the film, because audiences can able to view that the passengers in the ship is consist by different races, this shows obviously through their costume and spoken language. The most preferred mise-en-scene of Titanic by viewers also has found in the focus group. The result shows that the setting in this film is the most preferred mise-en-scene aspect when they are viewing this. Among the five respondents, there have three respondent that is preferred the setting of the film Titanic. Besides that, the focus group also found out that normally audiences are preferred the acting style while watching a film. Suggestions for Future Research Researcher need to do a lot of research from various sources and aspects to develop a better understanding about the mise-en-scene and ideological models in conducting this research. Readings of the journals regarding the researched by past researcher was needed in the progress. So, the journal, past research and book is helpful for this research because it can give the researcher the ideas and suggestion which are helpful in guiding the researcher from the beginning until the end of this research. Furthermore, the focus group is useful for this research topic, better to find the respondent that who have the basis understanding about the mise-en-scene and ideological models, students of film studies was preferred, so that the result can be more deeply and accurate. Additionally, Researcher need to me consistent, persistent and stay awake all the time when conducting research, although it is stress, but the researcher need to be patient and confidence to finish it. Conclusion The main purpose of this research is to analyze the mise-en-scene and ideological elements portrayed in the film Titanic, and also to discover which mise-en-scene aspect that viewers preferred by viewing the film Titanic. The five mise-en-scene elements have been analyzed through content analysis at the end of this study. Besides that, setting, the most preferred mise-en-scene element by the viewers when viewing the film Titanic has found out through the focus group discussion. And the ideological elements portrayed in this film which is the class studies has found out through the focus group discussion. In order to get the better understanding and concepts for this study, readings for the pass research is very important either through online or book. These concepts can help to researcher conduct the research smoothly. As a conclusion, through this research assignment, the three objective of research has been achieved, and also answered the three question of study, hopefully the film Titanic can be conducted by future researcher because this film is the good example of film successfully.

Emily Dickinson and Charles Wright :: essays research papers

Faith and spirituality can be explored in the poetry of the New England poet Emily Dickinson and the Southern poet Charles Wright. Dickinson seeks for inspiration in the Bible, while Charles Wright looks to Dickinson as a source of information, guidance and inspiration. Wright suggest that â€Å"[Dickinson’s] poetry [is] an electron microscope trained on the infinite and the idea of God†¦. Her poems are immense voyages into the unknowable.†(Quarter) Charles Wright whose poetry captures a compilation of influences states that "There are three things, basically, that [he] writes about — language, landscape, and the idea of God." Dickinson and Wright centered their poetry in their belief in God and both share the influence of the Bible. Although, Emily Dickinson physically isolated herself from the world she managed to maintain friendships by communicating through correspondence. Ironically, Dickinson’s poetry was collected and published after her death. Dickinson explores life and death in most of her poems by questioning the existence of God. Dickinson applies common human experiences as images to illustrate the connection from the personal level of the human being, to a universal level of faith and God. This can be seen in Dickinson’s Poem (I, 45). There's something quieter than sleep Within this inner room! It wears a sprig upon its breast— And will not tell its name. Some touch it, and some kiss it— Some chafe its idle hand— It has a simple gravity I do not understand! I would not weep if I were they— How rude in one to sob! Might scare the quiet fairy Back to her native wood! While simple-hearted neighbors Chat of the "Early dead"— We—prone to periphrasis Remark that Birds have fled! Dickinson employs vivid impressions of death in this poem. In the first line, she employs the analogy between sleep and death; sleep is silent but death lives within silence. She uses the word â€Å"it† to help identify something other than human. She declares that â€Å"it†¦.will not tell its name† as thought it refuses to speak and then resents the dead for its stillness and laziness. Then she acknowledges the attraction she has to death by doubting its â€Å"gravity†. In the third stanza, she expresses that she would not cry for the dead because not only is it offensive to the dead but it might panic the soul to return to dust. Christians believe that from the earth we are made and once we die, we return to the dust of the earth.

Causes of the boom years in the 1920s Essay

Causes of the boom years Employers were working fewer hours however were being paid more. This therefore meant industrial goods produced were also increasing. American’s had more time for leisure and more money so electrical labour-saving devices were being introduced becoming affordable by many people. Motor cars eased travel to and from work as well as for leisure pursuits. It was the golden age for cinema and sport attracted vast crowds. Reasons for prosperity: government policies Calvin Coolidge stated ‘the chief business of the American people is business.’ This was his government policy to let business operate as far as possible, free of regulation. Andrew Mellon and him believed wealth filtered down naturally to all classes and to ensure increased living standards for all was to allow the rich to continue make money to invest in industrial development which therefore meant more job opportunities, more wage earners, more consumption etc. this policy was laissez-faire but the government intervened to support business in 4 ways: High tariffs: Fordney-McCumber Act 1922 à ¯ raised tariffs to cover difference between domestic and foreign production costs Cheaper to buy goods from USA than abroad Tariff level à ¯ foreign goods more expensive than USA even though produced cheaper in USA Foreign trade reduced = domestic demand for goods high Tax reductions: Government reduced federal taxes – 1924, 1926 and 1928 (benefited wealthy) Mellon à ¯ handed out tax reductions Coolidge à ¯ operated on surplus Aim à ¯ reduced national debt, federal tax cuts = meant little to poor as not able to pay taxes Fewer regulations: Federal Trade Commission à ¯ unable and unwilling to operate effectively causing businesses unhindered Foreign policies: Coolidge à ¯ avoided involvement in foreign affairs due to budget cutting an recognition that Americans didn’t want to see troops getting caught up in foreign disputes. This meant that investors would favour profit ever over ethical concerns Technical advances: Technical advances in industrial production made increases in quantity and variety of products Motor vehicle industry: This industry grew dramatically in the 1920s. It was the largest for commodities. Previously cars had only been for the wealthy but Ford wanted the ordinary to be able to afford one Effects of growth in car ownership: Ford thought this would strengthen traditional American values but it led to: Road deaths à ¯ 20,000 per year By 1929, motor industry employed 7% of all workers and paid them 9% of all wages Closure of Ford à ¯ factor to recession of 1927 Loss of business by companies providing components to Ford real problems in economy Road building: Breaking of laissez-faire à ¯ federal government expend on road building in 1920s Federal Highway Act 1921 à ¯ responsibility for road building to central government and highways. Construction = 10,000 miles per year by 1929 Chief Designer in Bureau of Public Roads 1936 à ¯ roads built unfit for use because of amount of traffic Motor vehicles à ¯ new service industries e.g. garages, petrol stations etc. Improved transportation = new opportunities for industry Electrical consumer goods: New technology = large scale development of labour saving devices as cheaper to produce Serious over production = problems in economy New business methods: Growth of huge corporations Large corporations manufacturing business = could invest in and exploit raw materials of USA on vast scale Large corporations could dominate industry by: Operating cartel (group of companies agreeing to fix output and prices to reduce competition and maximise profits). Although illegal, government accepted which involved exploitation of raw materials, retail outlets etc. Some organisations were able to adapt to holding companies which resulted in firms competing against each other Management science: Increased size of businesses à ¯ complex to manage = different management roles by different people in administration Growth of business schools Management science, occupation for upper class = indication harder to start own company Increased production Advertising and salesmanship: Cinema Millions of cinema-goers to copy lifestyle of stars meant potential for advertising was enormous Radio: Began with KDKA station which announced results in 1920 elections Radio’s controlled by 2 companies with a vast audience Constant need to create demand: Growth in industrial production needed a continuous market in order to fuel the boom as people needed to be convinced to buy things frequently. An aspect of a campaign needed to be bought in which would differentiate between one’s product and that of the competitors to promote unique selling point. Advertising techniques worked for many consumers. Easy credit: Massive consumer boom was financed largely by easy credit facilities 1929 à ¯ $7 billion goods were sold on credit – 75% of cars and half of major household appliances Availability of credit meant borrowers took on debts which they could not repay Influence in foreign countries: High tariffs were used to protect US markets however the government also encouraged businessmen to develop extensive interests abroad in terms of raw materials that fuelled technological developments. US exported vast amounts of manufactured products. In the 1920s with almost full employment, low inflation, high tariffs keeping foreign goods out of USA, benevolent government policies and a consumer boom the prosperity would go on forever.