Critical State Soil Mechanics Assignment Example | Topics and Well Written Essays - 750 words

Critical State Soil Mechanics - Assignment Example The soil attains a critical state when there is a constant shear stress and no further volumetric strain occurs. However, dry soils often attain peak shear stress before attaining the critical state. Hence, the strength of the soil is based on its critical state strength and the peak strength. Critical state of soil continues to distort without further changes in void ratio or normal stress or shear stress, but the strains achieve turbulent flow. At the shearing point, soils achieve critical states, which are independent on the initial states. Hence, critical shear stress does not differ initially for both dry and wet soils since the void ratio and the effective pressure is the same (Atkinson 2007). The critical state parameters are l, M, and G. Soil sample changing states are easily indicated by the specific volume, deviatoric stress and effective mean stress. The key laboratory tests that can be used in the estimation of critical state parameters are the triaxial (axial symmetry) test and simple or direct shear test. These test samples should have a consolidation, which is related to the effective pressure at the onset of the tests (Joseph 2009). Further, the tests should have continuity to such a large extent of the strains for the samples to achieve critical states. Some samples, especially the ones that are over-consolidated tend to fail prior to the attainment of the critical state. Peak strengths indicate points that are on top of the critical state lines of the (p’, q) plot. Further, drained isotropic unloading and loading aids in the determination of l and k in the apparatus of triaxial. Stress path tests also aid in parameters determination. Hence, different tests (triaxial extension, triaxial compression) offer different M values while l varies with respect to the unloading degree or stress level. Such necessitates the reconsolidation of samples of soil to the effective stresses in the field for the application of the

History of Development Exxon Mobil Research Paper

History of Development of Exxon Mobil - Research Paper Example In 1870, Standard Oil Company with Rockefeller and his associates transformed the Exxon Mobile and the combined facilities became the main basis of what had been known as the largest refining capacity of any single company in the world. Standard had been carried as a name due to fact that the word means uniform which pertains to the quality of the oil products. In the same decade, specifically in 1879, the Standard Oil Co. owned a significant part of the Vacuum Oil Company, a pioneer in lubricant products. The company which was established by Matthew Ewing and Hiram Bond Everest was known for products such as the revolutionary Gargoyle 600-W Steam Cylinder Oil (ExxonMobil Site). In the same year, the Standard Oil Trust had been established in cooperation with 30 affiliated companies (Tracy, Tordo and Arfaa 15). In the next decade, 1880, the domestic share in the refining of the company increased to 95 percent (Tracy, Tordo and Arfaa 15). In 1882, the Standard Oil products were used for Thomas Edison’s first central generating system. In the same year, the Standard Oil Companies in New Jersey and New York were included in the Trust. The headquarters of Standard Oil Trust then moved to Broadway, New York in a 9-story office which became one of the most important landmarks in the city. Also in the same year, the Gargoyle Arctic was developed by Vacuum and used for new designs of generators and motors for a maximum speed of 1000 rpm (ExxonMobil Site). The new century still opened new opportunities for the company. In 1903, the Wright brothers were included in the loyal clients of Jersey Standard fuel and Mobiloil lubricants by Vacuum.

Ethnic Groups and Discrimination Essay Example for Free

Ethnic Groups and Discrimination Essay On May of 1607, the first English colony in the present-day United States was founded at Jamestown, Virginia (A Brief History of Civil Rights in the United States of America, 2007). After many years, a Dutch ship arrived at the port of Jamestown and brought about twenty African slaves to the English colonists. Thus, the so-called African slave trade began. The African slaves came from the savannahs of central and southern Africa. The Dutch often called them â€Å"humanlike† monkeys, barbarians, and uncivilized brutes. Thus, the Dutch preferred locking them in the sub cabins of their caravels (A Brief History of Civil Rights in the United States of America, 2007). They were irregularly provided with food. Most of the times, they were held in chains (because the Dutch were afraid that they might cause some trouble in the ship). When they were brought to Jamestown, their condition worsened. They were forced to work in flat farmlands at least 15 hours a day. Large plantations of cotton and other agricultural products were assigned to them by the English colonists without pay. Although they were provided with housing, it was in shambles. The houses were designed in the form of â€Å"barnyard† to accommodate as many slaves as possible (a form of segregation). Added to that, this type of housing was a means for the English colonists to â€Å"distinguish† themselves from these â€Å"lofty and barbaric† human beings. The food provided by the English colonists was never adequate to balance the energy the slaves consumed in farm work. Added to that, the children of African slaves were also forced to work in the plantations. Their work varied, from weaving cotton to harvesting agricultural products. The landlords, insensitive to the contributions of these African slaves to their estates, usually utilized the â€Å"whip† against the African slaves as a form of disciplinary measure. Thus, not only the African slaves provided a cheap and efficient source of agricultural and household labor, they were also the source of prejudice, discrimination (described above), racism, and â€Å"embarrassment† to the English colonists. For example, the English colonists did not regard the African slaves as a separate race. The English colonists regarded them as â€Å"subhuman, but a little higher than primates. Even after the Declaration of Independence, the descendants of these slaves were not better of. Usually, the American landlords regarded them as personal properties. They had no civil or political rights. At times, American colonists in the West used them as soldiers (unpaid) in its wars with Indian tribes. Thus, it can be said that the history of African-Americans was a history of discrimination, oppression, and prejudice. They were the target as well as the source of racial cynicism of white Americans, British, and almost all Americans of European descent. The stigma attached to them by these cultural groups remained until (as one may notice) the present time. The labor market in the United States at the close of the 19th century was comprised of poor white farmers and African slaves-descent laborers (using the term Black is a form of discrimination in this case) (Bohmer, 2007). In 1876, an alliance between African slaves-descent laborers and poor whites was defeated by Southern landlords. The alliance was formed out of the perceived oppression of their class by the ruling Southern landlords. For example, their pay was inadequate to support their families. Nonetheless, their working conditions under these Southern planters were really â€Å"bad† in terms of long-working hours and high rents. Their defeat was magnified y the 1896 Supreme Court ruling that segregation was constitutional. Although their labor produced much of the wealth of the Southern planters, they were never given safety nets (such as social security) in the procurement of their labor in the market. In contradiction to the conception that African-Americans are never interested in environmental issues, here are some African-Americans who contributed much in protecting the environment. George Washington Carver can be regarded as one of America’s finest agricultural researchers. He was able to develop throughout his lifetime over 325 new products from peanuts and over 100 products from sweet potatoes. He often told his students that nature was his best teacher (A Selection of African-American Environmental Heroes, 2007). Vernon Jones is another African-American who led the struggle to preserve government-owned lands in a county in Georgia. In March 2000, he was able to pass a 125 million dollars bond referendum to acquire public lands for the construction of parks (A Selection of African-American Environmental Heroes, 2007). This is an indication that even if African-Americans are still discriminated, they would never be indifferent to issues that can affect the lives of people outside his ethnic group. Affirmative action can be defined as a set of state policies and objectives created to help eliminate past and present discrimination based on race, color, ethnicity, religion, and sex. The United States government under the terms of different presidents implemented a series of affirmative actions in order to eliminate forms of discrimination in the United States. For example, President Truman issued an order to the Bureau of Employment Security to implement nondiscriminatory labor policies (Sykes, 1995). Today, the Equal Employment Opportunities Act was passed to put an end to â€Å"discrimination† in the workplace, by giving minority groups opportunities to assert their employment status (Sykes, 1995). These series of affirmative action was the result of struggle of minority groups, especially African-Americans, to assert their rights as citizens of the United States. In the present, however, discrimination in the workplace against minority groups (e. . African-Americans) is never totally eradicated. Redlining, or more particularly service redlining, is the custom of refusing to provide goods and services to people of low-income and minority groups (Fuller, 1998). In the United States, African Americans, Latinos, and other minority groups are experiencing this form of segregation. Some â€Å"white† establishments typically create â€Å"excuses† for the purpose of not allowing minority groups (especially African-Americans) to procure goods and services. This was the most controversial issue in the 1950’s. There were different types of services: one for whites, and one for African-Americans. Although this system was abolished, many â€Å"white† retail stores in the United States still find â€Å"excuses† of not providing goods and services for minority groups. African-Americans today face what sociologists call double jeopardy. Because African-Americans are discriminated, they have difficulty of finding good jobs. It is estimated that a majority of African-Americans in the United States today are in the poverty threshold. They comprised also the majority in service sectors jobs. Their poverty reinforces their minority status. Thus, the so-called â€Å"ladder of discrimination† as what sociologists call is also reinforced. African-Americans have the difficulty of upgrading their status by economic means. Thus, white Americans always associate African-Americans with poverty. The institutionalization of discrimination was the most noted issue in African-American history. Before the handing down of the Brown v. Board of Education of Topeka (which abolished segregation in public schools) in May 1954, all public schools in the United States were segregated. African-Americans were provided separate public schools, usually close to their communities. Added to that, the formulation of educational curriculum of some states was also segregated. This was in line with the â€Å"early† belief of white Americans that higher forms of education were only a matter for white Americans. Segregation could also be noted in the construction of residential areas. Reverse discrimination can be defined as the negative effect of an affirmative action to some members of the dominant ethnic group which is seen as tantamount to another form of discrimination (Pincus, 2002:1). Often some white Americans complained that they were rejected in some jobs because of preferential treatment for African-Americans. They call it â€Å"reverse discrimination. † This is though not really a form of discrimination since it does not â€Å"question† the nature of the ethnic group to which one belongs. In the case of African-Americans, the opening of new opportunities is a means to upgrade their economic status. It cannot be a form of discrimination. Glass ceiling can be defined as the barriers or blocks that confront minority groups in reaching the upper ladder of corporate America (The Glass Ceiling for African, Hispanic (Latino), and Asian Americans, 2004). African-Americans today have little difficulty of reaching the upper ladder of society (noted personalities like Oprah, Morgan Freeman, and Janet Jackson serve our examples) although not as easy as that of white Americans. Personally, I identify myself to the cultural group I belong, although I recognize the commonalities between African-American and white cultures (especially those which relate to equality and freedom of the individual).

Sports And Active Lifestyles Children And Young People Essay

Sports And Active Lifestyles Children And Young People Essay Unfortunately, youth sport has for a long time, and still is, being organised, run and taught by persons who draw on their personal philosophies in their approaches. i)Discuss the dangers of this. ii)Which are the main areas within youth sport which need to be considered to shape such philosophical standpoints of people working with youth in sport? Introduction In many aspects of our life we find people who, either directly or indirectly, influence the path we follow to achieve growth towards reaching our future goals. Such influencing people could be parents, teachers, mentors, coaches, nursery leaders, policy makers and any other role model position we may encounter. They do so in line with their philosophy on that particular aspect of life, for which they are responsible to guide us through the path of success. Their philosophy is built from the theoretical knowledge they acquired in their own educational phase of life as well as through their practical experience in the area they are assigned to lead. This applies in particular to people who are trusted to work with our children in various sports disciplines. Parents still insist that their children should engage in organized sport for several reasons. Since six decades ago, there has been a growing belief that leaving child activities under the informal control of children themselves may lead to antisocial behaviour when they grow up. (Coakley, 2009) argues that many adults believe that this lack of control is eliminated by organised sports through which they constructively control their childrens activities. However it is of utmost importance that those who work in youth sport and policymakers adopt the right philosophy that encourages sport participation of youths in the long term. Individuals who are involved into such youth programmes ought to be aware about researched material that may be used to adjust the programmes to better serve the child interest, even when this goes against their philosophy. Negative Outcomes Participation is unlikely to persist when stubbornly sticking to the point of view of the adult whose way of thinking may be in conflict with that of the youth. One has to keep in mind the interest of the child; the fun aspect of the sport itself. Children tend to stray away from adult invasion into their sport. They like to create their own games, their own worlds, therefore forcing them to participate into organised activities might lead them into a path they do not want. (Gill, 2007) mentions several arguments in favour of exposing our children to environments where a degree of risks is involved, as opposed to institutionalised sports. We actually do children a disservice by trying to eliminate risks from their lives as they grow up (Gill, 2012). When children are allowed to experience risky situations, they learn practical skills, such as swimming, cycling and road safety, that help them manage similar situations and protect themselves in the outside world. In addition, if not allowed to experience risks, children tend to seek out situations that may potentially be too dangerous. In other words, children like the challenges present in risky situations. Parents usually fear the fact that the environment outside of home has become such a dangerous place for children. They feel more security by trusting their children to coaching methods that are sometimes found to be counterproductive. This ideology may sometimes expose our children to occasional high injury rates from organised youth sport such as stress fractures and other injuries caused by overuse. (Micheli, 1990) suggests certification of coaches as a part of the solution. In a study on US youth sports, (Seefeldt Ewing, 1992) found that there was a drop from 25% to 3% in sport participation from the ages of 10 to 18 respectively. This huge withdrawal was attributed to the competitive nature of sports in males. (Biddle, et al., 2005) drew similar conclusions for females. (Cotà ¨ Wall, 2007) postulate that children who do not experience fun in sport at their early ages, tend to drop out from the activity because they lack the intrinsic motivation to keep on participating. This hinders the higher level skills they would have obtained later on in their sports career. (Abbott Collins, 2002) propose that if youths do not engage successfully into sport activities at the participative phase (up to eight years of age) they will most likely lack self-efficacy beliefs which are necessary to persist in being physically active through life. (Coakley, 2009) mentions ample literature from critics of adult-organised sports that argues on many shortcomings of this approach. The presence of parents watching their child playing an organised, competitive game that is customised for adults is counterproductive both mentally and physically to the child. Some children make it clear that they feel most parents come to see them playing just to criticise them both during and after a game, making them feel embarrassed. Even worse, this sends the wrong message to children that physical activity and sport is there only for the young, given that their parents are always sitting there as spectators. Children are not to be treated as miniature adults; some youth sports organisations expose children to too little practice and too many competitions when studies show it should be the other way round. Equipment and rules are sometimes not suitable to the age and ability levels of children. Main Areas to be Considered Up to the young age of two years, children look for pleasure from discovering and mastering attempts. Up to around six years of age children exhibit an egocentric character. Starting from the age of five youngsters enter the social comparison phase in which they start to compare what they have and what they do with their peers. This is usually interpreted as a sign of the childs interest in competition. This phase continues to strengthen until the age of twelve. Children younger than twelve may find it difficult to get the full understanding of their role in a competition. To encourage participation the rules of the game must be modified to suit their developmental capabilities (Richardson, 2007). It is also suggested that children in this age range are  exposed to a variety of sports as well as different positional variations in each sport. To be ready for competitive sports, young individuals need to fully develop their physical, cognitive and social abilities. Several studies suggest that children start to develop their cognitive and social abilities at around the age of eight and these abilities are expected to reach their required levels at the age of twelve (Coakley, 2009). In fact literature shows that the ideal age of introducing competitive strategies is at the ages of twelve to fifteen, also known as the transitional phase, and children under eight years of age should not be put into competitive roles. Research consistently shows the attraction of children to freedom in whatever they do (Gill, 2007). The traditional sports organised by adults tend to focus more on rules as opposed to informal sports that emphasise action, an approach that shows more positive outcomes (Coakley, 2009). One of the benefits of rules is to allow for safety. However, (Mullarkey) maintains that We must try to make life as safe as necessary, not as safe as possible. Rules from organised games should be modified in such a way to allow for more action and personal involvement and to keep the difference in scores as low as possible. On the other hand, action must meet the requirements to strengthen personal involvement, excitement, decision making and interpersonal relationships between participants. When working with children one should not assume that the social and cognitive abilities are already fully developed in sports. (Bandura, 1997) stresses the importance of both perceived and actual competence in an individuals decision to both engage in and maintain involvement in an activity. Actual competence widens the choice of sport for the individual while perceived competence provides the drive to persist in the sport even when difficulties are met. Therefore, if a broad range of psychomotor skills have been successfully developed from a young age, the literature suggests these will act as a basis for subsequent involvement as well as equipping individuals with the ability to make appropriate participation choices. In informal sports, one must be careful not to allow any form of bullying, patronising of girls when playing with boys and exclusion. The role of the adults should be that of a guide who ensures safety, encourages participation, mediates disputes and not to impose organised sports rules. Sometimes informal games may require more play space, but this can be overcome by creativity from the coach. Creativity is also a quality that is strengthened on the child when exposed to an informal setup. Children get the message that in life they have make decisions and not always follow repetitive rules. Conclusion The above review suggests that in todays society, coaches, organisations and parents should be well aware of questions and issues which need to be addressed when involving themselves into organised youth sport programmes. People who work in youth sports must keep their mind open to new ideas and they should educate themselves to keep their knowledge up to date on the current studies in the field. To the contrary of adult sports, when dealing with youths, in particular at the participative level coaches need to emphasise less on structure and more on variety to keep motivation at high levels. Rather than early specialisation the ultimate goal is to make the child physically literate.

Justification of Choices of Polemic Arguments Essay -- Homosexuality

Supporting Legal Gay Marriage There are two texts being considered for inclusion in the ‘should gay marriage be legal’ arguments section. Both texts support the argument for gay marriage to be legal with specific attention towards children and parenting in gay couples. The texts analysed are ‘Gay couples: A close look at this modern family, parenting’ by Sharon Jayson for USA Today and Children of Same-Sex Couples Do as Well as Other Children by Linda Little for Medscape News. The article published in Medscape news hold more grounds and would be a more valuable asset for inclusion in the web page then that of the article in USA today. The Medscape article incorporates logical arguments with data and statistics from reliable scientific sources making the article over all a more valuable and informative source. The current article (Parenting and Child Development in Adoptive Families: Does Parental Sexual Orientation Matter? By R. Farr, S. Forssell and C. Patterson) used as a supporting so urce for argument 6 in support of gay marriage is not user friendly for site patrons; the Medscape article would provide just as credible a source for the argument whilst maintaining a user-friendly resource for further investigation of the topic. An analysis into the evaluated texts was conducted in relation to their over all linguistic merit and communicatory strengths in relation to there inclusion in the site. Both articles that were analysed used the principles of argument in communicating and persuading an audience. As the Medscape article is published in a scientific news journal there was very little appeal to pathos and an over whelming use of logos in communicating the message. USA Today utilised mainly ethos in appealing to thei... ...lable: http://www.usatoday.com/news/health/2009-11-05-gayparents05_ST_N.htm?csp=34&utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+UsatodaycomHealth. Last accessed 31/3/2012. Linda Little. (2005). Children of Same-Sex Couples Do as Well as Other Children. Available: http://www.medscape.com/viewarticle/514477. Last accessed 31/3/2012. Rachel H. Farr, Forssell George, Charlotte J. Patterson. (2010). Parenting and Child Development in Adoptive Families: Does Parental Sexual Orientation Matter?. Psychology Press. 14 (3), p164 - p178. NA (2012). Using the Toulmin Model. Brisbane: University Queensland, Communications faculty . p1-p6. Daniel Kies. (2001). Ethical Appeal: Ethos, Rational Appeal: Logos , Emotional Appeal: Pathos . Available: ttp://acct.tamu.edu/loudder/private/BLC%20Readings/Ethos,%20Logos,%20and%20Pathos.htm. Last accessed 31/3/2012. Justification of Choices of Polemic Arguments Essay -- Homosexuality Supporting Legal Gay Marriage There are two texts being considered for inclusion in the ‘should gay marriage be legal’ arguments section. Both texts support the argument for gay marriage to be legal with specific attention towards children and parenting in gay couples. The texts analysed are ‘Gay couples: A close look at this modern family, parenting’ by Sharon Jayson for USA Today and Children of Same-Sex Couples Do as Well as Other Children by Linda Little for Medscape News. The article published in Medscape news hold more grounds and would be a more valuable asset for inclusion in the web page then that of the article in USA today. The Medscape article incorporates logical arguments with data and statistics from reliable scientific sources making the article over all a more valuable and informative source. The current article (Parenting and Child Development in Adoptive Families: Does Parental Sexual Orientation Matter? By R. Farr, S. Forssell and C. Patterson) used as a supporting so urce for argument 6 in support of gay marriage is not user friendly for site patrons; the Medscape article would provide just as credible a source for the argument whilst maintaining a user-friendly resource for further investigation of the topic. An analysis into the evaluated texts was conducted in relation to their over all linguistic merit and communicatory strengths in relation to there inclusion in the site. Both articles that were analysed used the principles of argument in communicating and persuading an audience. As the Medscape article is published in a scientific news journal there was very little appeal to pathos and an over whelming use of logos in communicating the message. USA Today utilised mainly ethos in appealing to thei... ...lable: http://www.usatoday.com/news/health/2009-11-05-gayparents05_ST_N.htm?csp=34&utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+UsatodaycomHealth. Last accessed 31/3/2012. Linda Little. (2005). Children of Same-Sex Couples Do as Well as Other Children. Available: http://www.medscape.com/viewarticle/514477. Last accessed 31/3/2012. Rachel H. Farr, Forssell George, Charlotte J. Patterson. (2010). Parenting and Child Development in Adoptive Families: Does Parental Sexual Orientation Matter?. Psychology Press. 14 (3), p164 - p178. NA (2012). Using the Toulmin Model. Brisbane: University Queensland, Communications faculty . p1-p6. Daniel Kies. (2001). Ethical Appeal: Ethos, Rational Appeal: Logos , Emotional Appeal: Pathos . Available: ttp://acct.tamu.edu/loudder/private/BLC%20Readings/Ethos,%20Logos,%20and%20Pathos.htm. Last accessed 31/3/2012.

Sigmund Freud Essay -- essays research papers fc

Freud didn't exactly invent the idea of the conscious versus unconscious mind, but he certainly was responsible for making it popular. The conscious mind is what you are aware of at any particular moment, your present perceptions, memories, thoughts, fantasies, feelings, etc. Working closely with the conscious mind is what Freud called the preconscious, what we might today call "available memory:" anything that can easily be made conscious, the memories you are not at the moment thinking about but can readily bring to mind. Now no one has a problem with these two layers of mind. But Freud suggested that these are the smallest parts. The largest part by far is the unconscious. It includes all the things that are not easily available to awareness, including many things that have their origins there, such as our drives or instincts, and things that are put there because we can't bear to look at them, such as the memories and emotions associated with trauma. According to Freud, the unconscious is the source of our motivations, whether they be simple desires for food or sex, neurotic compulsions, or the motives of an artist or scientist. And yet, we are often driven to deny or resist becoming conscious of these motives, and they are often available to us only in disguised form. Freudian psychological reality begins with the world, full of objects. Among them is a very special object, the organism. The organism is special in that it acts to survive and reproduce, and it is guided toward those ends by its needs such as hunger, thirst, the avoidance of pain, and sex. A part -- a very important part -- of the organism is the nervous system, which has as one its characteristics a sensitivity to the organism's needs. At birth, that nervous system is little more than that of any other animal, an "it" or id. The nervous system, as id, translates the organism's needs into motivational forces. Freud also called them wishes. This translation from need to wish is called the primary process. The id works in keeping with the pleasure principle, which can be understood as a demand to take care of needs immediately. Just picture the hungry infant, screaming itself blue. It doesn't "know" what it wants in any adult sense; it just knows that it wants it and it wants it now. The infant, in the Freudian view, is pure, or ... ... and represents the resurgence of the sex drive in adolescence, and the more specific focusing of pleasure in sexual intercourse. Freud felt that masturbation, oral sex, homosexuality, and many other things we find acceptable in adulthood today, were immature. This is a true stage theory, meaning that Freudians believe that we all go through these stages, in this order, and pretty close to these ages. Some of Freud's ideas are clearly tied to his culture and era. Other ideas are not easily testable. Some may even be a matter of Freud's own personality and experiences. But Freud was an excellent observer of the human condition, and enough of what he said has relevance today that he will be a part of personality textbooks for years to come. Even when theorists come up with dramatically different ideas about how we work, they compare their ideas with Freud's. BIBLIOGRAPHY McCary, J L. Psychology of Personality. New York 1956. Blum G S. A study of the Psychoanalytic Theory of Psychosexual Development NY 1949 Brill A. Freud's contribution to psychiatric. NY 1944 Reuben Fine. A critical re-evaluation of his theories NY 1962 P. Rieff. Freud The mind of the moralist NY 1959

Budget Deficit Definition and How It Affects the Economy

How does a government budget deficit affect the economy? Identify two periods in recent history in which the United States has run budget deficits. What were the reasons for the deficits during those time periods? A government’s budget deficit occurs when the amount of money going out exceeds the amount of money coming in and is defined as a shortfall of revenues under payment. For example say the amount of taxes being collected is $500,000 but the amount of government spending is $7000,000 the government has a deficit of $200,000.Governments often fund these deficits with the sale of bonds; this sale is an IOU to the buyer and a promise for repayment in the future. In an effort to make up for the deficit and the increase in the nations debt the government might increase taxes and interest rates; this affects the economy in a negative way by decreasing the amount of money consumers have to spend on goods and services. A chain creation may occrue decreasing demand causing suppl y to also fall. During the years of 1981 to 1989 the deficit within the U.S. government drove up the amount of debt held by the public by almost triple. Ronald Reagan increased the amount of money the government was spending on the military but also decreased taxes. With no ability to fund the military spending the government experienced a deficit and borrowed money, which increased the public debt. The same was true for the Bush administration, as the cost of two wars increased and the amount of tax breaks also increasing the amount of tax revenue decreased.In an effort to pay for the nations wars the government increased the borrowing and drove up the publics debt to 40% of the nations GDP. Of course the largest increase in the nations deficit has come in the last three years, the nations wars and economic stimulus has, in the way of increased spending, increased the nations deficit and caused the nations debt to rise to &15. 5 trillion or 63% of the nations GDP.