Flanking in a Price War

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COGNITIVE FLEXIBILITY THEORY IMPLICATIONS FOR TEACHING AND TEACHER EDUCATION

by

Mohamed Traore

University of Colorado at Denver

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In her article entitled "Cognitive Flexibility Theory Implications for Teaching and Teacher Education," Boger-Mehall points out the importance of Cognitive Flexibility Theory. She describes how ill-structured aspects of knowledge pose problems for advanced knowledge acquisition that are remedied by the principles of Cognitive Flexibility Theory. This cognitive theory of learning is systematically applied to an instructional theory called Random Access Instruction, which in turn guides the design of nonlinear computer learning environments we refer to as Cognitive Flexibility Hypertexts. (Spiro, et al., 1).

A linear model type of instruction becomes ineffective when the subject matter that students need to focus on is not simple and well-structured, states Boger-Mehall. She goes on to affirm that "according to Cognitive Flexibility Theory, linear models using formats such as books, tutorials and other techniques of learning will fail because they are too complex and not easy."( Spiro, et al., p. 57). The author further states that in

cognitive flexibility theory the main focus of professional education is for students to transfer what they have learned from previous situations and apply these concepts to other situations.

The flexibility that a computer provides makes it an ideal learning tool in lessons

crafted using cognitive flexibility theory. These principles work well, for example, when

they are used with a hypertext system, a nonlinear method that provides students with

options when it comes to complex subjects, something a linear model type lacks.

Learning theories shape how teachers design educational environments for their

1

students. For example, the constructivism method in learning theories encourages lessons

that allows students to relate new information to prior knowledge, recognize the complexity of concepts, and create new knowledge structures. However, content is often presented in a relatively simplistic manner and the depth of knowledge inherent in the intended learning objectives is not recognized or understood by students. Cognitive flexibility learning theory, which can build on constructivism and work done in media and learning interaction, can assist teachers in structuring activities that avoid oversimplification of complex concepts (Spiro & Jehng, 10).

Cognitive flexibility is a learning theory that "focuses on the nature of learning in complex and ill-structured domains" (Kearsley, p. 1) and separates itself from

many theories because it deals with the acquisition of advanced knowledge. Spiro and Jehng (10) add that

By cognitive flexibility we mean the ability to spontaneously restructure

one's knowledge, in many ways, in adaptive response to radically changing situational demands. This is a function of both the way knowledge is represented (e.g., along multiple rather than conceptual dimensions) and the processes that operate on those mental representations (e.g., processes of schema assembly rather than intact schemas retrieval). (p.165)

In an effort to apply cognitive flexibility theory toward teacher education, Boger-Mehall stresses a work done by Stephens in15. "The reading-writing workshop," as it

has been called, is a mix of Spiro's theory and a video-based learning environment

to help teachers in their approach to literacy instruction. The result of Stephens's work

was the production of a laser disc that provided access to information randomly and the possibilities between people to engage in live interactions. Cognitive Flexibility

Hypertext, as the result, was built by Stephens. Teachers can use it to make knowledge transferable.

Boger-Mehall's position is reinforced when it comes to the assumptions behind the cognitive flexibility theory. This theory does not need to be utilized in well-structured domains. It will be best used in areas such as the sciences where students are required to do some research, transfer their results and apply them to specific situations.

REFERENCES

Boger, Mehall. S. (001). Cognitive flexibility theory Implications for teaching and

teacher education (University of Houston's Instructional Technology Research).

Retrieved April16, from http//www.kdassem.dk/didaktik/14-16htm

Kearsley, G. (000). Cognitive flexibility theory. [Online]. Teaching and learning in

cyberspace. [Online version]. Journal of Bibliographic Research, 14, 11-14.

Spiro, R.J., Feltovich, P.J., Jacobson, M.J., & Coulson, R.L. (1). Cognitive flexibility,

constructivism, and hypertext Random access instruction for advanced

knowledge acquisition in ill-structured domains. In T. M. Duffy & D.H. Jonassen (Eds.), Constructivism and the technology of instruction A conversation (pp.57-

76). Hillsdale, NJ Lawrence Erlbaum Associates.

Spiro, R.J. & Jehng, J.C. (10). Cognitive flexibility and hypertext Theory and

technology for the nonlinear and multidimensional traversal of complex subject

matter. In D. Nix, & R. J. Spiro (Eds.), Cognition, education, and multimedia Exploring ideas in high technology (pp. 16-05). Hillsdale, NJ Lawrence Erlbaum Associates.

Stephens, L.C. (15). The design, development, and evaluation of literacy education Applications and practice (LEAP), an interactive hypermedia program for

English/Language/Arts teacher education [Electronic version] Unpublished doctoral dissertation, University of Houston. Retrieved April 16, 00, from

http//www.kdassem.dk/didakt/14-16.html

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Beowulf

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The Anglo-Saxons were the first peoples to invade Briton after the Romans evacuated. By defeating the Celts and other inhabiting tribes the Anglo-Saxons became the dominant culture in England for about 600 years. In these years, their beliefs and customs flourished and many of these can be observed through the reading of Anglo-Saxon literature, especially in Beowulf. The presence of the "Other" in Anglo-Saxon literature is noted in three distinct interpretations by which the Other is excluded from society, used to classify oneself against, and frequently used to displace personal tribulations.

Although people generally fit into the social order there are those among us ("Others") who are alienated by diverse characteristics not familiar to a certain society. This interpreted quote by Foucault implies both the physical and mental differences that separate those who lived in clans and those who were outcasts. Most people lived in single family homesteads and were organized around a leader. As in the case with the dragon, which we see as a monster, might have actually been an outsider with whom others could not relate. Such a person could be either of a different race or of deformed nature and probably had a different mindset then most members of the community. With the dragon his looks were unacceptable to the public and he had a greedier demeanor by hoarding his treasures. This last part is particularly not acceptable since leaders and people with wealth were supposed to give gifts to their followers.

Most people fashion themselves based on an established norm or in other cases by being the converse of the established outsider. Utilizing Greenblatt's quote we can infer that peopled prided themselves in being part of a close knit clan and despised those "Others" who did not follow suit. Grendel, who was always the outsider due to his hereditary background, is an easy person for people to define themselves against. His solitude, cannibalism, cowardice, and ancestry prove him to be the antithesis of the Anglo-Saxon culture. This person in society may have been a descendant from a once abandoned member of society that most exemplified these traits.

Even if there is scrutiny among familiar peoples there will always be an outcast ("Other") to which blame can be placed upon. Kamp's quote sheds light on the fact that not all people are perfectly molded to fit into society, and that they use these insecurities to place even more fault on those who are outsiders. In doing this the people can maintain social equality among themselves and keep the outsiders from fitting back into society. When Beowulf came to Hrothgar's mead-hall he was challenged by Unferth's disbelief in his abilities. By condemning Unferth for killing his own kin Beowulf escapes further persecution and is compelled to boast of his accomplishments. This fulfills poetic ideals in Anglo-Saxon culture as to how fame and reverberation in poetry could provide defense against death.

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Through these three interpretations of Anglo-Saxon literature the culture is defined by the use of antagonists and relation to the Other. Almost all examples from the book Beowulf can provide an adequate expression of Anglo-Saxon culture. Possibly through the use of other literature and poetry originating in the Anglo-Saxon era many more ideas and concepts can be extracted.

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Assisted suicide

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Assisted suicide is a widely argued ethical issue. A lot of the debate on this subject stems from either different viewpoints of when this act is appropriate, or what the resulting consequences would be if such an act were ever permissible. The point mostly debated between opposing sides is life-worth. What constitutes a life worth living and who is to ultimately decide this? The main problem with this question is that suffering cannot be measured unless one is to endure that same suffering themselves. The view that life is a special gift bestowed by God is held highly by many religions and it is of most importance to them when the debate on assisted suicides arises. A gift from God should not be tampered with let alone destructed.

Although the number of ethical issues involved is endless I will be focuses on three points. The first point in this introduction into the ethics of assisted suicide will involve the psychologically vulnerable and the elderly. The second ethical issue to be mentioned will be the presence and/or lack of a definition for a terminal illness. The last point is concerned with the human will to power and how this creates a problem should assisted suicide be permissible. These ethical issues, although strong convictions on their own, can lead to slippery slope arguments and must be looked at very carefully. In addition depending on the standpoint that one would take, these arguments have both strengths and weaknesses.

Many people fear the process of aging. They become unable to continue the same lifestyle that they once had and they often are more ill and have to be looked after by family or others. The same can be said about the psychologically vulnerable who quite often have to depend on someone else to live as functional a life as possible. In this case we have two instances where people are being dependant on others. Although they are not living the way they desire, is there reason for them to be able to end their lives? Is the lack of happiness in someone's life considered suffering?

Just like there is no definition for suffering, problems arise when someone states that they wish to offer assisted suicide only to those categorized as having a terminal illness. What is terminal? The category seems to be expanding all over the world in order to include certain cases. Once again, people are trying to decide what quality of life is of their interest to prolong. Is Diabetes a terminal illness? It can be according to some of the guidelines, however, what about those who have Diabetes and lives normal productive lives without having to rely on anyone else.

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Last, but not least we have the issue regarding the human will to power. This issue involves the temptation and enjoyment in exercising power over others. There is no higher power than to have power over someone's life. Allowing assisted suicide could quite possibly get in the way of protecting lives of people that should otherwise be protected.

It has already been mentioned that the ethical issues that have been discussed can easily lead to slippery slope arguments when involved with assisted suicide. A slippery slope argument is such that if you allow "a" then "b" will follow and the slide to "c, d,e" and so is inevitable. This is why critics of assisted suicide feel that "the removal of the taboo against assisted suicide will lead to the destructive expansions of the right to kill the innocent". ( Kluge p.7). In other words theses issues that may seem simple to some are actually quite complex and must be looked at from every angle. If not looked at carefully, there will be people falling through the cracks. Let's take a look at the dangers regarding the three issues that have already been mentioned.

As I have already mentioned the majority of psychologically vulnerable patients and the elderly have to rely on others to live functional lives. They have been almost programmed by society to feel as though they are "useless burdens on younger, more vital generations". The reason that this issue can result in a slippery slope argument is because if society allowed the option of "self-deliverance" than these patients who already feel helpless would wonder why not to take advantage of it. They are being given the choice to remain completely dependent on someone else or to relieve this person and at the same time ultimately comforting themselves. Resisting this choice may even be seen as others as selfish. (Kluge). It is society that it making them feel as though they are burdens and if in addition to this they also allow assisted suicide then they are basically saying that these certain patients can "live if they wish but the rest of us have no strong interest in their survival".

The next issue that critics say is a slippery slope is the expanded definition of terminal illness. This has become a problem because courts continue to broaden the definition to allow certain cases and now there are too many examples that fall under the terminally ill category. If assisted suicide were permissible there would have to be very strict guidelines and the definition used would have to be a very narrow definition. Otherwise there is going to be a lot of people who fall under the umbrella of terminally ill who are not. Assisted suicide should not have to be an option for these specific people, but it will act as an outlet for their caretakers. It's somewhat similar to the cases involving the psychologically vulnerable and the elderly.

Through looking at these issues and seeing how they can be slippery slope arguments it is simple to see that critics of assisted suicides are not necessarily spending their time arguing that it is wrong, but they are simply voicing their concerns about the consequential actions that would inevitably follow.

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Fast Food Manager

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The job of a fast food restaurant store manager can be very challenging and also rewarding. It requires leadership skills and the ability to run a successful business. The manager will usually have to go through extensive training either on the job, away at a class provided by the restaurant chain or on their own through personal skills developed at previous jobs or through school.

The job mainly consists of watching over every aspect of the store by supervising each system and the people in charge of them. The restaurant manager will be held accountable for things like sales, profitability, cleanliness, quality of service, attractiveness, inventory control, training, scheduling, hiring and firing, waste control, and much more. Depending on how busy or how staffed the restaurant is; they are usually in charge of at least four shift managers and one assistant. Higher volume stores should employ around six shift managers and two assistants.

The skills required to be an effective fast food restaurant manager are extensive. They must be able to work long hours, at least forty-five to fifty per week, work at night and on weekends. They have to handle many issues at one time, and put many other peoples needs before their own. Many employees and managers have scheduling issues or personal issues that must be taken care of to avoid more problems. They have to be able to delegate effectively, solve problems, concentrate on details, plan and hold meetings, communicate effectively, handle many types of customers including the irate ones and be familiar with and effectively use the different types of leadership skills. They have to ensure food safety is being adhered to which includes the cleanliness of the establishment and making sure temperatures of all the products is within the allowable limits.

Getting along with and communicating with their boss effectively is another skill required. They usually have to answer to a district manager, someone who oversees more than one restaurant at one time, or the owner of the establishment, someone who bought the restaurant from the company.

Many times, depending on the situation, a fast food restaurant manager will be required to transfer to a different restaurant within the chain. This can be stressful because a manager will have to go from one environment they are probably comfortable with to another store where they are not familiar with the employees within that restaurant. Getting to know everyone and gaining their respect can be very challenging for many people. Getting the restaurant running the way the new manager wants it to can take a lot of time and effort especially if the store was running poorly before they got there.

A typical day for a restaurant manager starts as soon as they pull onto the parking lot. They look for trash on the lot, overflowing trashcans, icicles on the building or anything else that should be taken care of. They also should make sure that the proper promotional material is being displayed correctly. For example, if it is in the middle of the summer, a restaurant might want to promote ice cream for people who are burning up and want to cool off. They could promote a "-cent menu" for the kids out of school who might not have very much money. When they walk into the building they should say hi to everyone personally, talk to the manager on the shift to find out what is going on and how the day has gone so far. They will continue on walking through and checking out the cleanliness of the restaurant, appearance of the employees, and should look at the stock levels in the walk-in cooler, freezer and stock room to make sure they won't run out of anything before the next truck arrives. Since much of their time is spent on the floor serving customers during the busy periods or if service is not going as well as it should be, the rest of the day should consist of a list of things to do when and if they get the chance.

They monitor the employees and observe the customers to ensure health and safety rules are being followed. They spend a lot of their time in the office doing paperwork usually with the help of a computer. They oversee the other managers and may often rely heavily on their assistant managers to ensure all the systems are running properly and the managers in charge of each system is held accountable.

One of the main functions of the job of a store manager is to ensure the restaurant is making money. They are held accountable for the sales of the restaurant and all of the overhead costs the restaurant incurs. They must watch each line of the budget and make the money is spent where it needs to be in order to run the restaurant correctly and make a substantial profit at the same time. Some of the line items that have to be watched carefully so as not to spend more money than projected are things like labor, utilities, the cost of food purchased from the supplier, operating supplies and maintenance and repair of equipment.

The qualifications needed to get this position usually involve a few years of experience in the food service industry as a manager. Often a person starts as a teenager working as a regular employee. They can move up the ranks, sometimes being transferred multiple times to different locations, until they get the position of a store manager. A college degree in Business Management & Administrative Services is very helpful but not required. Many of the larger fast food chains like McDonalds and Wendys offer many classes of their own that a manager should attend along the way before being offered the position. Individuals who were once managers of that chain often teach these classes themselves. They just continued moving up the ranks until they landed a position in training. Although most classes are at first held locally, McDonalds owns a huge compound in Chicago where a building called Hamburger University is located. After a certain level of training has been reached, classes are held there.

The pay for a store manager varies depending on which franchise they might work for. The minimum a store manager in Ohio would make would be $0,70 per year. The maximum could be up to $61,540 per year. The average store manager in Ohio makes around ,60.

The types of businesses that would fit into the fast food market would be chains like Jack in the Box, Arby's, Hardees, Chic-fo-let, Rally's, A&W Root Beer Stand, or White Castle. The largest chain is McDonalds, which has over 0,000 restaurants worldwide, followed by Burger King and then Wendys. Many restaurants mentioned above and many not mentioned at all can be found in many places besides on the side of the road. They can be found in hospitals, airports, military bases, inside retail outlets like Wal-Mart, or on high school and college campuses.

Typically store managers are promoted from within the company. Many start as a regular employee. That is where they would learn the basics of each position and be responsible for cleaning, cooking, and customer service. Then they might get promoted to a trainer where they would learn all the little details of each position and try to teach the employees to follow the correct procedures. Then they would get promoted to a shift manager which would require them to run shifts, and maybe do some paperwork. After that, it gets more complicated. If they get promoted to an assistant manager then they must learn how to run all the systems in the restaurant. They will learn what it would take to be a store manager while working this position. An assistant is exactly as it sounds. They assist the store manager in ways the shift managers do not yet know how. If they are successful in this position then they will get their chance to run a restaurant on their own.

After store manager it may depend on the situation on weather or not they could go any further. If an individual owns the restaurant, there may be no place for the manager to go. In this case they may choose to hold that position for a very long time and probably receive annual raises depending on how well they do. If the owner of that restaurant has other restaurants, then there may be a chance the person could supervise a few or all of them, taking the load off of the owner. If it were a company owned restaurant then they would get promoted to a supervisor that would manager two to five restaurants at one time. After that they could go in many different directions. They could go into human resources, assist the owners with their restaurants by making sure they are following the company guidelines, or go into the local training department where they teach the classes mentioned earlier. They could also go into the purchasing department or real estate. If they do well in each position they hold, the opportunities may lead them to the home office where they would be an executive of some sort or maybe even into other countries to open up new restaurants.

The fast food store manager may dislike things like doing paperwork, the stress of peak dining hours, dealing with irate customers, the pressure of coordinating a wide range of activities, working long hours, or working evenings, weekends, and holidays.

Some things they may like might involve working with the public, free or low cost meals, the variety and challenge of their work, or good employment opportunities. Some managers may enjoy the peak dining hours if they don't get stressed out easily.

I think the position is more challenging than most people think. There is a lot of work involved and it can be very stressful. I also think that if I did well as a store manager it could also be very rewarding. It would teach me a lot about running a business and the experience would help tremendously if I decided to do anything else in the business world, including opening my own business or restaurant. If my goal was to work my way up into a large corporation, then a fast food business is just as good as any. There is a lot of opportunities after store manager and each position held would teach me many things that college may not have or reinforce those things that college had.

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Chemical Compounds

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The name of the chemical I was assigned to research is ammonium nitrate, a chemical of

many uses. Its chemical formula is NH4NO that exists as colorless, rhombohedral crystals at

room temperature but changes to monoclinic crystals when heated above °C. It is extremely

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soluble in water and soluble in alcohol and liquid ammonia. . Its main uses are as an explosive

and is used in chemical fertilizers, but is also known to be used as a rocket propellant.

Ammonium Nittrate was first discovered in 165, with is true abilities as an explosive

not being recognized until the end of WWI, with the person discovering the synthesis process,

Fritz Haber, winning the 118 nobel prize. It was used throughout the war to supply Germany

with explosives. In 11, a chemist by the name of Carl Bosch discovered a way to industrialize

it, in a process combining hydrogen and nitrogen under extreme high pressure to form ammonia.

hydrogen and nitrogen under extreme high pressure to form ammonia. At the end of the war, a

large surplus of ammonium nitrate was left when the first ammonia synthesis plant was closed

down. A huge pile of the compound was stored in an open field; in attempts to break apart the

pile for removal, explosives were drilled into holes in the pile. Contrary to what was expected,

the whole mound detonated with a blast of 4,500 tons, killing 600 people. One incident in

recent memory that is an example of its destructive power is the bombing of the Alfred P.

Murrah Federal building on April 1th, 15. This bombing was commited by Timothy

McVeigh, and killed 168 people and injured hundreds more. The last famous example on April

16th 147,when a French freighter named the SS Grandcamp attempted to dock in Texas

City, Texas on the Galveston Bay. The ship was making a delivery of ammonium nitrate fertilizer

when the deck of the ship caught fire. Oblivious to the dangers of ammonium nitrate, the crew

continued to dock. Later that morning, the freighter exploded creating a tidal wave that

enveloped the shore and an explosion at kiloton scale. Many refineries that were located on the

waterfront also caught on fire and continued to burn for 6 days after the explosion. It was

estimated that a total of 567 people were killed, but it is believed that this number

underestimates the total amount of casualties from this incident.

Also, it has recently been found to be an effective rocket propellant. After discovering a

low cost and non-toxic way of phase stabilizing ammonium nitrate, Dr. Oberth worked on

improving the performance of ammonium nitrate propellants in the late 180s. Up until that

time, AN propellants had a low specific impulse, were very hard to ignite and burned at a very

slow rate. After a great deal of experimentation, he found that using magnesium powder instead

of aluminum powder produced an AN propellant that was easy to ignite, had a good specific

impulse and burned at rates over twice that previously recorded with AN propellants. Its last

use, in the form of a chemical fertilizer, it is in the form of small clay-coated pellets, which makes

the ground extremely hospitibale to plant life.

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Health Report

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Glaucoma

Glaucoma is a condition whereby the optic nerve is damaged, resulting in vision loss. This damage is usually caused by an increase in the pressure within the eye although damage may occur even if the intra-ocular pressure is normal. There are three types of Glaucoma primary, secondary, and congenital. Primary Glaucoma can be divided in to two different types open angle and closed angle. Open angle glaucoma is the type seen most frequently in the United States. It is usually detected in its early stages during routine eye examinations. Closed angle glaucoma, also called acute glaucoma, usually has a sudden onset. Characterized by eye pain and blurred vision. Secondary glaucoma occurs as a complication of a variety of other conditions, such as injury, inflammation, vascular disease and diabetes. And Congenital glaucoma is due to a developmental defect in the eye's drainage mechanism.

There are no true signs in Glaucoma but there are some symptoms. The chronic form of Glaucoma takes years to show symptoms and the only real symptoms is loss of side vision. But to anyone including the person who has it may not become apparent until years later. But with the acute form of Glaucoma the symptoms are more apparent. The symptoms may include halos around lights, headache, and possible nausea and vomiting.

There are only really two types of treatment for Glaucoma surgery or medication. Both treatment do basically the same thing they help drain fluid out of the eye to relieve pressure. Doctors usually with medication try to give you the smallest dose with the best effect. And Surgery is usually your last option to be relieved.

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The prognosis for Glaucoma may very well vary. Do to the severity of the disease. The earlier that it is detected less amount of damage you will probably receive. But with the more severe cases of Glaucoma the out coming will be more severe. Which would be total loss of side vision and even possibilities of blindness.

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Depression Art: Getting people through

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On Tuesday October th, 1, Wall Street was devastated by a 1% decline in the Dow Jones, an episode that became known in the financial world as "Black Tuesday." It is generally understood that "Black Tuesday" was the main start of the Great Depression. By the end of October 1, the stock market had dropped forty percent. This crash sent our nation into a depression for years later. This strongly influenced the lives of thousands of thousands of Americans. Many people were forced out of their homes or off their land. Farmers lost their farms. People were starving and out of work. Many people turned to art to try to get through the tough times.

To create jobs, the government created an organization called the Works Progress Administration. Activity in the arts was one aspect of the WPA. It was established in April 15 and directed by Harry Hopkins, its purpose was to provide socially useful work for the unemployed. WPA programs included the construction of public buildings such as schools, hospitals and courthouses; highways; recreational facilities such as athletic fields and parks and playgrounds; and conservation facilities such as fish hatcheries and bird sanctuaries. They also provided work for artists, writers, musicians, and actors. The program also helped people newly starting on the artistic path and nurtured their talent. Ralph Ellison and Jackson Pollock were among the many who were able to develop their talents during this critical stage of the nation. Pollock was best known for his expressionist painting technique of dripping and smearing paint, sand and glass, onto a canvas laid on the floor. Ellison was best know for his novel, The Invisible Man, a story about a black man's journey from innocence to experience as he searches, first in the South and then in the North, for his place in the world. This book was one of the first to describe modern racial problems in the United States from a black American point of view. It received the National Book Award for fiction in 15.

Aside from the government helping society through the depression, the artist in society helped each other. Musicians tried to help people see that they would get through their troubles and all will be well. One such musical piece that shows this is Life is Just a Bowl of Cherries. With lyrics by Lew Brown and music by Ray Henderson. This song was written in 1. It tells people that just because they don't have any money doesn't necessarily mean that life has to be bad.

"People are queer, theyre always crowing, scrambling and rushing about;

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Why dont they stop someday, address themselves this way?

Why are we here? Where are we going? Its time that we found out.

Were not here to stay; were on a short holiday.

Life is just a bowl of cherries.

Dont take it serious; its too mysterious.

You work, you save, you worry so,

But you cant take your dough when you go, go, go.

So keep repeating its the berries,

The strongest oak must fall,

The sweet things in life, to you were just loaned

So how can you lose what youve never owned?

Life is just a bowl of cherries,

So live and laugh at it all…"

-"Life is Just a Bowl of Cherries"

Another song calls out to the government for help for the people. He says that after all the people have done for the country they feel that they are being forsaken. It seems that the writer feels that the depression is the government's fault and they are suffering for it.

They used to tell me I was building a dream, and so I followed the mob,

When there was earth to plow, or guns to bear, I was always there right on the job.

They used to tell me I was building a dream, with peace and glory ahead,

Why should I be standing in line, just waiting for bread?

Once I built a railroad, I made it run, made it race against time.

Once I built a railroad; now its done. Brother, can you spare a dime?

Once I built a tower, up to the sun, brick, and rivet, and lime;

Once I built a tower, now its done. Brother, can you spare a dime?

Once in khaki suits, gee we looked swell,

Full of that Yankee Doodly Dum,

Half a million boots went slogging through Hell,

And I was the kid with the drum!

Say, dont you remember, they called me Al; it was Al all the time.

Why dont you remember, Im your pal? Buddy, can you spare a dime?

Once in khaki suits, gee we looked swell,

Full of that Yankee Doodly Dum,

Half a million boots went slogging through Hell,

And I was the kid with the drum!

Say, dont you remember, they called me Al; it was Al all the time.

Say, dont you remember, Im your pal? Buddy, can you spare a dime?

-"Brother, can you Spare a Dime"

The verse where he speaks of the war and he asks, "why don't you remember?" hints that he is asking the Government why they have forgotten about the people, and what are they going to do to fix the problems.

People turn to art when things are bad in life. Whether it's listening to music that makes you happy or painting of drawing to relax. Society and the events that occur in it have always had a very large influence on art. In fact, most art is a reflection on current events, a protest, or trying to send some other sort of message to the people. Art is one of the highest forms of communication. It is a way to transmit ideas to the public. During the period of the great depression the people were confused and looking for someplace to turn and some sort of hope that they would make it through it. The painters, sculptors, musicians, and writers gave those people something to hold on to during this period of troubled times.

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