Quality Associates Essay Example for Free

Quality Associates Essay In this case, we have Quality Associates, Inc. a consulting firm advising its client about sampling and statistical procedures that can be used to control their manufacturing process. Their client has offered samples to be analyzed, so they can quickly learn whether the process is operating satisfactorily or corrective actions needs to be taken. The numbers given in the case were as follows: assumed population standard deviation is equal to . 21, sample size is equal to 30 and the test value of the mean was 12. They also stated the two hypotheses to be tested: the null hypothesis that the population is equal to 12 and the alternative hypothesis that the mean is not equal to 12. This indicates a two tailed tests to determine whether or not to reject the null hypothesis. The 4 provided sample sizes each contained 30 observations, indicating a normal distribution and z test statistics. Methodology The first question required conducting a hypothesis test for each sample at the . 01 level of significance. Based upon the test, determine if any corrective actions need to be taken. There are two approaches to hypothesis testing, the p-value approach and the critical value approach. The first step for the p-value approach was to calculate the mean for each sample. In order, they were: 11. 9587| 12. 0287| 11. 8890| 12. 0813| Next, was to calculate standard error, by using the formula sigma divided by the square root of n. This came out to be . 0383. To find the z test statistic subtract the test value of 12 from the sample mean and divide by the standard error. The z test statistic for each sample were as follows: -1. 0966| 0. 7493| -2. 8982| 2. 1227| The 1 tail p-value could then be found by using the normsdist function in Excel. This function indicates probability to the left of the value, so positive numbers were subtracted from 1. Since this is a two tailed test, the values were multiplied by two to find the actual p-value. 0. 2728| 0. 4536| 0. 0038| 0. 0338| The rule for the p-value two tail test is to reject Ho if the p-value is smaller than or equal to alpha, the alpha in this case being . 01. At . 038, the p-value for sample 3 was less than the significance level set by the client. Sample 3 provides evidence to reject Ho and accept Ha. However, samples 1, 2 and 4 all have p-values larger than alpha, indicating that the process is working satisfactorily with a mean equal to 12. According to samples 1,2 and 4, corrective measures do not need to be taken. A second approach to hypothesis testing is the critical value approach, which states to reject Ho if the z value is larger than z alpha/2 or smaller than –z alpha/2. Alpha was given at . 1, alpha/2 is equal . 005. Table 8. 1, Values of Z alpha/2 for the most commonly used Z values, in the book states that for alpha/2 equal to . 005, the z value is equal to 2. 576. This is the z critical value for a two tailed test, outside of which lies the rejection area. Again, out of the 4 samples, only one had a critical value in the rejection area. The z value of sample 3, -2. 8982, was smaller than the z critical value of -2. 576. This leads to a rejection of Ho. Samples 1,2, and 4 all fall between the 2 critical values and provide evidence to not reject Ho. Assumption Based on the results of the hypothesis tests, both p-value approach and critical value approach, corrective action should be taken for sample 3. Samples 1,2 and 4 provide evidence that we cannot reject Ho, and therefore the client can assume that the process is operating satisfactorily. The second question asked to compute the standard deviation for each individual sample. Using the stdev function in Excel, the standard deviation for each sample are as follows: 0. 2204| 0. 2204| 0. 2072| 0. 2061| Assumption Based on the standard deviations calculated for each sample, the assumption of . 21 for the population standard deviation appears reasonable. An average of the 4 individual sample standard deviations is equal to . 2135, which can be rounded down to . 21. The third question asked to compute limits for the sample mean equal to 12. Condition was that as long as a new sample mean is within those limits, the process will be considered to be operating satisfactorily. If X exceeds the upper limit or if the X is below the lower limit, corrective actions will be taken. The formula for calculating upper and lower control limits is Using x bar equal to 12, z alpha/2 equal to 2. 576 and the standard error equal to . 0383, the upper limit was equal to 12. 0987 and the lower limit was equal to 11. 9013. Assumption Based on the upper (12. 0987) and lower (11. 9013) control limits calculated for a mean equal to 12, sample 3 falls outside the control limit with a mean of 11. 8890. Because the mean exceeds the lower limit, it indicates that corrective action needs to be taken. Assumptions Increasing the level of significance to a larger value will lead to rejecting the null hypothesis more often. If the level of significance is increased to . 05, both samples 3 and 4 will provide evidence to reject the null hypothesis instead of just sample 3. This means that the client is more willing to make a Type I error, mistakenly rejecting Ho when it is true. This means that they run the risk of having to stop their manufacturing process to take corrective action more often.

Linguistics Essays William Labov

Linguistics Essays William Labov William Labov’s narrative analysis differs from some of the earlier approaches in that his method focuses on oral narrative instead of written text. William Labov’s narrative analysis differs from some of the earlier approaches in that his method focuses on oral narrative instead of written text. Earlier linguists, such as Ferdinand de Saussure, believed in a structural approach. This meant that language had to be approached as a fixed, clearly defined set of symbols, which furthermore had to be studied in isolation. However, later linguists, among them Uriel Weinrich, Labov’s mentor, believed that the structural approach failed to assist us in understanding â€Å"the transition of a language from state to state† (Labov 1972:xv). Labov’s focus has been to study language as it is spoken, as a fluid and constantly changing dynamic. Most of Labov’s model of narrative analysis is based on his belief that â€Å"one cannot understand the development of a language change apart from the social life of the community in which it occurs† (1972:3). He feels strongly that observing and recording sound changes is not enough to understand the process of change—that one has to view that change within the context of the community in which it is being made, as it is being made. Using this theory, he carefully chose communities where he felt he could do this most effectively. He conducted the first of several in-depth studies in Martha’s Vineyard, a small, closed island community located in Dukes County, Massachusetts. Labov saw Martha’s Vineyard as an ideal study site primarily because it was very self-contained. In addition, it was physically isolated, located three miles from the mainland. For his next series of studies, Labov selected parts of New York City. One particular area he focused on in the New York City study focused on Black English as it was used in certain parts of the city, specifically Harlem. Although Harlem did not have geographical distance from New York the way Martha’s Vineyard did from Massachusetts, racial and socioeconomic boundaries made it an isolated community in its own way. The main points of Labov’s model were first published in 1972 in an essay entitled â€Å"The Transformation of Experience in Narrative Syntax.† In this essay Labov introduces and explains what he sees as the six main parts of a narrative. He discusses each part as a tool which we can use to analyze narrative patterns, to help recognize recurring themes and ideas. The six main parts of Labov’s model are: abstract; orientation; complicating action; evaluation; resolution; and coda. It is not necessary that all six of these be present in every narrative; for example, some narratives will not have an abstract, while others may not have a coda. Additionally, these components need not appear in a specific order, and each may be present in a variety of ways—these factors are also considered in the final analysis. Labov uses the term â€Å"abstract† to refer to the introductory part of the narrative. This may be, literally, an â€Å"abstract,† or a brief summary of the events; or it may be simply a line or two that will spark the reader’s interest. The role of the abstract is to attract the listener’s interest, and to get the listener to want to hear the rest of the story. The next stage is called â€Å"orientation.† During this phase the speaker gives the listener information about the setting of the story. For example, the speaker will introduce and describe the people or characters who will interact in the story, as well the setting (the place the action occurs) and the time frame. For the story to be valid and understandable to the reader, it is essential that he or she be informed of the time and place in which the narrative unfolds. Following orientation is the â€Å"complicating action.† This refers to the actual events of the narrative, the occurrences that move it ahead. Complicating actions may be physical actions. They may be also be statements spoken aloud, or they may be thought acts â€Å"Evaluation† refers to the point, or reason, the narrative is being told, and it can be done in a number of ways. â€Å"Evaluations† may be specifically and clearly stated, or they may be implied. â€Å"Internal† evaluations are those revealed while the story is taking place, while â€Å"external† evaluations take place outside the immediate action of the story (for example, after the story is told). Another evaluation technique is the â€Å"embedded evaluation.† This can be an explanation offered by one of the people in the story, or by the storyteller directly. In addition, it may also be an event in the story. Following this is what Labov calls the â€Å"result† or â€Å"resolution†: this, basically, is the conclusion. At this point the narrator indicates that the story has come to a close, that a final action has occurred. Finally, there may be a â€Å"coda.† By â€Å"coda† Labov means that the narrator points out the relevance of the story by connecting it with every-day life, or with other events or actions that fall outside the story frame. The coda does not always have to be present. It may also be present without being explicitly stated. One of the issues to be discussed concerning Labov’s model for narrative analysis is the method of data collection, since â€Å"the means used to gather the data interfere with the data to be gathered† (Labov 1972:43). The interview itself may be considered â€Å"public speech.† However, even within this realm, there are other conditions to be considered. For example, does the relationship of the interviewer to the interviewee affect the latter’s speech patterns? Does the use of a recording device affect the interviewee’s choice of words, perhaps make word selection more formal than it ordinarily would be? One way of monitoring this is to compare the subject’s speech patterns during the course of the interview with his or her speech patterns outside the interview setting. For example, the interviewer could also observe the subject while he or she is relaxed with peers or family members in a less formal setting. Labov’s model has strongly influenced language studies since its introduction in 1972, and it continues to be influential in additional settings. With the widespread growth of the internet, we now have a new, informal sort of communication.   Linguist Michael Toolan suggests that Labov’s model is a useful tool in the analysis of internet writing. Internet writing is often less formal than academic or other types of writing, but more structured than spoken language. Thus, Labov’s model remains effective today. As language itself continues to grow and change, it is quite probable that Labov’s model will grow to accommodate that change, and to continue to be a useful tool in years to come. REFERENCES Labov, William (1972) Socioloinguistic Patterns. Philadelphia: University of Pennsylvania Press. Toolan, Michael (1988) Narrative: A Critical Linguistic Introduction London: Routledge.

Pride And Prejudice :: essays research papers

Overcoming Pride and Prejudice through Maturity and Self- Understanding Jane Austen, born in Steventon, England, in 1775, began to write the original manuscript of Pride and Prejudice, entitled First Impressions, which was completed by 1797, but was rejected for publication. The work was rewritten around 1812 and published in 1813 as Pride and Prejudice. During Austen’s career, Romanticism reached its zenith of acceptance and influence, while Pride and Prejudice displays little evidence on the Romantic movement, it also reveals no awareness of the international upheavals and consequent turmoil in England that took place during Austen’s lifetime. The society of Jane Austen’s era is a stratified one, in which class divisions are rooted in family connections and wealth. Austen is often critical of the assumptions and prejudices of upper- class England and her novels distinguish between internal merit and rank or possessions. The central concern of this â€Å"comedy of manners† is Mrs. Bennet's dogged efforts to find suitable husb ands for her daughters. The amiable Jane and the gentle Bingley are almost drawn to each other. In contrast, the arrogant, insolent, conceited Mr. Darcy and the spontaneous, high- spirited, vivacious Elizabeth have several encounters of a battle of wits throughout the novel. Austen studies social relationships in the limited society of a country neighborhood and investigates them in detail with an often ironic and humorous eye. The significance of the title helps determine the actions of the two main characters and thereby the course of the plot. â€Å"Pride† is an unrealistic exaggeration of one’s importance. Prejudice prevents people from judging others according to their real merits. Both pride and prejudice are moral distortions and prevent the individual from seeing things as they really are. Marked by an elegant structure, and sharp satire, Pride and Prejudice encompasses the primary theme that maturity is achieved through the loss of illusion, particularly perta ining to the relationships between the witty yet prejudiced Elizabeth Bennet and the cultured yet prideful Fitzwilliam Darcy. Throughout the novel, Austen satirizes the manners of all classes, exposing people who have excessive pride as rude and often foolish, regardless of wealth or station. While the terms of pride and prejudice pertain particularly to Mr. Darcy and Elizabeth, there are other characters as well that portray these traits as well. Austen uses Mr. Collins as an extreme example of how excessive pride can affect one’s manner. In Mr. Collin’s case, he prides himself on his sense of respectability, his profession, and his association with Lady Catherine.

Is Google Making Us Stupid?, by Nicholas Carr Essay example -- Is Goog

With the rise of technology and the staggering availability of information, the digital age has come about in full force, and will only grow from here. Any individual with an internet connection has a vast amount of knowledge at his fingertips. As long as one is online, he is mere clicks away from Wikipedia or Google, which allows him to find what he needs to know. Despite this, Nicholas Carr questions whether Google has a positive impact on the way people take in information. In his article â€Å"Is Google Making Us Stupid?† Carr explores the internet’s impact on the way people read. He argues that the availability of so much information has diminished the ability to concentrate on reading, referencing stories of literary types who no longer have the capacity to sit down and read a book, as well as his own personal experiences with this issue. The internet presents tons of data at once, and it is Carr’s assumption that our brains will slowly become wired to bett er receive this information. The article begins with the depiction of a scene from 2001: A Space Odyssey in which the astronaut Dave Bowman unplugs the supercomputer HAL. Carr uses this to tie in his feelings that, like HAL, someone or something is toying with the wiring of his brain. This is a strong emotional appeal. Carr intends to quickly gain his audience’s attention with the feeling of being â€Å"unplugged†, and possibly to gain the sympathies of readers who have felt a similar feeling. Carr proceeds to talk about how he can no longer become absorbed in an article or book, saying â€Å"my concentration often starts to drift after two or three pages.† Again, this works as a strong emotional appeal. English buffs - Carr’s likely primary audience - who read this article may agree... ...echniques employed are persuasive and subtle, and this allows Carr to take advantage of all emotional arguments at his disposal. In conjunction with sources pertinent to the topic, Carr’s emotional appeals seem to get his audience thinking, and from the article it is easy to agree with the points he has made. Carr’s use of logos and pathos does bring into question his ethos, however. Fortunately, Carr’s ethos should not be questioned, as he has written several books and articles on the topic. This does not excuse his bias, but it does permit him to speak on the topic at hand. Carr definitely presents himself as a strong literary figure, and his views on the internet are reasonable as well as relatable. This combination of ethos, pathos, and logos successfully allows Carr to write as an expert in this field, and his article and thoughts are not to be taken lightly.

OBriens Things They Carried Essay: Experiences and Emotions :: Things They Carried Essays

Experiences and Emotions in The Things They Carried  Ã‚  Ã‚        Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Tim O'Brien's The Things They Carried is not a novel about the Vietnam War.   â€Å"It is a story about the soldiers and their experiences and emotions that are brought about from the war† (King 182).   O'Brien makes several statements about war through these dynamic characters.   He shows the violent nature of soldiers under the pressures of war, he makes an effective antiwar statement, and he comments on the reversal of a social deviation into the norm.   By skillfully employing the stylistic technique of specific, conscious detail selection and utilizing connotative diction, O'Brien thoroughly and convincingly makes each point.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The violent nature that the soldiers acquired during their tour in Vietnam is one of O'Brien's predominant themes in his novel.   By consciously selecting very descriptive details that reveal the drastic change in manner within the men, O'Brien creates within the reader an understanding of the effects of war on its participants.   One of the soldiers, "Norman Bowler, otherwise a very gentle person, carried a Thumb. . .The Thumb was dark brown, rubbery to touch. . . It had been cut from a VC corpse, a boy of fifteen or sixteen"(O'Brien 13).   Bowler had been a very good-natured person in civilian life, yet war makes him into a very hard-mannered, emotionally devoid soldier, carrying about a severed finger as a trophy, proud of his kill.   The transformation shown through Bowler is an excellent indicator of the psychological and emotional change that most of the soldiers undergo. To bring an innocent young man from sensitive to apath etic, from caring to hateful, requires a great force; the war provides this force.   However, frequently are the changes more drastic.   A soldier named "Ted Lavender adopted an orphaned puppy. . .Azar strapped it to a Claymore antipersonnel mine and squeezed the firing device"(O'Brien 39).   Azar has become demented; to kill a puppy that someone else has adopted is horrible.   However, the infliction of violence has become the norm of behavior for these men; the fleeting moment of compassion shown by one man is instantly erased by another, setting order back within the group.   O'Brien here shows a hint of sensitivity among the men to set up a startling contrast between the past and the present for these men.   The effect produced on the reader by this contrast is one of horror; therefore fulfilling O'Brien's purpose, to convince the reader of war's severely negative effects.

Responsible for Macbeth’s actions Essay

Macbeth by William Shakespeare is a play that portrays Macbeth, who is an ambitious character, being manipulated and motivated by female powers. Macbeth is initially depicted as a brave and capable warrior but his physical courage is joined by a consuming ambition- to become King of Scotland. It was his encounter with the witches, or otherwise referred to as the â€Å"weird sisters†, that motivated and inspired Macbeth to murder Duncan and therefore become the King of Scotland. However, it was mainly Lady Macbeth’s persuasion that had influenced Macbeth to perform his actions which had lead onto other regretful actions including the murder of Banquo and MacDuff’s family. It was the witches who were accountable for Macbeth’s tragic downfall as their apparitions did not only confuse Macbeth but had caused him to misinterpret his future as predicted by the witches. Lady Macbeth and the witches were responsible, to a great extent, for Macbeth’s actions. During the first Act of the play, Macbeth and Banquo, who were returning victorious from battle, encounter three witches who greeted Macbeth as the â€Å"Thane of Glamis†, â€Å"Thane of Cawdor† and â€Å"Macbeth, that shalt be King hereafter† (Act I Scene III line 49). It is evident that Macbeth had thought of becoming King prior to meeting the witches, but it was their greetings that had reinforced his thoughts and ambition. Banquo was quick to reassure Macbeth that â€Å"The instruments of Darkness tell us truths; win us with honest trifles, to betray’s in deepest consequence† but Macbeth was able to learn some truth from the prophecies as he was later greeted by Ross and Angus claiming that he had become the Thane of Cawdor- just like the witches had prophesised. It was at this point where Macbeth felt excited and the truthful prophecies had bought him joy yet inner turmoil. The terrible weather when he meets the witches reflects corruption in moral and political order and is a sign of foreshadowing used to indicate that Macbeth’s knowledge about his future could possibly cause his downfall. Therefore, it was the witches’ prophecies that had motivated Macbeth and had got him thinking about becoming King which involved the murder of Duncan. Lady Macbeth without doubt was the most powerful influence on Macbeth not only because she’s his husband but also because her ambition for power is  greater than Macbeth’s desires to become King. This is shown by introducing Lady Macbeth immediately planning Duncan’s death in her soliloquy by preparing to give Macbeth all her persuasive support. â€Å"All that impedes thee from the golden round, which fate and metaphysical aid doth seem to have thee crowned withal† (Act I Scene V lines 27-30). When Duncan had arrived Macbeth felt apprehensive and reluctant to kill Duncan as he feels that he had a moral obligation to serve to Duncan and that he had been a good friend to him. At this point, Lady Macbeth was able to persuade Macbeth by questioning his manhood and also implying that Macbeth was a coward for planning to withdraw from the murder. â€Å"And live a coward in thine own esteem, letting ‘I dare not’ wait upon ‘I would’, like the poor cat i’the adage?† (Act I Scene VII lines 43-45). Here Lady Macbeth is referring to a proverb in which a cat wanted to catch fish but didn’t want to get its feet wet. It is effective and persuasive because Lady Macbeth is suggesting that Macbeth won’t be able to have self-respect if he doesn’t commit the murder. Lady Macbeth makes a bizarre appeal to the spirits to make her less effeminate and more masculine and courageous. She demands for supernatural help, which links her to the witches at the beginning of the play, by demanding to vindicate her conscience of any evils that she may commit. An example of this is in her appeal to the spirits: â€Å"Come, you spirits that tend on moral thoughts, unsex me here, and fill me from the crown to the toe top-full of direst cruelty. Make thick my blood.† (Act I Scene V lines 38-41) It was Lady Macbeth’s persuasion that influenced Macbeth into murdering Duncan and this implies that women can be as cruel and ambitious as men but social constraints and natural order deny them of carrying out their own ambitions. During the course of the play, Macbeth became acquainted to the witches as he demanded that they tell his future. The apparitions shown to Macbeth caused great confusion as he had misinterpreted them by taking its meaning literally. The first apparition which had warned Macbeth of MacDuff was contradicted by the second apparition which told Macbeth to â€Å"Be bloody, bold, and resolute; laugh to scorn, the power of man; for none of woman born shall harm Macbeth† (Act IV Scene I lines 78-80). Macbeth had immediately  thought himself as being invincible since everyman was woman born. However, little did he know that MacDuff was born from the Caesarian section which eventually proved to be a fatal mistake. The witches and Lady Macbeth played a major role in the play by influencing and motivating Macbeth into initially murdering Duncan, and then believing that he was invincible from anyone. The witches’ prophecies had given inspiration and had exercised Macbeth’s thoughts of becoming King whilst Lady Macbeth’s evil nature had persuaded Macbeth by playing on his emotions and questioning his man hood. Therefore, it was to a great extent that Macbeth’s actions were caused by the manipulation of female powers.

Historical Development of the 1960s Essay

Historical Development of the 1960s Introduction            Of the many historical eras, the 1960 era is regarded as one of the most controversial eras ever in the history of America. However, this was not the anticipation that most of American citizens had. At the very beginning of the 1960s, many believed that this was perhaps the most promising era yet. They even dubbed this era the golden age. The expectations of the people intensified in 1961 when John F. Kennedy took the office of the president. His charisma and enthusiasm won the hearts and trust of the American people. They strongly believed that his government would provide solutions to the major problems that they were facing at the time. However, to the surprise of many, the decade turned out to be the complete opposite of what they had expected. The president himself was assassinated, a chaotic storm characterized by protests by civil rights movements engulfed the country, and instead of the war in Vietnam coming to a halt, it intensified. This essay will strive to create an interconnection between these events which shaped up the 1960s. It will tackle incidents relating to the free speech movement, the Vietnamwar, the Black Panther Party, Rock-n-roll, and the women’s movement, also known as the feminist movement, as witnessed in this decade.            An issue that had been a thorn in the flesh of the American people was coexistence of the white Americans and the African-Americans. Though the slave trade had been abolished by this time, issues of discrimination were still rampant in society. The African Americans would hence dedicate themselves to fighting for equality for their people in this society. At the very beginning of 1960, some four black students defied the norms of society at that particular time and sat down at a white’s-only lunch counter. Their actions were succeeded by demonstrations at that counter every day, drawing the nation’s attention.            6 years down the line, the African-American community still wanted society to regard them as equal with the rest of the Americans and this led to the formation of the Black Panther Party. It was originally known as the Black panther Party of self-defense but the name changed. This party movement was however founded for the sole purpose of eradicating police brutality in African-American neighborhoods. However, with the rapid expansion of the party and the start of a publication, the objectives of the party had diversified. This diversification meant that the party was keener on social empowerment thus disregarding the exclusivity of race. This however sparked up problems within the party since the radical members differed in opinion with the members that were in support of their socialistic cause. This made the party’s political motive to be disoriented and the government at that time considered the party as a national threat.            The Black community of the United States was not the only entity that was fighting for its civil rights. Gender inequality was still a societal vice that America was struggling with. During this time, men were given more opportunities as compared to women in virtually every field and this led to the second wave of the feminist movement. The job market viewed women as the less productive species. One of the reasons why this notion was upheld was because the women needed time off when they delivered and most employers believed the assertion that women would quit their job when they got pregnant. More to this, the society had branded the man as the provider of the home. It was therefore argued that men needed jobs and better paythan women because of the fact that there were people who were dependent on them. Generally, society had defined the place of a woman as the home; whether she was educated or not.            In 1963, Betty Freidan wrote a book, The Feminine Mystique. This book highlighted the frustration of the educated housewives and how society had forcefully put them in a state of dissatisfaction. What shocked many is the fact that she defied society’s assumption that women found satisfaction in only serving their families. This book stirred a revolutionary movement, one which historians refer to as the second wave of the feminist movement. This movement saw society begin to give women more chances in schools, the job market and also in matters involving remuneration.            From the historical facts available from this era, it is evident that civil rights protests and demonstrations were the order of the day. Even students took the liberty of staging their own protests during this period. The Free Speech Movement was the name given to the protests that the students staged. This movement took place in 1964-1965 at the University of California, Berkley, when students were expressing their discontentment on the ban that the school administration had imposed on on-campus political activities. The students rationale for the protests was that this ban was infringement of their academic freedom and right to free speech. The students felt that they could do more than just confine themselves to books. The objectives of the movement had been put in place way before the movement began when students in the campus formed a political party that enabled them to get involved in off-campus political and societal issues.            The students used this platform to source funds from campus students to support civil rights causes. However, this right was exclusively granted to the political clubs in the school and this is what prompted the school to impose the ban on on-campus political activities. Though the students were doing this out of good will, society was of a contrary opinion. For this reason, voters gave the governor seat to Ronald Regan in 1966 whose campaign forte was to make good the mess that the Berkley students had made.            Events in this era were not just restricted to the local scene. The events that America was involved in during this era also crossed boarders. America had been in conflict with Vietnam since the 1950’s. With the election of J. F. Kennedy, Americans were hopeful that this conflict was finally going to come to an end following his campaign theme; his government had answers to America’s biggest problems. However, these hopes seemed to go down the drain in 1963 when Kennedy was assassinated. The hopes of the American people were now in Lyndon B. Johnson’s hands. His government had two wars to fight; the war against poverty, and the war in Vietnam.            However, Johnson had committed himself to establishing an anti-communist south-Vietnam, a trait he had inherited from his predecessors in their solidarity to the country. For this reason, he had to make a choice to forego the war on poverty to attend to the war in Vietnam. More to this, the president had gained the support of the congress and they gave him the authorization to protect the American soldiers and their allies by all means necessary. The prolongation of the war caused a divide in the nation. Some were in support of the war, others protested against the war, whereas others fled to neighboring Canada to avoid being drafted into the war.            Amidst all these events that were happening, people needed something to give them an escape from it all even if it was temporary. Entertainment was the surest way of attaining such. In this era, the most common form of entertainment was music. Rock-n-rollwas the most popular music genre at the time. The developments in this genre were referred to as invasions and were named on the basis of where they originated from. The British invasion occurred in the early 1960s. In mid 1960s, garage rock was unveiled. The genre was common in North America. The genre gained this name because it was played by armatures at the comfort of their homes in their garages. However, this genre barely made it past the 1960s as it was replaced by other genres. Conclusion            The 1960s era, as highlighted above was a rather event-full one in the American history. Though it may seem like the era did not live up to its expectation as the golden age, it can be argued that to some extent it did. This is because the events during this time acted as milestones especially with regards to civil rights issues. However, the prolongation of the war in Vietnam did injustice to the country as it caused a divide. In conclusion, the 1960s were not shy of historical events. References Fischer, Klaus P.  America in White, Black, and Gray: The Stormy 1960s. New York [u.a.: Continuum, 2006. Print. Source document