Marketing Success Research Paper Example | Topics and Well Written Essays - 500 words

Marketing Success - Research Paper Example There can be high value created by the product for target consumers in terms of quality and price. Hygiene is an important factor in any form of consumption which will be maintained in the bottled water products. On the other hand, it will be affordable for all income groups and will eliminate the risk associated with consuming normal water. Value creation will also be done by not creating any negative impact on the environment. Marketing mix comprises of four important elements such as product, price, promotion, and place. The product majorly represents mineral water which will be passed through various stages so as to ensure its level of quality. The packaging of the product will be dependent on prices as there will be bigger sized bottles, medium sized bottles, and small sized bottles. Prices of the product will vary from $3 to $6. Low prices will be a unique selling proposition for the bottled water. The product will be manufactured in factories which will be then stored in nearby warehouses. There will be third-party logistic systems utilized to transport bottled water products to respective retailers. These retailers will then promote the bottled water products in their stores so that it can reach the end users. The promotion will be done through traditional media such as TV, newspapers, radio, etc. Along with that social media will also be used to promote the product so that message of â€Å"pure wat er† can be communicated across the large base of customers. Each of these elements will contribute towards product success as they all highlight the quality assurance of product along with its low prices. The packaging waste is a major area of concern for these bottled water products. It can be stated that this can have a major impact on product sales. This is because if environmental impact keeps on increasing then less number of products will be manufactured due to restrictions.  

The Characteristics Of Childrens Learning Styles

The Characteristics Of Childrens Learning Styles CHAPTER I The background and main characteristics of childrens learning style 1.1 The characteristic of teaching young learners The concept of learning is influenced by the psychological study of the learning process and is widely interpreted in the popular use. The psychological concept extends quite far and includes all parts of childrens development, from language acquisition to social roles and changes in their personality. Language teaching can be widely interpreted as all activities intended to facilitate and cause language learning. At the beginning of learning the new language, the learners knowledge has none or hardly any associations with the language, it is as an infant learning its first language. The lack of contact with the language and the lack of a safe reference system can give the learner an intellectual and emotional shock which can discourage from further learning. Thus, the task for the teacher is to overcome childrens disorientation which characterises the beginnings of learning, build up and associate a system of positive attitudes and feelings with the language: that is, being able to reply spontaneously and to think in the second language. In teaching of the second language, certain social strategy is also needed, so that children should feel a need of imitation and acquire the second language in the same way as their first one. (H.H. Stern Fundamental Concepts of Language Teaching:397-400) Childrens world is based on games and having fun and the same should apply to their learning. Children should not be aware of learning, neither lexicon nor grammar, but the teacher can easily use these facts to teach the foreign language through games, stories and songs. In teachers work with young learners, it is important to teach them according to psychological and pedagogical rules. The amount of material which the learners can remember depends on teaching techniques and the way the material is drilled. It is important to remember that lack of stress in learning makes it more efficient and easier to use in real situations. What is more, only friendly attitude of the teacher towards a learner, teachers willingness for learning and using all methods of relaxation can protect a child from being discourages and shy in learning and using the foreign language. Any good associations with parts of the material can cause that vocabulary or grammar will be better and longer remembered. It is also important that childrens concentration span is quite short and it is crucial to use any procedures which can make the learner able to longer concentration. Student should be also involved and interested in the lesson (BrzeziÅ„ski 1987: 145-150). Childrens learning is based on imitation and having fun rather than on their awareness of learning. Imitation is the easiest way of introducing new vocabulary and its aim is to lead to correct articulation and intonation of sounds and their memorization. In teaching young learners, intonation exercises are especially useful because of childrens flexibility of larynx which disappears with time. In terms of imitation exercises, the teacher should pay attention to learners reactions determined by their age. Furthermore , the teacher should change the techniques of teaching to avoid learners getting bored (WoÃ… ºnicki, T./ Zawadzka, E. 1979: 60). Most activities for children should consist of movement and involve their senses. The teacher needs many objects, visuals and pictures to work with, and to create a possibility to use all of the schools surroundings. It is also important for the teacher to let the pupils play with the language, talk to themselves as much as it is possible, use songs, rhymes and tell stories. As a matter of fact, the teacher should let pupils talk even nonsense to enable them to experiment with the language. The basic principle in teaching a language is a variety of activities, pace, organisation, voice and face expressions. Nevertheless, routines in the classroom are also essential so that the children can know the rules, be able to use the mark system and complete tasks. Using familiar situations or activities creates the atmosphere of safety, especially for the shy learners. Another important criteria in making teaching a language efficient is the classroom atmosphere. During the lesson, there is s upposed to be room for shared experiences, group work, pair work; what is more, rewards and prizes should be avoided. It is much more useful for the teacher to make notes about each pupil regularly in case the teacher would like to inform the pupils parents about their progress (W. A. Scott Teaching English to Children:5-7). 1.2 Theory of language acquisition in the early age From around 1975, â€Å"language acquisition† is contrasted with language learning. The American applied linguist Krashen uses the word â€Å"acquisition† to describe learning of the second language which is analogous to the way in which a child learns â€Å"naturally† his or her first language and does not focus on the linguistic form. The disadvantage of Krashens terminology is that it is contrasted with psychological terms. Krashen differentiates between â€Å"acquisition† and â€Å"learning†, as learning for him is more or less conscious. It is a very valuable distinction but it implies a constraint on the use of the term â€Å"learning†, and frequently deliberately limits it to the school-like learning (H.H. Stern Fundamental Concepts of Language Teaching: 18-20). In the light of an early start of language learning, Anderson claims that the way a person acquires mother tongue still remains a riddle. Between birth and the fifth year of life, children develop their ability to speak. Children in the first stage observe adults behaviour and any noises they produce. After some time, they start understand the meaning of such noises without seeing adults movements. The next step is imitation of sounds and (partially) a creation of their own ones. Consequently, children find out that they can control adults behaviour by making certain sounds. Lonnerberg mentions that only 10% of childrens utterings is like adults ones and that 90% of such utterings is their own language production. As far as it is concerned, childrens language acquisition is a dispute between an innate, individual parole and the langue created and used by the society (BrzeziÅ„ski 1987: 22-23). 1.2.1 A critical age for foreign language learning Regarding the age of the earliest acquisition and learning point as birth, the best moment to start teaching a child the second foreign language is the age of 4-5. This is because of childrens flexible larynx which allows for nearly ideal imitation of sounds and the most efficient brain which all together create a great opportunity for language acquisition. Nevertheless, only until the age of 12-13, children keep their flexibility and natural readiness for language acquisition. Lenneberg shows through extended case studies the stages of physiological maturity processes taking place in the brains hemispheres (especially the left one), which is dominant. What is more, if it happens that the left hemisphere is damaged before the age of 12-13, it is possible that the right hemisphere takes over the domination and speech problems can be reduced. In addition, after this age such a process is almost impossible (BrzeziÅ„ski 1987: 28-29). 1.2.2 Childrens second language acquisition The phenomenon of mother tongue acquisition is interesting for linguists, psychologists, neuropsychologists and even neurophysiologists. Furthermore, it is connected with natural bilingualism which occurs when a child learns, in a natural way, the second language. The process of the second language acquisition in natural conditions is quite similar to the first language acquisition or even identical. The only difference between those two is the fact that the second language is assimilated later and is based on experience and knowledge of the first one and, as a result, the whole process happens faster and more effectively (BrzeziÅ„ski 1987: 18). Chomsky(1964) claimed â€Å" it is a common observation that a young child of immigrant parents may learn a second language in the street, with amazing rapidity, and that this speech may be completely fluent and correct to the last allophone, while the subtleties that become second nature to the child may elude his parents despite motivation and continued practice† (BrzeziÅ„ski 1987: 8). The first international meeting connected with childrens acquisition and its use in teaching foreign languages took place in Hamburg in 1961. Participant tried to find out if it is right to introduce foreign languages in the primary schools, if it is true that children learn better than teenagers and adults and which techniques are supposed to be used in teaching them. After four years, the second meeting took place and the first answers were given. During many decades, lots of contrary opinions developed. As early as 1967, Corder points out: â€Å"It still remains to be shown that the process of learning second language is of fundamentally different nature from the process of primary acquisition†. On the other hand, in 1972, Moulton stresses that in teaching a foreign language to young children it is possible to adopt some methods and intuition procedures, used by a child during mother tongue acquisition, and weave them into learning of the foreign language (BrzeziÅ„ski 19 87: 8). 1.2.3 Factors of efficient language learning In 1960s, the matter of teaching a foreign language during the early age was a topic of many discussions. After the war, in many methodological books it was said that children can easily absorb, imitate and produce the new language. Learning of languages in the early age is connected with the habit of repeating words and sentences in a foreign language and acquisition of language material with the help of various memory techniques. The technique of frequent repetition of the material, as the main key to learning a language, is also supported by many psychologists such as Watson and Thorndike. In many psychological books, it is easy to find many completely different definitions of habit. According to â€Å"MaÅ‚y sÅ‚ownik psychologiczny†, habit is well-practised through numerous repetitions: actions which are done always in the same way and automatically. This definition can bring one to a wrong opinion that one should always react in the same way. Lado definites habit as fluency in using units and models of a particular language in answering while attention is not paid to units but to content. There are many more definitions of habit written by A. Szulc, Lompscher or Rubinsztejn, but all these definitions come down to the conclusion that the habit is way of mechanic, unconscious repetition and conscious production leading to the conscious process where consciousness is removed so long as the automatic element is eliminated. In this case, the fact that the process of repetition is the most important comes from the opinion of psychologists based on the theory that acquiring the mother tongue comes from the imitation of adults. There are also certain reasons directly influencing and shaping the process of learning and its efficiency:  · age - ­ after the age of 10, language acquisition ease diminishes. Childrens minds lose their flexibility and it is not that easy to acquire a language. Younger learners have better and more specific memory but have less ability to learn and need more repetitions. Children are more willing to imitate but have a very short concentration span. Their mechanical memory is better than that of the adults, and their short memory is more dynamic and more effective. The older the child, the more specific the way of learning is. Older children have their own range of memory, their long-term memory is more developed and more logic. They can focus more easily and have wider general knowledge. Being more mature, having better learning techniques and better motivation, the young and adults can easily make up this matters, which children can reach thanks to their imitating skills and more flexible minds.  · attitude in learning, there are many elements which have influence on better acquisition or learning, but attitude is one of the most important because it stimulates brain to better work and makes memory work more efficiently. What is more, the lack of motivation can cause that person who is not interested in the topic or in learning itself will not remember anything.  · previous experience connected with the material that has to be learned the more experience the learner has, the easier and more efficient learning is for him or her.  · material and content there are some units of material which are more difficult to understand or remember, for example, sentences which have lots of information. Also, the size of the material, the length of sentences, the kind of material (Passive Voice sentences are harder to remember and require longer time to learn than Active Voice sentences) significantly influence the effectiveness of the learning process.  · way of learning Humans use mechanical or logical memory while the logical one is more preferred and a part of material learned in a logical way is not only easier to reconstruct, but also stays longer in human memory. Certain researches show that talking in a foreign language is not only a simple reproduction of material that was learned. A learner should pay attention to very basic patterns which can be modified and updated with new vocabulary and structures. Mechanical memorising of sentences can be even a quite dangerous and tricky factor because certain language elements occur in a particular arrangement, in a way they were learned and drilled by exercises.  · number of exercises and repetitions Psychological research shows that the long term memory is extended in proportion to the learning time. What is more, overlearning is a very important element in the memorizing process. The higher the level of overlearning, the slower is the process of forgetting. Yet, the level of overlearning is reached individually after each learner performs a number of repetitions. At the same time, mindless repetitions cannot be treated as overlearning.  · time spent on learning It is important how long and how often repetitions and exercises are done. Frequent and short exercises are more efficient than rare and long ones (WoÃ… ºnicki, T./ Zawadzka, E. 1979: 30-40). 1.3 The characteristic of childrens memory Learning styles are various ways of learning. They involve education methods, characteristic for an individual, which are used by the individual to learn best. The alleged basis and efficacy for these proposals have been extensively criticized. Learning styles depend on individual preferences, and, according to Nail Fleming, such styles may be divided into four categories. The fist group is made of visual learners, who, as the term suggestsplies, receive most information visually. These learners have a tendency to do well at public schools because most of what they are taught is presented through visual teaching tools. They do well with visual aids like pictures. For visual learners, the easiest way to learn is watching and calling up visuals in their minds to remember what they studied in the past. They have a tendency toward appreciating arts: crafts, painting or drama. They tend to be creative and imaginative. The second group are auditory learnerswho tend to learn better through listening. They listen to instructions and follow them in such a way that they can gather large amounts of information and deal with it. Auditory learners are very good at listening to lectures and conversations for a longer time without getting bored. They are more concentrated than visual learners and may be more discerning and attentive in the class. They prefer to study with music in the background. These students may also be creative and imaginative. They are good at listening to information and reproducing it in their individual ways. Students with another style known as kinesthetic learning might be mistaken for too active in the classroom. They do not like waiting for information. They prefer to find things out for themselves without any prompts. They are the explorers who want to make new discoveries. They are quick to learn new things and do not mind being left on their own with a particular toy to find out how it works. They can be successful in practical tasks, such as carpentry and design. These children prefer doing rather than thinking. Homeschooling might be a better for these learners because regular classroom activities might not be interesting enough for them. The forth group consists of logical learners who think in a conceptual manner. They explore patterns and like to know how things work. They often ask questions and are good at puzzles, math problems, strategy games and computers. They understand abstract concepts faster than others. These students prefer inventing and building their own contraptions, for example, with toys (http://www.ehow.com/info_7881656_inventory-learning-styles-child.html#ixzz1MXMcJS9C). 1.3.1 Initial memorisation According to many researches, children have lots of problems when trying to remember and repeat parts of material or longer sentences. In a situation when a group of kindergarten children was asked to remember and repeat, they were passive and even did not take any action to do so. 8-year-old children are a slightly better and show some will to do what they were asked, although only the 10-year-old children and older pupils are able to deal with efficient memorization, data processing and are even able to organise new information to remember it better. According to this research, one can observe that at the beginning children can use only simple techniques and just after some time those techniques develop, become more complicated and fitted to individual preferences and styles. This fact is quite disturbing because during the very early school-years children are often required to remember mane, sometimes even complicated information like lyrics, grammar rules or definitions. On the o ther hand, children can easily learn their mother tongue, they widen their knowledge about society or nature quite fast. Children are often able to repeat the dialogue of their parents even if they seem not interested in it. In their first years, they are not aware of how their memory works. The flash memory term became very popular according to the discovered phenomena that some people have perfect perception and prefer things they saw rather than those which they listened to. It is a very important fact that children use flash memory in a metaphorical way because they mechanically transfer the received information to their memory. Everything seen by people is remembered for a very short time in their operation memory. For a long-term memorisation, it is useful to include various visual aids in the teaching process. Children are able to remember not only pictures but also many details from such pictures. However, sometimes a picture shown to a child may be slightly different, may h ave different colours or shapes (especially of those elements which amazed the child). Autistic children have a very efficient flash memory and after a few seconds they are able to memorise very complicated and detailed pictures; what is more, they do so without much effort. From the previously discussed research, one can deduct that only from the age of ten children can consciously memorise some facts for a longer time. More effective memory depends on which study techniques the child uses. Those study strategies consist of certain elements like: the level of consciousness and awareness of the aim the child is learning for and willingness the child hasmemorisation strategy effort used to learn a specific part of the material Sometimes it is very hard to prove which element from the ones mentioned above is used. It can be even said that children create memorization strategies in internalisation. Before a child creates its own technique of learning, a child cannot achieve better results in learning but when those strategies are already created, the child knows how to study to achieve his or her aim. Then, the process of memorisation becomes faster, easier and more efficient. After some time, children not only know how to learn faster but also can understand more and do this more freely. Nevertheless, at the age of six it is still very complicated for the young learner to organise material which has to be learnt, and this is why children start to repeat. Only nine-year-old children are consciously able to group certain pictures into categories to achieve better memorisation. To sum up, one can easily say that children develop their memorisation skills according to their age and in this process children reme mber those things which they pay attention to but it is short memory and at the same time hard memory which are used. Sensitivity on keeping memory on the alert and reaction do not depend on where this new information comes from (society, nature or their own body) but in case of children it is mainly automatically received and processed by their brain. This process happens quickly and almost without any effort and the teacher cannot see those processes and cannot stop or modify them. This process can be only stopped and controlled, but then it works much slower and requires some effort. What is more, a child has to be conscious of information and has to recognise it. To distinguish between automatic and controlled memorisation, one can distinguish three levels of the automatisation processes: the first level is dominated by the automatic use of information (also without paying attention) the second level is partially automatic when attention is not focused on information the third level is only rarely automatic but full attention is needed in this case ( E. Gruszczyk- KolczyÅ„ska, Ewa ZieliÅ„ska Wspomaganie dzieci w rozwoju zdolnoÅ›ci do skupiania uwagi i zapamiÄ™tywania WSiP Warszawa 2005: 52-68). 1.4 The theory how media influence children Media themselves may introduce lots of positive things but also the negative ones into the human life, shape attitudes and mentality of the young people. Furthermore, especially children may be easily influenced by commercials. Media contents are brought to people through the Internet, radio or television, and such media information consists of specific stimuli which affect brain, senses and create or change attitudes and ways of looking at the reality. The good side of the media is the fact that it is created for peoples development, making life more convenient, introducing social and personal values and causing that long distances are easier to overcome. As a result, even such aspects as education or culture are closer to various and separated nations. On the other hand, mass media become a kind of of a boundary or a cage in which a person is isolated from the others, as it may create a situation of misunderstanding and limit of ones social life which is then substituted with cyber space. Needless to say, the mass media caused radical reorganisation of the social life. In terms of education and upbringing of young generation, the media are creating new types of personalities, a sort of a new civilisation. This new generation of media-people is an inextricable part of the modern life, and can be source of many good, positive and improving aspects as well as bad, demoralising, violent and the ones encouraging unacceptable deviations. 1.4.1 Media in education The fact of striving for more effective ways of teaching is a main subject of many modern researches. Nowadays, in order to achieve the goal it is natural to use the most entertaining and universal tools like the Internet and other mass media. Thanks to these tools, learning can be more pleasant and successful for the learners and also easier and less effort-requiring for the teachers. More and more modern teaching techniques make education up-to-date and allow for leaving (old) traditional methods in education and introduce the modern model of integration of education with entertainment. In this context, education becomes a product, (almost a technological device), a source of educational tools and an incentive for the unconscious learning. Media may be easily and freely used not only in school teaching but also in private, out-school or even global, social, personal and cultural training. They can provide news, information and educational content using all possible multilingual tools. What is more, this kind of instrument has certain aspects which are singled out by Henryk GrudzieÅ„ in his work Media jako skÅ‚adnik procesu dydaktyczno-wychowawczego: direct influence this means that especially television programs and films immediately influence their audience (human emotions and intellect) building-up influence means building up information, associations and feelings connected with films or TV programs which cause some changes in the human psyche subconscious influence similar to the one above, but the audience is not conscious of changes in its attitudes because at the beginning the audience refuses the given way of thinking due to its unsuitable content and after some time its resistance disappears. Media also have a tremendous influence on the lifestyle of the young people, and they affect lots of spheres of young peoples lives, for example: the effect on the way that somebody behaves (making decisions, aggressive behaviour, social actions etc.) the effect on the level of knowledge (level of information, range of knowledge, level of communication skills etc.) the influence on attitude (believes, religion, judging of other people, etc.) the influence on physical fitness (damaging of senses, lack of motion, addiction) The processes mentioned above depend on many conditions such as age, psyche, actual situation in ones life, level of knowledge, weather, place of receiving such information or influences, company or gender. For example, the most influential may be a film watched in a cinema where the level of focus is very high, a bit weaker may be television and the weakest the radio. 1.4.2 The Internet in childrens education Nobody can deny that modern technology has changed and revolutionized education. Teachers have also quickly adjusted their teaching methods in a response to new technology because gadgets in the classroom can create a more interesting, interactive and entertaining environment. If schools strive to keep up with technological trends, then the learning that takes place there becomes more relevant and meaningful for the learners. The Internet and computer knowledge and literacy of major software programs is no longer reserved only for higher educational systems or special trade schools in the modern society. ( http://www.ehow.com/about_5410187_uses-modern-technology-classroom-teaching.html#ixzz1Iai4xP5X) Many children, when going to school, deal with individual difficulties on the basis of their opportunities. Nowadays, from the very early age, children get used to computers, the Internet and other modern technologies. The access and the use of the Internet fulfil many of the aims of education. What is more, it broadens childrens mind horizons, gives them a sense responsibility, builds up their self-esteem and develops their autonomy. A big advantage of the Web is its easy access and lack of duty to have a face-to-face contact. The author of the book Special educational needs and the Internet: issues for the inclusive classroom Chris Abbott claims that there are four principles and each one proves that websites and the Internet have become an influential tool for teaching as the pupils are: Informed The Internet is a source of information and news used in topic work, planning visits, web sites pictures of classmates work, connection with other pupils even outside the school, village or town and also link with past friends. Involved In the virtual tour, in preparing material, in creating and sharing their ideas; in group with the integrated activities where physical presence is not significant. Empowered enabling access for children with any physical difficulties, various tools, e-mails Recognised pictures on websites of the children and their work, whiles of the school council meeting, aiding successes and building self-esteem. (111-112) The Internet has a large part to play in the future education of the young people. In this book, the author included many useful tips when using computers in teaching young learners. For example, the page a teacher wants to use should be put on the screen before children come into the classroom. What is very important, computers should be set in a way so that the children cannot open unauthorized sites and also it is important to remind the children of behaving in a good way to prevent the pupils from running to get to the computers first. It is also useful to create a list of computer room rules. Wherever possible, there should be no more than three pupils per one computer. If children cannot see the screen, they may quickly lose interest in their school work and may not be willing to learn. All these elements can make children more concentrated and make learning more effective (C. Abbott Special educational needs and the Internet: issues for the inclusive classroom New York 2002).

The Adventures Of Huckleberry :: essays research papers

Every day society is imposed upon by awful messages. Not one day passes in which we do not see something terrible or obscene on television, and most people have been exposed to the usage of racial slurs. It is hard to understand why a book should be banned if it has this subject matter in extremely small amounts. The decision should be left up to the potential reader of The Adventures of Huckleberry Finn because making the book required would be just as ridiculous as completely banning it. The Adventures Huck Finn is an outstanding novel with absolutely no reason at all to be banned at any school across the globe.   Ã‚  Ã‚  Ã‚  Ã‚  This novel by the extraordinary author Mark Twain is an exceptional piece of literature. The book itself may have a few credits to its disadvantage, but those credits against it are so minor that they should not be taken into account.   Ã‚  Ã‚  Ã‚  Ã‚  One of the downsides of The Adventures of Huckleberry Finn is the usage of certain racial slurs. The word 'nigger'; appears 189 times, but it should not make a substantial impact on a reader. This word itself may be quite offensive; particularly in the beginning of the book, but towards the middle and end, the racial term is not used to degrade people of the African American race.   Ã‚  Ã‚  Ã‚  Ã‚  The most prevalent misuse of the word 'nigger'; is in the introductory part of the novel. This racial slur is mostly abused by Huck's father, Pap. Pap represents the average misinformed 'redneck.'; In each appearance that Pap had in the book, he had criticizing words for whatever was going on around him. For example, he was making fun of the North because black people were allowed to have freedom. Pap had many stereotypical views. None of those should be taken greatly into consideration seeing as how Pap was intoxicated in all of his appearances throughout the book. Pap had a sever alcohol problem. He would have spent every last dime that he or Huck had to buy alcoholic products. His behavior not only mad him quite drunk but abusive as well. Huck was held like a prisoner by Pap, and Pap even almost killed him once. Pap shouldn't be taken seriously by the potential readers of Huck Finn.   Ã‚  Ã‚  Ã‚  Ã‚  People who read The Adventures of Huckleberry Finn have to keep in mind that the time setting was in the pre-Civil War era. During this time period, may people had the common misconception that black people were merely property. The slaves were hardly ever treated as human beings.

Women in World War II

Women served an important role in WWII. They not only took the challenge and stepped up to take the places of the men off fighting in the war to work in factories, but they also fought side by side with those risking their lives and fighting for their country. They were needed everywhere during the war. There were an unbelievable amount of job opportunities for women during the war and many supported the brave acts of voluntary enlistment. â€Å"‘A woman’s place is in the home’ was an old adage, but it still held true at the start of World War II. Even though millions of women worked, home and family we considered the focus of their lives† says Brenda Ralf Lewis. Without the help of those women who were brave enough to step, the war may have not ended as successfully as is did. Women’s jobs were very important in WWII. Women participated a great deal on the home front war effort. While the men in their lives were off fighting in the war, women were working in factories fulfilling the men’s jobs producing ammunition, tanks, and other weapons urgently needed during the war. According to Buzzle. com, â€Å"Women took over places initially meant for men and excelled in the same as well. If women weren’t in factories they were at home providing for their families. Supplies were rationed because of the shortages caused by lack of trade from other countries that were at war as well, such as Japan and Southeast Asia. Families were given booklets for each member which determining the amount received. Utilities such as toaster and waffle irons; flashlights and batteries; tea; toys and games; vacuum cleaners and vending machines were no longer manufactured because the materials were more of a priority for scrap metal to build the necessities for war. Use it up/ Wear it out/ Make it do/ or do without† became a well-known saying around the United States during the war according to Dot Chastney. During the war women were expected to step up in the places of the men. Some were brave enough to go out into the field while others didn’t have much of a choice but to work in factories in order to stay closer to home with their families. The war had an impact not only on the fighters and workers, but on the children as well. They were deprived of the education they deserved because funding started to go to the war efforts. Having to deal with the war caused people all around to make decisions that were best for everyone around rather than a specific group of people. One good thing that came out of the war was the extraordinary opportunities offered to women. Not only did it show that women can work as well as men did in those working conditions, it widened women’s work options, and let them contribute what they had to offer to the war. While men were at war, jobs were needed to be filled. War was heating up and according to Brenda Ralf Lewis. It was not entirely unexpected and anticipating the event was different from experiencing it first hand, which caused upheaval as m millions geared up to cope with its demands. † Jobs were a huge demand at this point and who else to fill the jobs? That’s right. The countries very own women. Women were granted with extraordinary opportunities. â€Å"Women learned new skills as they replaced men in war work, using expertise and physical strength many never knew they possessed. This did not always go down well with men still working in the wartime factories†, acknowledges Brenda Ralf Lewis. Being able to work in factories, women learned techniques they never knew they had and if it hadn’t been for the war, they probably never would have ever experienced it. Opportunities for women consisted of Army nurses, Navy nurses, Women Auxiliary Army Corps (WAAC), Women Accepted for Volunteer Emergency Service (WAVES), women Marines, the Coast Guard preserve, jet pilots, and so many other amazing opportunities. There were not only needed for fighting on the front, but for factory jobs as well. Women quickly learned to work with the machines and build the necessary weapons that were in high demand during the war. Rosie the Riveter was a metaphoric figure used to represent the strength, dirty jobs, and work women provided for the war effort. Penny Colman states â€Å"Rosie the Riveter was supposedly based on Rose Bonavita, a riveter in the United States. † During the war more than six million women joined the workforce. In August of 1943 Newsweek Magazine reported: â€Å"They [women] are in the shipyards, lumber mills, steel mills, foundries. They are welders, electricians, mechanics, and even boiler makers. They operate street cars, buses, cranes, and tractors. Women engineers are working in the drafting rooms and women physicists and chemists in the great industrial laboratories. † Ever since then women proved that they can work in a man’s workplace and do just as well. Any job that was a man’s, was a women’s as well. Women were soon â€Å"the most needed workers of all† according to Brenda Ralf Lewis. Factory workers became known as â€Å"the soldiers without guns†. If women hadn’t stepped up to the line, winning the war wouldn’t have been as easy as it was for us. Not only did the women in factories and shipyards have a big part in doing their part in the war contributions, but so did the women who were out on the field fighting alongside with their men risking their very life. Women working and fighting on the line of protection had the toughest jobs. â€Å"Those working on the front line lived in constant danger as they worked to preserve life while everything happening around them was designed to destroy it† says Brenda Ralf Lewis. In the beginning women were discriminated and were doubted when doing the jobs on the front line. Thousands of women joined the women’s uniformed services in World War II. There was, inevitably, resistance to the idea of women in uniform, but their contribution was vital† reports Brenda Ralf Lewis. Not long after joining the armed forces they were able to prove the doubters otherwise. The Allied armed services drew thousands of women into military life, from all over the world. The United Stat es and Britain accounted for most employing women in all three armed forces and, in the case of the United States, in the Coast Guard and Marines as well. There were many different military branches women were able to join at that time. Some included Women’s Arm Auxiliary Corps (WAAC), Women’s Army Corps (WAC); Women’s Auxiliary Ferrying Squadron (WAFS) was incorporated with the Women’s Air Force Service Pilots (WASP) as well. Other countries such as Britain, Canada, Australia, South Africa, India, New Zealand, Burma, France, The Netherlands, Norway, Poland, and the Soviet Union all offered forces dedicated to women and the services they offered. Many questioned the fact if women should be allowed to serve at all. Women in the military had image problems. They were seen as femme’s fatales; their role was trivialized or they were dubbed ‘unfeminine’ for deserting their proper place, home. Not only did they prove them wrong by going out into the field and fighting on the front, but they also put their feminine qualities to work. Women became great undercover spies. According to Simone Payment, â€Å"Spies have been used in times of war and peace since the beginning of civilization and women have long been involved in these espionage pursuits. In the United States, female spies participate in both the Revolutionary War and the Civil War. But it wasn’t until World War II that they became an official-and incredibly important-part of the war effort. Many female spies made a difference in World War II, often at a great personal cost†. Many never questioned the thought of a dainty and delicate woman to be able to posses such power. Women were able to go undercover easily by just being themselves and going along with their daily lives. Women took the risks of being captured and tortured if they were ever discovered. Some women that contributed their lives to the ware are: Tatiana Nikolaevna Baramzina who was born on December 12, 1919 in Glazov and was also the recipient of the Gold Star Award. In 1943, Tatiana was sent to the Central Women's Sniper Training School and upon her graduation in April, she was later sent to the 3rd Belorussian Front. She managed to kill around 16 enemies in the first three months itself. Unfortunately, she was captured by the enemies and tortured before she was shot point blank. Tatiana Nikolaevna Baramzina passed away on July 5, 1944. Today, the street where she grew up has been re-named in her memory. Another woman that dedicated her life to the war was named Hannah Szenes who was born on 17th July, 1921 and was trained to parachute by the British army into Yugoslavia during World War II. This task was given in order to save the Jews of Hungary. Her secret mission was not revealed even when she was tortured following her arrest at the Hungarian border. Hannah Szenes had to brave immense tortures, yet she did not lose heart. She bravely battled it out and tried to sing to keep her spirits high. She also kept a record of events in her diary till November 7, 1944, when she was finally executed by a firing squad. During the war, the efforts of many women had gone by unnoticed. Overall women had and enormous impact on the war with their contributions and dedication to help provide, step up and win the war. Without the help of the women, we might have never won. Every woman had an important role and they did it with great honor. To this day, women are in all different branches of the military.

The global warming

Global Heating: A Man-made ProblemMany old ages in the yesteryear there was contention over whether planetary heating was genuinely happening. Over this period many different scientists have done many trials and experiments which have proven that planetary heating is a fact non a theory. Now that planetary heating has been proven true, there is a argument over whether it is caused by natural happenings or semisynthetic patterns. In the docudrama, Inconvenient Truth wrote by former Vice president Al Gore, it explains and provides grounds that planetary heating is a semisynthetic job. Harmonizing to Fred Singer ‘s and Dennis Avery ‘s book, Unstoppable Global Warming, planetary heating and chilling seem to be portion of a 1,500-year rhythm of moderate temperature swings and human activities are non the primary cause of planetary heating. Although some think that Global heating is merely a portion of the Earth ‘s natural rhythm, I agree with Al Gore, that planetary heat ing is caused by worlds ‘ actions for several grounds: 1 ) We use many of the Earth ‘s resources really heedlessly and inefficiently. 2 ) Our abuse of fossil fuels emits dozenss of C dioxide in the air doing dire alterations around the universe. 3 ) The increasing population of the universe makes the earth work harder than it should to keep all of the people in it. One indispensable ground why I think planetary heating is a semisynthetic job is because people use the Earth ‘s natural resources prodigally. For illustration, when we burn and cut down woods for paper, wood or to do room for people to populate, we are lending to planetary heating. Harmonizing to the United States Environmental Protection Agency, trees absorb C dioxide from the air, which is one of the nursery gases that are absorbed by the ambiance. By taking the trees away the C dioxide that could hold been absorbed by the trees will merely travel into the ambiance ( USEPA ) . When C dioxide or other nursery gases get absorbed by the ambiance they trap heat in the lower ambiance that goes back down to the Earth. When there is big sum of the nursery gases in the ambiance it can do excess warming of the Earth ( Inconvenient ) . Another natural resource that we take advantage of is our dirt. When we have our refuse taken to elephantine landfills we are making more injury to our planet than we know. Harmonizing to Brian Ladd, a member of Eco-Cycle ‘s Community Action Team, when waste under the land starts disintegrating it do methane gas to ooze to the surface and enters the lower ambiance. Methane is a powerful nursery gas that is twenty one times more effectual at pin downing radiant heat than C dioxide ( Ladd ) . We need to take a good expression at how efficaciously we are utilizing natural resources because we are utilizing them faster than nature can bring forth them. Beside the natural resources above, there is one resource that we use wholly irresponsibly. That resource is fossil fuels, which are the primary subscribers to planetary heating. Fossil fuels are made of organic affair such as coal or oil. We burn fossil fuels everyday when we drive our autos, and create electricity in our places. When you burn fossil fuels it releases C dioxide. Harmonizing to Inconvenient Truth, in 650,000 old ages the C dioxide degree had ne'er gone supra 300 parts per million. Harmonizing to Anne Waple, the Communications Manager at the Climate Change Science Program Office, Today, degrees are greater than 380 ppm and increasing at a rate of 1.9 ppm yr-1 since 2000 ( Waple ) . The IPCC Special Report on Emission Scenario stated that by the terminal of the twenty-first century, we could anticipate to see CO2 degrees between 490 to 1260 ppm ( Waple ) . These high degrees of C dioxide cause the thaw of glaciers around the universe. For illustration, the Himalaya â⠂¬Ëœs Glaciers provide imbibing H2O for 40 per centum of the people on Earth ( Inconvenient ) . If the glaciers keep runing at such a rapid rate there will be a deficit of H2O. Since more glaciers everyplace are runing off it will do the sea degrees to lift. ( Inconvenient ) Harmonizing to Inconvenient Truth, if Greenland melted topographic points such Florida, San Francisco Bay, and Manhattan would be submerged. The authorities needs to take planetary warming more earnestly because if this happened it would be to lay waste toing. Though burning fossil fuels is the primary cause of planetary heating, population would merely do the effects of planetary heating greater. Do n't you believe if we have excessively many people on Earth we will make excessively much pollution for the Earth to manage? This is why population has become a factor in planetary heating. For blink of an eyes, more people means extra usage of transit, which causes the combustion of more fossil fuels. Larger populations besides mean a larger demand for H2O. There will besides be a bigger demand for nutrient ( Inconvenient ) . Most people in the universe are meat feeders which means we have to engender more cattles. Harmonizing to the Children ‘s British Broadcasting Company, cattles are a beginning of nutrient, and their flatuss and manure contains methane. â€Å"Just one cow gives off adequate harmful methane gas in a individual twenty-four hours to make full around 400 litre bottles, which is truly bad for the environment† ( CB BC ) . To keep all the people in the universe we have to go on doing room for people to populate. One manner we do this is by cutting and firing down woods. Thirty per centum of the C dioxide that goes up into the ambiance comes from forest combustion ( Waple ) . If we keep interfering with nature ‘s rhythms at that place might non be any rhythms to mess up after a piece. Even with all the grounds above Fred Singer and Dennis Avery believe that we have nil to make with the cause of planetary heating. They think that, â€Å"human-emitted CO2 ( C dioxide ) has played merely a minor function in it. Alternatively, the mild warming seems to be portion of a natural 1,500-year clime rhythm ( plus or minus 500 old ages ) that goes back at least one million years† ( Singer and Avery pg. 3 ) . In their book, they stated that ice nucleuss from Greenland and Antarctic ‘s Vostok Glacier showed the same 1,500-year rhythms ( Singer and Avery ) . Harmonizing to Inconvenient Truth, it is true that there was a mediaeval heating period and two others. If you were to compare the mediaeval heating period CO2 degrees with those of the other two, you would see that they fit closely together ( Inconvenient ) . If you were to compare today ‘s C dioxide degrees to the predating warming period ‘s degrees, you would see that our degrees are off the chart s ( Inconvenient ) . So what happened between so and now? It is obvious that we have done something to do the CO2 degrees so much higher than the old heating periods. Harmonizing to Emily Robinson, a imperativeness secretary at Union of Concerned Scientists, another thing that you should take in consideration is that Fred Singer is â€Å"affiliated† with no less than 11 â€Å"think tanks† and â€Å"associations† that have received support from ExxonMobil. ExxonMobil is the universe ‘s largest publically traded international oil and gas company. Singer ‘s ain â€Å"Science and Environmental Policy Project† ( SEPP ) has received $ 20,000 from ExxonMobil ( Robinson ) . Dennis Avery is a â€Å"Senior Fellow† for a â€Å"think tank† called the Hudson Institute. The Hudson Institute received $ 25,000 from ExxonMobil ( Robinson ) . It sounds to me like they are covering for ExxonMobil. Do you believe they are seeking to protect ExxonMob il to maintain the money coming in? Nice defense. More people need to look at all the grounds that proves we have contributed to the cause of planetary heating. We need to acknowledge that we are doing planetary heating by utilizing the Earth ‘s natural resources recklessly, breathing immense sums of carbon dioxide into the ambiance by firing fossil fuels, and seting force per unit area on the Earth and it resources by over populating. Although there has been other warming periods before our clip, today ‘s CO2 degrees are beyond comparing with old warming periods. The authorities should halt debating over what caused it and set some Torahs into consequence. There would be no injury in puting Torahs to assist the Earth. All it could make is assist the United States become a better topographic point to populate.Work CitedInconvenient Truth. Prod. Laurie David, et Al. Dir. Davis Guggenheim. Perf. Al Gore. Paramount, 2006. DVD.Waple, Anne. â€Å"NCDC: Global Warming.† National Oceanic and Atmospheric Administration, 2 0 Aug. 2008. Web. 30 Oct. 2009.Singer, Fred and Dennis Avery. Unstoppable Global Heating: Every 1,500 Old ages. Lanham, MD: Rowman and Littlefield, 2008. Print.Robinson, Emily. â€Å"Exxon Exposed† Union of Concerned Scientists. 04 Aug 2008. Web. 07 Nov. 2009.â€Å"CBBC Newsround | Animals | Cow farts ‘harming the planet'† British Broadcasting Corporation. Web. 30 Oct. 2009.Ladd, Brian. â€Å"New Evidence Shows Landfills are Major Contributor to Global Warming.† Ecocycle Times. Web. 07 Nov. 2009.â€Å"We Can Make a Difference.† United States Environmental Protection Agency. 23 Oct. 2006. Web. 30 Oct. 2009Key for Color Coding ( please usage fount colour – non text highlight colour )The first beginning used as a voice in the conversation A 2nd beginning used as a new voice in the conversation The 3rd voice in the conversation The 4th voice in the conversation The 5th voice in the conversation The 6th voice in the conversation The 7th voice in the conversation The author ‘s voice giving an illustration from his/her ain universe position on the subject, which is an of import portion of the conversation. A connexion sentence or sentences where author tells reader the connexion among the voices in the conversation – replying these inquiries: do they hold, differ, or does one widen the significance of the other?