Describe the effects of the Blitz on everyday life in Britain Essay Example for Free

Describe the effects of the Blitz on everyday life in Britain Essay At 4:56pm on 7 September 1940, the air raid sirens wailed as the German Air Force, the Luftwaffe launched a massive raid on London.Over 350 bombers flew across the Channel from airfields in France and dropped 300 tonnes of bombs all over Britain. This caused a lot of problems for the people of Britain. The aim of the Blitz was to break the morale of the British people by destroying their homes, their source of transport and industry. In London the docks were attacked regularly and across Britain the Luftwaffe also tried to hit railway lines and junctions, power stations and ports. People’s daily routines were also ruined. Because of the lack of availability of food, the Government were forced to ration the small amounts of food that was left in the whole of the UK, which left very many people with virtually nothing. Bacon 6oz, cheese 4oz, dried milk 4 pints a week and dried eggs 12 every eight weeks. This is just a small fraction of what the government had to ration. In the morning queue would be everywhere and anyone would stand in one queue just to see what was selling. Hopefully it was food. The government took a number of steps to try and protect people. They ordered a total blackout at night to make sure that none of the bombers could see them. All windows would have to be covered by thick black curtains; street and vehicle lights were shielded of dimmer. It was known as an offence if light was shown, because even the smallest amount of light could tell the Germans were to bomb. Every night an inspector would come and make sure that each house was covered up properly and if it was not, a fine would be issued and the owners would fix the problem. Everyone was also given a gas mask in case the Germans were to drop a gas bomb anywhere. Throughout the whole time, 31% of the population got no sleep at all, 32% got less than 4 hours and a mere 22% got 4-6 hours sleep. This caused a lot of problems for people who were working. Workers were falling asleep at their stations and even more were fired because they kept on arriving late to work. However, the people who did make it to work, never gave up they were determined to carry on. Shopkeepers covered their smashed windows with plywood and put up notices saying ‘business and usual’, to show that nothing had stopped them from running their lives. Transport was still running, even though there was a lot less. Postmen and milkmen marched through the rubble to make their deliveries, Clergymen held regular services in bombed churches, bomb sites were used as pen-air concerts and dances and many theatres, music halls and cinemas stayed open throughout the whole war. Even though people were moving on with their lives, over 1.4 million people had lost their homes and many had their friends killed or badly injured by the Blitz. This drove many people to theft. They would break into bombed factories and steal whatever they thought would have a value for money. They would then sell these items on for as much as they could and use that money to buy food if they could find it. If anyone was caught, the punishment was death. Even though there were two million Anderson shelters produced in the early years of the First World War, many people had no shelters to stay in while the bombs were taking place. Many people moved in with family and friends where as others went to underground stations and stayed in the tunnels all night. They would stop the trains and the escalators from running so that people could sleep down there without any injuries. These tunnels gave the population the encouragement that they needed. Many people got a lot of sleep down there and even more were getting used to the bombs. However, the government were scared that people might not come back up again, because they were too scared, and tried to stop them, but each night up to 60,000 would demand to go down into the tunnels for protection. In the end the government gave up. So the Salvation Army and the Women’s Voluntary Service ran shuttle services of buns and drinks from station to station to keep them alive. Others would stay at home and hide in a Morrison’s shelter that was attached to the dining room table, or even hide under the stairs because they were designed to carry a heavy weight. Day after day, night after night, so many fire services fought to control the many fires that were going on. Not including the regular fire services, there were 60,000 volunteers in the Auxiliary fire service. Many were on duty for two days in a row and had very little chance to get some sleep. Fire fighters were under constant heat and falling buildings, not to mention the falling bombs the surrounded them. They ran out of water quick because the bombs would hit the main pipe lines. There were also not enough fire trucks so people would have to run to the fire and hope to God that there was a water supply nearby. As people were pulling together and relying on themselves more, community sprit had increased so much throughout the whole of the Blitz. People went straight into action as soon as they heard the bombs going off. People helped the ambulances and the fire department. The heavy rescue squad used ropes and chains to clear away the rubble and then doctors and nurses would then run in and pull people out. To sum up, many people’s lives had been ruined. Loss of family and friend, the loss of their homes, but people really did turn things around. The community really did join together to stick through the whole problem.

Medicine, Drugs, and the Internet Essay -- Exploratory Essays Research

Drugs and Cyberspace Since the beginning of time, humans have been searching for the ultimate answer. Throughout many cultures, plants as well as manufactured substances are used both for healing and to broaden perceptions and challenge reality. Drugs are a part of the incessant evolution of the human species towards a higher and greater intelligence, empathy and awareness or consciousness (Rushkoff, 34). Gurus and shaman have eternally incorporated plant chemicals into methods for enlightenment. For America, the early 1950's marked the emergence in popularity of psychedelic drugs as a tool for mind expansion (Kuhn, 163). Timothy Leary, an icon of 60's drug subculture, as well as cybernetic psychology explains, "the psychedelic drug movement of the 60's and the personal computer movement of the 80's are inner and outer reflections of each other." Leary also argues that only if you understand something about computers, can you begin to understand psychedelic drugs (Sheff, 120). Psychedelics deconstruct one's basic assumptions about life, presenting choices that are arbitrary to the individual and the given society. In The Doors of Perception, Aldous Huxley reflects on the capabilities of chemicals on the human mind: "Administered in suitable doses, peyote changes the quality of consciousness more profoundly and yet is less toxic than any other substances in the pharmacologist's repetory" (Huxley, 9). Douglas Rushkoff, one in the same as Leary, has written several books on the topic of psychedelics and cyberspace. He believes "with the help of a psychedelic journey, one can come back [from tripping] and consciously choose a different reality from one that's been agreed upon... ...rception. New York: Harper & Row, 1954. Kimm, Todd. "Can a Man Fly on the Internet?" icon. Vol. 16, Oct. 15, 1998, www.iconquest.com Kuhn, Cynthia; Scott Swartzwelder; Wilkie Wilson. Buzzed. New York: W.W. Norton & Company, 1998. Leary, Timothy. High Priest. New York: College Notes &Texts, Inc., 1968. Leinhard, John H. "A Concern About Reality." No. 88. Nov. 1998. http://www.uh.edu/engines. McKenna, Terence. Archaic Revivals. San Francisco: HarperCollins, 1991. Neumann, Peter G. "Are Computers Addictive?" Communications of the ACM Vol. 40. No. 3 (March 1998): p. 128. Rushkoff, Douglas. Cyberia: Life in the Trenches of Hyperspace. San Francisco: HarperCollins, 1994. Sheff, David. "From Psychedelics to Cybernetics." Publish. Feb 1992: p.120 Taylor, Eugene. "Psychedelics: The Second Coming." Psychology Today. Jul 1996: pp.56-59+

Developing an English Language Curriculum Essay

The problem at hand involves developing a curriculum for English language that is suited for all people, coming from all over the country; even those without the basic knowledge of the language. The problem entails finding out the basis of developing such a curriculum, analyzing the content and coverage of such a curriculum, testing the suitability of it to the users, outlining a sample curriculum and finding out the possible outcome of such a curriculum. The problem will also discuss the likelihood of making compromises, possible compromises, the groups affected and how to counteract the effects of such compromises. Theoretical Background and Analysis Curriculum development for languages has for a good length of time been based on; developing language responsiveness, developing confidence and competence in the use of English language, trying to instil into the learners the cognitive capability, training learners to develop language imaginative and emotional skills via oral, reading and writing skills. In trying to develop any teaching curriculum, one can focus on the above as guideline. Traditionally, the curriculum activities have been determined by use of a particular set of goals needed to be achieved. Hence one would sit down and analyze the particular things he wanted to achieve then go ahead and develop a systematic way to end up with the desired results. Failure to achieve these results would be followed by corrective measures to the curriculum. However, further developments to this has led to another way of developing a curriculum based on the path or route used to achieving desired results other than the one based on developing a curriculum on goal basis. A curriculum can be developed on the basis of tasks (Nunan, 1998). One approach focuses on analyzing the psycholinguistics involved in the acquisition of a second language and activation of such in a classroom. The other approach basically focuses on the purpose the learners need the language for. Nunan and Lockwood (1991) have come up with a model to implement the latter approach. This involves allowing learners develop the skills of the language, offer a chance to analyze and listen on how sample tasks are solved, giving a grammatically instructed guidance for performance of various tasks, and stimulating them to develop skills that are emerging in them via rehearsal. We must however put into consideration the problem at hand; that the students will be expected to learn a second language, in this case English. Much as they will try to be given the above guidelines we can also be guided by a model suited for them. Two models can be focused as a basis for this: (a) The rehearsal rationale path which focuses on what they will be intending to do with the language they are learning. (b) Psycholinguistic model which answers the question on the required mechanisms to acquire a second language. I do therefore propose that such a curriculum would entail courses that will make the learners be assimilated into a culture of having a positive response to using the English language as pertaining communication on a daily basis, training them how to communicate, write, think critically and solve problems using the language. Basically, since the language entails being able to read, write (which would demand knowledge on the grammar, use the language mechanics, penmanship and spelling), to listen and speak all these would be part and passel of the curriculum. Arising Effects and Addressing the Problem It is hard to develop a compromise curriculum for everyone. While some would view such changes as only a waste of time and derailing their time in school since they know the basics, the learners would find an opportunity to assimilate what is necessary to give them an easier time in school. A compromise must however reduce the likelihood of going into what the newcomers can found out for themselves. Since they already have come to study various courses in the institution, it can be assumed as well that most of them will be aware of the challenges involved. Instead of say establishing a separate academic year to go through the curriculum, the curriculum can be made to fit into their program as they go through other courses of their study. One can therefore fit in two courses of studying English in their first year of study. The first course, for example can contain courses for the students to learn communication, writing and reading skills, while in the subsequent term, the second course can entail courses challenging students to thinking critically, analytical skills, interpretation skills, and using the language to formulate ideas. It must be considered that students will have to be exposed to acquiring a second language by presenting one which is a bit more complex that which they have and they will gain maximally. This was a belief in input hypothesis by Krashen (1981, 1982) which has acted on for many researches. The next step would entail finding out what majority of the learners will be, their background languages and how the curriculum can be suited to favour them. A research will need to be conducted to establish what the current situation is on the ground, necessity of having such a curriculum, its implications to the students already in the institution and how they think they can be helped. It would be of little need to establish a curriculum that only duplicates work and overloads the students. In deed, this can be solved by carrying out an extensive research on the need for it, even before it is designed. Once there is enough evidence that such a curriculum is of necessity, one can go ahead and design it. It would be better to incorporate the views of the intended beneficiaries to this project. The curriculum should be geared towards making sure that the students also benefit in usage of the language in other disciplines other than English itself. Therefore, a good connectivity between English language skills should be ensured by the curriculum being implemented. Implementation and Review Once the program has been implemented, there is need to keep on acquiring the feed back from the beneficiaries pertaining various courses, their benefits and what they think can be done to improve on the arising difficulties, analyzing the elements of the feed back and carrying out the corrective measures as pertaining course improvement. Conclusion In the above analysis, I have provided a basis model which can be used in developing an English language curriculum, and sort to solve problems related to its introduction in any learning environment. The implementation and review section seeks to give an outline how one can put into action such a curriculum and review it. Remember that a good curriculum is the one that accomplishes its intended purpose satisfactorily. It does not mean that it is free from difficulties, but these must be dealt with. Reference NCCA (2008): Curriculum Online. Retrieved from, http://82. 195. 132. 34/index. asp?locID=399&docID=-1, on September 10, 2008 Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Pergamon Press. Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press. Nunan D. (1998). Communicative Tasks and the Language Curriculum. Macquarie University Urbana-Champaign University of Illinois. Retrieved from http://www. iei. uiuc. edu/TESOLOnline/texts/nunan/index. html on September 10, 2008. Nunan, D. , & Lockwood, J. (1991). The Australian English course: Task based English for post-beginners. Cambridge: Cambridge University Press.

Marketing and Customer - 1096 Words

Megan Sedlacek Marketing Unit 4 Assignment 1. As a marketing consultant for a chain of hair salons, you have been asked to evaluate the kids’ market as a potential segment for the chain to target. Evaluate the kids’ segment against the four criteria for successful market segmentation. * Substantiality: Is the kids’ group large enough to warrant developing and maintaining a special marketing mix? I think so. However, there is a challenge finding the right size or balance. If the kids’ group is too large in one region, there is a risk of diluting effectiveness, and if the group becomes too small, the company will lose the benefits of economies of scale. There are often very large customers that provide a large portion†¦show more content†¦Based on segments, customer centric offerings are to be offered. Each customer has their own liking and disliking as well as proper planning. The right time to offer also plays an important role. This will avoid unnecessary mailers/calls to be ma de. Customers normally tend to ignore mass mailers and emails which are sent on regular intervals as they feel that they are junk mail. It is also important to determine the best channel of communication the customer is most likely to respond to. Valuable resources and time is saved and also frees marketing resources to concentrate on other customer and plan for newer programs. Overall, we can work with our customers on helping us improve our customer service and provide the quality service that the customers deserve. It is in this endeavor to have a sustaining model to keep the customer engaged throughout their relationship with the bank for growth and profits in the long run. 2. You are the marketing manager for a specialty retailer that sells customized handbags. Describe how the company could benefit from one-to-one marketing. The company is more likely to attract customers by offering discounted items which are automatically selected to appeal to the individual recipie nt. 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