Diary for one class-------- I will upload every think that you will Essay

Diary for one class-------- I will upload every think that you will need. You have to read the slides when it is need it and you - Essay Example 2. Health Illiteracy – Even if Maria’s children can get medical treatment, the disease have a possibility of recurrence because she is not aware on what causes the disease. Also, she needs to learn more about basics of health as well as family planning. The 4ps are product, price, place and promotion. For product, the information that Maria needs is birth-control methods and hygiene. She also needs to be counseled regarding her perspective towards traditional healing and the risks. The price denotes that Maria must change her perspectives so she could address the health issues objectively and effectively. For example, the price of not using birth control could mean more mouths to feed. As for the place, the only channel for educating her at the moment is through home visits by a health care provider. Lastly, promotion can be accomplished by suggesting birth control products through some brochures and samples like oral contraceptives. As for her children, Maria can be gi ven oral rehydration salts to prevent dehydration during diarrhea. In the end, the main objective is for Maria to take initiative in visiting the health facility on a regular basis. A sterling example of corporate social responsibility was exemplified by IBM way ahead of other companies. It was also interesting that IBM initiated CSR at the time that it almost fell into bankruptcy if not for the leadership of Louis Gertsner. During that time that Louis Gerstner ruled IBM, social responsibility then was a concept that was uncommonly practiced by organizations. IBM was influenced by Gertner’s social responsibility advocacy by erasing the barriers between class and gender within the organization which is a higher form of social responsibility. Unlike other organizations, that donated for a cause or planted a tree, Gerstner made something unique. Gerstner established a diversity task force that addressed to diversity issues. In line with that, he also co-chaired Achieve, an organ ization that focuses on improving the academic standards for public school in the U.S. In fact, he really supported quality education alongside being the CEO of IBM. He established Reinventing Education, an educational partnership with a number of states and school districts, enabling them to benefit from IBM technology, and technical assistance. Social responsibility was then a concern for Gerstner even during his IBM days. In a speech addressed to Comdex, he already made mention of how technology and social responsibility go hand in hand, to wit: I think we will make our visions reality. I think that as stewards of our industry, we will step up to the challenges of social responsibility. We will improve the world, and the way we work, the way we communicate, live and learn as people.  (1995, Transcript of Louis Gestner speech at Comdex) There are abundant examples of corporate social responsibility shown by large corporations. Just recently, Coca Cola pledged 2.5 Billion Yen ($3 1 Million dollars) to Japan so the country can recover from the disasters that happened. The pledge goes to a reconstruction fund which includes free dispensing of beverages for the victims. References CSR Press Release. (2011).  Coca-Cola Raises Total Pledge to 2.5 Billion Yen (US$31 Million) for Relief and Rebuilding Efforts in Japan.

The Diamond Model which has been penned down by Michael Porter Essay

The Diamond Model which has been penned down by Michael Porter - Essay Example This advantage is gained by the nation by increasing demand for that commodity by other nations. Either the nation with the competitive advantage has gained this edge because of the cheap labor available in their region, or it is due to the amazingly high quality of resources that are available within their region. The reason can be any - but once the competitive advantage has been gained, it goes a long way in helping the nation to rule the international market for that commodity and it even gives the nation the power to dictate prices at times, especially if there is scarcity of that commodity or the raw materials needed to make that commodity in other parts of the world, or if the commodity is a staple good or a fast moving consumer good. Thus, competition, in today's age, is not limited to domestic competitors. Rather, the competitors are now present worldwide for a single industry. Thus, Porter's model becomes the most comprehensive model available for this purpose only - to help nations make policies which will help them out beat their international competitors. 1. Firm strategy, structure and rivalry: Strategy is the way through which the nation aims to achieve its goals. If the nation aims to achieve strategic competitive advantage in four industries: wool, cotton, wheat and rice, then it need to work accordingly. Moreover, it also has to structure the domestic industry in a manner which instills competitiveness within the domestic players only, so that the overall industry can reach a higher level. Rivalry is the competition that is ignited within the local competitors, so that they work independently and also in groups to achieve the nation's policy of achieving global competitiveness in the international arena. 2. Demand conditions: A nation's policy on competitiveness around the globe will depend on the demand that exists for its products. The nation's industry can never stand out in a global sphere if the local demand does not match the international demand. If, for instance, the cotton produced in the local areas is of low quality and the local consumers are satisfied with that, then there is no scope for this industry to flourish internationally. This is because if the local demand is not demanding enough out of the industries, then they would never improve their level of quality, service or the elements that make a product from good to better to best. Thus, the more demanding the customers in an economy, the greater the pressure facing firms to constantly improve their competitiveness via different radical innovative product offerings etc. 3. Related and supporting industries: If an industry has to gain competitive advantage internationally, then it should also engage the support of the related and supporting industries. For instance, while making national policy, the related and supporting industries for the government would be the media industry, because of the amount of

Effect of Life Events on Effective Leadership

Effect of Life Events on Effective Leadership Meers study is qualitative in nature. The purpose of his study was to explore how the selected leaders made sense of their experiences by understanding the context of the experiences themselves. It was imperative to the efficacy of his study to understand the perspectives of the leaders as they related their life experiences and what impact they saw these events having on their leadership development. As life experiences are best related in story format, it best served this study for the researcher to utilize personal interviews with participants as the primary method of data collection. The stories that leaders told about their formative life experiences cannot be broken down into easily manipulated variables, but rather must be understood as whole events that carry complex meanings for each individual. As Meers began his study, a theory was not presented for proving or dis-proving, however, in the process of data collection a theory did emerge. This is consistent with the qualitati ve approach and specifically the grounded theory method. Strauss and Corbin (1998) define grounded theory as: theory that was derived from data, systematically gathered and analyzed through the research process (pg. 12). The theoretical framework of how effective leaders learn from significant life experiences developed within this study matches this definition. The situation studied within this project was the significant life experiences of effective leaders with the process being leadership and the phenomenon being how these leaders learned from their respective significant experiences. The exploration of leaders life experiences moved from the specifics of each individuals stories to generalizations that can be applied to the broader area of leadership development. Purpose Statement The purpose of this study was to discover the role that significant life events played in the development of effective leaders. The use of the term significant in describing life events could sound somewhat limiting; however the intent of this study was for participants to define for themselves what a significant life event entails. Utilizing a semi-structured interview process, leaders perceived as being effective were interviewed to explore the meaning they made out of certain life experiences. Through analysis of this information the author attempted to discover common emerging themes which impacted their development. Problem Statements 1) What is leadership? and 2) How do leaders develop? or, From where do leaders come? Alignment of Research Question, Purpose Statement, and Problem Statement The author of this paper believes that the research questions, the purpose statement, and the problem statement are well aligned. First, based on the research question(s), it was critical for the researcher to provide a clear definition of leadership. In doing so, he was able to establish a foundation for his study. Meers study looked at effective leaders. It was critical for Meers to identify what an effective leader is. He did this through his review of literature and the identification of leadership based on a longitudinal study that included theory from numerous pioneers in the field of leadership and organizational studies. Meers also needed to research the foundations of leadership development. Most specifically, it was critical for him to include prior research theories of how a person becomes a leader and how a person develops and refines leadership skill and traits. Meers purpose statement effectively describes the research questions using concise language. Literature Used to Identify Gaps and Tensions within the Literature Meers dissertation includes a comprehensive literature review of prior studies. He began his review by defining leadership, which he accomplished through his own acquired knowledge. After defining leadership, the question (mentioned previously) that then arises is: How are leaders developed? Where do they come from? To answer these questions, Meers looked to the earlier work of Thomas Carlysle called the Great Man theory (Wren, 1995). Meers then addressed the transformation of leadership theory during the mid part of the twentieth century. He relied on the studies conducted by Conger (1992) and Fulmer (1997) who both studied the relationship between leaders and managers and whose work provided Meers with a clear distinction between management and leadership. Fulmers research regarding early leadership training provided Meers with an overview of where the field has been, where it was at the time of his research and where he saw it headed (Fulmer, 1997). The studies conducted by Burns (1978), Greenleaf (1970) and Kegan (1982) provided Meers with further information regarding the transformation of leadership theory. In his seminal work, Leadership, Burns (1978) proposed the idea that there were really two forms of leadership: transactional and transforming (or transformational). Burns (1978) work then encouraged others to begin to think of leadership as different from management, with leadership being much more focused on relationships with followers and particularly on influencing others to achieve common goals. For the purposes his study, Meers did not conduct a thorough analysis of servant leadership and transformational leadership, but instead focused on the impact the articulation and popularization of these forms of leadership have had upon the field of leadership training and development. He looked to the research of Greenleaf for this information. Kegans theory of moral development impacted the world of leadership training and development, mainly by introducing his idea of development. Meers was thorough in his choice to include the work of these three theorists. Meers longitudinal report ends with the contemporary work of Peter Senge (1990) who focused closely on the organization as a learning organization. Meers makes a nice transition from his section on the development of the organization to the actual experiences of leaders and managers and how emphasis has been placed upon learning from work experiences, specifically upon using these experiences as preparation for advancement to higher levels of management or leadership. Again, Meers cited the works of Senge (1990) and Kegan (1982), and also focused on the work of Robert E. Quinn (1996) who explored the importance of personal change in leading organizational change. To further establish the foundation for his area of study, Meers looked to the work of Ronald Heifetz of the Kennedy School of Government at Harvard University who brought forth the importance of learning from personal experiences and specifically how the reflection on certain experiences has become a part of some executive leadership education programs. A particular method that Heifetz developed and one he uses extensively in his courses at Harvard is the Case-in-point methodology in which students in the classroom bring their experiences to class and in essence become their own case studies (Parks, 2005). Also included in Meers literature review is the qualitative study conducted by Shamir, Dayan-Horesh and Adler (2005) in which they explored the life-stories that leaders tell. The purpose of their study was to extrapolate common themes in the leaders stories that may provide further insight into leadership development. Shamir, et al (2005) made the case that a leaders own story and even how he/she tells it has a strong impact upon how influential they are with their followers. Meers referred to the work of Avolio (1994) whose work, although ground breaking in the area of leadership development impacted by life experiences, was somewhat limited. The purpose of Avolios study was to explore the correlation between certain life experiences and to identify transformational leadership behaviors. Avolio (1994) selected the life experiences he was going to analyze. Meers stated in his dissertation that while this is a legitimate approach to a quantitative study, it limited the choices of the leaders in regard to which experiences they could identify as having impacted their development (Meers, 2009, p. 31). Yet another limitation to the study that Meers reported was in the more narrow focus on identified transformational leaders and especially upon specific transformational behaviors. Avolios study found some correlation between certain experiences and certain transformational leaders but it did not provide a great deal of insight into the general impact of life e vents or experiences upon leadership development (Avolio, 1994). Much like the work conducted by Avolio, Meers looked to a study completed by Bennis and Thomas (2002). Bennis and Thomas identified what they call crucible experiences which they define as those experiences that generally consisted of high stakes and often were tragic in nature. There were also gaps in this study. As with Avolioà ¢s (1994) study, the field was limited as the leaders interviewed seemed more inclined to talk about experiences that they perceived as having an impact directly upon their leadership development. Meers felt that this approach may not have told the complete story regarding development as the participants most likely automatically limited themselves in the experiences they selected as having impacts. Also, Meers felt that the researchers conducting this study failed to identify the meaning of leadership. Due to these limitations, Meers believed that there was room for further research to be conducted with defined leaders and how they perceived they had been impacted by their own significant life events.

Gun Control in America Essay -- Second Amendment The Right To Bear Arms

One of the biggest issues facing our nation today seems to be gun control. The government is constantly proposing legislation for more and more gun laws. There are people that feel strongly on both sides of this issue. Neither side wants more gun violence; the question is how to control gun violence. The Second Amendment to the United States constitution states â€Å"a well regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed†(U.S. Constitution). The founding fathers included this in our bill of rights because they feared the federal government might oppress the population if the people did not have the means to defend themselves as a nation and as individuals. Law-abiding citizens should have the right to protect themselves against danger. One way citizens can protect themselves is through concealed carry permits. A concealed carry permit allows the permit holder to carry a gun (concealed) in most public places. If an applicant meets a set of requirements, a concealed carry permit is issued. These requirements may consist of a licensing fee, safety training course, fingerprinting, a clean record and no history of mental illness. This is also known as â€Å"shall-issue† laws. Thirty-two states have enacted "shall-issue" concealed carry laws (New Mexico being the most recent in April 2001), and one state, Vermont, does not require any permit of its residents....

Research Methodology Essay

This research work is an action research investigating into the issues of illiteracy in the Western Region of Abu Dhabi, the capital of the United Arab Emirates (UAE). An action research is a type of qualitative research of cyclical nature which is used to improve practice (Parsons and Brown, 2002). In other words, the work is meant to aid in executing an action program that will help reduce illiteracy in the Western Region of Abu Dhabi. It is meant to be cyclical in nature in that it is also intended to improve the provision of adult literacy with time by providing a means by which the program can be adequately implemented and improved upon with time. The results of this work identified the specific areas that call for attention in the provision of education for Abu Dhabi adults that are forty years old and over. It also suggested ways of assessing progress and improving upon the program with time. At the end, the research work became a useful resource for Abu Dhabi’s Western Region Development Council (WRDC) and other organizations who are stakeholders in improving adult learning in the Western Region of Abu Dhabi. This chapter describes the stages and processes that were involved in carrying out the research work. It presented the data gathering processes, describing also, the target research participants, the research locations, involvements of the main stakeholder organization, other stakeholders’ roles, and action plan towards the adoption, implementation, evaluation, and review of the research results. Research Design and Procedure The research approach involved data gathering activities aimed at obtaining all the relevant information about illiteracy in the target region for this research. Multiple sources and research instruments were used for the data gathering process. These includes, previous socio-economic studies in the Western Region, the statistics of adult students in the literacy classes as obtained from the Family Development Foundation and Abu Dhabi Education Council, surveys and interviews with illiterate adults (forty years and over), and so on. The research made use of research samples of adults who are forty years and above in the Western Region of Abu Dhabi. The samples of necessity consisted mostly of illiterates within the region. In addition, other sources were employed in gathering information and these shall be discussed further in the sections following. The data were thereafter analyzed to draw out workable solutions for the adult literacy program in the Western Region. Interviews with a Sample of Illiterate Adults Aged Forty Years and Over. The interviews were conducted shortly after establishing initial contacts and discussing with parties that are of interest in the illiteracy issue. The interviews aim at establishing the attitudes of the old illiterates in the Western Region (40 years and over) towards the remedial measures being taken to reduce illiteracy and how they have come to accept the current adult literacy program arranged by WRDC. Though the interviews were not formal or structured, questions were set to serve as guidelines during the interviews. A sample of the set of questions that were asked is as presented in Appendix A. For a proper geographical representation, the interviewees were picked from across the cities within the Western Region of Abu Dhabi and not just located from one city. The six cities from which the interviewees were drawn are Madinat Zayed, Al Mirfa, Ghayathi, Sila, Dalma, and Peda Al Mutawa. There was no strict pattern for the selection of the sample. Rather, convenience sample approach was used. The interviews spanned over a period of two months. In order to make it more flexible, the interviews were conducted through different means. This included personal face-to-face interviews, informal chatting during family and social gatherings, informal or semi formal phone chatting, and so on. The general strategy for the interviews was to start with broad questions and then follow up on the interviewee’s responses. Efforts were made to gain a full understanding of how each of the respondents captured the meaning of each question. This helped to avoid imposing meanings on the interviewee. Rather, it helped the interview process to achieve its target of obtaining information purely as reflected by the adult illiterates. In addition, the interviews were done in a language that each interviewee understood rather than conducting exclusively in English or other unfamiliar languages. Most especially, the approach of adopting a mixture of languages was employed to ensure that each interviewee feels at home in responding to the questions. This is necessary in order to obtain a feedback that is not influenced by any adverse or embarrassing conditions during the interview and this includes the effects that language barrier may have on the respondents if unfamiliar languages were used. Survey to Investigate the Reasons Behind Illiteracy for Adults Forty Years Old and Above. This is another research instrument that was used in addition to the interview. This is also more like the interview but is more formal in nature and administration. The intention of this was to obtain information from the illiterate adults as regards the reasons behind their illiteracy. In other words, it intends to establish the reasons for the occurrence of high illiteracy rates in the Western Region of Abu Dhabi. While the interviews responses will establish that there are indeed illiterate adults in this region and provide clues as regards the attitudes of the illiterates towards adult literacy, the survey results will explain the reasons behind the occurrence of high illiteracy rate. As it was for the interview, the survey was conducted using a research sample of adult illiterates (forty years and over) obtained across the cities of the Western Region. The sample was drawn from Madinat Zayed, Al Mirfa, Ghayathi, Sila, and Dalma. In addition, the language was such that the respondents understood the questions being asked except in cases where this was a measure of the illiteracy levels of the respondents. The sample of the survey questions are as presented in appendix B below. Need Assessment Survey – to know the learning needs of adult learners at the Western Region of Abu Dhabi. The ultimate objectives of this work are to ensure that the reasons behind high illiteracy rates are unearthed in the Western Region, and to enhance a high rate of patronage of the adult literacy classes. Thus, it will be necessary to gain insight into the learning needs of these illiterate adults so that the program may not continue to disappoint their expectations. In other words, there is a need to make the program all encompassing, meeting the expectations and the learning needs of the adults for who the program has been established. Moreover, the program should also be able to meet the needs of anticipating learners. In this light, a survey was also conducted to assess the learning needs of the illiterate adults at the Western Region. The sample of the survey instrument for this assessment is as included in appendix C. The survey sample at this time cut across the cities in the Western Region of Abu Dhabi. However, the age range of the survey sample was deliberately chosen to be below 40 years. This is due to the fact it is not exclusively those above 40 years of age that has learning needs and it will be advantageous to set up a program that will be all encompassing, taking care of the needs of learners from age grades lower than 40 years. The sample age range was fixed between 20 and 70 years. It is to be noted that the assessment was not limited only to adults who have been enrolled in the program and are still part of the training. The sample also included those who were enrolled but could not continue as well as those who did not enroll at any time. Again, the language of the survey was that which the respondents understand well and did not influence their responses in any way. Equipments Need Assessment. After obtaining the results of the three earlier mentioned surveys, an assessment of the equipments need for the present adult learning centers in the Western Region of Abu Dhabi was carried out. Precisely, the five Family Development Foundation (FDF) female adult learning centers in the Western Region’s cities (one each in five cities of Abu Dhabi Western Region – Madinat Zayed, Al Mirfa, Ghayathi, Sila, and Dalma) were assessed. This was carried out in conjunction with the FDF to give weight to the exercise and ensure detailed responses. A formal letter was sent to each of the centers asking them to identify and state their needs in terms of the facilities, resources and other materials for their adult education classes, as it is peculiar to each center. These responses could also be used to infer what the needs of the corresponding evening male classes are to an appreciable degree of accuracy. The male classes are also five (one in each of the five cities earlier mentioned). In addition, in conjunction with the Abu Dhabi Education Council (ADEC) a survey of the current enrollment in each of these male and female centers was taken. This provided a baseline for comparison with the current situation in adult literacy efforts across other cities and regions of Abu Dhabi. Adoption and Implementation of Research Results This research work was carried out to establish practical solutions for illiterate people in the Western Region of Abu Dhabi especially those who are not interesting in the current official adult education program. The results of this work is to aid the main stakeholder organization, (WRDC) establish flexible adult learning program for adults who are 40 years or older but are not interested in the mainstream adult education options. In addition, the program would adopt lifelong learning approach towards literacy. On the long run, the outcome of the program, through the facilitation of the research, will improve on the social, health and economic conditions of the beneficiaries. After the fieldwork, the data were analyzed and the results obtained. Thereafter, in conjunction with WRDC and based on the results of the analysis, a strategic proposal/plan was drawn to provide a more workable and lasting solution in handling the peculiarities of adult learning in Abu Dhabi’s Western Region. This was then presented for discussions with other stakeholders whose support had been enlisted in the research work. The stakeholders are the Family Development Foundation (FDF) and Abu Dhabi Education Council (ADEC). At the end of the stakeholders’ discussions, the proposal was reviewed and modified with the specific roles of each of the partners in the proposal clearly defined. The discussions also involved the program cost breakdown and budget. The funding for the program was then shared among the three parties involved in the program. Thereafter, a Memorandum of Understanding (MOU) was drafted and signed by the three parties. The Roles of the Partners in Program Planning and Execution. The WRDC was to conduct needs assessment for Western Region’s illiterate participants. Information to be gathered include their age, gender, willingness to participate in the program and for how many days or hours per week, preferred period of the day for lectures (wither morning or evening), preferred program duration (how many months or year), preferred location for lectures (whether in a Family Development Foundation’s learning center, a nearby school or other preferred locations), transportation needs, preferred subjects, how they want to learn, and so on. This has been carried out earlier in the fieldwork as described in the previous sections. ADEC’s role was to identify needed learning materials (e. g. extbooks, copybooks, teacher guidebook, hand outs, etc) in addition to other similar roles. In addition, FDF has the role of clarifying learning environment characteristics and needs. These needs are mainly related to the equipments and furniture needs at the learning centers. These roles had been carried out as described earlier as well. ADEC and FDF also specified manpower plan and provided human recourses for the program. These include program managers and teachers (qualified and well trained from both sexes), class cleaners and so on. Moreover, ADEC worked on the provision of the program instructional design and development. This role involves specification of the program goals and objectives, analysis of task components of the program goals and purposes, identification of learners characteristics that will influence instructional design, drawing up of program curriculum and subjects contents, alignment of subjects contents within each instructional unit for logical learning, design of instructional strategies (putting in mind the needs of learners), selection of resources to achieve the instructional objectives, and the development of evaluation instruments to measure the achievement of objectives. WRDC carried out the program awareness campaigns. The WRDC designed the promotional materials, displayed posters, signs and similar campaign materials talking about the adult learning program at designated areas, arranged and coordinated public lectures with illiterate adults (the target audience), and produced articles for newsletter campaigns. FDF handles the execution and management of the program. That is, the foundation was saddled with the responsibility of running the program. This includes registration and admission into classes, appointment of teachers, delivery and management of lectures and so on. The main subjects taught are basic reading and writing, the Holy Quran and mathematics. The Roles of the Partners in Program Evaluation and Monitoring. ADEC conducted formative written and verbal tests for the participants in each stream of lectures and WRDC conducted learners’ satisfaction survey asking them to rate the adult learning program schedule, learning materials, the classes and the quality of learning facilities. Then, the three parties met again to review the program and seek for ways of modifying it to be more result achieving. The results of tests and surveys were useful in informing on the necessary modifications. The modes and strategies for implementing the recommended changes were further discussed. Thus, this set the stage for the implementation of the refined program. Furthermore, semi-annual meetings were arranged to discuss further periodic reviews of the program. The results of the fieldwork and the progress made in the course of implementation and evaluation shall be discussion in the next chapter.

American Economy During World War II Essay

Prior to its entry in the Second World War, the United States asumed an isolationist (neutral) stance by the 1930’s even though the threat of war was looming over Europe and Asia with the rise of militarism when democracies in these regions failed to address the economic problems they were having which were similar to the US. Through the efforts of President Franklin D. Roosvelt, the US took a more â€Å"democratic† approach in addressing the socio-economic problems created by the Great Depression called the New Deal and this saw the American economy gradually recovering and the confidence and self-esteem of individual citizens returning. When the US entered World War II following the Japanese attack on Pearl Harbor, America committed itself to â€Å"total war. † The entire nation was mobilized but it was not merely limited to raising an armed force and preparing it for combat, it was getting every sector of American society involved. Even those who did not serve in the military had significant roles to play, especially in the economic aspect of the war. Rationing became the norm as food production and resources had to be redirected to support America’s fighting forces. This was in line with an aphorism alluded to Napoleon that an army travels on its stomach (cited in Murray & Millet, 2000). Despite the rationing, the home front did not suffer considerably from food shortage compared to those in the occupied countries of Europe or Asia where German and Japanese forces would confiscate their foodstuffs and commodities to feed their own people and sustain their war effort. Nevertheless, it showed that these nations too were exceeding their requirements and were resorting to pilfering the resources of the occupied territories, depriving the local inhabitants of their needs and causing deaths from starvation in these countries. American farmers were able to exceed their expectations by producing considerably higher outputs following the end of the First World War. They were to produce huge volumes of foodstuffs that American forces overseas were amply fed and had plenty to share to their allies. It was because of this that the United States became known as the â€Å"Granary of Democracy. † (Murray and Millet, 2000, 530) America was also known as the â€Å"Arsenal of Democracy. † Even before the start of the war, the United States was already rearming as there was already cooperation between government and industry. Despite the isolationist stance and commitment to peace, there was still that commitment to develop and employ new weapons to keep pace with the changing times and not become stagnant or their weapons obsolete. America’s entry into the war, the transition of its industries to war production was smooth, owing the to relationship between the government and businesses. Not only was it able to amply supply their armed forces, they had surplus material that they distributed to their allies as well (Murray & Millett, 2000, 533). Contrary to what others thought, that women took over the factories when all the men left to fight the war; not all able-bodied men were called up to serve in the military. There were a considerable number of them kept to sustain the production of the industries as they churned out war machines for use by their fighting forces. The government ensured there was balanced distribution of able-bodied males in the workforce so as not to completely cripple their economy as opposed to the Axis nations that committed its able-bodied men to fight, leaving women and the less-abled to manage their economies (Murray & Millett, 2000, 544-545). In conclusion, the economy of the United States was prepared for wartime production mode. They were aware of the growing threats the world was facing and prepared accordingly. Ironically, the war solved the problems caused by the Great Depression by providing people much-needed jobs and made them productive again. America’s strategic grographic location of being bordered by two great oceans shielded it from the ravages of war which prevented it from reaching its shores. The shift to a wartime economy also underscored the commitment of the American people in fighting for a just cause. They believed that their cause was just and fully committed themselves to it regardless of their role from paying one’s taxes to working continuously in the factories. One did not have to serve in the military to prove their patriotism and commitment to the war and the people on the home front demonstrated it and it can be seen that their contribution of keeping America’s fighting forces fed and supplied with everything the need to fight was instrumental to final victory. Reference Murray, W. & Millett, A. R. (2000). A War to be Won: Fighting the Second World War. Cambridge, Massachusetts: Harvard University Press.