The Impact of Cause-Related Marketing on Consumer Choices Research Paper

The Impact of Cause-Related Marketing on Consumer Choices - Research Paper Example This research will begin with the definition of Cause Related Marketing. A working definition of CRM is borrowed from Varadarajan Menon. In this regard, Varadarajan and Menon define CRM as the process of formulating and implementing marketing activities that are characterised by an offer from the firm to contribute a specific amount to a designated cause when customers engage in revenue providing exchanges that satisfy organizational and individual objectives. In this regard, CRM is a form of business orientated philanthropy geared toward â€Å"profit-motivated giving†. CRM is also characterized by symmetrical relations between business organizations/for-profit organizations and non-profit organization on the basis of shared advantages. To this end, the business organization seeks to obtain an increase in sales and the non-profit organization seeks to obtain an increase in funding. Thus CRM is both a â€Å"positioning† and â€Å"marketing tool† that intentionally connects a business or a brad to â€Å"a relevant cause or issue† for the benefit of the business and the social cause or its non-profit promoter. A business firms’ investment in CRM is based on the concept that consumers for the most part will choose a brand for both â€Å"expressive† and â€Å"practical reasons†. Therefore a business may choose CRM as a means of promoting attachment to brand by tapping into the social and environmental consciousness of consumers to their products. When businesses’ brands are already experiencing a high level of loyalty to their products and brands, CRM can be used as â€Å"brand extensions†.... 60). In this regard, CRM is a form of business orientated philanthropy geared toward â€Å"profit-motivated giving† (Varadarajan & Menon, 1988, p. 58). CRM is also characterized by symmetrical relations between business organizations/for-profit organizations and non-profit organization on the basis of shared advantages. To this end, the business organization seeks to obtain an increase in sales and the non-profit organization seeks to obtain an increase in funding (Kahle & Close, 2011). Thus CRM is both a â€Å"positioning† and â€Å"marketing tool† that intentionally connects a business or a brad to â€Å"a relevant cause or issue† for the benefit of the business and the social cause or its non-profit promoter (Pringle & Thompson, 1999, p. 3). A business firms’ investment in CRM is based on the concept that consumers for the most part will choose a brand for both â€Å"expressive† and â€Å"practical reasons†(Linton, 2005, p. 604). Th erefore a business may choose CRM as a means of promoting attachment to brand by tapping into the social and environmental consciousness of consumers to their products. When businesses’ brands are already experiencing a high level of loyalty to their products and brands, CRM can be used as â€Å"brand extensions† (David, 2000, p. 132). Ultimately, the marketing strategy employed in CRM is to engage the consumer’s emotions with the result that the consumer is left feeling that by purchasing a specific product, he or she is helping to further social goods (Strahilevitz, 1999). From the perspective of the business organization, there can be two specific benefits. First, in the long term, CRM can provide an advantage in that it may improve the business’s

Wise Judgment Scenario Essay Example for Free

Wise Judgment Scenario Essay The wise judgment scenario that I have chosen to write on is the teenage girl  in love. The teenaged girl’s boyfriend that she is in love with is encouraging her to have sex; he is saying he will make sure they only have protected sex. Older woman can usually relate to situations like this, because we were all once young. I have personally dealt with this wise judgment situation but at a younger age. When coming to situations like these one must make a wise judgment, this will take place with in the perception of the person. There are several questions the young girl needs to think about; am I old enough, do I really love him, is it worth it, or is he worth it. The person needs to look with in her emotional perception. This is the person’s ability to identify emotions and recognize them in others. The teenage girl needs to think, does he really show emotions for me as I do for him. She thinks that she is in love, but how does she know she is not experiencing lust for the boy? Maybe the couple spends too much time together, and she cannot decipher her emotions because she is constantly with him. If she was to go hang out with friends maybe then she could open up and realizes if this is something she should avoid at this age. Mood changes sometimes enable people to appreciate different and more points of view. This scenario is almost a hard factor for a lot of people to try and make judgments towards. I think this is because we do not know how old the teenage girl is, and we do not know her or the boy friends back ground. Now in our present time, teenage pregnancy is very common now, and most of them our in their very low teens. I think this should have a lot to do with decisions making when it comes to unprotected sex. If the boy friend says he will make sure, it is also in her wise judgment to make sure as well, not just him. Wise judgment has been hypnotized into five components, to better help people understand. The first component is factual knowledge about matters of life. This means this includes knowledge about human nature, interpersonal relations, and social norms (Ch 4, pg94). The teenage girl  needs to get more information about interpersonal relation and human nature. This will help her understand how relationships work, and she can find out if she is in love with him or is it lust. If this is her first relationship it is more than likely going to be lust. As teenagers hormones kick in they like whoever is the first persons to show them the attention they like. This could also be another factor in her having sex with this boy. He could be using her because he knows she is irritable. The next component is procedural knowledge, this deal with weighing goals, methods of handling conflict, and ways of offering advice. The teenagers can use this knowledge by weighing goals that they wish to have as they get older. For example if they want to go to college, or even get married in a couple years, what if they have kids. All these need to be thought about when they are being sexual active because having protected sex does not always 100% prevent births. So they need t think, what happens if we do get pregnant, will I still be able to achieve the goals that I had before hand, like finishing school. Handling conflict is also a strategy they can think about, what if they have sex and they end up breaking up. Questions like where would we go from there? The third component is lifespan contextualism, this is knowledge about different roles and contexts of life and how they may change in life. The teenage couple may not realize that as they grow older and mature that there might be someone else out there for them. If they can learn to wait and enjoy being teenagers and not have to possible deal with the risk and responsibilities of life, they might find more friends and things to do. In a life we come in contact with so many people, making so many friends along the way. Life is to enjoy and not grow up to fast, live and learn. Next is the fourth component of wise judgment and it is recognition and management of uncertainly. This is that the future cannot be fully known in advance and that life is unpredictable. This should be a very big component in talking about sexual relations, especially between young people. Having a child at a young age is something that cannot be predicted. Even protected sex can go wrong; the best protection is not having sex until parent hood is ready. The last component to wise judgment is relativism regarding solutions. This is to acknowledge individual and cultural differences in values and life priorities. This brings us back to goals. Setting goals as a younger person is vary valuable in life, it can help you reach what you want to be in life.  The teenagers need to be aware of their goals and not only a couple but as individuals. They need to be fully aware of the effects that teen sex can cause. They need to think what happens if she does get pregnant are they financially responsible to take care of another life. Based on the five components of wise judgments the decision that I have made regarding this scenario is that they should wait. I have chosen to make this decision because all the facts make sense. If the teenagers are in â€Å"love† then I believe that they should be able to wait a little bit longer. They need to wait and make sure they are finished with school and both have reliable jobs. I think these are important to look at because if she happens to get pregnant she will not have to quit school or fall behind on school work, since she will be graduated. Also having jobs and an established place is a big deal. They do not want to have the burden of having a baby and not having anyway of raising the baby. Also it says that he is encouraging her into having sex, and I think that this is a form of peer pressure and on his behalf is not fair. Younger teenage girls are very vulnerable when it comes to having a boyfriend interested in being with them. So I think waiting is the true test of their relationship.

The Absurdity of Scientific Creationism Essay -- Science Religion Essa

The Absurdity of Scientific Creationism We humans have always thought of ourselves as being unique, whether by divine sanction or by a self-established belief in superiority. For some, this understanding is intimately tied to the traditional tenets that have long been held as fact, having only recently been challenged. For modern Christians, the literal interpretation of the Bible=s account of creation has come under attack by the development and widespread acceptance of Darwinian evolution. To some, undermining the credibility of Biblical creation directly calls into question the Bible=s authority on its moral teachings. As Ken Ham, from the WGBH Boston Video Evolution Series: What About God? states, AYwhat it [the Bible] says is what it meansYit relates to the authority of scripture and the gospelsYso, if the Bible got it wrong in astronomyYgeologyYbiologyYthen why should I trust the Bible when it talks about morality and salvation? [i]@ It is no wonder with sentiments like these that the backlash against evolution has been so strong and lasting; nonetheless, it has not been until the last few decades that such a debate has moved from the pulpit to the laboratory. With a more educated and well-informed army of Christians, who believe in creationism, the scientific evidence for evolution has now come under assault. With creationists and intelligent design advocates like Henry M. Morris and Michael J. Behe respectively, the attack on Darwin is no longer argued as religion versus evolution per se, but rather one Alegitimate@ scientific theory against another. Here, we examine some of the scientific arguments presented by Henry M. Morris in his various publications. As a biology major, I find Morris= writings fascin... ...nd John D. Morris. The Modern Creation Trilogy: Science & Creation. Vol. 2. Green Forest, AR: Master Books, 1997. [xvi] http://www.ncbi.nlm.nih.gov/BLAST/ [Date Accessed: Saturday, February 1, 2003] [xvii] http://www.ncbi.nlm.nih.gov/BLAST/tutorial/Altschul-1.html [Date Accessed: Saturday, February 1, 2003] [xviii] http://www.ncbi.nlm.nih.gov/BLAST/tutorial/Altschul-1.html [Date Accessed: Saturday, February 1, 2003] [xix] Morris, Henry H. Scientific Creationism. Appleman 557-564. [xx] Morris, Henry M., and John D. Morris. The Modern Creation Trilogy: Science & Creation. Vol. 2. Green Forest, AR: Master Books, 1997. [xxi] Morris, Henry M., and John D. Morris. The Modern Creation Trilogy: Science & Creation. Vol. 2. Green Forest, AR: Master Books, 1997. [xxii] Evolution: What About God? Videocassette. WGBH Boston Video, 2001. 60 min.

Free Hamlet Essays: Weak and Pitiful Hamlet :: The Tragedy of Hamlet Essays

Weak and Pitiful Hamlet  Ã‚   Hamlet lead his life in circles, never comfortable enough with his current conditions to settle down. The crisis’ placed upon him were never resolved, because he couldn’t handle decisions, leading to a severe downfall in his family’s life. Such demise began in a terrace of the palace Hamlet called home, with a sighting of a ghost that foreshadowed troubles in the near future. Hamlet’s sanity began to deteriorate when learned that his father’s death was not an accident, but rather a foul deed committed by the newly crowned King of Denmark. â€Å"If thou didst ever thy dear father love – Revenge his foul and most unnatural murder† [Act I, v l .23-25]. As a mysterious ghost appeared in the terrace, Hamlet learned of a murderer that would prove his fealty towards his father. As he contemplated the appalling news recently brought to his attention, the control Hamlet had over his actions was questioned. â€Å"O villain, villain, smiling, damned villain! My tables meet it is I set it down, That one may smile, and smile, and be a villain. At least I am sure it may be so in Denmark,† [Act I, v l. 106-109]. Hamlet’s hatred toward his father’s killer caused him to relate the tribulations between murder and the aspects of Denmark as a country together. As with most of the conflicts Hamlet faced, his lack of ability to avenge his father’s death, furthered the deterioration of his life and surroundings. With countless opportunities neglected, Hamlet’s ability to take any action against his father’s death is questioned. â€Å"Now might I do it pat, now ‘a is a-praying, and now I’ll do’t. And so ‘a goes to heaven, And so am I revenged. That would be scanned. A villain kills my father, and for that I, his sole son, do this same villain send To heaven.† [Act III, iii l. 173-180] Hamlet contemplates killing Cladius while he prayed for forgiveness, but then backed out as he learned he’ll send him to heaven for the loyalty Cladius showed towards the Lord. Hamlet once again debates the possibilities put before him by the ghost he swore to avenge. â€Å"To be, or not to be – that is the question: Whether ‘tis nobler in the mind to suffer The slings and arrows of outrageous fortune Or to take arms against a sea of troubles And by opposing end them.

The instructional design process

See the undermentioned conjectural state of affairs, you have been approached by a module member at UNC who has merely received a big grant for developing educational stuffs in her field of expertness. Although the module member knows her capable really good, she has ne'er been involved in a big development undertaking. Her annual undertaking involves working with other module members as capable affair experts and organizing the attempts of assorted media production contractors. The module member has approached you to assist her program this undertaking. Describe for her what is meant by instructional design in relation to this undertaking. In peculiar, she is interested in how instructional aims, choosing the right media, and formative development will assist her undertaking. Instructional design is a mussy procedure. It is a non-linear iterative procedure that includes legion visions and alterations. Sims and Koszalka ( 2008 ) define instructional design as â€Å" a purposeful activity that consequences in a combination of schemes, activities, and resources to ease acquisition † ( p. 570 ) . Merrill, Barclay, and van Schaak ‘s ( 2008 ) definition suggests purpose and intent when they describe the procedure as one which involves â€Å" making designs for effectual, efficient, and prosecuting direction † ( p. 174 ) . What we know about this peculiar grant is that it is a â€Å" big grant † with the intent of â€Å" developing educational stuffs † for one twelvemonth. Furthermore, this undertaking will affect working with assorted module members every bit good as media production contractors. Given these conditions, the instructional design theoretical account created by Morrison, Ross, and Kemp ( 2004 ) will be the underli ning usher for this treatment. The subdivisions on aims, message design, and formative development will be written in more item than other subdivisions based on the petition by the module member. Typically, the first measure in the instructional design procedure is placing the job. This involves calculating out if instructional design is appropriate. Because the grant has already been approved, it will be assumed that the demands appraisal, end analysis, and public presentation appraisal for the undertaking have been conducted and it was determined that direction is the appropriate manner to work out the job. The 2nd measure is to measure the demands of the scholars. Morrison et Al. ( 2004 ) suggest taking a expression at three facets of the intended audience: a ) general features, or â€Å" wide placing variables such as gender, age, work experience, instruction, and ethnicity † ( p. 57 ) ; specific entry competences, or â€Å" prerequisite accomplishments and attitudes that scholars must possess to profit from preparation † ( p. 58 ) ; and larning manners, or â€Å" traits that refer to how persons approach larning undertakings and procedure information † ( p. 58 ) . For the undertaking, the instructional interior decorator must take into consideration who the scholars are. Are they traditional undergraduate pupils? Are there international pupils? Are they from Colorado? Depending on the features of the scholars, direction will be altered to suit their demands. The 3rd measure is the undertaking analysis. Morrison et Al. ( 2004 ) describe three methods for specifying the content: subject analysis, procedural analysis, and critical incidence analysis. A subject analysis â€Å" is used to specify the facts, constructs, rules, and regulations that will do up the concluding direction † ( p. 80 ) . For the undertaking, it is of import to happen the cardinal stuffs that are relevant to the direction. If the other module are from different subjects, each capable country will necessitate to analyse their ain list of subjects. The procedural analysis â€Å" aˆÂ ¦is used to analyse undertakings by placing the stairss required to finish them † ( p. 84 ) . Making walkthroughs with other module members functioning as subject-matter experts may be a good attack. The critical incidence method â€Å" aˆÂ ¦is used to place the content related to interpersonal interactions and attitudes † ( p. 96 ) . Because in many instances, the aim of an direction is for pupils to derive the accomplishments that experts in the field have acquired, the subject-matter expert becomes a important portion of the design. Therefore, it is necessary to sit down with the other module to better understand the conditions and grounds for which they do what they do and how they do it. Taking into consideration the results of the undertaking analysis, the 4th measure is to make instructional aims. Aims are â€Å" aˆÂ ¦a aggregation of words and/or images and diagrams intended to allow others cognize what you intend your pupils to accomplish † ( Mager, 1984, p. 3 ) . Kaufman ( 2000 ) suggests making an ideal vision, or â€Å" aˆÂ ¦in mensurable footings, the sort of universe we want to make together for tomorrow ‘s kid † ( p. 92 ) as a starting point. This may be a good recommendation, particularly in a big grant where people ‘s thoughts about the agencies by which they get to the ends may be different or may conflict. By placing an ideal vision, planning is set at the mega-level, safely beyond the boundaries of the grant, leting different positions to hold upon a common ends or result. When this is completed, aims for the grant can be written so that they align with the ideal vision. One of the issues in working with a big group of people is that, without clearly stated aims, after a piece, people may acquire off path. When aims are clearly stated, both those involved in making the direction ( i.e. , teachers, instructional interior decorators, capable affair experts ) , the stakeholders, every bit good as scholars to the full understand the purpose of the lesson or course of study. There are three types of aims: cognitive, psychomotor, and affectional. Typically, aims are written for the cognitive sphere, or â€Å" aˆÂ ¦objectives related to information or cognition, calling, work outing, predicting, and other rational facets of larning † ( Morrison et al. , 2004, p. 109 ) . Therefore, merely objectives for the cognitive sphere will be discussed here. A simple manner of retrieving how to compose aims for the cognitive sphere is by utilizing the mnemotechnic ABCD. A refers to the intended audience of the educational stuffs. B is the behaviour, public presentation, or cognitive procedure that will be demonstrated by the scholar as a consequence of the direction. C is the status or accelerator by which the behaviour or cognitive procedures will be evaluated. D is any grade or standard that specifies and clarifies the B and C parts of the aim. Harmonizing to Morrison et Al. ( 2004 ) , aims can be behavioural aims or cognitive aims. If the aims are behavioural aims, it is recommended to province the terminal aim and any enabling aims that are aligned to those terminal aims. A terminal aim is â€Å" a major aim for a subject or undertaking † ( p. 116 ) . These aims tend to be more general and concentrate on the overall ends. Enabling aims are â€Å" the subobjectives that lead to carry throughing the terminal aims † ( p. 117 ) . These are more specific and may depict certain lesson activities or processs that are related to the acquisition undertaking. If higher order thought is one of the ends of the direction, it is recommended that the aims be classified in a taxonomy in order to guarantee that they are so mensurating higher degree ends, and are aligned to larning undertakings and appraisal. If the aims are behavioural aims in the cognitive sphere, the original Bloom ‘s Taxonomy is recommended ( Bloom, Engelhart, Furst, Hill, & A ; Krathwohl, 1956 ) . If the aims are based on cognitive procedures, more recent theoretical accounts such as the one by Anderson et Al. ( 2001 ) or Marzano and Kendall ( 2007 ) are recommended. After aims are stated, the instructional design procedure involves sequencing of content â€Å" aˆÂ ¦in such a manner as to assist the scholar achieve the aims † ( Morrison et al. , 2004, p. 136 ) . Morrison et Al. ( 2004 ) suggest three methods: Gagne ‘s Prerequisite Method, Posner and Strike method, and Reigeluth ‘s Elaboration Theory Sequencing Method. Because it is hard to find sequencing without a discipline-specific lineation of the content, it is beyond the range of this paper to propose sequencing processs. However, for more information, it is recommended to reexamine Morrison et Al. ‘s subdivision on sequencing. The measure after sequencing involves finding the schemes for the direction. Morrison et Al. ( 2004 ) describes two types of schemes, bringing and instructional. Delivery strategies describe the grade of individualisation. These schemes can be individualized or group-paced. Instructional schemes â€Å" prescribe sequences and methods of direction to accomplish an aim † ( p. 150 ) . Such schemes are written to make direction that is effectual, efficient, and appealing. The writers describe assorted prescriptions for learning facts, constructs, rules and regulations, cognitive processs, psychomotor processs, interpersonal accomplishments, and attitudes. With schemes determined, the following measure is to make the message. Message design is the procedure â€Å" to fix the instructional stuffs by interpreting the instructional design program into a unit of direction † ( Morrison et al. , 2004, p. 174 ) . This includes the preinstructional scheme, schemes for signaling, and utilizing images and artworks in the direction. For the undertaking, one preinstructional scheme is a pretest to measure anterior cognition of the pupils. Cognitivist research workers believe that anterior cognition is an of import factor in finding how to maximise acquisition, or alteration in long-run memory. Another preinstructional scheme is merely saying aims at the beginning of the category. Overviews and progress organisers serve to place relevant subjects and content of the lesson. Signing is another scheme that is a portion of message design. Signaling is â€Å" aˆÂ ¦to design the message so that it is communicated efficaciously † ( Morrison et al. , 2004, p. 178 ) . Some suggestions for the undertaking include expressed signals or arrow words to assist scholars spot the most relevant stuff. Morrison et Al. ( 2004 ) states that this can be done through lists, comparings and contrasts, temporal sequencing, cause and consequence, and through definition and illustration. Typographic signals are those signals in the text that emphasize of import information. Paying attending to headers and layout, every bit good as changing the type will assist maximise pupils ‘ focal point. Using and pull stringsing images and artworks is the 3rd scheme of message design. Harmonizing to Morrison et Al. ( 2004 ) , images are good to understand abstract information and to demo spacial relationships. Pictures and artworks such as original art, cartridge holder art, or exposure may heighten acquisition. However, costs effectiveness and copyright Torahs are necessary considerations for its usage. In developing the existent direction, Morrison et Al. ( 2004 ) supply good recommendations. The first recommendation is to do the direction concrete. One of the major cognitive ends in direction is to assist pupils make mental theoretical accounts. By supplying illustrations and artworks, concrete and shorter text, and legion illustrations, pupils will be able to solidify the mental theoretical accounts, doing it easier to recover the information from long-run memory. The 2nd recommendation is to command the measure size. This means that the direction should flux from one subject to the other. Some of the schemes to maximise measure size is utilizing consistent nomenclature and doing mentions to antecedently learned stuff. Pacing is another issue that must be considered through changing the figure of illustrations and supplying amplification on subjects that may be confounding. Another major consideration is cognitive burden. Harmonizing to Lohr and Gall ( 2008 ) , cognitive burden theory is the â€Å" cognitive theoretical account of information processing that emphasizes a conceptual mental work load in understanding human idea † ( p. 86 ) . Harmonizing to Lohr and Gall, cognitive overload and underload may both hinder acquisition. Effective acquisition means that the instructional stuff can non over-burden the pupils ‘ working memory. The usage of multimedia in larning as it relates to cognitive burden has been researched extensively ( see Mayer, 2001 ) . It is of import to understand basic multimedia rules sing the usage of text, life, and narrative prior to their usage in direction. The last measure that needs to be considered is rating. As stated in the debut, all of these stairss are non-linear and iterative. As it will go apparent, the rating subdivision is no exclusion to this regulation. Morrison et Al. ( 2004 ) define three types of rating: formative, summational, and confirmative. The map of formative rating is â€Å" aˆÂ ¦to inform the teacher or planning squad how good the instructional plan is functioning the aims as it progresses † ( p. 240 ) . These types of rating provide feedback to the teacher, the instructional interior decorator, the stakeholders so that alterations can be made to better the direction. During the development of the undertaking, one-to-one tests are recommended. This involves proving out the direction on single scholars. As the bill of exchange of the direction becomes developed, small-group tests can assist the instructional interior decorator expression for strengths and failings in the design. When the design is co mpleted, field tests are conducted. This involves the existent execution of the direction in existent schoolrooms. Summational rating â€Å" is directed toward mensurating the grade to which the major results are attained by the terminal of the class † ( p. 243 ) . Issues that will be considered include effectivity and efficiency of acquisition, cost of development, attitudes to the plan, and long-run benefits. Finally, verification rating is done over clip. This is done by carry oning a follow-up rating ( p. 244 ) . Through questionnaires, interviews, observations and other records, effectivity of the direction can be evaluated and reflected upon.

World War 1 - A Short Timeline of 1915

World War 1 - A Short Timeline of 1915 Germany now plotted a change of tactic, fighting defensively in the West and trying to defeat Russia in the east quickly by attacking, while the Allies aimed to break through on their respective fronts. Meanwhile, Serbia came under increased pressure and Britain planned to attack Turkey. January 8: Germany forms a southern army to support the faltering Austrians. Germany would have to send ever more troops to prop up what became a puppet regime. January 19: First German Zeppelin raid on British mainland. January 31: The first use of poison gas in WW1, by Germany at Bolimow in Poland. This ushers in a terrible new era in warfare, and soon the allied nations join in with their own gas. February 4: Germany declares submarine blockade of Britain, with all approaching ships considered targets. This is the start of Unrestricted Submarine Warfare. When this is restarted later in the war it causes Germany to lose. February 7 - 21: Second Battle of the Masurian Lakes, no gains. (EF) March 11: The Reprisals Order, in which Britain banned all neutral parties from trading with Germany. As Germany was suffering a naval blockade by Britain this became a serious issue. The US was supposedly neutral, but couldnt get supplies to Germany if it had wanted to. (It didnt.) March 11 - 13 : Battle of Neuve-Chapelle. (WF) March 18: Allied ships attempt to bombard areas of the Dardanelles, but their failure causes the development of an invasion plan. April 22 - May 25: Second Battle of Ypres (WF); BEF casualties are triple those of Germans. April 25: The Allied ground assault begins in Gallipoli. (SF) The plan has been rushed, the equipment is poor, commanders who would later prove themselves act badly. It is a colossal mistake. April 26: The Treaty of London is signed, in which Italy joins the Entente. They have a secret agreement which gives them land in a victory. April 22: Poison Gas is first used on the Western Front, in a German attack on Canadian troops at Ypres. May 2-13: Battle of Gorlice-Tarnow, in which the Germans push Russia back. May 7: The Lusitania is sunk by a German submarine; casualties include 124 Americans passengers. This inflames US opinion against Germany and submarine warfare. June 23 - July 8: First Battle of Isonzo, an Italian offensive against fortified Austrian positi ons along a 50-mile front. Italy makes ten more attacks between 1915 and 1917 in the same place (The Second - Eleventh Battles of Isonzo) for no real gains. (IF) July 13-15: The German Triple Offensive begins, aiming to destroy the Russian army. July 22: The Great Retreat (2) is ordered - Russian forces pull back out of Poland (currently part of Russia), taking machinery and equipment with them. September 1: After American outrage, Germany officially stops sinking passenger vessels without warning. September 5: Tsar Nicholas II makes himself Russian Commander-in-Chief. This directly leads to him being blamed for failure and the collapse of the Russian monarchy. September 12: After the failure of the Austrian Black Yellow offensive (EF), Germany takes over ultimate control of Austro-Hungarian forces. September 21 - November 6: Allied offensive leads to Battles of Champagne, Second Artois and Loos; no gains. (WF) November 23: German, Austro-Hungarian and Bulgarian forces push the Serbian army into exile; Serbia falls. December 10: The Allies begin slowly withdrawing from Gallipoli; they complete by January 9 1916. The landing has been a total failure, costing a huge number of lives. December 18: Douglas Haig appointed British Commander-in-Chief; he replaces John French. December 20th: In The Falkenhayn Memorandum, the Central Powers propose to bleed the French White through a war of attrition. The key is using Verdun Fortress as a French meat grinder. Despite attacking on the Western Front, Britain and France make few gains; they also incur hundreds of thousands more casualties than their enemy. The Gallipoli landings also fail, causing the resignation of a certain Winston Churchill from British government. Meanwhile, the Central Powers achieve what looks like success in the East, pushing the Russians back into Belorussia...but this had happened before - against Napoleon - and would happen again, against Hitler. Russias manpower, manufacturing and army remained strong, but casualties had been huge. Next page 1916 Page 1, 2, 3, 4, 5, 6, 7, 8

Comparing and Contrasting in English

Comparing and Contrasting in English Imagine you are participating in a discussion about ideas. Its not small talk. Its a discussion about how you feel about something important, like your beliefs, politics, who you feel is better for a job, and so on. Using the right phrases and grammar structures can help you express your ideas well. Knowing how to compare and contrast is a particularly useful tool to get your point across in an interesting way. Words and Short Phrases Used to Compare The following words or short phrases compare two items or ideas: likelikewisesame asas well asalso, toolikewise Here is a short paragraph using some of these expressions: Time, like money, is a limited resource. You cant buy everything you want, likewise, you dont have enough time to do everything you want to do. Our time is the same as our money: its limited. Also, time is a resource when work needs to be done. Words and Short Phrases Used to Contrast The following words or short phrases contrast two items or ideas: unlikein contrast toas opposed todifferent fromwhereas Here is a short paragraph using some of these expressions to contrast: Unlike time or money, desire is an unlimited resource. Think about it: In contrast to money which can run out, your desire for new experiences and ideas will never end. Whereas there is never enough time to do everything you want, your desire will always come up with something new and exciting. Forms Used When Comparing Ideas The most important form to use when comparing two ideas is the comparative form. For three or more ideas, use the superlative form. Comparative Form These sentences use the comparative form to discuss ideas concerning the difficult economy: Employment issues are more important than political problems at this point in time.Job training is more critical to a sustained well being than food stamps and other welfare programs. Politicians are more worried about reelection than truly improving the economy. As ... as A related form to the comparative is the use of as ... as. The positive form shows something is equal. However, when using as ... as, do not modify the adjective as in the comparative form. The loss of manufacturing jobs is as unfortunate as the drop in pay.Spending on education in my state is as high as in some foreign countries like Korea. The negative form shows that something is not equal. It isnt as easy as you think. The loss in production isnt as great as in the past. Superlative Form These sentences use the superlative form to state what someone feels are the most important aspect of success at university: Dedication is the most important factor in success at University. Opening my mind to new perspectives was the most rewarding part of my time at university. Conjunctions and Connectors Use these  subordinating conjunctions, connecting words, and prepositions to contrast positive and negative aspects. Though, Although, Even Though​ Although the initial cost will be high, we will eventually profit from the time spent. Its important to remember that time is money even though many believe that money is more important. However, Nonetheless We need to improve the local infrastructure. However, we must also respect nature. The government should invest in job training programs. Nonetheless, that would be expensive. Despite, In Spite Of Despite the difficulty, students will soon see the benefit of this topic of study. The situation will improve in spite of the economy. Practice Situations Find a partner and use these suggestions to practice comparing and contrasting ideas, events, and people. Make sure to vary the language you use when practicing rather than using the same phrase over and over again. For practice, you could try the following topics: Discuss the economic situation in your countrySpeak about the positive and negative aspects of a politician or political partyCompare and contrast two different courses at schoolConsider both sides of an important decision such as an investment, a career change, etc.