SSOrganizational Setting Coursework Example | Topics and Well Written Essays - 750 words

SSOrganizational Setting - Coursework Example The expansion strategy saw the company introduce slightly above 45 manufacturing plants in the United States spread across 26 states. The manufacturing centers include the world’s largest food center that is located in Frankfort Indiana. â€Å"Currently, Frito-Lay has over 1800 distribution facilities and employs over 20,000 employees in addition to selling products in approximately 350,000 retail centers in the United States alone†(Wicklound & Alvers, 2001). In addition to this, Frito-Lay is also considered as one of the leading advertisers in the United States, a situation that has further strengthened the company’s market share as a leading marketer and snack manufacturer. As stated by Lucas and Baroudi, (2004) Frito-Lay has been in operation since the early 1950s where the company’s growth is attributed to the aggressive marketing strategy that Frito-Lay employs. In addition to this, Frito-Lay is involved in the advertising business that implies that the company spends less on marketing. The excess funds that could alternatively have been used in marketing are therefore channeled towards an expansion strategy that has seen Frito-Lay’s sales volumes increase drastically over the years. Over the years, Frito-Lay has introduced into the snack market various products that range from potato chips to various types of cheese dips. The introduction of cheese dips was necessitated by the increased popularity of Mexican food which began to rise steadily in the early 1960s. Today, it is estimated that a significant percentage of Frito-Lay’s dips are linked to vegetables, a situation that food and business experts attribute to low competition in this area. In addition to this, several researchers in food and nutrition have established that sour-based cream dips are increasingly becoming popular in the United States where Frito-Lay controls a significant market

The Contributions of Greeks and Arabs to Mathematics Essay Example for Free

The Contributions of Greeks and Arabs to Mathematics Essay The Greeks are one of the historical groups that contributed mostly to civilization. They have contributions in science, philosophy, and many other important fields like mathematics. It was when Greece started to consider mathematics as a science when the people of ancient Egypt and Babylon went to Greece for trade. However, although the Greeks have much contributions in mathematics, their discoveries regarding math were not recorded immediately rather spread through word of mouth. That is why Thales and Pythagoras did not have written texts about their work. Other Greeks namely Proclus and Eudemus just did a summary of the work of Pythagoras and Thales (Greece: Mathematics, 2001). Early Greek Mathematics Thales is the one responsible for the theorem that says â€Å"any angle inscribed in a semicircle is a right angle†. This is very important and is very useful in the field of Geometry. Aside from his theorem about the right angles in a semicircle, he was also said to have measured the height of the pyramids just by measuring their shadows using a stick. Another thing that made Thales famous is the fact that, although the Egyptians and Babylonians brought the idea of mathematics to Greece, he was able to organize these ideas rationally (Greece: Mathematics, 2001). Thales is also the one responsible for practicing geometry in everyday life since it is normally used at that time just for the sole reason of measurement. Because of this, other Greeks have been encouraged to follow what Thales had started. They are Pythagoras and Plato (Greece: Mathematics, 2001). Pythagoras is not just a mathematician but also a man of astronomy and religion and that’s what made him famous that time. In fact, he founded a school in which the members are called Pythagoreans that would soon study about discoveries and new ideas in mathematics, astronomy and philosophy (Greece: Mathematics, 2001). Talking about the contributions of Pythagoras to math, he was the one who introduced that the sum of angles of a triangle was half the central angle of a circle. Also, he proved that the plane space around a point could be divided into six equilateral triangles, four squares or three regular hexagons (Greece: Mathematics, 2001). But we all know that these are not the most famous works of Pythagoras. Every student today in secondary school knows the Pythagorean Theorem which states that the sum of the squares of the shorter sides of a right triangle is equal to the square of the third side. There is no doubt that this is one of the most useful theorems in mathematics today. The Pythagorean had been used in proving several other theorems in geometry and trigonometry. However, although this is one of the most famous works of Pythagoras, there were some reports that tracked down the Pythagorean Theorem to the Babylonians and that Pythagoras is the only one who provided proof to the theorem. Although this is the only visible work of Pythagoras today, his followers, the Pythagoreans are the ones who introduced the use of mathematics in religion, nature, etc (Greece: Mathematics, 2001). These Pythagoreans are responsible for the development of modern geometry. Hippocrates is one of them who studied about the quadrilateral. Another one is Hippias, the one who discovered the quadratrix which was the first curve that could be defined but could not be constructed with a straightedge and compass. The dodecahedron which was discovered by a Pythagorean named Hippasus is a regular polyhedron that consists of twelve faces. Another contribution of Greeks in geometry is the fact that there is a relationship between the volume of a cone and a cylinder with equal base and height. This was discovered by Democritus who also computed for the volume of the Egyptian pyramids. It is also the discovery of the Greeks that concerns integral calculus which s attributed as the method of reduction. This method involves increasing the number of sides of a rectilinear figure to approximate it to the area of a curvilinear figure (Greece: Mathematics, 2001). Although Plato is a very famous Greek philosopher, he also has his fair share in ancient Greek mathematics. However, it started with his mentors first. Theodorus, his teacher in Athens, proved that the square roots of non-square integers from 3 to 17 are irrational. Eudoxus is the one responsible for the fame of ratio and proportion in mathematics because of his book. Menaechmus, on the other hand, is credited for the properties of conics. Aristotle (which was said to be Plato’s brightest student), has a book on indivisible lines and mechanics. Euclid, one of the greatest mathematicians of all time wrote a book consisting of all known mathematical knowledge which became famous for its being simple and logical. Last but not the least is Archimedes who contributed many important mathematical concepts. He was the one who discovered the concept of buoyancy and was also the one who was known for setting ships on fore using only a mirror and the sun’s rays. Aside from these discoveries, his works also consist of summation of squares of consecutive numbers, cubic equations, and solving for the area of a parabolic segment. He also proved that the volume of a sphere is one-third the volume of a cylinder with the same radius and height, and that the surface area of a sphere is four times the area of its greatest circle (Greece: Mathematics, 2001). Contribution of Arabs to mathematics If the Greeks are the ones responsible for geometry and trigonometry, they are very famous for the numerals and numbers. The Arabs are responsible for writing numerals from right to left. The Arabs also introduced the number zero. It was introduced by Muhammad Bin Ahmad. When zero was discovered, many disregarded it as important in the field of mathematics yet zero enabled many mathematics scholars to derive several laws and theorems that we are using right now. If the Greeks focused mostly on geometry such as plane figures and curvilinear figures, the Arabs managed to solve Algebraic problems using arithmetic methods. The also have their fair share when it comes to the concept of fractions (Arab contributions to mathematics and the introduction of the Zero, 1998). An Arab known as al-Khawarzmi is responsible for solving linear and quadratic equations in algebra. Aside from that, he also provided the geometrical methods of solving these equations. He was also the one who discovered that second degree equations have two roots. Because of his great contributions to algebra, it reported that the word algebra was named after him because he is considered as the father of Algebra in Arab mathematics. He is also the one who discovered geometric methods for completing the square (Drakos, 1996). With his methods, no symbols were used and no zero and negative coefficients were allowed. He is also the one who discovered the name algorithm (Arab contributions to mathematics and the introduction of the Zero, 1998). Because of these people, the Arabs learned to perfect geometrical algebra and they were also able to solve equations up to the fourth degree. Another Arab is Abul Wafa which made contributions about the polyhedral theory. Aside from that, he is also famous for his use of the tangent function and the discovery of the tables of sines and tangents. What was really amazing about him is his discovery of these things using the orbit of the moon! His trigonometric tables were accurate up to eight decimal places while Ptolemy’s were only accurate up to three places (Drakos, 1996). Another great Arab mathematician is Al-Karaki who wrote books regarding arithmetic and algebra. The Arabs also continued the Greeks’ studies about conics and developed the geometry of conic sections. Al Tusi discovered that trigonometry should be separated from trigonometry which opposes Euclid’s theory of parallels. Because of his discovery, he could be considered as the founder of non-Euclidian geometry (Arab contributions to mathematics and the introduction of the Zero, 1998). Abu lHasan al-Uqlidisi has his contributions in algorithm in multiplication and decimal fractions. Al Hasib is famous for his works in integer solutions. He also solved for the solutions of fourth degree equations and was able to solve for quadratic equations with irrational coefficients. Al Hasib is sometimes known as Abu Kamil. What made Abu Kamil famous is his knowledge about irrational coefficients which were not used by the famous Al Khwarizmi. Abu Bakr al-Karaji is also one of the Arab mathematicians which discovered the numerical solutions to the equations of the form . Omar Khayyam, another mathematician as well as poet is concerned about cubic equations and studied on parabolas and circles. Al Kashi is also an Aras which contributed to a very important concept of . He calculated its value up to 16 decimal places (Drakos, 1996).

Critical Thinking And Reflective Thinking

Critical Thinking And Reflective Thinking Critical thinking is the intellectually disciplined process of actively and skilfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness. It entails the examination of those structures or elements of thought implicit in all reasoning: purpose, problem, or question-at-issue; assumptions; concepts; empirical grounding; reasoning leading to conclusions; implications and consequences; objections from alternative viewpoints; and frame of reference. Critical thinking   in being responsive to variable subject matter, issues, and purposes   is incorporated in a family of interwoven modes of thinking, among them: scientific thinking, mathematical thinking, historical thinking, anthropological thinking, economic thinking, moral thinking, and philosophical thinking. Critical thinking can be seen as having two components: 1) a set of information and belief generating and processing skills, and 2) the habit, based on intellectual commitment, of using those skills to guide behaviour. It is thus to be contrasted with: 1) the mere acquisition and retention of information alone, because it involves a particular way in which information is sought and treated; 2) the mere possession of a set of skills, because it involves the continual use of them; and 3) the mere use of those skills (as an exercise) without acceptance of their results. Critical thinking varies according to the motivation underlying it. When grounded in selfish motives, it is often manifested in the skilful manipulation of ideas in service of ones own, or ones groups, vested interest. As such it is typically intellectually flawed, however pragmatically successful it might be. When grounded in fair-mindedness and intellectual integrity, it is typically of a higher order intellectually, though subject to the charge of idealism by those habituated to its selfish use. Critical thinking of any kind is never universal in any individual; everyone is subject to episodes of undisciplined or irrational thought. Its quality is therefore typically a matter of degree and dependent on , among other things, the quality and depth of experience in a given domain of thinking or with respect to a particular class of questions. No one is a critical thinker through-and-through, but only to such-and-such a degree, with such-and-such insights and blind spots, subject to such-and-such tendencies towards self-delusion. For this reason, the development of critical thinking skills and dispositions is a life-long endeavour. Another Brief Conceptualization of Critical Thinking Critical thinking is self-guided, self-disciplined thinking which attempts to reason at the highest level of quality in a fair-minded way.   People who think critically consistently attempt to live rationally, reasonably, empathically.  Ã‚   They are keenly aware of the inherently flawed nature of human thinking when left unchecked.   They strive to diminish the power of their egocentric and sociocentric tendencies.   They use the intellectual tools that critical thinking offers concepts and principles that enable them to analyze, assess, and improve thinking.   They work diligently to develop the intellectual virtues of intellectual integrity, intellectual humility, intellectual civility, intellectual empathy, intellectual sense of justice and confidence in reason.   They realize that no matter how skilled they are as thinkers, they can always improve their reasoning abilities and they will at times fall prey to mistakes in reasoning, human irrationality, prejudices, bi ases, distortions, uncritically accepted social rules and taboos, self-interest, and vested interest.   They strive to improve the world in whatever ways they can and contribute to a more rational, civilized society.  Ã‚   At the same time, they recognize the complexities often inherent in doing so.   They avoid thinking simplistically about complicated issues and strive to appropriately consider the rights and needs of relevant others.   They recognize the complexities in developing as thinkers, and commit themselves to life-long practice toward self-improvement.   They embody the Socratic principle:   The unexamined life is not worth living, because they realize that many unexamined lives together result in an uncritical, unjust, dangerous world. ~ Linda Elder, September, 2007 Why Critical Thinking? The Problem Everyone thinks; it is our nature to do so. But much of our thinking, left to itself, is biased, distorted, partial, uninformed or down-right prejudiced. Yet the quality of our life and that of what we produce, make, or build depends precisely on the quality of our thought. Shoddy thinking is costly, both in money and in quality of life. Excellence in thought, however, must be systematically cultivated. A Definition Critical thinking is that mode of thinking about any subject, content, or problem in which the thinker improves the quality of his or her thinking by skilfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them. The Result A well cultivated critical thinker: raises vital questions and problems, formulating them clearly and precisely; gathers and assesses relevant information, using abstract ideas to interpret it effectively comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards; thinks open-mindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and communicates effectively with others in figuring out solutions to complex problems. Critical thinking is, in short, self-directed, self-disciplined, self-monitored, and self-corrective thinking. It presupposes assent to rigorous standards of excellence and mindful command of their use. It entails effective communication and problem solving abilities and a commitment to overcome our native egocentrism and sociocentrism.   (Taken from Richard Paul and Linda Elder, The Miniature Guide to Critical Thinking Concepts and Tools, Foundation for Critical Thinking Press, 2008). Available from : www.criticalthinking.org/aboutct/define_critical_thinking.cfm Both Critical Thinking and Reflective Thinking Critical thinking and reflective thinking are often used synonymously.   Critical thinking is used to describe: the use of those cognitive skills or strategies that increase the probability of a desirable outcomethinking that is purposeful, reasoned and goal directed the kind of thinking involved in solving problems, formulating inferences, calculating likelihoods, and making decisions when the thinker is using skills that are thoughtful and effective for the particular context and type of thinking task. Critical thinking is sometimes called directed thinking because it focuses on a desired outcome. Halpern (1996). Reflective thinking, on the other hand, is a part of the critical thinking process referring specifically to the processes of analyzing and making judgments about what has happened. Dewey (1933) suggests that reflective thinking is an active, persistent, and careful consideration of a belief or supposed form of knowledge, of the grounds that support that knowledge, and the further conclusions to which that knowledge leads. Learners are aware of and control their learning by actively participating in reflective thinking assessing what they know, what they need to know, and how they bridge that gap during learning situations. In summary, critical thinking involves a wide range of thinking skills leading toward desirable outcomes and reflective thinking focuses on the process of making judgments about what has happened. However, reflective thinking is most important in prompting learning during complex problem-solving situations because it provides students with an opportunity to step back and think about how they actually solve problems and how a particular set of problem solving strategies is appropriated for achieving their goal. Characteristics of environments and activities that prompt and support reflective thinking: Provide enough wait-time for students to reflect when responding to inquiries. Provide emotionally supportive environments in the classroom encouraging re-evaluation of conclusions. Prompt reviews of the learning situation, what is known, what is not yet known, and what has been learned. Provide authentic tasks involving ill-structured data to encourage reflective thinking during learning activities. Prompt students reflection by asking questions that seek reasons and evidence. Provide some explanations to guide students thought processes during explorations. Provide a less-structured learning environment that prompts students to explore what they think is important. Provide social-learning environments such as those inherent in peer-group works and small group activities to allow students to see other points of view. Provide reflective journal to write down students positions, give reasons to support what they think, show awareness of opposing positions and the weaknesses of their own positions. Reflective Thinking Reflective thinking involves personal consideration of ones own learning. It considers personal achievements and failures and asks what worked, what didnt, and what needs improvement (Given, 2002). It asks the learner to think about her own thinking. Reflection is the key that opens the door to understanding ourselves in relation to core ethical values (Beland, 2003, p.15). Similarly, Lickona states that moral reflection is necessary to develop the cognitive side of character -the important part of our moral selves that enables us to make moral judgments about our own behaviour and that of others (Lickona, 1991, p.229).   This type of reflection enables learners to gain self-knowledge, to demonstrate their understanding of worthwhile moral values, take on the perspective of others, to reflect on why some actions are morally better than others, and to consider alternatives and consequences of actions. Whether reflection is verbal, written, or drawn it is a key strategy for learning and a major tool for character education.   Brain research suggests that brief periods of downtime aid in association, consolidate learning, and imprint memory (Jenson, 1998 as cited in Beland, 2003, p.38).   Reflection can be done through journal writing, keeping a daily diary, essay writing, drawing, and talking in pairs. Reflection can follow a peer discussion. Reflection can be in response to a journal prompt about a character in literature. Reflection on compelling literature and narratives help us bridge the struggle to gain an understanding of the ideas and reasoning of others. Reflection aids the learner in making connections between the moral and social issues in the story, the struggle of the stories characters, and their own struggles to lead a moral life. Reflection can occur in response to academic work and as a follow-up to a cooperative activity when students are asked to reflect upon how well their group did or did not work together. It can be used to review the day, as a follow-up for class meetings, as part of goal setting, and as part of a service learning activity. Students can reflect upon an authentic issue faced by students and the school community such as the impact of cliques, academic honesty or improving sportsmanship.   Reflection can be used in a number of ways that ask students to think about and respond to the learning. Teachers can model reflection by sharing their own learning regarding a moral issue.   This shows students that character development is a life-long journey and that, in this pursuit, it is the effort and the striving toward an ethical life that is important. (Beland, 2003, p.16)

Theistic Evolution :: essays research papers

I do not wish to change anyone’s beliefs about Creation or Evolution, but wrote this in defense for people who tell me I am wrong unless I believe exactly what they do. This paper is short, incomplete, and is not in-depth. I am willing to provide more information, and hear arguments from your side of the story if you find this paper unacceptable. It is my opinion that the theories of Biblical Creationism and Evolution do not contradict each other. I believe that God gave this world a complete set of laws which are constant, unchanging, not limited to the moral laws given to us, and were as present in the beginning as they are today. I do not think that the idea of evolution takes away from the glory of God, but rather emphasizes it. I do not think it is an attempt to "explain" away the miracle God has done, for he has given us this observation in plain sight. Before giving the reasons for my belief, an assumption must be made that the Bible is meant to be interpreted instead of taken literally. Aside from the fact that there are already two different stories of creation found in the Bible (Gen 1 and Gen 2); I will support the idea of interpretation with two short examples which should be sufficient: Jesus said, "I am the vine, you are the branches" to His disciples (John 15:5). This is not to be taken literally. PSA 145:9 The LORD is good to all: and his tender mercies are over all his works. JER 13:14 And I will dash them one against another, even the fathers and the sons together, saith the LORD: I will not pity, nor spare, nor have mercy, but destroy them. My faith accepts no contradictions; so again, this is an example of how the Bible was meant to be interpreted. According to the Bible, the Earth is flat. How can Young Earth Creationists accept this? They don’t. Why they selectively choose to believe certain parts of the Bible and not others is beyond me. Bishop Ussher calculated 6,000 years old, and the Flood at 2348 BC by using references from the Bible. Because there are so many written historical references of civilization before 6,000 years, Creationists conveniently extend the age of the Earth to 10,000 years. Which is it? By calculating dates from the Bible, is the Earth 6,000 years old or not?

Didi Holdstock Oscar Nomination Film Studies Essay

To: The Academy of Motion Picture Arts and Sciences. This twelvemonth ‘s Best Picture Category nominations should be Steven Spielberg ‘s Jurassic Park. The adventure-filled movie shows narrative transitivity through the continuously progressing, capturing secret plan and the usage of realistic cinematography and station production techniques such as particular effects, wildsound and lighting every bit good as the carefully devised screenplay which displays a subject of scientific discipline versus moralss. The cinematic shootings of Jurassic Park merit to be applauded because of the attentive framing, angle and motion of each shooting in the movie. For illustration, the long shooting of the first visual aspect of the Tyrannosaurus Rex where the camera is placed at oculus degree, as if the spectator is literally some distance from the existent mayhem and the handheld camera moves with the T-Rex, yanking down and up with each, slow measure it takes – demoing the full length and power of the immense dinosaur. In add-on, an illustration of first-class cinematic shootings is Nedry ‘s brush with a Dilophosaurus. The camera cuts through several types of shootings: a low angled long shooting with the camera traveling as the eyes of the dinosaur through the tall grass, an extreme close up, over the shoulder shooting of the dinosaur with Nedry ‘s face in the spread between the flaps of its caput and a low angled medium shooting where the rib coop and external respiration of the dinosaur is highlighted with Nedry ‘s organic structure prevarication in the background. The assortment and specialness of the different shootings in Jurassic Park are exceeding. There is even an aerial shooting as a bull is lifted into the lair of the Velociraptors. In connexion with Nedry ‘s brush with the Dilophosaurus, the importance of coloring material is depicted through his bright xanthous rain coat amongst the green and browns of nature – Spielberg has brightened the scene through coloring material. Throughout the movie, he uses natural, bland colorss. Global, people can do the connexion between nature and escapade in Jurassic Park. This is another illustration of the intelligence of the manager. Furthermore, the lighting pays a cardinal function in the illustriousness of a movie and Jurassic Park is really familiar with this construct. In a specific scene, the kids and Dr. Grant wake up to a picturesque position of many diplodocuses. The subdued lighting of the landscape creates a composure, comforting temper after the on-going pandemonium in the old scenes. Silhouettes are created when Spielberg places the histrions in the lab, with a dorsum visible radiation behind two round Windowss – making deepness to the scene and doing the spectator feel insecure by the out of use visible radiation, adding to the suspense of the scenario. An first-class usage of cardinal lighting is used when a Velociraptor equals through the round window of the kitchen door with the light bright on the left, go forthing merely the right manus side of the dinosaur ‘s face distinguishable. Furthermore, the sound effects in a movie are of equal, if non greater importance to lighting. Both have the ability to alter the temper of the spectator and create pragmatism within the movie. In Jurassic Park, the most distinguished sounds are the dinosaurs booms. Each one holding its alone sound, enabling the spectator to match sounds with specific dinosaurs. Realism is besides created through wildsound, for illustration, the uninterrupted rain in the movie. The non-synchronous sound of Jurassic Park ingeniously alters the temper of the spectator. For illustration, when the characters thirstily try to get away from the Velociraptors, the music is fast-paced and becomes about baleful, doing the spectator anticipate their destiny. Or, another illustration is when Dr. Sattler runs through the jungle in her chase to return power to the park: the music is fast-paced and tense, but when she enters the edifice, the door sweep behind her seting an instantaneous halt to the non-synchronous sound, go forthing merely the sound of her heavy external respiration. The spectator ‘s pulse now has the chance to return to normal. Anticipation, suspense and tenseness are critical in a scientific discipline fiction escapade movie. Not merely are the cinematic techniques superb, but the chosen cast – including the astounding extended dramatis personae of attractively built dinosaurs – proved to be extremely successful in Jurassic Park. Their endowment, as histrions, is esteemed. This is clearly depicted throughout the movie through their natural behavior and facial looks ( as seen in their first brush of dinosaurs where the daze of Dr. Grant and Dr. Sattler is utterly converting. ) Even the kids of Jurassic Park are first-class histrions. In the kitchen scene the kids are forced to expose their best visual aspect of fright and insecurity when they are trapped by Velociraptors. Lex Murphy is perceptibly exceeding at this when she shrieks in fright whilst seeking to shut herself in a compartment of the counter. Good playing is indispensable in a movie to maintain viewing audiences interested and keep a sense of pragmatism. In the instance of Jurassic Park, barely any betterments in moving could be m ade. Further, there are many motives, symbols and subjects viewing audiences may come across in Jurassic Park. Such as John Hammond ‘s imprudency to construct the park because he can afford to, the contention of scientific discipline versus moralss – whether making life which was one time nonextant is morally right and Nedry, the computer-network applied scientist who amorally steals the embryos from the lab after being ‘paid off. ‘ Viewing audiences are left in expectancy of a surprising message when a streamer stating: â€Å" When dinosaurs ruled the Earth † flows over the scene in the dramatis personae ‘s last brush with dinosaurs. Throughout the movie, Spielberg inquiries the moralss of adult male. Hence, Jurassic Park is shooting at its best. Every facet of the movie is illustrated to flawlessness. The cameraman, manager and manufacturer must be extremely commended for their successful scientific discipline fiction escapade movie. It is possible that the subject vocal may still be recognised and enjoyed in the decennaries that follow its release. With the most advanced particular effects and shooting techniques the universe has seen this twelvemonth, Jurassic Park deserves an award every bit elite as that of the Best Picture Category.

Free Essays on The Terrible Day

World War 11 dramatically changed the strategies of war and created anew type of warfare though the use of airplanes. The traditional combat between armies became obsolete during this era. The size and destructive power of the bombs that could be dropped replaced the strengths and skills of a country’s army that†  were in battle. Air warfare could n now be used to conquer a stronger power. Aircraft has many advantages compared to land battle. Planes have the ability to move freely and quickly from one place to another. Also, they have the means to cause a wide range of destruction with smaller number of troops. These various aspects of air warfare played a major role in preventing the advantages of Hitler and the Nazi regime during World War 11. The Prime Minister of England addressed the Cabinet of War on the first anniversary of the outbreak of war stating: â€Å"The Navy can lose us the war, but only the Air Force can win it. Therefore our supreme effort must be to gain overwhelming mastery in the air. The Fighters are our salvation, but the Bombers alone provide the means of victory. We must, therefore develop the power to carry an ever-increasing volume of explosives to Germany, so as to pulverize the entire industry and scientific while holding him [Hitler] at the arms length from out Island. In no other way at the present visible can we hope to overcome the immense military power of Germany†¦Ã¢â‚¬  (Saundry100) Britain and the United States forces planned to bomb economic and industrial centers of Germany. By destroying these two significant focal points, the allied forces Planned that this would cripple and destroy the Germany’s war efforts. The lack of commerce and ability to produce war materials would drastically limit the advancing forces of the Nazi regime (Levine 45). The Germans forces planned to use their air force to compliment the advantages of their army. This was intended to aid the immense and highly trained a... Free Essays on The Terrible Day Free Essays on The Terrible Day World War 11 dramatically changed the strategies of war and created anew type of warfare though the use of airplanes. The traditional combat between armies became obsolete during this era. The size and destructive power of the bombs that could be dropped replaced the strengths and skills of a country’s army that†  were in battle. Air warfare could n now be used to conquer a stronger power. Aircraft has many advantages compared to land battle. Planes have the ability to move freely and quickly from one place to another. Also, they have the means to cause a wide range of destruction with smaller number of troops. These various aspects of air warfare played a major role in preventing the advantages of Hitler and the Nazi regime during World War 11. The Prime Minister of England addressed the Cabinet of War on the first anniversary of the outbreak of war stating: â€Å"The Navy can lose us the war, but only the Air Force can win it. Therefore our supreme effort must be to gain overwhelming mastery in the air. The Fighters are our salvation, but the Bombers alone provide the means of victory. We must, therefore develop the power to carry an ever-increasing volume of explosives to Germany, so as to pulverize the entire industry and scientific while holding him [Hitler] at the arms length from out Island. In no other way at the present visible can we hope to overcome the immense military power of Germany†¦Ã¢â‚¬  (Saundry100) Britain and the United States forces planned to bomb economic and industrial centers of Germany. By destroying these two significant focal points, the allied forces Planned that this would cripple and destroy the Germany’s war efforts. The lack of commerce and ability to produce war materials would drastically limit the advancing forces of the Nazi regime (Levine 45). The Germans forces planned to use their air force to compliment the advantages of their army. This was intended to aid the immense and highly trained a...