Group Work vs Alone Essay Example for Free

Group Work vs Alone Essay You could receive useful feedback from group members, and shorten the amount of time you might have originally spent on the project if you had worked alone. Contrary to popular belief, there most certainly is an I in team. It is the same I that appears three times in responsibility. ~Amber Harding When you work in group you will be able to assign each member job that will help the project because of their specialization in that area of expertise, like shy person wouldn’t want to be the presenter and a terrible writer wouldn’t want to have the job of writing down everything. Using each person’s skills and talent to the group’s advantage will make the work easier; everyone has different strengths and can contribute something positive to the group. When all the skills are combined it creates new approaches to solving a problem with better results than if you were to work alone. When working in a group its best to make sure everyone has a job to do so at the end you would know who the slackers were and it’s also important to know your job so at the end of the project there’s no mix up’s at the end causing the entire group to start the project over again. Team means Together Everyone Achieves More! ~Author Unknown When you work in a group you will be able to receive feedback on what you’re doing and help to make the project as a whole better. When you’re working in a group it’s easier to improve your ideas than when you work alone, because you’ll think the idea is really good until someone in your group helps you make the idea better.

OSHA and Machine Safeguarding Essay Example for Free

OSHA and Machine Safeguarding Essay Guidelines on machine guarding – In most industries, small and large machines are used to perform various functions. The moving parts of these machines can cause injuries such as amputations, burns, lacerations, or crushing (Safety and Health Topics). OSHA has brought about certain guidelines, which are mandatory for employers to follow while using machines in their workplace to protect employees from injuries. Two OSHA regulations apply to all machining operations. These are:  · OSHA standards for machine guarding – Standard 1910. 211 – 1910.222  · OSHA lockout/tagout standards – Standard 1910.147 and 1910.331 OSHA regulations require that measures be taken to protect operators and other employees in the workplace from hazards created by rotating parts, flying chips and sparks, by contact with a moving machine part, chemical and hot metal splashes, and machine malfunction due to mechanical and electrical faults. OSHA recognizes that most mechanical mishaps occur due to dangerous moving parts in three areas – the point of operation, power transmission apparatus, and other moving parts of a machine. Besides these, there are some mechanical motions and actions that are hazardous, such as rotation, reciprocation, cutting, shearing, and bending (Concepts and Techniques of Machine Safeguarding). Some non-mechanical factors also cause hazards, such as the power source of a machine. Some of the safeguards that are required by OSHA to be followed for all machines are as follows:  · The point of operation of a machine, which causes a risk of injury to the operator will be guarded.  · To prevent the operator from putting his hand in a danger zone, special tools for putting and retrieving raw materials and finished products will be used.  · Revolving drums and containers will be guarded by enclosures to prevent injury.  · Blades that are less than seven feet above the floor will be guarded.  · Fixed machines will be anchored securely to prevent them from moving accidentally.  · Proper lockout and tagout systems will be implemented to prevent machines from being turned on by unauthorized personnel.  · Power sources will be properly grounded and old, frayed wires will be replaced.  · Besides these, OSHA has devised specific guidelines for machines belonging to industries such as woodworking machinery, cooperage machinery, mechanical power presses, etc. (Regulations, Standards 29 CFR). Machine guarding compliance – Besides formulating regulations, OSHA also enforces compliance with these regulations. Punitive measures are taken against businesses not in compliance with OSHA regulations, which include cancellation of licenses. To encourage compliance, OSHA provides training and tools to assist business owners. OSHA has developed software packages called â€Å"e-Tools† that are interactive web-based tools that provide information on various OSHA regulations, including machine guarding. The content is illustrated through graphics and helps employers know how OSHA guidelines apply to their particular business. This tool is available on the OSHA website at http://www.osha.gov/dts/osta/oshasoft/index.html. Besides these, OSHA has developed powerpoint presentations and compliance checklists to help business owners with compliance. Workmen can lodge complaints against business owners through OSHA’s website (OSHA eTools and Electronic Products for Compliance Assistance).

Child Observation Guidelines

Child Observation Guidelines Before an assessment of a child can take place to plan their learning and development, we need to observe them. Observation is vital for early years practitioners to find out what stage a child is currently at, what their needs are and what interests them. You can learn a lot about the children you work with simply by stepping back and watching them. This may at first seem to be a waste of time, but if you study the children, you are going to be more likely to meet their needs. Childcare workers automatically watch the children in their care they want to know that the children are safe, happy, healthy and developing well. Watching or observing closely can often reassure them that everything is alright but may also alert them to problems or illness. Any discussion about a child usually relates what has been seen , heard or experienced and leads to conclusions about personality , likes , and dislikes etc. anyone who works with children needs to develop the skill of observing them (some times to be written/recorded to check that a child is: Safe not in any danger from the environment, from themselves or others. Contented there are many reasons a child might be miserable , some may relate to physical comfort ( e.g. wet nappy , hunger , thirsty) or emotional discomfort (e.g. main carer is absent, or comfort object lost ) or lack of attention or stimulation. Healthy eats and sleeps well and is physically active (concerns about this may indicate that they are unwell) Developing normally in line with general expectations for his/her age in all areas, there will be individual differences but delays in any e.g. crawling/walking or speaking may show a need for careful monitoring and perhaps specialist help. Any particular strength or talent may also be identified and encouraged. observing is one of the most important daily aspects involved in childcare without observation the overall planning and assessment in the setting will be affected. Early years practitioners need to base their planning on their observations so without observations we cannot be entirely sure that overall planning will meet their needs. By carefully observing the children we can learn their needs and know when they are ready to move on to the next stage. By adapting experiences, routines and activities to include things that are particularly important to every individual child we can build on their attention span and curiosity. Likewise we can use observation to pinpoint areas where a child needs additional help. There are 5 main skills associated with effective observation. Looking we need to look at our children and analyse what they are doing and what responses to give in certain situations. Listening it is vital we pay attention to the children and listen to how they interact with both children and adults. Recording we should accurately record any important things in which we have observed. Thinking we must use our observations to think how to plan effectively for each child and maybe involve the childs parents for activity planning. Questioning sometimes our observations need to be clarified, confirmed or rejected. If the child is at an age to respond to questions you should involve them directly. Do not let preconceived ideas or assumptions cloud our observations, they must be done with an open mind and judgement of the child should not affect the way an observation is carried out. For example observing children in a group and in the past one child has had difficulty in mixing with others , do not let your past assumptions hinder the observation as it will be pointless to carry out any observation if you have already decided the outcome. 4.2 Main ways in which observations can be recorded. There are many ways in which observations can be recorded , each have advantages and disadvantages and most early years practitioners need to be familiar with several of these . The most frequently used recording methods are written notes such as Free description (also known as narrative description or written record) this method records the behaviour of a child over a very short period of time, often less than 5 minutes. The observer notes down what they are seeing which gives a portrait of the childs activity during this time. Checklists and kick charts these are mostly used to assess the childs development, specific activities are looked for either during a structural assessment (i.e. where a child is asked to do activities) or by observing children over a period of time. Time sample this is used to look at childrens activity over a predetermined length of time for example, a morning. Children are observed at regular intervals during the recording, say every 10 minutes and the observation is recorded on a prepared sheet. Event sample this is mostly used to look at a childs one aspect of development or behaviour, such as how frequently a child sucks their thumb or shows aggression towards other children. Every time a child shows the type of behaviour or activity it is recorded on a prepared sheet. Target child this is used to record one activity over a long period without any gaps in the recording process. Several codes or signs are used during this process to allow the observer to maintain the recording. Some methods of observing children provide more information than other methods that give plenty of info are referred to as open methods. For more objectivity closed methods are useful. A checklist is an example of a closed method of recording. With all these methods available for use whilst observing it is important that you choose one to suit your purpose. For example the free description method is good for examining closely how a child achieves. Something, but it will not tell you about a childs general activity over a long period. Other ways in which an observation can be recorded or by taking photographs of a child doing certain activities and catching developmental milestones, permission is always needed by the childs parents to allow photographs to be taken and also to use a video camera which can used to record development milestones or just to record an activity which the children are involved in so the childs parents/carer can also see the child doing the activity or milesto ne, as some parents dont like to miss out on anything. Whichever method of recording is chosen to be used, all observations must contain sufficient information so that they are useful and that they are understood by anyone else who may need to look at them. 4.3 Analyse the 3 types of planning that can be used in early years settings The observation, assessment and planning cycle assists early years practitioners to collate effectively the information they have gathered and to plan what to do next. There are 3 types of planning. Long term long term ensures the early years practitioners cover all the areas of learning and development and the principles of the early years foundation framework, the first of these frameworks published in England is called birth to three matters , this framework was published by the department for education and skills in 2002 and is for use by all professionals who are involved in the delivery or planning of services for young children in England. The pack comprises of an introductory booklet, poster, video, cd-rom, and 16 a4 component cards relating to four areas or aspects that have been identified as necessary for the development of all children. Long term planning enables the early years practitioners to think about the key areas necessary for supporting babies and young children and encourages them to consider ways to balance the opportunities for supporting older children which will enable them to enjoy both free play and well planned adult activities which will stimulate and interest them, long term planning needs to take into account how you will plan activities to ensure a suitable balance between indoor and outdoor experiences and quiet and active times, and needs to ensure a broad and balanced curriculum. A long term plan should usually cover a 3 month period, a term or a year; it should provide a curriculum overview. It should be based on principles of good early years practice; it should review what children need to learn and how this will be implemented. All areas of learning should be considered and that it meets the development plan or school improvement plan (sip) as required by Ofsted, it should relate to all policies and procedures of the setting and ensure advance planning and consideration of specific activities (e.g. festivals or outings ). Medium term this should outline an overall program over say, one to two weeks. Medium term planning take into account the overall daily routine early years practitioners, such as feeding time , school runs, playgroups, outdoor play, quiet time sleep or rest time and individual interaction . medium term plans will need to be adjusted constantly because it will be influenced by the observations made of individual children it needs to include reviews of care routines, key worker relationships and the way the day is organised to offer play and experiences including the materials and physical resources; whilst observing children, getting to know them and their characters, you need to match observations to your medium term plans. The staff planning together should look at how to create a rich learning environment which links the long term plans to each child as an individual. The medium term plan should grow gradually and must be flexible, open to changes and moderations and all observati on profiles of all the children need to be looked at. Many early years settings now target particular children on particular days. This means each child is observed regular and the curriculum is planned in a differentiated way to cater for the interests and needs of individual children. Short term plan this includes the day to day activities, outings, resources specifically relating to the children in the setting on a daily or weekly basis. It is often helpful to use observations of the children from the previous day to enable to focus on their specific needs and to build on what they have learnt for example, the children might have asked to bake, you will need to consider ingredients and equipment will be necessary and how much time is needed to complete the task. 4.4 describe why planning is essential in the early years setting Planning is key to the effectiveness of any early years settings. Settings plan curriculum in many different ways, most find a way of planning which suits their needs, plans will also vary according to the objectives or areas of development /learning to be considered. Each child will need to be considered and observed in order to be provided with appropriate activities and experiences in the setting. Good planning is essential if practitioners are to make childrens learning effective, exciting, varied and above all progressive. Planning enables us to look at each child individually and build on our knowledge of them in order to see how they learn, what motivates them and how they make progress. Plans dont often need to be written down although recording things provides us with future reference which can be shared with others. Written plans allow us to look back so we can plan for the future.by doing this we can plan activities in which they are suitable for what we know they can alre ady achieve and build on their interests and experiences, for example by constructing a written plan to help a child recognise the no 1-20 we would be able to see at the end of the long term plan, The child knows the name of the numbers The child can recognise the numbers in a variety of contexts The child can write the numbers successfully If at the end of the long term plan the child as reached all the goals set for them, then you know your planning has been effective. Effective planning is challenging but it is essential, it is not always easy for practitioners working alone to carry out observations of individual children when they are responsible for the care and safety of others. Observations need to be carried out regular and not just at set times you should be observing the children in your care all the time and noting how they react to certain circumstances and everyday occurrences. Keep a diary handy to jot down anything which you observe which is of particular interest or information which may help you plans for your childs development. 4.5 critically explore the importance of assessments Whilst assessments need to be handled extremely sensitively it can be a way of recognising whether children need additional support or challenges. They are also used as a way of learning more about groups of children so that the curriculum can be adjusted to meet their interests and needs. It is also important to realise that assessing children is not an exact science and we should see any assessment as only a guide. Young children are ever changing and their development and interests reflect this; but assessments are extremely important and have many uses To review and check childrens overall development To extend childrens learning To support special needs To resolve a particular concern To evaluate activities and experiences To review childrens progress To share with other professionals To share information with parents To help with planning To evaluate routine strategies to gather all the information to assess a childs needed to be observed. Although a lot is learnt from simply spending time and observing assessing what you have observed will enable you to deepen your understanding of what you have seen. There are no set ways in which assessments need to be written, although the following points should be considered, The assessment should be based on what you have recorded The link between the childs actual stage of development and expected stage are noted Supported evidence should be provided Your assessment will help you collate this information so that it can be used in effective planning. For observation and planning and assessment to be effective they need to be carried out regularly, you need to get into the habit of observing children on a daily basis and assess the observations to enable you to plan the next stage for every child in your setting. Records need to be kept for each child (in a form of diary or scrapbook) and ways of extending on what they can already do to get to the next level need to be looked at. The more practice you have at observing, assessing and planning, the better you will become until it becomes second nature to you.

Impact of Cultural Differences on EuroDisney Essay -- International Bu

Impact of Cultural Differences on EuroDisney Until 1992, the Walt Disney Company had experienced nothing short of success in the theme park business. Having successfully opened parks in California, Florida and Tokyo, it only seemed logical to open one in Europe. When word of this got out, officials from many European countries offered Disney pleas and cash indictments to work the Disney magic in their hometown. In the end only one city was chosen and it was Paris, France. That was the first of many decisions that led to a very unsuccessful opening of EuroDisney. Many factors contributed to EuroDisney's poor performance during its first few year of operation and many of these factors could have been alleviated if the proper factors would have been looked at previously. The first problem with EuroDisney was that Paris was the town chosen to be this park's home. It was chosen because of demographics and subsidies and because the French government made Disney an offer it could not refuse. "About 17 million people live less than a two hour drive from Paris and another 310 million can fly there in the same time or less. The French government offered the company more than $1 billion in various incentives, all in the expectations that the project would create 30,000 French jobs." The land came at rock-bottom prices, cheap loans were made available, and a dedicated high-speed TGV and suburban railway link was also offered by the French. France gave Disney an offer they could not refuse. "Overlooking the over-valued franc, bad weather, French people not being known for their hospitality and occasional anti-American demonstrations by angry farmers because French agricultural subsidies had been cut, Paris was still chosen to be home of EuroDisney." Foreign uncontrollables in Paris in regards to economic forces, legal forces, competition, and culture can be held accountable for EuroDisney's misfortunes. In opening in the summer of 1992, Europe was entering into a very bad recession and this caused income from catering, merchandise, including souvenirs and foods, and hotels to be way below what was expected. High interest rates also caused many currencies to devaluate against the franc leading to more financial difficulties for EuroDisney. In negotiations with France, lawyers were used excessively. This rigid legal approach was offen... ... country and the surrounding countries to know. Possible problems should be noted and handled before opening day of the theme park and expectations should be realistic. EuroDisney was faced with many challenges after its doors opened in 1992 and if all the proper steps would have been taken before opening day, many of these challenges could have been eliminated beforehand. Cross-cultural literacy is required to do successfully do business in any country and making decisions based on assumptions should be avoided at all costs. "Disney assumed Europeans would vacation like the American and Japanese; that they would be happy to stay away for several days at a theme park. But middle-class Europeans try to get away from it all on their vacations by going to the beach or the mountains, and EuroDisney lacked that kind of appeal." The challenges surrounding EuroDisney forced Disney to realize many things, most importantly it made Disney realize that it is imperative to understand all cultural differences that they will encounter when doing business in a foreign country and it is highly unlikely that Disney will see this kind of failure again an ytime in the near future.

Who We Are Essay -- essays research papers

What is position do Black American hold in society today? If Black Americans were to just disappear without a trace, would it effect America economically, politically, and socially? The answer is yes, but we would not have the power to survive on our own. The only power that we truly have is buying power in America. Black Americans are infamous for putting their money into things that are materialistic rather than things that will turn their money over. Things that will build up the community such as black owned establishments. Despite the economic set backs we place ourselves in, politically we have no strong voices and our social leaders do not seem to understand how to elevate the problems that continue to plaque our society. Who can we turn to? I am convinced that if we trace back to learn theories of past African America leaders on these issues then we can eventually come to new heights. This paper will identify the primary economic, political, and social needs of African Ameri cans at the turn of the century and determine if the philosophies of Booker T. Washington, WEB DuBois, Martin Luther King and Malcolm X can eliminate some of these issues.   Ã‚  Ã‚  Ã‚  Ã‚   The number one problem in for Black societies is the lack of economical development. True, there are Black owned business, but the businesses do not provide longevity in the communities. For example, in my community there was a soul food restaurant that just open up and before you could blink an eye it seem as if some on else other than Black American bought out the owners. Eventually that business will be passed down through the bloodline of whoever bought it and the person who has sold it has depleted the profit that they made form the business. That profit would have bestowed money that could have provided different venues of business therefore supplying more jobs in the community. Black Americans can build an economic standing community by increasing blacked own businesses, investment, money management, and the reduction of governmental policies that are race specific. In other words the government must provide equal access to quality education, employment fo r all Americans ( Williamso 332). Our present economic status can be blame on our past if there is blame is to be made. Other races are able to identify with home countries to improve their economic status, for example thr... ...ther racial violence. For example, in St. Louis 20 police bullets attacked two young men (Farrow 1). This situation is happen to often ,when we are suppose to be more equal, but yet we are not being treated as such. How should we address these issue of police brutality? I feel if Black American have the economic standing and political the social will follow. As stated before, money is definitely power, therefore by economic gain we should be to have power or all that is destructive. I am not suggesting that Black American should go out as vigilantes, but I am recommending that Black American use the ideas of Leaders as Malcolm x, Martin, Washington and Du Bois to excel ourselves. Martin Luther King has also was believed that Black American should fight back in none violent way (Dolan 45). Unfortunately, he has lost his life to the one thing that he strong did not believe in, true his effort did not be come unnoticed, but what was he really fighting for? Black Americans need to wa ke and realize that importance of status economic, political, and social and realize that they all depend on one another and that we must start with one to have all of them come to new heights. Who We Are Essay -- essays research papers What is position do Black American hold in society today? If Black Americans were to just disappear without a trace, would it effect America economically, politically, and socially? The answer is yes, but we would not have the power to survive on our own. The only power that we truly have is buying power in America. Black Americans are infamous for putting their money into things that are materialistic rather than things that will turn their money over. Things that will build up the community such as black owned establishments. Despite the economic set backs we place ourselves in, politically we have no strong voices and our social leaders do not seem to understand how to elevate the problems that continue to plaque our society. Who can we turn to? I am convinced that if we trace back to learn theories of past African America leaders on these issues then we can eventually come to new heights. This paper will identify the primary economic, political, and social needs of African Ameri cans at the turn of the century and determine if the philosophies of Booker T. Washington, WEB DuBois, Martin Luther King and Malcolm X can eliminate some of these issues.   Ã‚  Ã‚  Ã‚  Ã‚   The number one problem in for Black societies is the lack of economical development. True, there are Black owned business, but the businesses do not provide longevity in the communities. For example, in my community there was a soul food restaurant that just open up and before you could blink an eye it seem as if some on else other than Black American bought out the owners. Eventually that business will be passed down through the bloodline of whoever bought it and the person who has sold it has depleted the profit that they made form the business. That profit would have bestowed money that could have provided different venues of business therefore supplying more jobs in the community. Black Americans can build an economic standing community by increasing blacked own businesses, investment, money management, and the reduction of governmental policies that are race specific. In other words the government must provide equal access to quality education, employment fo r all Americans ( Williamso 332). Our present economic status can be blame on our past if there is blame is to be made. Other races are able to identify with home countries to improve their economic status, for example thr... ...ther racial violence. For example, in St. Louis 20 police bullets attacked two young men (Farrow 1). This situation is happen to often ,when we are suppose to be more equal, but yet we are not being treated as such. How should we address these issue of police brutality? I feel if Black American have the economic standing and political the social will follow. As stated before, money is definitely power, therefore by economic gain we should be to have power or all that is destructive. I am not suggesting that Black American should go out as vigilantes, but I am recommending that Black American use the ideas of Leaders as Malcolm x, Martin, Washington and Du Bois to excel ourselves. Martin Luther King has also was believed that Black American should fight back in none violent way (Dolan 45). Unfortunately, he has lost his life to the one thing that he strong did not believe in, true his effort did not be come unnoticed, but what was he really fighting for? Black Americans need to wa ke and realize that importance of status economic, political, and social and realize that they all depend on one another and that we must start with one to have all of them come to new heights.

Causes of the Great War :: World War I History

Causes of the Great War The impact of the First World War is still with us. In many respects the events of modern Europe are a direct result of what happened during World War I. Adolph Hitler himself was a product of the First World War. World War I also gave Russian communists opportunity to overthrow the government in Russia and proclaim communism. The events that took place in "No Mans Land" definetly had an impact on the wars to come. The First World War had many causes. The spark of the Great War was the assassination of the Archduke Franz Ferdinand, soon to be at the throne of Austria-Hungary, and his wife by a Serbian nationalist, while traveling through Sarajevo. The Archduke was chosen as a target because Serbians feared that after he was at the throne, he would continue the persecution of Serbs living within the Austria-Hungary Empire. The Serbian terrorist organization, the Black Hand, had to carry out the assassination. The Arms Race is the second cause. Britain at that time was the largest empire in the world, and it also had the largest navy. The navy was so big and strong because the British needed to protect their empire and maintain the sea routes between the different colonies. Kaiser William of Germany hated and envied Britain for having a stronger navy than his. He increased the German navy and built many warships. Britain responded with building more ships and increasing its navy too. This started a race for building more and better warships and it created tension and competition between those two countries. The system of alliance were another major cause of the War. There was a feud between France and Germany about controlling the colonies, which leads to a greater conflict, the Great War. Europe at that time was divided into two rival alliance systems: Triple Entente that included Great Britain, France, and Russia and the Triple Alliance, which included the Central Powers of Austria- Hungary, Germany, and eventually the Turkish Empire. In order to balance the power, France and Russia signed an alliance. Russia saw itself as the 'protector of Slavs' in the war, and immediately mobilized. When the war began, the German decision that if they were going to have to fight Russia and France, they would strike at France first according to the Schlieffen Plan, and then turn West to Russia.

We Can Do It!

Riveter Looking at this war poster as a whole looks very normal to many viewers (it contains a statement which states â€Å"We Can Do It! † in white letters with a blue background). It also contains two main colors; blue and yellow. Rosie the riveter is the main person in the ad, along with the main subject. She is wearing a blue collar shirt, an orange and white hair scarf and a collar button. At the bottom of the ad is a large W letter underlined which stands for women's rights ( women's right logo is right underneath the letter W).Along with the letter is a war production committee logo in the right orner. With this statement in the ad and Rosie the riveter as the main subject a viewer can tell that the poster was used in the 1940's. During this time, many male workers were off fighting in the war, causing females to begin working in the factories. Soon after males returned home they desired females to return to their home making Jobs. Enjoying the new freedom, females were very doubtful about returning to house making Jobs. This ad explains how color portrays masculinity, how the statement â€Å"We Can Do It! in this ad expresses the emotions, struggles and goals of females during the war time and Rosie the riveter showing her muscles, ymbolizes power. The background of this ad uses colors to portray deeper meanings to its viewers. The naw blue color behind the statement â€Å"We Can Do It! † explains the false statement that it takes masculinity to work in factories. For many years males were the only workers working in factories, so custom to tradition it was abnormal to think that females had the ability to work in factories.Leading to the letters â€Å"We Can Do It† to be written in white bold letters on top of the naw blue. The white bold letters are symbolizing the purity in the work force, females in factories. Females at his time wanted to work in factories and not return to the house making Jobs. Another color seen throughout this ad is bright yellow. The main color is yellow; yellow symbolizes a storm. The storm for females at this time was being stuck, stuck in a position on a house maker, a mother and a wife. Females going to work in factories and saying â€Å"We Can Do It! was busting through the typical role of a house maker and allowed females to pass through the storm of being stuck. The statement â€Å"We Can Do It! † in this ad expresses the emotions, struggles and goals of females during the war time. Women at this time were struggling to come out of the typical female role as a house maker and show that as females they could work Just as hard as males. Struggling to overcome traditional stereotypes brought out many emotions in females. With all these emotions females started to make goals and statements around the world.In this ad right under the words â€Å"We Can Do It! † Rosie the riveter has a very serious and emotional look on her face. Having a serious look on her face is stating that females were done feeling inferior and unimportant to society, tired of being doubted by the males of th e world. Along with her serious look, Rosie the iveter was wearing make-up and a hair bandana. The hair bandana and make-up are displaying that with all the statements about working Just as hard as males and tired of feeling inferior, females can still be females.Rosie the riveter is showing her muscle in this ad to symbolize power. Half of her sleeve is rolled up to symbolize what nas already started and what is yet to come, temale power. Following ner arm down to her hand, she shows a closed fist. Her fist displays two things; fghting action towards those who will try to stand in her way and a closed mind to her opinion as if no one can tell her what she is doing is wrong. Along with showing her muscles and fist, she also has a female power button on her collar.This button shows strength in numbers since she's visually saying that it takes more than one person to c hange the image of females and roles they play. In addition to the button, Rosie has a blue collar shirt verse a white collar shirt. The blue collar shirt stands for manual labor working. Manual labor working is what females wanted at this time, not to work as a major or a white collar worker. As we can see with posters like this, symbolism is shown throughout images all around. To fully understand ads and posters ometimes you have to dig a little deeper for true meanings.Rosie the riveter helps explain the message females wanted to convey at this time, to work in factories along with males. This poster helps explain not only what it says, â€Å"We Can Do It† but also the struggle, goals and emotions that females had during this time. With showing emotions, struggles and goals, this ad also visual explains the power females had. Knowing the struggle females had during the war time, makes me appreciate being a female even more. Work Cited â€Å"Rosie the Riveter. † 2011 .. Online Image. Women Working During World War 2. Web. 23 Oct