Popular WWII ""Rosie the Riveter" posterTítulo: Wars and Battles, World War II Home Front
De acuerdo al título y la imagen: ¿cuál cree usted que es el tópico que está a punto de leer?
La imagen hace alusión sobre una mujer, fuerte, con valor, capaz de asumir importantes y arduos retos, sin miedos, afrontando una tarea que requiere coraje, bajo la premisa de que sí lo puede lograr, en el contexto de la Segunda Guerra Mundial (WWII)
Luego lea el texto:
¿Cuál es la idea general del texto?
El texto trata sobre el trabajo que desempeñaron las mujeres norteamaericanas, colaborando en la Segunda Guerra Mundial
El texto trata sobre el trabajo que desempeñaron las mujeres norteamaericanas, colaborando en la Segunda Guerra Mundial
¿Qué palabras se repiten?
Women, Work, War.
¿Qué palabras se parecen al español?
Attack: Ataque; President: Presidente; State: Estados; Articles: Articulos; Female: Femenino; Nation: Nacion; Recomended: Recomendado; Depression: Depresion.
Women, Work, War.
¿Qué palabras se parecen al español?
Attack: Ataque; President: Presidente; State: Estados; Articles: Articulos; Female: Femenino; Nation: Nacion; Recomended: Recomendado; Depression: Depresion.
¿Cuáles son las palabras en negrita, el titulo, subtitulo o gráficos que te ayudan a entender el texto?
“Wars and Battles, World War II Home Front”, la imagen y las frases que contiene: We can do it, Popular WWII, Rosie the Riveter poster.
“Wars and Battles, World War II Home Front”, la imagen y las frases que contiene: We can do it, Popular WWII, Rosie the Riveter poster.
¿De qué trata el texto? Lee el primer párrafo y el último o la ultimas ideas del último párrafo.
De la participación que tuvieron las mujeres norteamericanas a raíz del Ataque a la base aérea de Pearl Harbor en 1942, en la que estas tuvieron que dejar sus oficios corrientes y realizar labores que anteriormente solo hacían los hombres como lo era trabajar en las fabricas de madera y acero, cargar y descargar, etc, lo cual creó una nueva imagen de la mujer en la sociedad americana
De la participación que tuvieron las mujeres norteamericanas a raíz del Ataque a la base aérea de Pearl Harbor en 1942, en la que estas tuvieron que dejar sus oficios corrientes y realizar labores que anteriormente solo hacían los hombres como lo era trabajar en las fabricas de madera y acero, cargar y descargar, etc, lo cual creó una nueva imagen de la mujer en la sociedad americana
Texto:
It all started that shocking Sunday morning, December 7, 1941, as 183 Japanese warplanes attacked America’s Hickam Field, Pearl Harbor, in Hawaii. The devastating results were 2,433 deaths, the destruction of 18 U.S. warships and 188 airplanes. The surprise attack left the nation stunned as President Roosevelt called the United States to war. With American men enlisting in the war effort, the work force quickly diminished. Who would "man" the assembly lines in the factories to produce the many needed items for the current war? Filling a gross shortage of manpower, through the factory gates flooded an army of woman power. Mothers, daughters, secretaries, wives and even schoolgirls picked up the factory duties the men had left behind.
Continual appeals were issued from government sources throughout the war, with articles and ads placed in magazines to get women's attention. Such titles as, “Women, you could hasten victory by working and save your man," abounded. The Magazine War Guide recommended that all published magazines participate in a "Women at work" cover promotion to emphasize not only defense and factory work, but all kinds of employment opportunities for women. One of the many slogans shouted, "The more women at work, the sooner we win." More than six million female workers helped to build planes, bombs, tanks and other weapons that would eventually win World War II. They stepped up to the plate without hesitation and gave up their domestic jobs to accomplish things that only men had done before them. They became streetcar drivers, operated heavy construction machinery, worked in lumber and steel mills, unloaded freight and much more. Proving that they could do the jobs known as "men’s work" created an entirely new image of women in American society, and set the stage for upcoming generations.
Every day the women, both young and old, would punch into work at the shipyards, factories and munitions plants across America. During the war the women increased the workforce by 50 percent. Racial barriers were broken as various minority members went to work. Coming from all walks of life, there were those already working who switched to higher-paying defense jobs, those who had lost their jobs due to the Depression, and then of course there were the women who worked at home. With that many women working in war-related jobs, the phenomenon changed America. Child care centers emerged all over the country. Most of the centers were built adjacent to the plants for the families' convenience. The women who used to stay home with the children now were not only able to work for their country, but were also given the opportunity to earn their way in the world. They were hardworking individuals and that fact shed a new light on America as a whole.
By 1942 women were being urged to take advantage of any technical training to better prepare themselves to replace the men now in uniform. They would perform not only a patriotic duty, but help themselves financially. In some areas, women took the lead to accomplish certain tasks to support the nation’s war effort. There was a huge new opportunity to work for the American Red Cross. Women not only learned basic first aid techniques, but also were on call as volunteers at the local USO, which was considered to be an honor.
Eleanor Roosevelt toured the factories and came away in awe of the new work force. She heard countless success stories and was quoted as saying, "I hardly saw a man who did not speak to me about the need for women in production." Many women reported that they felt patriotic and wanted to support their country, and that the money came second. It gave them endless pride to know they were doing their part to help win the war. They quickly become known as the "production soldiers" in the defense industries. Rosie the Riveter’s first mention was in a song written by Redd Evans and John Jacob Loeb in 1942. The song caught on across America as the lyrics told the true story. One line of the song goes, "that little frail girl can do/more than a man can do." Some were actually better at certain tasks than men — while women war workers were paid only 60 percent of male wages. Reportedly the women who were at 60 percent were over 35 years of age and approximately one third had children under 14.
A real-life Rosie brought the character to life. Her name was Rose Will Monroe. The Hollywood star Walter Pidgeon was touring the Ford Motor Company aircraft assembly plant when he met Monroe. On his recommendation, she starred as herself in a government film promoting the war. The famous illustrator Norman Rockwell then created a "Rosie" image to appear on the cover of the Saturday Evening Post, May 29, 1943 — the Memorial Day issue. The picture depicted a large woman wearing overalls, goggles and displaying various pins of honor on her lapel. She wore a leather arm band and flexed her bicep with a rolled-up sleeve, while sitting with a large riveting tool in her lap. In one hand was a sandwich and she was wearing lipstick. Printed boldly beside her were the words, “We can do it." Emphasizing her patriotism with the American flag as the background and her feet planted firmly on Hitler’s Mein Kampf, the image on that issue was a huge success. America loved Rosie! While Rosie the Riveter became an icon, the Post circulation nearly doubled. (…)
By 1944, 16 percent of all working women held jobs in war industries. While an estimated 18 million women worked during the war, there was growing concern among them that when the war was over, it would never be the same again. That new venture for American women, while profitable in more ways than one, would soon come to an end. Some faced harassment for attempting to stay in industry, and the government insisted that they were just a substitute until the war was over, but the women never faltered. They had changed industry and left permanent effects. When the war ended with the Allies victorious, the need for munitions workers abruptly ceased. Women were now forced to leave their jobs to seek others. But the number of working women never again fell to pre-war levels, and their significant contribution is still recognized today. Rosie the Riveter lives on in movies, books and songs.
Continual appeals were issued from government sources throughout the war, with articles and ads placed in magazines to get women's attention. Such titles as, “Women, you could hasten victory by working and save your man," abounded. The Magazine War Guide recommended that all published magazines participate in a "Women at work" cover promotion to emphasize not only defense and factory work, but all kinds of employment opportunities for women. One of the many slogans shouted, "The more women at work, the sooner we win." More than six million female workers helped to build planes, bombs, tanks and other weapons that would eventually win World War II. They stepped up to the plate without hesitation and gave up their domestic jobs to accomplish things that only men had done before them. They became streetcar drivers, operated heavy construction machinery, worked in lumber and steel mills, unloaded freight and much more. Proving that they could do the jobs known as "men’s work" created an entirely new image of women in American society, and set the stage for upcoming generations.
Every day the women, both young and old, would punch into work at the shipyards, factories and munitions plants across America. During the war the women increased the workforce by 50 percent. Racial barriers were broken as various minority members went to work. Coming from all walks of life, there were those already working who switched to higher-paying defense jobs, those who had lost their jobs due to the Depression, and then of course there were the women who worked at home. With that many women working in war-related jobs, the phenomenon changed America. Child care centers emerged all over the country. Most of the centers were built adjacent to the plants for the families' convenience. The women who used to stay home with the children now were not only able to work for their country, but were also given the opportunity to earn their way in the world. They were hardworking individuals and that fact shed a new light on America as a whole.
By 1942 women were being urged to take advantage of any technical training to better prepare themselves to replace the men now in uniform. They would perform not only a patriotic duty, but help themselves financially. In some areas, women took the lead to accomplish certain tasks to support the nation’s war effort. There was a huge new opportunity to work for the American Red Cross. Women not only learned basic first aid techniques, but also were on call as volunteers at the local USO, which was considered to be an honor.
Eleanor Roosevelt toured the factories and came away in awe of the new work force. She heard countless success stories and was quoted as saying, "I hardly saw a man who did not speak to me about the need for women in production." Many women reported that they felt patriotic and wanted to support their country, and that the money came second. It gave them endless pride to know they were doing their part to help win the war. They quickly become known as the "production soldiers" in the defense industries. Rosie the Riveter’s first mention was in a song written by Redd Evans and John Jacob Loeb in 1942. The song caught on across America as the lyrics told the true story. One line of the song goes, "that little frail girl can do/more than a man can do." Some were actually better at certain tasks than men — while women war workers were paid only 60 percent of male wages. Reportedly the women who were at 60 percent were over 35 years of age and approximately one third had children under 14.
A real-life Rosie brought the character to life. Her name was Rose Will Monroe. The Hollywood star Walter Pidgeon was touring the Ford Motor Company aircraft assembly plant when he met Monroe. On his recommendation, she starred as herself in a government film promoting the war. The famous illustrator Norman Rockwell then created a "Rosie" image to appear on the cover of the Saturday Evening Post, May 29, 1943 — the Memorial Day issue. The picture depicted a large woman wearing overalls, goggles and displaying various pins of honor on her lapel. She wore a leather arm band and flexed her bicep with a rolled-up sleeve, while sitting with a large riveting tool in her lap. In one hand was a sandwich and she was wearing lipstick. Printed boldly beside her were the words, “We can do it." Emphasizing her patriotism with the American flag as the background and her feet planted firmly on Hitler’s Mein Kampf, the image on that issue was a huge success. America loved Rosie! While Rosie the Riveter became an icon, the Post circulation nearly doubled. (…)
By 1944, 16 percent of all working women held jobs in war industries. While an estimated 18 million women worked during the war, there was growing concern among them that when the war was over, it would never be the same again. That new venture for American women, while profitable in more ways than one, would soon come to an end. Some faced harassment for attempting to stay in industry, and the government insisted that they were just a substitute until the war was over, but the women never faltered. They had changed industry and left permanent effects. When the war ended with the Allies victorious, the need for munitions workers abruptly ceased. Women were now forced to leave their jobs to seek others. But the number of working women never again fell to pre-war levels, and their significant contribution is still recognized today. Rosie the Riveter lives on in movies, books and songs.
Patrones de Organización de un Párrafo
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Globalization
Globalization refers to the increasing unification of the world's economic order through reduction of such barriers to international trade as tariffs, export fees, and import quotas. The goal is to increase material wealth, goods, and services through an international division of labor by efficiencies catalyzed by international relations, specialization and competition. It describes the process by which regional economies, societies, and cultures have become integrated through communication, transportation, and trade. The term is most closely associated with the term economic globalization: the integration of national economies into the international economy through trade, foreign direct investment, capital flows, migration, the spread of technology, and military presence.[1] However, globalization is usually recognized as being driven by a combination of economic, technological, sociocultural, political, and biological factors.[2] The term can also refer to the transnational circulation of ideas, languages, or popular culture through acculturation. An aspect of the world which has gone through the process can be said to be globalized.
Against this view, an alternative approach stresses how globalization has actually decreased inter-cultural contacts while increasing the possibility of international and intra-national conflict.[3]
According to the Oxford English Dictionary, the word "globalization" was first employed in a publication entitled Towards New Education in 1930, to denote a holistic view of human experience in education.[4] An early description of globalization was penned by the founder of the Bible Student movement Charles Taze Russell who coined the term 'corporate giants' in 1897,[5] although it was not until the 1960s that the term began to be widely used by economists and other social scientists. The term has since then achieved widespread use in the mainstream press by the later half of the 1980s. Since its inception, the concept of globalization has inspired numerous competing definitions and interpretations, with antecedents dating back to the great movements of trade and empire across Asia and the Indian Ocean from the 15th century onwards.[6]
The United Nations ESCWA says globalization "is a widely-used term that can be defined in a number of different ways. When used in an economic context, it refers to the reduction and removal of barriers between national borders in order to facilitate the flow of goods, capital, services and labour... although considerable barriers remain to the flow of labor... Globalization is not a new phenomenon. It began towards the end of the nineteenth century, but it slowed down during the period from the start of the First World War until the third quarter of the twentieth century. This slowdown can be attributed to the inward-looking policies pursued by a number of countries in order to protect their respective industries... however, the pace of globalization picked up rapidly during the fourth quarter of the twentieth century..."[7]
A. Seleccione un texto relacionado con su área de experticia. Lea el texto y extraiga:
Globalization
Globalization refers to the increasing unification of the world's economic order through reduction of such barriers to international trade as tariffs, export fees, and import quotas. The goal is to increase material wealth, goods, and services through an international division of labor by efficiencies catalyzed by international relations, specialization and competition. It describes the process by which regional economies, societies, and cultures have become integrated through communication, transportation, and trade. The term is most closely associated with the term economic globalization: the integration of national economies into the international economy through trade, foreign direct investment, capital flows, migration, the spread of technology, and military presence.[1] However, globalization is usually recognized as being driven by a combination of economic, technological, sociocultural, political, and biological factors.[2] The term can also refer to the transnational circulation of ideas, languages, or popular culture through acculturation. An aspect of the world which has gone through the process can be said to be globalized.
Against this view, an alternative approach stresses how globalization has actually decreased inter-cultural contacts while increasing the possibility of international and intra-national conflict.[3]
According to the Oxford English Dictionary, the word "globalization" was first employed in a publication entitled Towards New Education in 1930, to denote a holistic view of human experience in education.[4] An early description of globalization was penned by the founder of the Bible Student movement Charles Taze Russell who coined the term 'corporate giants' in 1897,[5] although it was not until the 1960s that the term began to be widely used by economists and other social scientists. The term has since then achieved widespread use in the mainstream press by the later half of the 1980s. Since its inception, the concept of globalization has inspired numerous competing definitions and interpretations, with antecedents dating back to the great movements of trade and empire across Asia and the Indian Ocean from the 15th century onwards.[6]
The United Nations ESCWA says globalization "is a widely-used term that can be defined in a number of different ways. When used in an economic context, it refers to the reduction and removal of barriers between national borders in order to facilitate the flow of goods, capital, services and labour... although considerable barriers remain to the flow of labor... Globalization is not a new phenomenon. It began towards the end of the nineteenth century, but it slowed down during the period from the start of the First World War until the third quarter of the twentieth century. This slowdown can be attributed to the inward-looking policies pursued by a number of countries in order to protect their respective industries... however, the pace of globalization picked up rapidly during the fourth quarter of the twentieth century..."[7]
Las definiciones:
Globalization refers to the increasing unification of the world's economic order through reduction of such barriers to international trade as tariffs, export fees, and import
It describes the process by which regional economies, societies, and cultures have become integrated through communication, transportation, and trade.
The term is most closely associated with the term economic globalization: the integration of national economies into the international economy through trade, foreign direct investment, capital flows, migration, the spread of technology, and military presence.
However, globalization is usually recognized as being driven by a combination of economic, technological, sociocultural, political, and biological factors.
The term can also refer to the transnational circulation of ideas, languages, or popular culture through acculturation. An aspect of the world which has gone through the process can be said to be globalized.
According to the Oxford English Dictionary, the word "globalization" was first employed in a publication entitled Towards New Education in 1930, to denote a holistic view of human experience in education.
When used in an economic context, it refers to the reduction and removal of barriers between national borders in order to facilitate the flow of goods, capital, services and labour... although considerable barriers remain to the flow of labor.
y los marcadores de definición:
Refers, It describes, is most closely associated, is usually recognized as, the term can also refer to, to denote, it refers to
B. Seleccione otro texto relacionado con su área de experticia y extraiga las palabras de secuencia u ordenamiento del tiempo.
Jacques Maritain
Refers, It describes, is most closely associated, is usually recognized as, the term can also refer to, to denote, it refers to
B. Seleccione otro texto relacionado con su área de experticia y extraiga las palabras de secuencia u ordenamiento del tiempo.
Jacques Maritain
Jacques Maritain (18 November 1882–28 April 1973) was a French Catholic philosopher. Raised as a Protestant, he converted to Catholicism in 1906. An author of more than 60 books, he helped to revive St. Thomas Aquinas for modern times and is a prominent drafter of the Universal Declaration of Human Rights. Pope Paul VI presented his "Message to Men of Thought and of Science" at the close of Vatican II to Maritain, his long-time friend and mentor. Maritain's interest and works spanned many aspects of philosophy, including aesthetics, political theory, the philosophy of science, metaphysics, education, liturgy and ecclesiology.
Life
Maritain was born in Paris, the son of Paul Maritain, who was a lawyer, and his wife Geneviève Favre, the daughter of Jules Favre, and was reared in a liberal Protestant milieu. He was sent to the Lycée Henri IV. Later, he attended the Sorbonne, studying the natural sciences; chemistry, biology and physics.
At the Sorbonne, he met Raïssa Oumancoff, a Russian Jewish émigré. They married in 1904. Furthermore, she, a noted poet and mystic, was his intellectual partner who participated with his search for truth. Raissa's sister, Vera Oumancoff, lived with Jacques and Raissa for almost all their married life.
Soon, he became disenchanted with scientism at the Sorbonne, for it could not, for him, address the larger existential issues of life. In light of this disillusionment Jacques and Raïssa made a pact to commit suicide together if they could not discover some deeper meaning to life within a year. They were spared from following through on this because, at the urging of Charles Péguy, they attended the lectures of Henri Bergson at the Collège de France. Along with his deconstructionism of scientism, Bergson instilled in them "the sense of the absolute." Then, through the influence of Léon Bloy, they converted to the Roman Catholic faith in 1906.
In the fall of 1907 the Maritains moved to Heidelberg, where Jacques studied biology under Hans Driesch. Hans Driesch’s theory of neo-vitalism attracted Jacques because of its affinity with Henri Bergson. During this time, Raïssa fell ill, and during her convalescence, their spiritual advisor, a Dominican friar named Fr. Humbert Clérissac, introduced her to the writings of St. Thomas Aquinas. So enthusiastic, she, in turn, exhorted her husband to examine the saint’s writings. In Thomas, he found a number of insights and ideas that he had believed all along, he wrote:
"Thenceforth, in affirming to myself, without chicanery or diminution, the authentic value of the reality of our human instruments of knowledge, I was already a Thomist without knowing it…When several months later I came to the Summa Theologiae, I would construct no impediment to its luminous flood."
From the Angelic Doctor (the honorary title of St. Aquinas), he was led to "The Philosopher" as St. Thomas christened him, Aristotle. Still later to further his intellectual development, he read the neo-scholastics.
Beginning in 1912, Maritain taught at the Collège Stanislas and later moved to the Institut Catholique de Paris. For the 1916–1917 academic year, he taught at the Petit Séminaire de Versailles. In 1933, he gave his first lectures in North America in Toronto at the Pontifical Institute of Mediaeval Studies. He also taught at Columbia University; at the Committee on Social Thought, University of Chicago; at the University of Notre Dame, and at Princeton University.
From 1945 to 1948, he was the French ambassador to the Vatican.
Afterwards, he returned to Princeton University where he achieved the "Elysian status" (as he puts it) as a professor emeritus in 1956. Raissa Maritain died in 1960. After her death, Jacques published her journal under the title "Raissa's Journal." From 1961, Maritain lived with the Little Brothers of Jesus in Toulouse, France. He had had an influence in the order since its foundation in 1933. He became a Little Brother in 1970.
Learning the death of his friend Maritain, Pope Paul VI cried.[citation needed] Jacques and Raïssa Maritain are buried in the cemetery of Kolbsheim, a little French village where he had spent many summers at the estate of his friends, Antoinette and Alexander Grunelius.
A cause for beatification of him and his wife Raissa is being planned.[1]
Life
Maritain was born in Paris, the son of Paul Maritain, who was a lawyer, and his wife Geneviève Favre, the daughter of Jules Favre, and was reared in a liberal Protestant milieu. He was sent to the Lycée Henri IV. Later, he attended the Sorbonne, studying the natural sciences; chemistry, biology and physics.
At the Sorbonne, he met Raïssa Oumancoff, a Russian Jewish émigré. They married in 1904. Furthermore, she, a noted poet and mystic, was his intellectual partner who participated with his search for truth. Raissa's sister, Vera Oumancoff, lived with Jacques and Raissa for almost all their married life.
Soon, he became disenchanted with scientism at the Sorbonne, for it could not, for him, address the larger existential issues of life. In light of this disillusionment Jacques and Raïssa made a pact to commit suicide together if they could not discover some deeper meaning to life within a year. They were spared from following through on this because, at the urging of Charles Péguy, they attended the lectures of Henri Bergson at the Collège de France. Along with his deconstructionism of scientism, Bergson instilled in them "the sense of the absolute." Then, through the influence of Léon Bloy, they converted to the Roman Catholic faith in 1906.
In the fall of 1907 the Maritains moved to Heidelberg, where Jacques studied biology under Hans Driesch. Hans Driesch’s theory of neo-vitalism attracted Jacques because of its affinity with Henri Bergson. During this time, Raïssa fell ill, and during her convalescence, their spiritual advisor, a Dominican friar named Fr. Humbert Clérissac, introduced her to the writings of St. Thomas Aquinas. So enthusiastic, she, in turn, exhorted her husband to examine the saint’s writings. In Thomas, he found a number of insights and ideas that he had believed all along, he wrote:
"Thenceforth, in affirming to myself, without chicanery or diminution, the authentic value of the reality of our human instruments of knowledge, I was already a Thomist without knowing it…When several months later I came to the Summa Theologiae, I would construct no impediment to its luminous flood."
From the Angelic Doctor (the honorary title of St. Aquinas), he was led to "The Philosopher" as St. Thomas christened him, Aristotle. Still later to further his intellectual development, he read the neo-scholastics.
Beginning in 1912, Maritain taught at the Collège Stanislas and later moved to the Institut Catholique de Paris. For the 1916–1917 academic year, he taught at the Petit Séminaire de Versailles. In 1933, he gave his first lectures in North America in Toronto at the Pontifical Institute of Mediaeval Studies. He also taught at Columbia University; at the Committee on Social Thought, University of Chicago; at the University of Notre Dame, and at Princeton University.
From 1945 to 1948, he was the French ambassador to the Vatican.
Afterwards, he returned to Princeton University where he achieved the "Elysian status" (as he puts it) as a professor emeritus in 1956. Raissa Maritain died in 1960. After her death, Jacques published her journal under the title "Raissa's Journal." From 1961, Maritain lived with the Little Brothers of Jesus in Toulouse, France. He had had an influence in the order since its foundation in 1933. He became a Little Brother in 1970.
Learning the death of his friend Maritain, Pope Paul VI cried.[citation needed] Jacques and Raïssa Maritain are buried in the cemetery of Kolbsheim, a little French village where he had spent many summers at the estate of his friends, Antoinette and Alexander Grunelius.
A cause for beatification of him and his wife Raissa is being planned.[1]
Marcadores de Tiempo:
18 November 1882–28 April 1973, at the close of, his long-time, in 1904, soon, In light of this, In the fall of 1907, When several months later, Still later, Beginning in 1912, For the 1916–1917, In 1933, From 1945 to 1948, Afterwards, in 1956, in 1960, After her death, in 1933, is being planned
Idea general del párrafo:
Trata sobre la vida y obra del francés Jacques Maritain, converso al catolicismo, que jugó importantes roles en la sociedad de la época como filósofo, político y embajador, junto a su esposa que tuvo una gran influencia sobre él y el contacto con distintos pensadores de la época.
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