Two World Wars A Journey of Borden’s Fiction The WritePass Journal

Two World Wars A Journey of Borden’s Fiction Introduction Two World Wars A Journey of Borden’s Fiction Introduction1.1 Research Objective1.2. Proposed Structure Literature Review  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2.1 Primary literature2.2 Secondary sources Methodology Preliminary Bibliography4.1 Primary literature  4.2. Secondary sourcesRelated Introduction The topic of Word War I literature and World War II literature is one that is extensively covered and researched by contemporary critics and scholars.   However, the focus tends to be on literature of either one or the other war and not typically on any links between the two.   The research that exists is largely centred on either gender or class in the literature, not about how a particular gender writes about a specific class.   Therefore, a dissertation on Mary Borden’s focus on aristocracy in the two world wars will help fill a gap in research on war literature. 1.1 Research Objective Mary Borden lived through and wrote extensively on both wars and this dissertation will establish and illustrate the evolution of Borden’s war consciousness and philosophies surrounding warfare and its impact on society. Borden’s narrative focus began as intensely personal and situated in the aristocratic world, which was familiar to her, but evolved between wars and had opened up and shifted in a more political direction by the end of World War II.   In order to prove this and explore how the wars affected Borden’s writing, the dissertation will strive to answer the following questions: To what extent did Borden’s novels reflect the events of the two war eras? How did Mary Borden valuate the aristocracy and why? In what way was her opinion of the aristocracy influenced by the wars and her contemporary era as a whole? What kinds of themes are adopted in the novels depending on whether they are pre-, during or post-war period and how much do they differ? To what extent do Borden’s themes reflect the transitions in society and the changing roles of men and women that resulted from the two wars? 1.2. Proposed Structure The proposed dissertation will be structured in five chapters set out around the following topics: Introduction – Sets out the biography of Mary Borden in broad strokes, introduces the research questions and aim set out above and explains the choice to focus on Borden’s novels and memoirs because they more directly show the influence of the war on Borden’s consciousness and is less restricted by the mandatory commentary on form that poetry elicits. Borden and World War I – Borden’s memoir will be the foundation that a discussion around her opinions of the aristocracy and its influence on the coming and effects of the war is built. Borden and World War II – Debates the new ideas introduced by Borden that were not present in her writing on the great war and uses her other memoir to again research how her life at this stage influenced the thinking in her writing. The impact of war on Borden’s literary consciousness Establishes the reason Mary Borden should be read as a war novelist because of her evolving consciousness in her novels regarding the causes and effects of war on society. Conclusion – Mary Borden was very much a novelist shaped by the two word wars and her own heritage strongly influenced her thinking around the impact the war had on herself and society at large. By structuring the dissertation in this manner – with the writing from each war in separate chapters the clarity of the argument will benefit in that it is easier to draw upon separate sources and build comprehensive profiles of how Borden wrote about the two wars.   Once such profiles have been established, the fourth chapter can use these as the foundation of empirical evidence upon which to base a coherent exploration of the evolution of Borden’s war consciousness in her writing.   This chapter will provide the opportunity for the author’s analytical skillset to be proven. Literature Review   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2.1 Primary literature The two chapters on the world wars will use two of Borden’s memoirs as the foundation for arguing how Borden’s life influenced her work. The Forbidden Zone will be analysed for the chapter on World War I and Journey Down A Blind Alley will be used for World War II. Further, the chapter on WWI will centre upon three novels that present some of Borden’s central themes and a chronological scope of the war: The Romantic Woman is a story of aristocracy before the war, Sarah Defiant centres upon a love affair during the war and finally Jehova’s Day portrays England in the post-war period.   Reference will also be made to Jericho Sands and A Woman With White Eyes. As Borden’s writing on war shifted in a more political direction around WWII, the analysis will not abide by a particular chronology in this chapter. The main texts are: You the Jury – setting the stage for the war and depicting it – The Hungry Leopard as a work containing Borden’s broader political and sociological points thoughts on the war era from 1937 to 54 and Margin of Error – a work concerned with colonialism and its role in the war.   Other referenced works will include Catspaw and Passport for a Girl. 2.2 Secondary sources These will include a mixture of historical sources and literary criticism.   Carol Acton’s theories set forth in Diverting the Gaze: The Unseen Text in Women’s War Writing will be used for some literary theory concerning women writing about war and the discussions on Borden’s life and memoirs will be substantially aided by Jane Conway’s – Borden’s biographer – work. Literary critics will include M. Higonnet, S. Ouditt,, F. Mort and T. Tate as they have all done substantial work concerning female writers of the war and their relationship to identity.   Historical background will be   works by B.A. Waites, M.L. Bush and B.W. Tuchman along with other sources yet to be identified. Methodology The approach will be independent analysis of the primary sources, using secondary sources primarily to argue against and some to support and provide background.   Further sources will be identified by using Jane Conway’s the bibliographies of Conway and other sources already identified as well as web searches on databases such as JStor and Project Muse. Preliminary Bibliography 4.1 Primary literature Borden, M., 1929. The Forbidden Zone Borden, M., 1946. Journey Down A Blind Alley Borden, M., 1916. The Romantic Woman Borden, M., 1931. Sarah Defiant Borden, M., 1929. Jehova’s Day Borden, M., 1925. Jericho Sands Borden, M., 1930. A Woman With White Eyes Borden, M., 1952. You the Jury Borden, M. 1956. The Hungry Leopard Borden, M., 1954. Margin of Error Borden, M., 1950. Catspaw Borden, M., 1939. Passport for a Girl   4.2. Secondary sources Gubar, S., Gilbert, S.M. The Madwoman in the Attic. New Haven: Yale University. Heilbrun, C.G., Higonnet, M.R., 1983 The Representation of women in fiction. Vol. 7. Johns Hopkins University Press. Higonnet, M.R., 1987. Behind the lines: Gender and the two world wars. New Haven: Yale University Press. MacKay, M., 2010. Modernism and World War II. Cambridge: Cambridge University Press. Mort, F., 2006. Scandalous Events: Metropolitan Culture and Moral Change in Post-Second World War London. Representations 93.1 (2006): 106-137. Ouditt, S., 1994. Fighting Forces, Writing Women: Identity and Ideology in the First World War. London: Routledge. Raitt, S., Tate, T., eds, 1997. Womens fiction and the Great War. Oxford: Clarendon Press. Tate, T., 1998. Modernism, History and the First World War. Manchester: Manchester University Press.

Preposition Review ESL Lesson Plan

Preposition Review ESL Lesson Plan Prepositions are a challenge for almost all students. There are many reasons for this, not least of which is the fact that English has numerous phrasal verbs. In this case, theres little to do except to encourage consistency and the ability to listen carefully to mistakes made. In any case, there are a few activities teachers can undertake to help students learn basic differences. Aim: Develop recognition of similar preposition use through contrast in written exercise, review of prepositionsActivity: Discussion of similar prepositions followed by a written exerciseLevel: Intermediate Outline Take a few objects into the class, such as a model car, an apple, etc. Use simple sentences to help the class understand the differences between in/into, out/out of, etc. using the propositions.Give the students some of the objects and encourage them to come up with their own sentences, especially focusing on the finer differences between the prepositions discussed.Discuss some of the basics using the preposition checklist below. Ask students to come up with exceptions such as in the morning, afternoon, and evening but at night.  Pass out the handout and ask students to get into pairs to work through the short exercise.Correct worksheet as a class and discuss problems  or questions.Repeat first activity to help reinforce learning. Preposition Checklist Use to with verbs of movement.  She drove to the store./He walked to the park.Use at with places within a city with verbs that do NOT express movement.  Ill meet you at the shopping mall./I like to relax at home on the weekend.Use on with surfaces, both horizontal and vertical.  Thats a beautiful picture on the wall./I like the vase on the table.Use into, out of and onto to express movement from one place to another.  She drove out of the garage./Please put the keys onto the table.  Use in with months, years, cities, states, and countries.  She lives in San Diego./I will see you in April.Use at with times of the day. Lets meet at five oclock./I want to begin the meeting at two.   A Strange Noise in the Night Worksheet It was late (at/in) night when I heard the noise. I got (out of/outside) bed and decided to investigate. First, I went (into/in) the living room and kitchen. Everything seemed to be OK in those rooms. Then I heard the noise (again/over). It was coming from (out/outside), so I put (on/off) my jacket, opened the door and went (into/out of) the backyard. Unfortunately, I had forgotten to (pick up/in) a flashlight on my way (inside/out) the door. It was a dark night and there was a light rain falling. I couldnt see much, so I kept stepping (into/onto) things in the yard. The sound continued to repeat and was coming (over/from) the area (on/in) the other side (to/of) the house. I slowly walked (through/around) the house to see what was making the noise. There was a small table (in/on) the porch which was (next/near) to the wall. (On/To) top of this table was a bowl with some rocks (into/inside). A small mouse was trying to get (out/above) and was moving the rocks (around/through) the bowl making the noise. It was very strange, but now I could go back (in/to) sleep!

Cuban Missile Crisis - Political Theory Analysis Essay

Cuban Missile Crisis - Political Theory Analysis - Essay Example sed the tension between the US and the Soviet Union increased to an extent that the US Navy ships opening fire and engaging in warning shots as a way of calming down the situation. After the 1945 incident, the US was not ready to permit any nuclear war especially on their ground and it is for this reason that the Kennedy administration decided to play it cool. In October 28, 1962 14 days after the confrontation started, a resolution was reached. The US made a national promise never to attack Cuba secretly and the Cuban administration agreed to dismantle the Soviet Union missiles and ordered them back to USSR base. Moreover, the US decided secretly to dismantle all US built Jupiter IRBMs nuclear weapons that it had deployed in Turkey and Italy in preparation for a war against the Soviet Union. After having summarized this case study, we shall apply specific theories in an attempt to consider the conflict resolution process that may have led to peaceful resolution of the missile crisis considering that this was a very dangerous mission. In this paper, I am going to look at the Cuban missile crisis through the lens of three different theories. The first theory will be about the process approach based on theoretical framework as developed by Zartman and Druckman’s model. The second approach will be the Prospect theory as proposed by Haas and finally the Simple Game theory as developed by Zartman. According to Druckman, international negotiation is a process, which considers various factors such as political affiliations, economic impact, foreign policies and the side effects of the negotiation (Druckman 327). According to Druckman, the process of negotiation begins from a bottom to up process referred to as building a package. Druckman suggest that during the formation... Cuban Missile Crisis has been a subject under serious discussions and studies as many scholars aim at finding out how to apply the principles and theories of conflict resolution that led to the end of a 14-day crisis amongst the world superpowers. From this study, we learned about the process theory, which summarized that conflict resolution is a process that requires negotiation. We considered factors like the mission, aim, strategies, and reference points. We have studied also about the Druckman and Zartman contribution to the Cuban missile crisis. We have also learned about the simple game theory, which is a process that aims at maximizing the outcomes of the negotiations through several considerations. We have also learned about the prospect theory and its application to the Cuban Missile Crisis. The theory is summarized as follows. â€Å"When individuals perceive themselves to be experiencing losses at the time they make a decision, and when their probability estimates associat ed with their principal policy options are in the moderate to high range, they will tend to make excessively risky, non-value-maximizing choices†.

Operationalising the AMO (Ability, Motivation, Opportunity) framework Assignment

Operationalising the AMO (Ability, Motivation, Opportunity) framework - Assignment Example The AMO framework, also known as the people and performance model, is defined as the sum of the ability, motivation and opportunity of an employee (Raiden, Dainty, and Neale, 2006). ... As Boxall and Macky (2009) noted, â€Å"every human resources system works through its impacts on the skills and knowledge of individual employees, their willingness to exert effort, and their opportunities to express their talents in their work. However, human resource systems also affect a range of variables on a more collective level, helping to build organisational capabilities, and influencing the organisational culture, and social and psychological climate in which individuals are embedded.† More so, studies show that the AMO model does not only impact the organisational performance but the high performance work practice as well. Human resource managers are guided by policies and strategies covered by the disciplines of human resource management. These principles help managers in dealing with obstacles and serious situations of handling people well (O’Donnell, Livingston, and Bartram, 2009). Lee and Cummings (2008) supported this claim by recognising that managers â€Å"are credited with the responsibility of front line leadership and management.† As such, the knowledge of these leaders in applying the ability, motivation and job opportunities framework to employees and the workplace by implementing its theories into the company’s organisational behaviour is essential in the success of human resource management. Katou and Budhwar (2009) maintained that â€Å"the motivation to perform is further moderated by managerial style and organisational culture.† Strategies that can be used by managers include creating reward programmes, creative recruitment methods, job rotation and job redesign. To achieve high performance from employees, managers can apply the learning behaviour consequences feature of

Subsidies are also one form of social services as the Government Essay Example for Free

Subsidies are also one form of social services as the Government Essay With the increasing diversity and complexity in which services are facilitated by the United States Social Welfare system, it needs to be elaborated and reviewed accordingly so as to help benefactors get the best of what they have and necessitate the optimum available alternatives on their part. One important example given in the text is the power over decisions. This initiative enables and evokes the â€Å"right to make decisions that serve self-interests of a particular group with which decision maker is affiliated† (Chambers and Wedel, 2005, p.   94). This example can best serve if for example the healthcare department of one state agrees to place a qualified professional to make decisions on what programs need to be tackled for a particular period. On the other hand, this initiative can be costly to individuals and groups if the decision making process is tainted with a subjective purpose. For instance, a designated man may advocate a particular scheme because his company or service can benefit more in the process while disregarding the needs of other groups. Subsidies are also one form of social services as the Government tries to shoulder various expenses incurred in some aspects mandated by law (Chambers and Wedel, 2005). In here, the positive aspect of such facet can be the government reaching out to starting sectors in the economy and giving them the needed boost to succeed. On the other hand, one negative aspect of this is that not all sectors are given subsidies. Due to this, only selected and limited parties benefit from the process. Lastly, positive discrimination is a form of social service that tries to provide individuals and groups who have been treated harshly or unequally by the government (Chambers and Wedel, 2005). It is a form of setting restorative justice for those individuals discriminated by the old system. This connotes a positive attitude because it the Government tries to reach out and provide the necessary changes in their lives. For example, an African American was not given a good job despite his credentials has the option to apply for this. Contrary to these, it also brings about the question of its legality and notion of the action to create restorative justice. Due to this, limited people receive this kind of service and are primarily determined by court. Reference Chambers, D. E. and Wedel, K. R. (2005) Chapter 5: Who Gets What: Analysis of Types of Benefits and Services in Social Policy and Social Programs: A Method for the Practical Public Policy Analyst. 4th ed. Allyn and Bacon; Pearson Education 90-108.

The Holocaust and the Cambodian Genocide: Similar or different? How ab

Evil doesn’t even begin to cover it. The mass murder of millions of people. The complete obliteration of an entire society. Each and every genocide has the same core principles, but a distinct face. A dictator takes over a weak country with promises of returning it to its former glory, once he has everyone’s support, he implements extremely discriminatory laws and finds reasons to kill anyone who dares oppose him. The Holocaust and the Cambodian genocides are remarkably similar, and yet strikingly different. The Holocaust was an attempt to wipe out all Jews and other minorities such as gypsies and handicapped people. The Cambodian genocide, led by Pol Pot and the Khmer Rouge, was in some ways a mirror image of the Holocaust, but it happened forty-two years later. On the other hand, there are many more that one distinction that sets Cambodia apart from all other genocides. Although the two genocides are quite different at a first glance, they are interestingly similar upon deeper inspection. For starters, the Holocaust is best known for it’s brutal and inhumane treatment of prisoners, such as tattooing a number on their arm against their will and feeding them food that is not even fit for dogs to consume (â€Å"Holocaust†). It may be shocking for some people to hear that in Cambodia, it was just as atrocious, maybe even worse. During the Khmer Rouge takeover in 1975 most Cambodians were forced to leave their homes on such short notice that numerous families were killed on cite for not evacuating quickly enough. Those ‘lucky’ enough to escape immediate death were forced to work, unpaid, in labor camps until the fatigue wore down their immune system and they died of some wretched disease (â€Å"Genocide†). Another intriguing similarity betw... .../www.yale.edu/cgp/chron.html>. "Eight Stages of Genocides." Genocides and Conflicts. William Mitchell College of Law, 2012. Web. 15 Apr. 2014. . "Genocide- Cambodia." Talking About Genocide - Genocides. Peace Pledge Union, n.d. Web. 15 Apr. 2014. . â€Å"Holocaust, 1933-1945, The† World Without Genocide. William Mitchell College of Law, 2013. Web. 15 Apr. 2014. . January, Brendan. Genocide: Modern Crimes Against Humanity. Minneapolis: Twenty-First Century Books, 2007. Print. Walker, Luke. "Cambodian Genocide." World Without Genocide. William Mitchell College of Law, 2012. Web. 15 Apr. 2014. .

How does Robert Louis Stevenson Create a sense of Mystery, Horror and Suspense Essay

In the novella â€Å"The Strange Case of Dr Jekyll and Mr. Hyde† Robert Louise Stevenson uses many techniques to create a sense of mystery, horror and suspense. In this essay I will be analyzing some of these techniques in further depth. I will be explaining what effect these techniques will have on the reader. â€Å"The strange case of Dr Jekyll and Mr. Hyde† was published in 1886 and is probably the best known of Stevenson’s novels. It concerns the fine divide between good and evil. In the book the reader finds out more about how and why Dr Jekyll created a potion that separates the good side from the evil side, of the person. Unfortunately he lost control of the situation, resulting in a number of unfortunate events. Mr. Utterson is widely regarded as a good man, there is much evidence in â€Å"The Strange Case of Dr Jekyll and Mr. Hyde† to back this statement up. One piece of evidence to show this is when the reader is told â€Å"something eminently human beaconed from his eyes†. This is a short and meaningful insight into the persona of Mr. Utterson. . We are also told that he had a â€Å"approved tolerance for others†. This is more evidence to show that he could empathise and care about people. This also makes the audience think that he will be tested. He is also said to be â€Å"the last good influence in the lives of down going men†, he is known to be a compassionate man, he looks to help people rather than judge them. This also makes the reader think that being a client of Mr Utterson, Dr Jekyll may be possible in store to be coming into some trouble. We are told much about Dr Jekyll’s House in the novel. â€Å"Showed no windows†, what does it mean to the reader, why would this mysterious character have no windows, what is he hiding, or what is hiding in there. This raises questions to the audience about the man, why would a man in a respected profession such as a doctor want to be living a life like this in a house with no windows. It says that â€Å"the wall was discoloured† and the it â€Å"bore marks of prolonged and sordid negligence†. This leads the audience to wonder, what would cause the walls to be discoloured and why does man take so little pride in his abode. The writer Robert Louse Stevenson uses words like the word sordid to create an image of evil and wickedness. IT is said to be â€Å"blistered and disdained† and have â€Å"neither bell or knocker†. The later of the two statements bears more negative connotations than the former. The fact that the house has no bell or knocker signifies to the reader that Dr Jekyll does not wish to be disturbed thus adding to the atmosphere of secrecy. Why would a man such like Dr Jekyll wish not to bothered what is he hiding in this house. The Final Statement regarding the dwelling of Dr Jekyll is typical of gothic writings of that era, it has mysterious connotations that intrigue the reader in saying â€Å"some place at the end of the world†. It also conjures up images of evil when Enfield says â€Å"Black winter morning†. On page 11 the reader is recounted the story of how Mr. Hyde trampled over the child. This is most probably the best example of the Robert Lewis Stevenson using specific techniques to create an innate sense of horror. He uses a common technique of the era, using descriptive, detailed language to intensify the sense of horror. For instance he says â€Å"some place at the end of the world about three o’clock of a black winter morning†, he also goes on to say about how empty and lifeless the streets were. The reader is also made to feel fearful, wary and loathsome towards this beast whom is said to have felt no remorse for the heinous act he had just committed. The writer instills these feelings within us by saying thing like â€Å"the man trampled calmly over the child’s body† this not only makes the reader horrified that someone could do such a thing, is also exceedingly curious as to who this man could be and why is he so remorseless for what he has done. Mr. Enfield makes several accounts of Mr. Hyde’s persona. The way in which Mr. Enfield reacts to the sight of Mr. Hyde makes the reader believe he must be a truly terrible man to provoke such a reaction from a well respected man such as Mr. Enfield. Mr. Enfield Says that Hyde â€Å"gave me one look, so ugly that it brought the sweat on me like running†, The reader will immediately relate someone being hideously ugly to them being morally objectionable. He also says â€Å"I had taken a loathing to the man at first sight† the reader questions what could it be that causes him to beacon this loathsome aura. It is said by Enfield that it was not only him to feel this way towards Hyde â€Å"I saw that sawbones turn sick and white with the desire to kill him† the reader wonders what could possible cause a man you whom had previously been described as emotionless to feel this way to a man he does not even know. The final account of Hyde is short but is nonetheless important it is when Hyde is described as being â€Å"really like Satan†. This is a grave accusation to make, saying that a man is like Satan the epitome of all that is evil. It is not false though Hyde is all that is evil within Dr. Jekyll. Mr. Enfield says that the man he saw was â€Å"of the name Hyde†. This name has a eerie ring to it, it carries a certain mystique. When people hear the name Hyde they immediately think of secrecy and what is the secrecy for. Later in the novel Utterson makes reference to Hyde’s name saying â€Å"If he is Mr. Hyde then I shall be Mr. Seek†. This immediately makes the reader think of the childhood game hide and seek. If this mans name is Hyde then why must he be found, what will he do? One technique that Stevenson uses to great effect is withholding information about the character Mr. Hyde. Mr. Enfield says â€Å"no sir I had a delicacy, I feel very strongly about putting questions†. This is Enfield saying that he did not inquire too deeply about Hyde. This creates mystery and suspense. Hyde is a mysterious character who the reader knows very little about but is intrigued by. Suspense is created by the fear of what this man is going to do. Enfield and Utterson also agree not to talk about this man again. This makes the reader incredibly suspicious of why it is that these two men do not wish to speak about this incident. Mr. Utterson states on page fifteen that already knows of Mr. Hyde saying â€Å"The fact is, if I do not ask you the name of the other party, it is because I know it already†. This shows to the reader that Mr. Utterson knows more than he is letting on. This makes the audience suspicious as to why a good man like Utterson would feel the need to keep this information to himself. Chapter two Dr. Jekyll’s will is very bizarre it says that â€Å"in the case of Dr. Jekyll’s disappearance or unexplained absence for any period exceeding three calendar months, the said Edward Hyde should step into the said Henry Jekyll’s shoes without further delay†. This engages the readers interest as to what the connection is between Dr. Jekyll and Mr. Hyde. It’s irrationality is said to have â€Å"offended Mr. Utterson both as a lawyer and a lover of the sane†. It is strange because it does not say that he should be dead before he steps in. Mr. Utterson is left baffled by what has been written in Jekyll’s will and decides to go visit Dr. Lanyon. Lanyon tells Utterson that ten years ago â€Å"he began to go wrong in the mind†. This raises suspicions in the readers mind about Dr. Jekyll now that they see that one of his dearest friends now speaks of him in such a way. He sys that his â€Å"unscientific balderdash† was so delirious and immoral that is could have â€Å"estranged Damon and Pythias† who in Greek mythology are known for being inseparable friends. The reader must wonder what it is that Dr. Jekyll did to provoke such a claim from a close friend. Lanyon says to Utterson that he knows not of Hyde. This makes the audience suspicious of how it is possible for a man who claims to have been so close to Dr. Jekyll, but does not even know the man who he wishes to leave his entire estate to. We are told that Mr. Enfield’s â€Å"imagination also was engaged, or rather enslaved; as he lay and tossed in the gross darkness of the night†. Stevenson tells the reader that Utterson is imagining all of the terrible things that this Hyde character could have done. This automatically makes the reader imagine which builds up a sense of horror in the readers mind. We are told that Utterson did not know what Hyde looked like. Like Mr. Utterson the reader will imagine the worst of what Mr. Hyde looks like. He is described as a â€Å"human Juggernaut† the word Juggernaut instills images of an untamed beast that you must be cautious around. â€Å"It was the face of a man who was without bowels of mercy† This makes the reader tense about how terrible this man could be. â€Å"Spirit of enduring hatred† it could be because of the way Enfield reacted to this man that has caused Utterson to feel this way. When Utterson finally meets Hyde it is a very Dramatic tense scene full of typical language from gothic writings of that era e.g. â€Å"it was a fine dry night, frost in the air, the streets as clean as a ball room† this is typical extremely descriptive scene setting. From previous descriptions of Mr. Hyde the reader can only expect the worse for Mr. Utterson.

Gd on China or Pakistan Threat to India

attoVishnu, China is a bigger threat than pakistan. I am not speaking about military strength, I am speaking about economic strength. China as all the ability to take all our business, services away from us. In the future, it can stand as a big challenge when it comes to outsourcing and other IT / ITeS services there by completely paralyzing our economy through problems like unemployment etc; China.. it can also challange USA, .. India will be peanuts. pakistan†¦ both equally match†¦ so not that much big threat, but still china is kick *** for India hebiggest threat to india is the pakistan because the , the p-akistan is spreading the cold war, gueerlas war that y it important , to watch carefull the activity of pakistan definately pakistan and due to kashmir dispute. China is the bigger threat, a head on clash with china, could be damaging to India. However, pakistan offers a threat of a different kind, spreading terror, whose effect would be quite bad. hi brother its chin a. they say that arunachal pradesh belongs to them and some disputes in tibet border. its easy to fight with pakistan and win. we know the pakistan is a part of india. t has been to given a place for certain minoroties by india. so theres less threat. jai hind Currently I would say Pakistan because this is the time of Islamic aggresion in the world and Pakistan is an Islamic nation and they currently have a low level conflict with India and there have been terrorist attacks on India from Pakistan. China has the potential to be the biggest threat to anyone but they haven't really shown much aggresion. Lets hope that they remain that way. no country becoz from both we do our good relations. It all depends on how you view the situation. Neither China nor Pakistan need be our foes.We can make use of them for our mutual benefit. However, as a military force China is far superior. On the other hand Pakistan is very close to our territory. Both these factors do not count much in the modern nuclear warfare. All depends on the wisdom of the rulers of the countries and our fate. CHINA is a bigger threat to India. It has the potential to beat down India in every sphere on its own. But PAKISTAN can't do anything much without the help of bigger nations like AMERICA. As a force to compete economically, without a doubt China. But India is in a better position because US and Japan is trying to isolate China.India would soon be award the preferred trading status with US. As militarily threat, Pakistan will have more conflicts with India. There isn't much long term deep root hatred between India and China, so any dispute can be easily resolved compare to Pakistan. china provides a source of healthy competition in the world market. so ,i'd say china's not much of a threat if we realise how to make the most out of it for our advantage. we need strategic planning to implement this. the trade aggrements signed by the national leaders is a step forward in this direction. ince nation al security is of utmost importance , pakistan seems to be an immediate THREAT to the nation ,this issue is one that deserves attn rightaway. If it was a situation over what country could do more damage to India it would definatly be China†¦ But the biggest threat to India is Pakistan because China doesn't threaten and hate India like Pakistan does pakistan cant be a threat for india coz pakistan is a poor country with no economics and also india has defeted pakistan so many times, pakistan is so much spoiled internally that it cant think to fight with india. akistan is also not capable to fight with india, it is india who divided pakistan in in 1971 war and that was enough for pakistan. as far as china is concerned, we also have the same strength as china has. we are indians we are afraid of no one. to tell the truth india is in a position to defend itself if any one of the attack i. e. we are self sufficient. but if both of them get india will be ruined it will be like  "EK AUR EK GYARAH† None but India itself, notably ‘CORRUPTION' from top to bottom! The answers post by the user, for information only, FunQA. com does not guarantee the right.

Easy Guide to Making Lesson Plans for Adult Students

Easy Guide to Making Lesson Plans for Adult Students Lesson plans for adult education arent difficult to design. Follow these easy steps and see how effective you can be. Every good course design begins with a needs assessment. For our purposes here, we’re going to assume you’ve completed this assessment and you understand what your students need and what your objectives are for the course you’re designing. If you don’t know your objectives, you’re not ready to design your course. Like any gathering of people for any reason, it’s good to begin at the beginning and address who is there, why they’ve gathered, what they hope to accomplish, and how they’ll accomplish it. Welcome and Introduction Build in 30 to 60 minutes at the opening of your class to conduct introductions and review your objectives and agenda. Your beginning will look something like this: Greet participants as they arrive.Introduce yourself and ask participants to do the same, giving their name and sharing what they expect to learn from the class. This is a good time to include an icebreaker that loosens people up and makes them feel comfortable sharing.Try a fun classroom introduction for the first day of school.Write their expectations on a flip chart or whiteboard.State the objectives of the course, explaining why certain expectations on the list either will or won’t be met.Review the agenda.Review housekeeping items: where the restrooms are, when the scheduled breaks are, that people are responsible for themselves and should take a restroom break early if they need one. Remember, you’re teaching adults. Module Design Divide your material into 50-minute modules. Each module will contain a warm up, a short lecture or presentation, an activity, and a debriefing, followed by a break. At the top of each page in your teacher’s guide, note the time needed for each section and the corresponding page in the student’s workbook. Warm Up Warm-ups are short exercises (5 minutes or shorter) that get people thinking about the topic you are about to cover. It can be a game or simply a question. Self-assessments make good warm-ups. So do icebreakers. For example, if you’re teaching learning-styles, a learning-style assessment would be a perfect warm up. Lecture Keep your lecture to 20 minutes or less if possible. Present your information in full, but remember that adults generally stop retaining information after about 20 minutes. They will listen with understanding for 90 minutes, but with retention for only 20. If you’re preparing a participant/student workbook, include a copy of the primary learning points of your lecture, and any slides you’re planning to use. It’s good for students to take notes, but if they have to furiously write everything, down, you’re going to lose them. Activity Design an activity that gives your students an opportunity to practice what they just learned. Activities that involve breaking into small groups to complete a task or to discuss an issue are good ways to keep adults engaged and moving. It is also a perfect opportunity for them to share the life experience and wisdom they bring to the classroom. Be sure to build in opportunities to take advantage of this wealth of relevant information. Activities can be personal assessments or reflections that are worked on quietly and independently. Alternatively, they can be games, role play, or small group discussions. Choose your activity based on what you know about your students and on the content of your class. If you are teaching a hands-on skill, hands-on practice is a great option. If you are teaching a writing skill, a quiet writing activity may be the best choice.   Debriefing After an activity, it’s important to bring the group back together and have a general discussion about what was learned during the activity. Ask for volunteers to share reactions. Ask for questions. This is your chance to make sure the material was understood. Allow for 5 minutes. It doesn’t take long unless you discover that learning hasn’t happened. Take a 10-minute Break It’s important to get adult students up and moving every hour. This takes a bite out of your available time, but it’ll be well worth it because your students will be far more attentive when the class is in session, and you’ll have fewer interruptions from people who have to excuse themselves. Tip While breaks are important, it’s crucial that you manage them well and begin again precisely on time, regardless of stragglers, or chatter will get carried away. Students will learn quickly that class begins when you said it would, and you’ll gain the respect of the entire group. Evaluation End your courses with a short evaluation to determine whether or not your students found the learning valuable. Emphasis on the short. If your evaluation is too long, students wont take the time to complete it. Ask a few important questions: Were your expectations of this course met?What would you have liked to learn that you didnt?What was the most helpful thing you learned?Would you recommend this class to a friend?Please share comments about any aspect of the day. This is just an example. Choose questions that are relevant to your topic. Youre looking for answers that will help you improve your course in the future.

20 Computer Terms You Should Know

20 Computer Terms You Should Know 20 Computer Terms You Should Know 20 Computer Terms You Should Know By Simon Kewin A great deal of jargon is used when talking about computers, and it’s surprising how often these terms are used incorrectly. Even published, successful novels sometimes do so. The following list provides an explanation of some of the more common computing terms you may come across or need to employ in your own writing. Internet, World Wide Web The Internet is the network of computers we’re all familiar with. It’s quite common for the terms â€Å"Internet† and â€Å"World Wide Web† to be used interchangeably, but these aren’t actually the same thing. The Internet is essentially the wiring that allows computers all over the world to communicate. The World Wide Web is a system that operates via this wiring. Web pages are transmitted via Internet connections but there is more to the Internet than just the web. Many other types of data travel across the Internet too, for example email. Web Browser A program you use to look at, and navigate between, pages on the World Wide Web. Examples include Internet Explorer and Firefox although there are many others. Again, people sometimes refer to web browsers as â€Å"the Internet†, whereas they really only provide the means to view pages on the web. Bandwidth, Broadband Bandwidth is an indication of how quickly data travels along a connection. The greater the bandwidth, the faster data will be sent and received. Broadband is a rather vague term that refers to bandwidth somewhere above that of an old dial-up modem, although there is no precise definition of the term. Broadband connections are generally â€Å"always on†, unlike modem connections. There are various technologies which provide â€Å"broadband† speeds – such as ADSL, cable, satellite etc. Modem The word modem was originally coined in the days when computers communicated by converting numbers into sounds that could then be transmitted over a regular telephone line. At each end you needed a â€Å"modulator† to generate the sounds to transmit and a â€Å"demodulator† to convert received sounds back into numbers. From â€Å"MOdulator/DEModulator† came the word modem. With modern digital communication, no conversion to and from audible sounds is required, but even so it’s common to hear people talking about â€Å"broadband modems† or â€Å"ADSL modems† when referring to devices providing broadband connectivity. Strictly speaking, such devices are not modems at all as they communicate digitally but the word has stuck; its meaning has shifted to refer to digital devices as well. Memory, Disk Space Another very common source of confusion. In computing, â€Å"memory† generally refers to the temporary storage used by a computer whilst it is switched on. A computer loads programs and data into its memory in order to carry out tasks. This is more accurately called RAM or â€Å"random-access memory†. Disk space (or â€Å"hard disk space†), on the other hand, is a more permanent store that holds files even when the computer is switched off. It’s from here that the computer loads things into its memory. Strictly speaking you don’t store things in the computer’s memory as that vanishes when you turn the machine off. Virus, Spyware, Trojan, Worm, Malware These terms are often confused, although they have distinct meanings. A virus is a piece of software that can copy itself and which attaches itself to some other program in order to survive and replicate. It may have some malicious intent or it may exist simply to reproduce. A worm is similar but it can exist independently; it doesn’t need to attach to a separate program. A Trojan – or Trojan Horse – is a piece of software that gains access to a computer by pretending to be benign or by hiding within some innocent-looking application. The name is obviously derived from the wooden horse employed by the Greek army during the Trojan Wars. Spyware is software that secretly monitors computer activity, attempting to gain private information without the computer user knowing. By and large, all of the above will have some malicious intent – to harm data, spy on computer activity and so forth. Malware is a general term for all such programs – it simply means any software, of whatever sort, written with a malicious intent. Viruses are generally malware but there is more to malware than just viruses. Bits, Bytes At a basic level, all computer data is just a series of 0s and 1s. Each of these is referred to as a â€Å"binary digit†, for which â€Å"bit† is just an abbreviation. A byte is (generally) a collection of eight bits, so called because of the pun with bit and bite. Similarly a collection of four bits – half a byte – is sometimes called a â€Å"nybble†. In order to refer to large numbers of bits and bytes, various prefixes are used, as in : 1 kilobyte = 1024 (or 1000) bytes 1 megabayte = 1024 (or 1000) kilobytes 1 gigabyte = 1024 (or 1000) megabytes 1 terabyte = 1024 (or 1000) gigabytes 1 petabyte = 1024 (or 1000) terabytes Reboot To switch a computer off and on again, allowing its operating system and programs to be reloaded. Note that this is not the same as placing a computer into standby/hibernate and then resuming. A reboot requires that all software is completely reloaded. The term derives from â€Å"bootstrap†, as in the phrase â€Å"to pull oneself up by one’s bootstraps†, because of the similarity to that seemingly impossible act (as a computer can’t run without first loading some software but must be running before any software can be loaded). Cookie A small text file sent to your computer by a web site you have visited. These can be very useful in that they can allow the web site to recognize who you are when you return. Cookies cannot store viruses or other threats, although they can be used to track your activity across different web sites in order to provide, for example, â€Å"targeted† advertisements. Firewall A firewall is a piece of computer software or hardware that restricts the data that is allowed to flow through. Firewalls block traffic that is undesirable in some way, the intention being to prevent infection by malware and so on without restricting the user from carrying out legitimate activity. Spam Unsolicited email messages sent out in bulk and generally commercial in nature. In fact the term is used more widely these days to refer to such messages in a variety of places, not just on email – for example comments on blogs. The origin of this sense of the word spam is unclear. CAPTCHA CAPTCHA checks are the strings of letters and numbers that have to be typed in on some web pages before something can be saved. They exist because, although humans find interpreting these strings relatively easy, computers do not. Setting up these checks therefore blocks an automated process – such as one generating spam – from using the page, whereas a human is still able to. The acronym CAPTCHA actually stands for â€Å"Completely Automated Public Turing test to tell Computers and Humans Apart† – a rather contrived way of arriving at an acronym that sounds like the word â€Å"capture†. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Arrive To vs. Arrive At50 Idioms About Meat and Dairy Products10 Types of Hyphenation Errors

Acipenser gueldenstaedtii Assignment Example | Topics and Well Written Essays - 1500 words

Acipenser gueldenstaedtii - Assignment Example The use of chemical agents for the treatment of the disease has been limited mainly owing to its less effective nature on the parasite, toxicity to fishes and cost of the treatment process. However, several compounds have been tested for their toxicity both under in vitro conditions and as in-feed components including the mucolytic compound L-cysteine ethyl ester but most of these compounds were either not commercially viable or lacked efficacy. One compound that was found to be both non-toxic and efficacious was bithionol, a phenolic compound which significantly reduced the pathology of the disease when administered as an in-feed compound. The current study examined the efficacy of oral administration of bithionol along with the standard freshwater bath treatment and also to deduce the rate of re-infection The study used mixed-sex, diploid Atlantic salmons with a mean mass of 130.4g and they were acclimatized to sea water conditions over a period of 3 weeks in an aquaculture center. A total of 396 Atlantic salmon (AS) were equally allocated into 9 tanks which were present as three separate ultraviolet light-treated sea water systems. The tanks received constant aeration and the fishes were allowed to acclimatize for 1 week within these systems and were fed with a commercial feed to satiation before commencing the experiment. Each tank was then randomly allocated a treatment and the treatment groups included a control which was a commercial diet with oil, prophylactic bithionol and therapeutic bithionol. The fishes were fed at 1% of their body weight and the daily and weekly feed intake was determined. The feeding was continued for 14 days after which the fishes were exposed to the Neoparamoeba spp., which were isolated from the gills of infected AS by removing the amoeba from the gill s followed by centrifugation and concentration. This

Practitioner interview Essay Example | Topics and Well Written Essays - 500 words

Practitioner interview - Essay Example Technical drawing and construction skills are the essential skills that one acquires when studying Architecture. These skills enable an architect to match creative and conceptual ideas about designs together with setting up of real life structures. It is not necessary; however, most schools and architects advocate that one should have some knowledge about architecture. They involve technical studies that one may find challenging if not exposed to early enough. Work placements are important in developing architectural skills. Such industrial attachments also expose a person to practical skills and field requirements of architecture. This is vital to success in the field, especially considering the fact that a small percentage of architecture involves design while the rest involves interactive processes. As long as an architect is qualified and has the requisite knowledge and skills, it is virtually impossible to lack a well-paying job. Alternatively, with adequate qualification in the theoretical and practical areas of the profession, an architect can opt to open his or her firm, acquiring contracts Any student wanting to pursue architecture should first be driven by passion. This field involves a lot of technicalities and one can easily give up. However, it pays off when you gain the necessary knowledge. Architecture is a wide field and one should continue exploring possibilities and opportunities that arise daily. I will engage in as many projects as I can, in order to gain the necessary experience that I will need to start my own practice and maybe eventually own a real estate firm. One of the principal lessons I learnt from the respondent is that, Architecture is important not only as a learning program offered in schools, but also in mainstream society where it is actually practiced. It gives people the ideas to construct complex buildings, real estates, as well as, sky scrapers. Architecture field is mostly influenced by rapid