A Story From America :: essays research papers

A Story From America August fourteenth 1960, I was working late at the workplace that night. It resembled one of those evenings that gives you shudder, when you consider them. The virus air was stimulating me in the neck, when it gradually blowed into the room from the open window. The lights from the road made me so irritated that I hartly could discover and peruse the papers I was searching for. At last I discovered them, they were stowing away in my own document of cases associated with murder. My consideration out of nowhere breaks when my secretary, a youthful capable lady with numerous strange abilities, moves toward the workplace. She generally talks, normaly I simply profess to tune in, yet this time I could feel something was extraordinary. She had a thought, possibly she had discovered an idea, for the situation which had gone on my nerves throughout the previous three weeks. “Cooper !';, she figures out how to articulate before she tosses a few papers around my work area. “Do you recollect, when we were examining Mrs Alpher’s condo ?';. “Yes, what is it ?'; I state, attempting to discover what’s at the forefront of her thoughts. “You see, as of not long ago we haven’t discovered anybody that could have gone into Mrs Alpher’s condo, without anybody seeing the person in question';. “You’ve got a point there';, I reacted, what was at the forefront of her thoughts ? That blue dress unquestionably gave her fine bends, really I coundn’t get her of my psyche more often than not. “Well, her loft lies at the intersection of Main Street and Baker Street, there’re three windows, one on Baker St. also, one Main St. furthermore one in the center. That night Mrs Alpher was shot, it was exceptionally warm, and in the event that she, at that point had a window open. An individual could have shot her in hers condo, from his or hers own window';, she looked fulfilled subsequent to completing her forming. “So what you’re attempting to state, is that we possibly could discover the homicide in one of the lofts inverse Mrs Alpher’s windows';. The thought wasn’t terrible at all I thoungt, she opened the new pantry to get a few documents. “OK. we’ll head toward her loft immediately';. It was very peculiar to enter the loft, it had an irregular structure, yet in addition it had a specific fascinate with it’s three windows toward the finish of the lounge room. I tryed to picture what had been going on that night Mrs Alpher was shot. A Story From America :: papers research papers A Story From America August fourteenth 1960, I was working late at the workplace that night. It resembled one of those evenings that gives you shudder, when you consider them. The virus air was stimulating me in the neck, when it gradually blowed into the room from the open window. The lights from the road made me so irritated that I hartly could discover and peruse the papers I was searching for. At last I discovered them, they were stowing away in my own document of cases associated with murder. My consideration out of nowhere breaks when my secretary, a youthful capable lady with numerous uncommon abilities, moves toward the workplace. She generally talks, normaly I simply profess to tune in, yet this time I could feel something was unique. She had a thought, possibly she had discovered an idea, for the situation which had gone on my nerves throughout the previous three weeks. “Cooper !';, she figures out how to articulate before she tosses a few papers around my work area. “Do you recollect, when we were researching Mrs Alpher’s condo ?';. “Yes, what is it ?'; I state, attempting to discover what’s at the forefront of her thoughts. “You see, up to this point we haven’t discovered anybody that could have gone into Mrs Alpher’s condo, without anybody seeing the person in question';. “You’ve got a point there';, I reacted, what was at the forefront of her thoughts ? That blue d ress surely gave her fine bends, really I coundn’t get her of my psyche more often than not. “Well, her condo lies at the intersection of Main Street and Baker Street, there’re three windows, one on Baker St. what's more, one Main St. also one in the center. That night Mrs Alpher was shot, it was extremely warm, and in the event that she, at that point had a window open. An individual could have shot her in hers condo, from his or hers own window';, she looked fulfilled in the wake of completing her creating. “So what you’re attempting to state, is that we possibly could discover the homicide in one of the condos inverse Mrs Alpher’s windows';. The thought wasn’t terrible at all I thoungt, she opened the new cabinet to get a few records. “OK. we’ll head toward her condo immediately';. It was very abnormal to enter the loft, it had an uncommon structure, yet additionally it had a specific beguile with it’s three windows toward the finish of the family room. I tryed to picture what had been going on that night Mrs Alpher was shot.

Business Model of Cooper & Stollbrand Essay Example | Topics and Well Written Essays - 1000 words

Plan of action of Cooper and Stollbrand - Essay Example Plan of action of Cooper and Stollbrand This article depends on the video as observed on Channel 4 portraying how the processing plant is run and how this little organization is sending over a major message that assembling in England isn't dead up 'til now. Plan of action The current pattern in the market is make in gigantic amounts, use economies of scale and sell less expensive. Turn over is the key for the greater part of the organizations to bring in cash. For costlier brands, its not turnover such a great amount, as much as its about assembling cost. They want to get it created outside England as work is really modest in underdeveloped nations. Be that as it may, as got notification from the Managing Director, Eden, its not about large scale manufacturing. In the event that the quality is correct and the methodology is correct, one can make items locally and still have a decent edge on it. Organization can make for top brands like Quba and Co., Topshop and Selfridges credit of which to a degree goes to the present pla n of action as follows Sourcing Raw Materials Everything from machines to mats, needles to spouts and texture to fittings are sourced locally from the UK. This spares time in its conveyance, saves money on transport cost and is nearby which bolsters neighborhood industry. Work All of the staff of Cooper and Stollbrand is neighborhood women who have been working in the business for quite a long time. They are devoted and enthusiastic about the assembling of items in UK. They are profoundly gifted and are truly dependable with regards to conveying results. There are youthful clean, Pakistani and afghanistani women who have joined the group and are upbeat working here. Procedures The procedures of creation are all around oversaw by bosses and supervisory group. There is an away from in work jobs of mechanical engineers, bosses and quality control and the executives which makes the progressive system little and reasonable. Managers guarantee that stuff is cut much in front of sewing so the engineers realize what coming and what amount is left. Situating of the organization and its items If you note, all through the video engineers are taking a shot at prominent coats which will be sold in luxurious focal London stores with an expensive tag. Topshop covers retail at around ?175, and request is altogether little at 325 covers in 3 days. 50 Quba and Co. coats are to be set up in a brief period which will retail at ?500. The situating of the organization is that it can deliver highest caliber of articles of clothing, which are created locally. There is another enlivening among British purchasers to purchase stuff ‘made in England’ to help nearby industry. Since the greater part of the corporate clients are top of the line retail locations, the no. of pieces they would request would be little and thus sensible by Cooper and Stollbrand. Such snappy conveyance, high caliber and cost viability can't be given by assembling units in India or China. It won't be financially savvy for the purchasers either to arrange as the amounts are dreadfully less for it to be requested from different nations. Staff the board/HR Staff is incredibly glad and happy with what they are doing. A cheerful group of staff individuals would be less requesting, will work at sensible compensation and make a solid effort to meet set conveyance targets. This gives Cooper and Stollbrand a novel edge which different producers probably won't have. Besides the staff individuals are paid on number of pieces they conveyance subject to tough quality checks. This guarantee the staff individuals are brisk in delivering the piece of clothing with the goal that they acquire more cash, and the co. can convey on schedule.

Schedules and expectations

Schedules and expectations Class of 10: getting super ready and excited for school? I hope you are, because first semester freshman year is a ball. My awesome pre-frosh had asked about class schedules (dont worry, Minh, I havent forgotten!) so here it goes. I?Æ'?d like to preface this all with the statement of the obvious fact that MIT is a tough place- the reputation exists for a reason. First semester is on pass/no record (P/NR) in order to give everyone an equal footing, regardless of prior education. It will also probably take you a while to get used to college life and on P/NR youll hopefully have the time and energy to do so. Pre-orientation (I did Freshman Leaders Program (FLP)) and orientation were heavenly. I spent my days running errands and hanging out with friends and my nights at parties or the LSC (MITs student-run movie theater in one of the big lecture halls.) They were some of my most exciting and carefree days at MIT. Once classes started and the endless supply of free food waned, it began to hit me that I was here for good. I loved every second of it, but I was also homesick at times and also confused about where home really was. Was home where my computer, psets, and clothes were, or my family? I counted down the days until Parents Weekend and Thanksgiving, and when they came I was just so happy to be home. On a side note: Eventually this resolves itself, when you realize that you have no home (just kidding, just that you have two.) At a certain point it seems weirder to walk into your familys home than your own. The point of this diatribe is that I would not try to use Freshman P/NR to take the absolute hardest classes and get them out of the way without your bad grades showing up on your transcript. Its part of the freshman experience to take the same classes together with all of your friends, do your problem sets as a group, and most of all, complain endlessly about 8.02 (Electricity and Magnetism). I had the choice of testing out of 18.02 (Multivariable calculus) and going straight into 18.03 (Differential Equations), but I chose just to re-take it (and 18.03, too, actually, during 2nd semester), because I had taken both classes in my senior year of high school and lets just say that my brain was really in Cambridge, even then. I dont regret my decisions at all; I learned the subjects much better and 18.03 is so super, super, super important in engineering! (On a side note, I passed out of 8.01 (Physics- Mechanics) and 7.012 (Intro biology), and dont really regret placing out of those.) Here was my 1st semester schedule, then Ill tell you things I DID regret: 18.02: Multivariable calculus 8.02T: Electricity and Magnetism (do they still have Teal classes?) 5.111: General chemistry 24.04: Justice 24.04 was my HASS elective; I took it for two reasons. Reason #1 (a.k.a. the good one): I was a debater in high school and all of us would throw around terms like value criterion, utilitarianism, and natural rights, but Im pretty sure very few of us really knew what they meant, and I wasnt one of them. This class seemed like a good way to learn all the stuff about justice that I should have known before. Reason #2: one of my upperclassman friends said it was an easy A! Keep in mind that classes may be easy As, but they can also be painfully boring As ?and therefore As not worth having! The professor read her set of 2 or 3 page typed lecture notes every day, in a monotone, its the first and only time that happened to me at MIT. I wish I had taken 9.00 (Intro to Psychology) instead. 5.111: Coming into MIT, chemistry was my weakest subject. I had taken it for one semester in 9th grade and when I saw the list of subjects we were already supposed to know for 5.111, I nearly had a panic attack. I tried to study the first few pages of the textbook like crazy and thought that I could never catch up with the rest of the class, who seemed to have all taken AP Chemistry. If you find yourself in this situation, dont fear! You will catch up, and maybe even do better than people who have much more experience in the subject. And that leads me to my next point: MY BIGGEST TIP FOR SUCCESS in your freshman year, and the rest of your career at MIT: Use your resources!!!!!!!! You know how President Bush instituted the No Child Left Behind Act as the cornerstone of his education reform policy? Well, I dont think the program is going to work, but I DO genuinely believe that MIT has a similar, unwritten, No Student Left Behind belief. If you hit bumps along the road, talk to somebody! There are a million and one people around you who are more than willing to help you. Heres a brief list: your TAs, your professors, your classmates, your advisor, your roommate, your hall mate, your coach, the bloggers, a random older-looking person in the Infinite, the sandwich guys at La Verdes, the people who hand out Vitamin Water on 77 Mass Ave: Look at that, so many options! I pester my TAs constantly, and in the end I think they like me more for it. Its better for them to have a class thats doing really well than one that sits quietly but is failing. Also, your professors are there to help you. If something is bugging you and your TA cant explain it, take it to the next level and ask your professor. It may seem scary and that youre wasting their time, but they appreciate inquisitiveness and curiosity. This way, you also get to know your professors and build relationships that might help you a lot in the future. Ok, thats all for now, I have to go continue studying! So, Ill post more about my feelings about freshman year, if you guys want me to. Ill let your comments guide me.

Setting the Standard In Defense of Standardized Testing in Todays Society - Free Essay Example

Sample details Pages: 9 Words: 2717 Downloads: 4 Date added: 2019/06/14 Category Management Essay Level High school Tags: Standardized Testing Essay Did you like this example? Society today is fraught with conflict. With the current social landscape in the United States firmly polarized, one is not shocked to note that the realm of education is not exempt from discourse. Regardless of ones profession or social sphere, it is more likely than not that the issue of standardized testing is brought up, whether due to direct personal impact on a family member or child or due to exposure on the news. Don’t waste time! Our writers will create an original "Setting the Standard: In Defense of Standardized Testing in Todays Society" essay for you Create order The term, standardized testing refers to testing that is conducted in a consistent and controlled manner, with a rigid grading structure and administered according to a book of defined rules. Standardized tests are created based off of a central curriculum and rubric that all educational institutions are instructed to adhere to. This practice is meant to put all students on an equal playing field by ensuring each student is taught the same material in the same manner, then tested according to said information. Standardized testing has been and continues to be a topic for debate, especially based on whether the benefits outweigh the cons when it comes to its effect on children, teachers, and schools. While there are multiple stances on the issue, there are two main positions. One side decries standardized testing and endorses a reduction in the number (if not outright elimination) of tests. The other supports standardized testing practice, citing that the standardized testing system should stay the way it is. This paper will support the pro-test position, while also addressing the main arguments against standardized testing. Testing will be evaluated as an equalizer and as a constructive method to evaluate the effectiveness of schools, as well as an indicator of material retention. Additionally, the merits of assessment must also be addressed, as well as the concept around teaching to the test. While standardized testing comes in many forms, dependent on the level of implementation and its source, this evaluation will focus on the concept of standardized testing itself rather than a specific test. Before one can begin to explain the benefits of standardized testing, one must first establish the importance of testing in general. For the purposes of this pa per, testing or rather, assessment, refers to a tool to measure the amount and quality of course material retained. For this information to be considered quality, the student must be able to apply the information rather than simply regurgitate it back on to the page (memorization). That being the case, this also implies that where assessment is concerned, the tests administered must ask questions that would allow students being tested to apply their knowledge. Assessment is a rather broad term and covers projects, teacher-student evaluations and reflections, and of course, the traditional tests and quizzes (Boss). However, since the focus of this analysis is standardized testing, the area of assessment to be examined are specifically tests and quizzes. Assessment is valuable mainly because it is a tool that can measure how well students are learning information, as well as illuminate the areas that need further review. According to the Review of Educational Researchs review of literature about the impact of classroom testing in 1988, formative testing was found to improve learning, both in the short and long term. Short-term effects included a heightened focus on classroom material, providing additional practice with the material, and helping students better understand further educational activities. Long-term effects included increased student motivation, reinforcing teaching goals, influencing the development of learning strategies, and even impacting students future course selection (qtd. in Earl, 43). A possible reason for these effects could be that through assessment, students can view their results and not only find where they can improve, but also what skills they excel in. This information could then be used by teachers to advise them in possible career paths or course work. Without assessment, both teachers and students would be left in the dark as to where an individual stands in their understanding and thus, no progress would be possible for either the teacher or student (Holland 2001 qtd. in Phelps, 222). On the other hand, critics of assessment argue that the benefits of assessment (such as measurement of material mastery) do not outweigh the cons of the pressure it puts children and educators under. One critic goes so far as to claim that learning is not a competitive sport and should not be treated as such (Dixon). Others contend that the amount of time spent on assessment takes away from the learning process (Covaleskie, 1) and that test preparation efforts are an entirely separate affair from teaching children to write, read, or even think (Almagor, 2)†implying that test preparation is not a form of learning in and of itself. However, th e problem with these comments is the assumption that the sole purpose and value in testing is the test score. These arguments do not take into account that assessment is more than a score. Rather, assessment is more of a process that informs classroom instruction and vice versa; instruction informs assessment (Paul, 2). Assessment, test preparation and quality of education are intimately intertwined. Formative assessment is essential to the learning process and teaching as a whole (Winch, 103); namely because of its many facets. Assessment means attention to student motivation and engagement, making connections between subjects, measuring the progression of learning, and planning linkages between instruction and the tests themselves (Earl, 45). Further, through the synthesis of 250 studies about the link between learning and testing, the Assessment Reform Group (1999) and Black William (1998) concluded that assessment is: a critical part of teachers perception of teaching, involves the sharing of learning goals between instructor and student, involves students in self-assessment and reflection, provides feedback for improvement, and ultimately, is reinforced by the idea that all students can improve (qtd. in Earl, 44). Testing is critically important to education because it gives educators and policy makers the opportunity to use the test results as a means to measure where students are and as a starting point for future lesson plans and methods to increase the quality of education in America as a whole. Wh ile the merits of testing are obvious, the issue with relying on traditional classroom assessment is the sheer variability of the material taught, as well as the teaching methods used. While general achievement levels provide some significant information, this information must be contextualized and the only way to do so is through thorough qualitative and quantitative analyses (Paul, 3). If assessment varied from teacher to teacher, school to school, state to state, then there would be no accurate way to generalize the results. Further, there is also the influence of outside factors to consider, including but not limited to: amount of educational funding, priorities of each environment (state, county, school, etc.), physical and/or mental disabilities, and social stratification. Considering these factors, this makes standardization a priority. The true brilliance of testing, when standardized, is its use of an equalizer. Namely, this effect is possible because the term standardized testing does not just refer to the test itself, but also the process and central curriculum that comes alongside it. One argument against standardization is that tests administered by testing companies may be biased or the government could manipulate the test material to best benefit themselves instead of the population at large. However, this concern is contradictory because of educations role at the center of society. States provide funding for schools and also have the responsibility under U.S. law (such as the U.S.A. Constitu tion) to regulate state-wide education (Covaleskie, 4), especially once the No Child Left Behind Act passed (Madaus et al., 22). Thus, states have both a practical and principle interest in educational quality. Practically, states have an interest in the economic well-being of the states citizens because it uses their tax dollars to fund the schools. As for principle, states can only regulate their schools by receiving information about how these schools are faring (Covaleskie, 4). Further, there is an incentive to avoid governmental meddling due to the potential political and social backlash if the public learned of a scandal. Education is a central pillar of society and being so necessary, this means that it is essential that there is no discrimination in its implementation (Covaleskie, 3). On that note, the U.S. government has put policy in place to safeguard against discrimination. An example of these policies includes Section 504 of the Rehabilitative Act of 1973 and the Americans with Disabilities Act of 1990 (L. Erlbaum Associates, 198), which were put in place to clearly define what disabilities are and ensure that they are accommodated. Therefore, testing companies offer alternatives for those with disabilities, such as providing extra time to take the test (or even no time limit) for those with learning disabilities; and also accommodate for students with other disadvantages, such as language barriers by providing translated versions of the test. Anot her main argument that opponents of standardization (and by extension, standardized testing) put forth is the question of the feasibility of truly standardized material. How can a single assessment package, curriculum, or test possibly be appropriate for all students regardless of gender, race, culture, socioeconomic status, or disability (Paul, 3)? However, test publishers and makers have been intentional in their efforts to address these concerns. There are procedures for creating standardized material and when developing a test, testing companies employ measures such as: having a representative sample of the entire population write and review the assessment materials, conducting pre-tests with a diverse sample, evaluating each test component for test bias, and consider norms (lets test user know percentage of the entire population that earned a certain score) (L. Erlbaum Associates, 193-194). In addition to standardization efforts when making the tests, how to properly go about setting the standard scores was also evaluated. Student advocates have and continue to work with measurement specialists to institute appropriate student performance standards (e.g. Kane, 2001 Zieky, 2001) (Firestone et al., 145). Interestingly enough, research has shown that the introduction of standards (i.e. quality control) have a positive effect on the average percent correct on a standardized test. In the Third International Mathematics and Science Study (TIMSS), a group of 30 countries participated in the same standardized test (7th and 8th grade level TIMSS exam) and were ranked according to the number of system-wide quality control measures used (standards) and the average TIMSS score per country. Top performing countries used more quality control measures, with the largest amount (~18) also yielding the highest average percentage correct (~77%). The United States ranked approximately in the middle of the top and bottom performing countries, but closer to the bottom overall, with the lowest grade retention rate at 1.65 (Phelps, 221). If we are to take this data as indicative of a larger trend, the U.S.A. may benefit from additional standardization rather than less. However, even with these standards in place, another strong objection to the testing regime is the claim that tests discriminate against minorities, on the basis that minorities (and poor rural whites) consistently score lower than middle class whites on standardized tests. However, it is a leap to claim that these results are definitive proof that the tests themselves are discriminatory. The tests are tools, tools specifically created with the intent to compensate for differences between students. If the interest is to create true educational equality, these tests have potential to illuminate the educational deprivation inflicted on the poor instead of sealing their fate; because, frankly, even without the tests, poor students would be denied educational equity. However, without standardized testing, there would be no hard proof of the discrepancies in educational quality (Covaleskie, 5). From the very wording itself, the phrase teaching to has a distinctly negative connotation and casts test preparation in the light of having an extremely narrow and simplistic scope. The phrasing perpetuates the perception that standardized testing is inherently bad. In reality, as covered in the section The Merits of Assessment, test preparation is actually beneficial in overall learning and retention. Unfortunately, the general assumption is that any deviation from the traditional classroom teaching methods subtracts from instruction and when teachers employ the traditional teaching model, it is always better than preparing students for an external assessment or test (Stotsky, 7), even if not necessarily true. In both Cizek (2002) and Mehrens (1988) review of empirical research literature, there was relatively sparse evidence to support the claims of negative consequences of classroom teachers test preparation (L. Erlbaum Associates, 166). Critics of standardized testing seem to assume that once high stakes are attached to assessments, teachers will abandon their professional duty to teach a balanced course to instead pursue measurement-focused instruction (L. Erlbaum Associates, 171); which seems to devalue both the teacher and the effort put into making a standardized and beneficial curriculum in the first place. Paired with the assumption that literature on the benefits of testing is nonexistent, there is an inherent bias against standardized testing from the start (L. Erlbaum Associates, 57-58). Phrasing aside, when on the topic of standardized testing, one common complaint is that testing lowers the quality of education and penalizes creativity. By forcing teachers to teach to the test, teachers are thus prevented from aiding students intellectual and emotional growth (Kohn 2002, qtd. in Covaleskie, 6). Author Anya Kamenetz claims that the current focus on testing in America makes schools unpleasant places and by the 12th grade, students have taken an average of 133 various exams and 28% of class time is spent on test preparation and testing (Kamenetz, qtd. in Dixon). This standpoint points at the current testing regime as the source of reductionist teaching, but education critics like John Dewey were decrying the same issues before standardized testing even existed. It is not that standardized testing suddenly came along and ruined education, but rather, reductionist and by-rote teachingis just the way its always been done (Covaleskie, 6). To be fair, there simply is not enough time, much less in a school year for students to learn everything there is to know about the world†there is simply too much information! The issue is that teaching to the test is a paradox in and of itself: if teachers do not teach the material that will be on the test, they will be criticized. On the other hand, if teachers do simply teach the material that they are told will be on the test, then they will be criticized (Phelps 40). That does bring up the question, however. What is wrong with teaching to the test when the central principle and basis of education is creating a curriculum (or lesson plan), teaching it, and then testing retention? Standardized testing is essentially a mechanism that gives the teacher their learning goals and basic lesson plan up front (while still allowing implementation of its contents to be the decision of the educator; as standardized tests do not dictate teaching method, but instead require mastery of specific knowledge (Phelps, 45)), with the only difference from normal teaching is that the standards come from an external source. The test itself does not control how educators or schools approach preparation for the exam, but rather identifies what information is seen as essential. One of the benefits of standardized testing is that it can be used to monitor student progress, as well as by extension, the quality of instruction or rather, if schools are fulfilling their promises to the public. More-so than that, testing can show weaknesses in the current system and thus, educators can focus their attention on improvement. Evaluation allows one make changes when necessary to maximize student success. The alternative view on using testing as a means of evaluation is that the results are used to measure the education system, which destroys real knowledge due to accountability pressure (Davis, 7). However, this raises the question of what is and who should define real knowledge? Who should have a say in what information is deemed important or not? Phelps posits that critics that consider external standards and believe that each individual teacher gets to choose what is best for his/her classroom deny [the] legal reality that the public has the right to choose curricular order for schools (Phelps, 39), considering its their children doing the learning and the society at large that will be affected. Covaleskie supports this point, mentioning that when government agencies, acting under democratic procedures (i.e. yielding to the publics vote), decide that schools should teach certain material, then it is their responsibility to ensure the material is taught.

North American Birch Tree Identification

Most everyone has some recognition of the birch tree, a tree with light-colored white, yellow, or grayish bark that often separates into thin papery plates and is characteristically marked with long horizontal  dark raised lines (also known as lenticils). But how can you identify birch trees and their leaves in order to tell different types apart? Characteristics of North American Birch Trees Birch species are generally small- or medium-sized trees or large shrubs, mostly found in northern temperate climates in Asia,  Europe, and North America.  The simple leaves may be toothed or pointed with serrated edges, and the fruit is a small samara—a small seed with papery wings. Many types of birch grow in clumps of two to four closely spaced separate trunks. All North American birches have double-toothed leaves and are yellow and showy in the fall. Male catkins appear in late summer near the tips of small twigs or long shoots. The female cone-like catkins follow in the spring and bare small winged samaras that drop from that mature structure. Birch trees are sometimes confused with beech and alder trees. Alders, from the family  Alnus, are very similar to the birch; the principal distinguishing feature is that alders have catkins that are woody and do not disintegrate in the way that birch catkins do. Birches also have bark that more readily layers into segments; alder bark is fairly smooth and uniform. The confusion with beech trees stems from the fact the beech also has light-colored bark and serrated leaves. But unlike the birch, beeches have smooth bark that often has a skin-like appearance and they tend to grow considerably taller than birches, with thicker trunks and branches.   In the native environment, birches are considered pioneer species, which means that they tend to colonize in open,  grassy areas, such as spaces cleared by forest fire or abandoned farms.  You will often find them in meadowy areas, including meadows where cleared farmland is in the process of reverting to woodlands.   Interestingly, the sweet sap of the birch can be reduced into syrup and was once used as birch beer. The tree is valuable to wildlife species that depend on the catkins and seeds for food, and the trees are an important timber for woodworking and cabinetry. Taxonomy All birches fall into the general plant family of  Betulaceae, which are closely related to the  Fagaceae  family, including beeches and oaks. The various birch species fall into the  Betula  genus, and there are several that are common North American trees in natural environments or used for landscape design purposes. Because in all beech species the leaves and catkins are similar and they all have very much the same foliage color, the main way to distinguish the species is by close examination of the bark.   4  Common Birch Species The four most common birch species in North America are described below.   Paper birch (Betula  papyrifera): Also known as canoe birch, silver birch, or white birch, this is the species more widely recognized as the iconic birch. In its native environment, it can be found in forest borders across the northern and central U.S. Its bark is dark when the tree is young, but quickly develops the characteristic bright white bark that peels so readily in thick layers that it was once used to make bark canoes. The species grows to about 60 feet tall but is relatively short-lived. It is susceptible to borer insects and is no longer used widely in landscape design due to its susceptibility to damage.River birch (Betula nigra): Sometimes called black birch, this species has a much darker trunk than the paper birch, but still has the characteristic flaky surface. In its native environment, it is common to the eastern third of the U.S. Its trunk has a much rougher, coarser appearance than most of the other birches, and it is bigger than the paper birch, sometimes grow ing to 80 feet or more. It prefers moist soil, and although short-lived, it is relatively immune to most diseases. It is a common  choice in residential landscape design.Yellow birch (Betula alleghaniensis): This tree is native to forests of the northeast U.S. and is also known as the swamp birch due to the fact that it is often found in marshy areas. It is the largest of the birches, easily growing to 100 feet in height.  It has silvery-yellow bark that peels in very thin layers. Its bark does not have the thick layers seen in paper birches nor the very rough texture seen in river birches.Sweet birch (Betula lenta): This species, also known in some areas as the cherry birch, is native to the eastern U.S., especially the Appalachian region. Growing to 80 feet, its bark is dark in color, but unlike the dark river birch, the skin is relatively tight and smooth, with deep vertical scores. From a distance, the impression is of a smooth, silver bark marked by irregular vertical black lines.

Ghanshyam Thori Introduction with a Quotation or Hypothetical Question Free Essays

string(468) " SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its citizens: JUSTICE, social, economic and political; LIBERTY of thought, expression, belief, faith and worship; EQUALITY of status and of opportunity; and to promote among them all FRATERNITY assuring the dignity of the individual and the unity and integrity of the Nation; IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November,1949,do HERE BY ADOPT, ENACT AND GIVE TO OURSELVES THIS CONSTITUTION\." Ghanshyam Thori Introduction: With a quotation or Hypothetical question Followed by Resources for Essay â€Å"India’s new identity as a federal nation has been determined by the values the heritage cherished by our trimphed national liberation movement. Media/Indian Education/Democratic Principles (depending on topic) has not only played an important role to liberate India from foreign rule but also to emanicipate its people from the tribal feudal practices elaborate indigenous system of sanctified social inequalities oppression†. Content:  ·  ·  ·  ·  ·  ·  ·  ·  ·  ·  · All Dimensions should be included. We will write a custom essay sample on Ghanshyam Thori Introduction: with a Quotation or Hypothetical Question or any similar topic only for you Order Now Social Economic Historical Political Administrative Psychological Geographical (E. g. Geographical Inequalities, Variations etc) Humanitarian Dimension International Dimension (Developed Versus Developed Countries, South-South Cooperation, International Bodies like UNO, FAO, IMF, World Bank etc) Environmental Dimension.  ·  ·  ·  · Quote examples from GS, News, Magazines, TV etc. Current examples add marks. Don’t stretch on idea nor repeat any idea. Essay is coherent story of a number of ideas. Quotations are highly useful for essays need to be memorized well. Language should be powerful (Sentences which show your command over language: â€Å"Read Essay on â€Å"Whither Indian Democracy† – Crack IAS material to get a glimpse of the demands of language required in essay writing†. Ghanshyam Thori Resources for Essay Ghanshyam Thori  · Resources for Essay Language should be creative (E. g. Not many would have imagined that the India Democracy would not be a case of Infant Mortality). Conclusion: The end of conclusion can be â€Å"Remember the immortal words of Swami Vivekananda or Gandhiji or Nehru etc† followed by quotation on that topic. Some Typical Words to be Used: Problem: predicament, plight, dilemma, quandary, bone of contention, hassle, conundrum, crisis. Criminal/Wrongdoer: offender, wrongdoer, culprit, lawbreaker, criminal, hooligan, vandal, ruffian, hoodlum, miscreant, malefactor, transgressor; juvenile delinquent, young offender. delinquent adjective 1. delinquent young people mischievous, culpable, transgressing, offending, criminal. 2. delinquent policemen negligent, neglectful, remiss, careless, slack, derelict. Love/Affection: affection, fondness, care, concern, attachment, regard, warmth, intimacy, devotion, adoration, passion, ardour, desire, lust, yearning, infatuation, adulation. Hate: loathe, detest, abhor, dislike, abominate, despise, execrate, have an aversion to, feel hostile towards, be unable to abide/bear/stand, view with dislike, be sick of, be tired of, shudder at, be repelled by, recoil from. Destroy: destroy the bridge demolish, knock down, pull down, tear down, level, raze, fell, dismantle, wreck, smash, shatter, crash, blow up, blow to bits, explode, annihilate, wipe out, bomb, torpedo. . destroy the countryside ruin, spoil, devastate, lay waste, ravage, wreak havoc on, ransack. 3. destroy their confidence terminate, quash, quell, crush, stifle, subdue, squash, extinguish, extirpate. 4. destroy the herd/tribe kill, kill off, slaughter, put to sleep, exterminate; slay, murder, assassinate, wipe out, massacre, Ghanshyam Thori Resources for Essay Ghanshyam Thori Resources for Essay liquidate, decimate. 5. destroy the enemy/opponents defeat, beat, conquer, vanquish, trounce, rout, drub; inf. lick, thrash. Hope: expectation, xpectancy, anticipation, desire, longing, wish, wishing, craving, yearning, aspiration, ambition, dream, belief, assurance, assumption, confidence, conviction, faith, trust, optimism. Initiative: , deed, move, effort, operation, performance, undertaking, manoeuvre, endeavour, exertion, exploit, striving. Emancipation (Focus on Spelling): setting free, liberation, release, deliverance, discharge, unfettering, unshackling, manumission; freedom, liberty. Empower: allow, permit, authorize, entitle, qualify, fit, license, sanction, warrant, accredit, validate, commission, delegate, legalize, empower. . enable you to cross the river allow, permit, give the means/resources to, equip, prepare, facilitate, capacitate. Important/Crucial: decisive, critical, determining, pivotal, central, testing, trying, searching. 2. the matter is of crucial im portance very important, high-priority, essential, momentous, vital, urgent, pressing, compelling Macabre: , grisly, grim, gory, morbid, grim, ghastly, hideous, horrific, horrible, horrifying, horrid, horrendous, terrifying, frightening, frightful, fearsome, shocking, dreadful, appalling, loathsome, repugnant, repulsive, sickening. Pathetic: pitiful, pitiable, piteous, to be pitied, moving, touching, poignant, affecting, distressing, heartbreaking, heart-rending, sad, wretched, mournful, woeful. pitiful, lamentable, deplorable, miserable, wretched, feeble, woeful, sorry, poor, contemptible, inadequate, unsatisfactory, worthless. Terrorism/Violence 1. â€Å"An eye for an eye makes the whole world blind† – Mahatma Gandhi Ghanshyam Thori Resources for Essay Ghanshyam Thori Resources for Essay 2. Victory attained by violence is tantamount to a defeat, for it is momentary – Mahatma Gandhi 3. Hate the sin, love the sinner. Mahatma Gandhi 4. When I despair, I remember that all through history the ways of truth and love have always won. There have been tyrants, and murderers, and for a time they can seem invincible, but in the end they always fall. Think of it–always. – Mahatma Gandhi. 5. The weak can never forgive. Forgiveness is the attribute of the strong. – Mahatma Gandhi 6 . To err is human, to forgive divine – Alexander Pope Hope/Corruption/Faith You must not lose faith in humanity. Humanity is an ocean; if a few drops of the ocean are dirty, the ocean does not become dirty. Mahatma Gandhi You must be the change you want to see in the world – Mahatma Gandhi Arise awake and stop not till the goal is reached — Swami Vivekananda Only as high as I can reach can I grow. Only as far as I can seek can I go. Only as deep as I can look can I see. Only as much as I can I dream can I be. Freedom/Liberty Freedom is not worth having if it does not include the freedom to make mistakes. – Mahatma Gandhi Ghanshyam Thori Resources for Essay – Unkown (Karen Ravn). Ghanshyam Thori Resources for Essay General Quotes Gandhiji’s Talisman (Use in Swaraj, Liberty, Poverty, Help etc)  · â€Å"I will give you a talisman. Whenever you are in doubt, or when the self becomes too much with you, apply the following test. Recall the face of the poorest and the weakest man [woman] whom you may have seen, and ask yourself, if the step you contemplate is going to be of any use to him [her]. Will he [she] gain anything by it? Will it restore him [her] to a control over his [her] own life and destiny? In other words, will it lead to swaraj [freedom] for the hungry and spiritually starving millions? Then you will find your doubts and your self melt away. Preamble of Indian Constitution WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a SOVEREIGN SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its citizens: JUSTICE, social, economic and political; LIBERTY of thought, expression, belief, faith and worship; EQUALITY of status and of opportunity; and to promote among them all FRATERNITY assuring the dignity of the individual and the unity and integrity of the Nation; IN OUR CONST ITUENT ASSEMBLY this twenty-sixth day of November,1949,do HERE BY ADOPT, ENACT AND GIVE TO OURSELVES THIS CONSTITUTION. You read "Ghanshyam Thori Introduction: with a Quotation or Hypothetical Question" in category "Papers"  ·  ·  · Honest disagreement is often a good sign of progress – Mahatma Gandhi A strange darkness engulfs earth today – Jibanananda Das (Used in Essay on Indian Heritage). One ounce of practice is worth twenty thousand tons of big talk (Swami Vivekananda – This quote can be used to conclude almost every essay). â€Å"The future depends on what we do in the present. † Mahatma Gandhi (Can be used to conclude almost every essay). â€Å"Strength is Life, Weakness is Death. Expansion is Life, Contraction is Death. Ghanshyam Thori Resources for Essay Ghanshyam Thori Love is Life, Hatred is Death. † — Swami Vivekananda Resources for Essay Long years ago we made a tryst with destiny, and now the time comes when we shall redeem our pledge, not wholly or in full measure, but very substantially. At the stroke of the midnight hour, when the world sleeps, India will awake to life and freedom – Nehru’s Speech on India’s Independence. (The speech was made to the Indian Constituent Assembly, on the eve of India’s independence, towards midnight on August 14, 1947. It focuses on the aspects that transcend India’s history. It is considered in modern India to be a landmark oration that captures the essence of the triumphant culmination of the hundred-year Indian freedom struggle against the British Empire in India. ) I am a slow walker, but I never walk backwards – Abhraham Lincoln Only as high as I can reach can I grow. Only as far as I can seek can I go. Only as deep as I can look can I see. Only as much as I can I dream can I be. Look at the sky. We are not alone. The whole universe is friendly to us and conspires only to give the best to those who dream and work. Abdul Kalam Where the mind is without fear and the head is held high; Where knowledge is free; Where the world has not been broken up into fragments by narrow domestic walls; Where words come out from the depth of truth; Where tireless striving stretches its arms towards perfection; Where the clear stream of reason has not lost its way into the dreary desert sand of dead habit; Where the mind is led forward by thee into ever-widening thought and action-Into that heaven of freedom, my Father, let my country awake. Ghanshyam Thori Resources for Essay Ghanshyam Thori Resources for Essay – Rabindranath Tagore (Let us remember the golden words of Guru Rabindra Nath Tagore which still serve as lighthouse illuminate the direction for the nation to move in). India of my Dreams â€Å"I shall work for an India in which the poorest shall feel that it is their country, in whose making they have an effective voice, an India in which there shall be no high class and low class of people, an India in which all communities shall live in perfect harmony. There shall be no room in such an India for the curse of untouchability. Women will enjoy same rights as men. We shall be at peace with the rest of the world. This is India of my dreams† – M. K. Gandhi. Education The real difficulty is that people have no idea of what education truly is. We assess the value of education in the same manner as we assess the value of land or of shares in the stock-exchange market. We want to provide only such education as would enable the student to earn more. We hardly give any thought to the improvement of the character of the educated. The girls, we say, do not have to earn; so why should they be educated? As long as such ideas persist there is no hope of our ever knowing the true value of education. Mahatma Gandhi Sustainable Development â€Å"The earth, the air, the land and the water are not am inheritance from our fore fathers but on loan from our children. So we have to handover to them at least as it was handed over to us. † ~Mahatma Gandhi â€Å"Nature has enough for Man’s Need but not for Man’s Greed† – Mahatma Gandhi Conclusion: â€Å"Man has been u niquely endowed in that he can contemplate on his mortality sadly if we do not soon realize that it is no longer a question of either development or environment but Ghanshyam Thori Resources for Essay Ghanshyam Thori Resources for Essay armonius development or doom, we may find that we should be the first species to orchestrate its own extinction† Women Empowerment (Include examples of Inspirational Remarkable women like Hellen Keller, Joan of Arc (French Catholic Saint led French army to victory during the Hundred Year’s war indirectly leading to coronation of Charles VII), Mother Teresa, Sister Nivedita, Margaret Thatcher (Iron Lady PM of England from 1979 to 1990), Indira Gandhi, Aung San Suu Kyi, Angela Merkel, Gloria Macapagal Arroyo, Michelle Bachelet (Chile President, Surgeon), Hellen Clark (PM of New Zealand), Ellen Johnson Sirleaf (Often referred to as the â€Å"Iron Lady†, Johnson-Sirleaf is Africa’s first elected female head of state i. e. P resident), Pratibha Patil, Tarja Halonen (Current President of Finland). The real difficulty is that people have no idea of what education truly is. We assess the value of education in the same manner as we assess the value of land or of shares in the stock-exchange market. We want to provide only such education as would enable the student to earn more. We hardly give any thought to the improvement of the character of the educated. The girls, we say, do not have to earn; so why should they be educated? As long as such ideas persist there is no hope of our ever knowing the true value of education. – Mahatma Gandhi â€Å"It is impossible to think about the welfare of the world unless the condition of women is improved. It is impossible for a bird to fly on only one wing† – Swami Vivekananda. Women have been taught that, for us, the earth is flat, and that if we venture out, we will fall off the edge† The emotional, sexual, and psychological stereotyping of females begins when the doctor says, â€Å"It’s a girl. † ~Sh irley Chisholm Ghanshyam Thori Resources for Essay Ghanshyam Thori Resources for Essay Because I am a woman, I must make unusual efforts to succeed. If I fail, no one will say, â€Å"She doesn’t have what it takes. † They will say, â€Å"Women don’t have what it takes. † ~Clare Boothe Luce I asked a Burmese why women, after centuries of following their men, now walk ahead. He said there were many unexploded land mines since the war. ~Robert Mueller All nations have attained greatness by paying proper respect to women. That country and that nation which do not respect women have never become great, nor will ever be in future – Swami Vivekananda Manu, the law giver, has written Yatra naryastu pujyante ramante tatra devta, it means God resides in homes where women are respected It’s a tragedy that since the time the first human opened his eyes, he started subjugating his own creator – the woman. Religion â€Å"True religion is not a narrow dogma. It is not external observance. It is faith in God and living in the presence of God†. – Mahatma Gandhi â€Å"All the different religions are but applications of the one religions adapted to suite the requirements of different nations†. – Swami Vivekananda. Media â€Å"Let the people know the facts the country will be safe† – Abraham Lincoln Ghanshyam Thori Resources for Essay Ghanshyam Thori Resources for Essay â€Å"Where the Eyes go, the mind also goes there† – Vedas (Among the five sense organs, eye is the most subtle. Whatever the eyes see the mind perceives quickly and retains for a long period. This underlines the impact of Media on human mind as well as behaviour). Conclusion: If world has become a prosperous global valley it is the Media which will have to become a lighthouse. Humanity (Serving Humanity) â€Å"All my life I have lived like an animal on the street now I am dying like an angel† – A man uttered these final words as he lay dying in an angel’s lap. The angel was none other than Mother Teresa who in the slums of Kolkata saw Christ in the distressing disguise of a destitute downtrodden. â€Å"If in this hell of a world one can bring a little joy peace even for a day into the heart of a single person, that much alone is true; this I have learnt after suffering all my life, all else is mere moonshine† – Swami Vivekananda Judicial Activism â€Å"Give every man thine ear, but few thy voice; Take each man’s censure, but reserve thy judgment. † William Shakespeare (Wrote this in his hamlet many centuries back. Even today judiciary is seen as the last asylum to many who long for the deserved justice). Equality: â€Å"I have a dream that one day this nation will rise up and live out the true meaning of its creed: â€Å"We hold these truths to be self-evident: that all men are created equal. † – Martin Luther King Ghanshyam Thori Resources for Essay Ghanshyam Thori Resources for Essay Examples of Creative Sentences (Which can be Generalized Elsewhere)  ·  ·  ·  ·  ·  · Any judge/MP who seeks immunity from truth under the cover of the robe robs the right of We, the People of India, the sovereign of Bharat. The Court is an open book if the Bench seeks an iron curtain between its economic interest Litigant community, it is violative of Glasnost (the policy of openness transparency). Democracy is an open book if any public functionary seeks an iron curtain between its own interest the public, it is violative of Glasnost. In our murky world of gloom, greed agony, our duty is to save the country of means of a compassionate recipe dedicated endevaours. hope†¦. is defined by a farmer who ploughs his land when drought conditions prevail,by the blind who learn colors,young girl who steps into mama’s high heels. Conclusion of Essay on Democracy: The success of Indian democracy in future will hugely depend on how the human resource of this nation is able to raise itself to face the challenge of the new economic political scenario,. For all its strengths weaknesses, this is where the future of the Indian democracy hinges. Go to the interior tribal villages of India. If you have a healthy little girl child coming out of the school with a smile on her face a mind sharper than yesterday, we should be on the right track.  ·  ·  · The unmatchable planning of Harrapans, the empire of Ashoka, the ragas of Nanak, Kabir Namdeva find their place in the Golden words throughout the world. (India of my Dreams). We have not invaded anyone. We have not conquered anyone. We have not grabbed their land, their culture, their history and tried to enforce our way of life on them (Quotation by Abdul Kalam). Why are we, as a nation so obsessed with foreign things? Is it a legacy of our colonial years? We want foreign television sets. We want foreign shirts. We want foreign technology. Why this obsession with everything imported? In the beginners mind there are many possibilities, in the expert’s mind there are few. Ghanshyam Thori Resources for Essay Ghanshyam Thori Resources for Essay Nehru’s Tryst with Destiny Speech Long years ago we made a t ryst with destiny, and now the time comes when we shall redeem our pledge, not wholly or in full measure, but very substantially. At the stroke of the midnight hour, when the world sleeps, India will awake to life and freedom. A moment comes, which comes but rarely in history, when we step out from the old to the new, when an age ends, and when the soul of a nation, long suppressed, finds utterance. It is fitting that at this solemn moment we take the pledge f dedication to the service of India and her people and to the still larger cause of humanity. At the dawn of history India started on her unending quest, and trackless centuries are filled with her striving and the grandeur of her success and her failures. Through good and ill fortune alike she has never lost sight of that quest or forgotten the ideals which gave her strength. We end today a period of ill fortune and India discovers herself again. The achievement we celebrate today is but a step, an opening of opportunity, to t he greater triumphs and achievements that await us. Are we brave enough and wise enough to grasp this opportunity and accept the challenge of the future? Freedom and power bring responsibility. The responsibility rests upon this Assembly, a sovereign body representing the sovereign people of India. Before the birth of freedom we have endured all the pains of labour and our hearts are heavy with the memory of this sorrow. Some of those pains continue even now. Nevertheless, the past is over and it is the future that beckons to us now. That future is not one of ease or resting but of incessant striving so that we may fulfil the pledges we have so often taken and the one we shall take today. The service of India means the service of the millions who suffer. It means the ending of poverty and ignorance and disease and inequality of opportunity. The ambition of the greatest man of our generation has been to wipe every tear from every eye. That may be beyond us, but as long as there are tears and suffering, so long our work will not be over. Ghanshyam Thori Resources for Essay Ghanshyam Thori Resources for Essay And so we have to labour and to work, and work hard, to give reality to our dreams. Those dreams are for India, but they are also for the world, for all the nations and peoples are too closely knit together today for any one of them to imagine that it can live apart Peace has been said to be indivisible; so is freedom, so is prosperity now, and so also is disaster in this One World that can no longer be split into isolated fragments. To the people of India, whose representatives we are, we make an appeal to join us with faith and confidence in this great adventure. This is no time for petty and destructive criticism, no time for ill-will or blaming others. We have to build the noble mansion of free India where all her children may dwell. The appointed day has come-the day appointed by destiny-and India stands forth again, after long slumber and struggle, awake, vital, free and independent. The past clings on to us still in some measure and we have to do much before we redeem the pledges we have so often taken. Yet the turning-point is past, and history begins anew for us, the history which we shall live and act and others will write about. It is a fateful moment for us in India, for all Asia and for the world. A new star rises, the star of freedom in the East, a new hope comes into being, a vision long cherished materializes. May the star never set and that hope never be betrayed! We rejoice in that freedom, even though clouds surround us, and many of our people are sorrowstricken and difficult problems encompass us. But freedom brings responsibilities and burdens and we have to face them in the spirit of a free and disciplined people. On this day our first thoughts go to the architect of this freedom, the Father of our Nation [Gandhi], who, embodying the old spirit of India, held aloft the torch of freedom and lighted up the darkness that surrounded us. We have often been unworthy followers of his and have strayed from his message, but not only we but succeeding generations will remember this message and bear the imprint in their hearts of this great son of India, magnificent in his faith and strength and courage and humility. We shall never allow that torch of freedom to be blown out, however high the wind or stormy the tempest. Our next thoughts must be of the unknown volunteers and soldiers of freedom who, without praise or reward, have served India even unto death. We think also of our brothers and sisters who have been cut off from us by political boundaries and who unhappily cannot share at present in the freedom that has come. They are of us and will remain of us whatever may happen, and we shall be sharers in their good and ill fortune alike. The future beckons to us. Whither do we go and what shall be our endeavour? To bring freedom and opportunity to the common man, to the peasants and workers of India; to fight and end poverty and Ghanshyam Thori Resources for Essay Ghanshyam Thori Resources for Essay ignorance and disease; to build up a prosperous, democratic and progressive nation, and to create social, economic and political institutions which will ensure justice and fullness of life to every man and woman. We have hard work ahead. There is no resting for any one of us till we redeem our pledge in full, till we make all the people of India what destiny intended them to be. We are citizens of a great country on the verge of bold advance, and we have to live up to that high standard. All of us, to whatever religion we may belong, are equally the children of India with equal rights, privileges and obligations. We cannot encourage communalism or narrow-mindedness, for no nation can be great whose people are narrow in thought or in action. To the nations and peoples of the world we send greetings and pledge ourselves to cooperate with them in furthering peace, freedom and democracy. And to India, our much-loved motherland, the ancient, the eternal and the ever-new, we pay our reverent homage and we bind ourselves afresh to her service. Ten Political Disgrace of Free India (India) 1. The Emergency, June 1975-March 1977: It effectively bestowed on Indira Gandhi the power to rule by decree, suspending elections as well as civil liberties, such as the right to free press. 2. Operation Bluestar, June 1984: It was a political disaster and an unprecedented act in Indian history. Its aftermath and the increased tensions led to assaults on the Sikh community in India. 3 The Bofors scandal, 1987-1996: One of the biggest political scams in the country till date, involving Rs 64 crore. It was responsible for Rajiv Gandhi’s defeat in the November 1989 general elections. 4. Demolition of Babri Masjid, December 1992: The date has remained etched as a blot in Indian history. The mosque was destroyed by 15,000 strong Hindu extremists as BJP leaders watched. 5. The JMM Bribery Case, July 1993: The democratic values of the country were put to shame when the then PM P. V. Narasimha Rao was accused of bribing members of Jharkhand Mukti Morcha to vote in his favour in the confidence motion. 6. Fodder Scam, January 1996: The scam involved millions of dollars in alleged fraudulent reimbursements from the treasury of Bihar for fodder, medicines and husbandry supplies for non-existent livestock. It forced Lalu Prasad Yadav, the then CM of the state, to resign. 7. The IC-814 Hijacking, December 1999: IC-814 was hijacked by terrorists and taken to Kandahar. The government was forced to release dreaded terrorists for the passengers. Ghanshyam Thori Resources for Essay Ghanshyam Thori Resources for Essay 8. The Arms Bribery Scandal, March 2001: India’s coalition government began to fall apart when video tapes of highly-placed officials taking bribes in arms deals were released in 2001, forcing the then BJP president Bangaru Laxman to resign. 9. Gujarat riots, February-March 2002: The riots were horrific blotches of communal hatred in the country’s secular history. Despite the killings of 254 Hindus and 790 Muslims, the state government chose to sit in a cushy corner, doing nothing to stop the wave of hatred. 10. The vote of no confidence, July 2008: Parliament was adjourned after BJPmembers waved around wads of money, claiming they were offered cash in return for their support. Ghanshyam Thori Resources for Essay How to cite Ghanshyam Thori Introduction: with a Quotation or Hypothetical Question, Papers

Behind Closed Doors Essay Example For Students

Behind Closed Doors Essay What if you had a chance to see someone that passes away once again? Would you take it? Perhaps a gateway to heaven. Emelia is a seven-year-old little girl who has lost the most important person in her life, her mother. She now lives with her grandmother, Jill. Emelia and Jill did everything together. Since Emelia doesnt have a mother for herself, she counts grandma Jill as her mother. Emalias mother passed away while in labor during a C-section. Her father, whom grandmother Jill never liked, had never met Emelia. In fact, he doesnt even know that she exists until this day. Because her father was an alcoholic who repeatedly abused Emelias mother, Emelia was never exposed to him and was never told about him. Grandmother Jill kept things this way because she didnt want Emelia getting in any type of trouble because of him. Grandma Jill and seven-year-old Emelia were best friends, they did everything together. After Emelias mother passed away, grandmother Jill took Emelia in and raised her by herself. She knew everything about her mother. Grandma Jill has shown and told Emelia everything about her mother. She would tell her stories all the time about her mother as well as show Emelia pictures of her mother. Emelia always wished that she would have her mother by her side and just to do everything with her mother. She loves grandmother Jill very much but having a mother as a mother is different than having your grandmother as your mother. Emelia knew that she was like every other girl except the only thing that was different was the fact that she doesnt have any parents. Little did Emelia know that she was wrong about being just like every other girl. She was about to discover something that would change her entire world in ways she never thought would be possible. Early one morning, as Emelia is walking to school, she notices that her shoes are untied. As she bends down to tie them, she is transformed into a place called HEAVEN  . Emelia soon realizes that this isnt the same heaven that grandma Jill told her about. Instead, it is the heaven that only she is able to see and no one else. As shes walking through this new dark and twisted world, she spots a single rose. A white rose. In her world, a white rose usually means purity and innocence. In this new dark world called HEAVEN, white roses symbolize evil and the dreadful. Things werent going good, at least not as Emelia would think the way heaven is supposed to go. This new world she was now distorted into was scaring her and she just wanted out. She tried reaching back for her shoelaces and she came to see that her shoelaces were gone. The one thing that she knew would take her back to her life with grandmother Jill was gone. She starts to panic and starts to cry, she then sees this girl figure coming towards her while moving her mouth but no noises are coming out of her mouth. This girl is holding out a photograph of a baby and Emelia automatically started thinking that baby was her. But then she realized that the baby in the photograph was wearing blue and had chubby cheeks. She was very confused and so she turned around to think and as she was turning back to ask the girl questions, the girl was gone and Emelia was all alone once again. She started thinking maybe she has a little brother. She knew that grandmother Jill wasnt hiding anything from her and wouldve told her that she had a brother. .u05d0f1bf1376fd0e6a2f856649e1c930 , .u05d0f1bf1376fd0e6a2f856649e1c930 .postImageUrl , .u05d0f1bf1376fd0e6a2f856649e1c930 .centered-text-area { min-height: 80px; position: relative; } .u05d0f1bf1376fd0e6a2f856649e1c930 , .u05d0f1bf1376fd0e6a2f856649e1c930:hover , .u05d0f1bf1376fd0e6a2f856649e1c930:visited , .u05d0f1bf1376fd0e6a2f856649e1c930:active { border:0!important; } .u05d0f1bf1376fd0e6a2f856649e1c930 .clearfix:after { content: ""; display: table; clear: both; } .u05d0f1bf1376fd0e6a2f856649e1c930 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u05d0f1bf1376fd0e6a2f856649e1c930:active , .u05d0f1bf1376fd0e6a2f856649e1c930:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u05d0f1bf1376fd0e6a2f856649e1c930 .centered-text-area { width: 100%; position: relative ; } .u05d0f1bf1376fd0e6a2f856649e1c930 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u05d0f1bf1376fd0e6a2f856649e1c930 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u05d0f1bf1376fd0e6a2f856649e1c930 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u05d0f1bf1376fd0e6a2f856649e1c930:hover .ctaButton { background-color: #34495E!important; } .u05d0f1bf1376fd0e6a2f856649e1c930 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u05d0f1bf1376fd0e6a2f856649e1c930 .u05d0f1bf1376fd0e6a2f856649e1c930-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u05d0f1bf1376fd0e6a2f856649e1c930:after { content: ""; display: block; clear: both; } READ: photochemical smog EssayAs she is sitting in a dark large room, she starts hearing doors opening and closing and the noise just keeps getting louder and louder as she gets closer and closer to the noise surrounding her. As she got closer, she saw three closed doors with no signs and nothing else around her. So she thought the only way to find out what the point in the doors are is to open them one by one and find out for herself what is going on. One door she opened had the same photo of the baby boy that girl showed her earlier. The second door she opened was a doorway back to life with grandma Jill. And lastly, the third door she opened, had a lot of horses just running around. She new that in order to get out of HEAVEN she needed to pick a door. She didnt and wasnt ready to go back home just yet. She couldnt help but think of the first door and who that baby in the photograph was. She knew that she missed grandma Jill a whole lot and wanted to get back to her, but she wasnt interested in leaving just yet. She had a lot of figuring out to do and she didnt want to go back home without any unanswered questions because she would just be curious her whole entire life. As she starts to reach out to grab a door and all of a sudden she sees her shoelaces hanging from the doorknob. She sees that as a sign and tries opening door one. As soon as she leans forward with her hand out to open the door, she wakes up as if she was dreaming and is back on her way to school just like before she went into heaven. She immediately thinks of grandma Jill so she turns back and starts running back home. Once she got to grandma Jills house to tell grandma all about her crazy dream, she sees a bunch of police officers at her house and a house full of white roses along with that baby boys photograph. She immediately ran to grandmas room to come to see that grandma Jill isnt there. She passes by a mirror and starts to scream and cry. As the police officers ran to her in grandma Jills room, Emelia was on the bed crying. She realized that such a long period of time had passed and grandmother Jill passed away, she was gone. Emelia went from being a seven-year-old little girl to a grown teenager. She was now fourteen years old and felt lost and all alone. She never found out the meaning of the photograph or the horses behind those doors. She didnt speak about her ËÅ"dream with anyone. She kept on living her life. She thought if she told anyone abut this story something ad was going to happen. Emelia blamed herself for the death of her grandma and she never forgave herself for not coming home sooner. Emelia no longer wore shoes that required shoelaces and every time she saw a white rose she started to cry. The fourteen-year-old little girl who had her whole life ahead of her, never felt more lonely and scared of white roses and shoelaces. She went on with her life as much as could. One day on her way to her foster home, she saw the same girl from HEAVEN and she followed her to a garden of white roses. As Emelia tries to hold back her fear, there are tears running down her face but she knows the only way to get answers is to follow that girl wherever she goes and thats what Emelia does. Turns out, that girl is Emelias cousin and the little boy in the photograph is Emelias twin brother that passed away from their mothers umbilical cord being wrapped around her when he was born.