Mahatma Gandhi Research Paper Example

Mahatma Gandhi Paper Essay on Mohandas Karamchand Gandhi Mohandas Karamchand Gandhi commonly known as Mahatma Gandhi or Bapu (Father of Nation), was the preeminent leader of Indian nationalism in British-ruled India. Employing non-violent civil disobedience, Gandhi led India to independence and inspired movements for non-violence, civil rights, and freedom across the The son of a senior government official, Gandhi was born and raised in a Bania[4] community In coastal Gujarat, and trained In law In London. Gandhi became famous by fighting for the clvll rights of Muslim and Hindu Indians In South Africa, using new techniques of non-violent clvll disobedience that he developed. Returning to India In 191 5, he set about organlslng peasants to protest excessive land-taxes. A lifelong opponent of â€Å"communalism† (I. e. basing polltlcs on rellglon) he reached out widely to all rellglous groups. He became a leader of Muslims protesting the declining status of the Caliphate. Assuming leadership of the Indian National Congress in 1921, Gandhi led nationwide campaigns for easing poverty, expanding women’s rights, building religious and ethnic amity, ndinguntouchability, increasing economic self-reliance, and above all for achieving Swaraj †the independence of India from British domination. Gandhi led Indians in protesting the national salt tax with the 400 km (250 mi) Dandi Salt March in 1 930, and later in demanding the British to immediately Quit India in 1942, during World War II. We will write a custom essay sample on Mahatma Gandhi specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Mahatma Gandhi specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Mahatma Gandhi specifically for you FOR ONLY $16.38 $13.9/page Hire Writer He was imprisoned for that and for numerous other political offences over the years. Gandhi sought to practice non-violence and truth in all situations, and advocated that others do the same. He saw the villages as the core of the true India and promoted self-sufficiency; he did not support the industrialisation programs of his discipleJawaharlal Nehru. He lived modestly in a self-sufficient residential community and wore the traditional Indian dhoti and shawl, woven with yarn he had hand spun on a charkha. His chief political enemy in Britain was Winston who ridiculed him as a â€Å"half-naked fakir†. 6] He was a dedicated vegetarian, and undertook long fasts as means of both self-purification and political mobilisation. In his last year, unhappy at the partition of India, Gandhi worked to stop the carnage between Muslims, Hindus and Sikhs that raged in the border area between India and Pakistan. He was assassinated on 30 January 1948 by Nathuram Godse who thought Gandhi was too sympathetic to India’s Muslims. 30 January Is observed as Martyrs’ Day in India. The honorific Mahatma (â€Å"Great Soul†) was applied to him by 1914. [7] In India he was also called Bapu (â€Å"Father†). He Is known In India as the Father of the his birthday, 2 October, Is commemorated there s Gandhi Jayantl, a national holiday, and world-wide as the International Day of Non- Violence. Gandhi’s philosophy was not theoretical but one of pragmatism, that Is, practlslng his principles In the moment. Asked to give a message to the people, he would respond, â€Å"My life is my message BY vjshalRaJ1 freedom across the world. The son of a senior government official, Gandhi was born and raised in a Bania[4] community in coastal Gujarat, and trained in law in London. Gandhi became famous by fghting for the civil rights of Muslim and Hindu Indians in South Africa, using new techniques of non-violent civil disobedience that he developed. Returning to India in 1915, he set about organising peasants to protest excessive land-taxes. A lifelong opponent of â€Å"communalism† (i. e. basing politics on religion) he reached out widely to all religious groups. He became a leader of achieving SwaraJ †the independence of India from British domination. Gandhi led March in 1930, and later in demanding the British to immediately Quit India in 1942, Churchill,[5] who ridiculed him as a â€Å"half-naked fakir†. ] He was a dedicated Godse who thought Gandhi was too sympathetic to India’s Muslims. 30 January is to him by 1914. [7] In India he was also called Bapu (â€Å"Father†). He is known in India as the Father of the Nation;[8] his birthday, 2 October, is commemorated there as Gandhi Jayanti, a national holiday, and world-wide as the International Day of Non- Violence.

Boeing 717 Airplane †Double Narrative Creative Writing Story

Boeing 717 Airplane – Double Narrative Creative Writing Story Free Online Research Papers Boeing 717 Airplane Double Narrative Creative Writing Story An airplane (Boeing 717) that loosing every single connection with the ground control, avoided from being crashed into another plane (Boeing 777) in a half of a second. 717s account: Come in Boeing 717, come i†¦.. that was the last words that Eric Kingston, the pilot of this new Boeing 717 heard from the ground control center, before he realized that the communication line is dead, and also his radar. This, and the fact that it was a very cloudy, and dark night, made him completely unaware of his environment- he was totally blind. What happened? asked a panicked voice. It was Cris- his secondary pilot. I don’t know, it seems like we lost the connection to the ground control, and our radar is dead too. He paused but I don’t think we are in problem, the guys down there are good, Im sure they will fix it in no-time he said to calm Cris down, but it did not seem to effect. We are going to die, arent we? asked Cris quietly. No we are not! Relax; everything is going to be okay. After all, Kingston is 55 years old and he is a pilot for nearly 35 years. But Cris was only 21 years old and it was his first flight. He remembered how he didnt want to take Cris with him he is too young Bill! Im not taking him! What am I, a babysitter? he said only two hours ago to Bill Collins- his superior. Relax Eric, he wont do anything to you, but he needs the practice. Kingston knew that he cant argue with him- only because they were friends Collins informed it to him, otherwise, he wouldnt even tell him this until the flight itself. Okay, Ill take him- but if I wont like something that he may do, Im throwing him off. I knew you will agree, I think you will like the kid said Collins with a smile. Like I had a choice, Kingston thought sadly. A sudden roar brought him back from his thoughts. What happened? yelped Cris. Probably one of the passengers got sick, relax. He said. But he himself couldnt. Something happened, he thought. He tried to contact with the ground. Nothing. He tried some more buttons. Still nothing. Then he saw it- a huge silver metal object was approaching toward him very fast, very very fast. He saw it like in a dream, everything suddenly become very slow and clear. A flash of light- he saw his wife and daughter in front of him, another flash- he saw his first flight, another- his wedding, another- his last birthday- he saw all of his life flashes before his eyes. Then, like a warm up of an engine, there was a huge explosion, he heard someone scream, he felt his head knocking into something hard and then it all went dark. What happened? these were the first two words that came out of Kingstons mouth when he woke up 15 seconds afterwards. He felt like he was run over by a car, and was shivering in his seat. It cant be death- he thought. Then he understood. Apparently, Cris grabbed the wheels in the last second and save his, Kingstons and another 100 passengers lives. But the plane was still out of control, and was flipping in the air like a peace of paper in a tornado. Kingston was able to return the plane to his normal position, and all he was able to hear before he said thank you to his secondary pilot and passed out again, was a great applause behind the door. 777s account: Come in Boeing 717, come in†¦. No answer. Come in Boeing 717, come in†¦. Still no answer You are approaching in our course too fast Boeing 717, change course. I repeat- change course Silent. What in the name of god are they doing? asked in astonishment Arthur Present- the main pilot of Boeing 777. I don’t know sir, it looks like they are not going to change their course soon replied his assistant. It was true- the 717 was flying straight toward them. Maybe it’s a problem with our radar sir. Maybe Should I change our course? he asked. No, I have direct orders about the course, stay on it. Yes sir It was indeed very cloudy and dark night, and neither the pilot, nor his assistant suspected that the 717 is completely blind, and it is not going to change its course soon enough. The last few seconds were vital- it was only then when they realized that the 717 was not going to change course at time. They saw the plane in front of them too late to react. The crash was unstoppable. Then the 717 turned sharply, but not sharply enough to avoid some scratches. Or more- before anyone of them was able to understand how lucky they were that the 717s pilot has good instincts, Present began to loose control. We have a fuel leak! shouted the assistant Hold tight! This is going to be very nasty! shouted Arthur through the roars of the back engines. They flipped in the air, as they were starting to dive into the sea- an infinite body of black, scary and unknown water. To imagine the sound of metal that has 500 passengers, weights about 300,000 kg, has 170,000 liters of fuel and 60 meters of wing span, hitting the ocean from 35,000 feet in a speed of 970 k/ph + the gravity force, you need to be there- but almost nobody that was there survived. Neither did them. Research Papers on Boeing 717 Airplane - Double Narrative Creative Writing StoryNever Been Kicked Out of a Place This NiceThe Hockey GameMind TravelThe Spring and AutumnHarry Potter and the Deathly Hallows EssayThe Masque of the Red Death Room meaningsHonest Iagos Truth through DeceptionBringing Democracy to AfricaPersonal Experience with Teen PregnancyHip-Hop is Art

The 5 Canons of Classical Rhetoric

The 5 Canons of Classical Rhetoric The classical Canons of Rhetoric specify the components of the communication act: inventing and arranging ideas, choosing and delivering clusters of words, and maintaining in memory a storehouse of ideas and repertoire of behaviors. . .  This breakdown is not as facile as it looks. The Canons have stood the test of time. They represent a legitimate taxonomy of processes. Instructors [in our own time] can situate their pedagogical strategies in each of the Canons.(Gerald M. Phillips et al., Communication Incompetencies: A Theory of Training Oral Performance Behavior. Southern Illinois University Press, 1991) As defined by the Roman philosopher Cicero and the unknown author of Rhetorica ad Herennium, the canons of rhetoric are these five overlapping divisions of the rhetorical process: Invention  (Latin, inventio; Greek, heuresis)Invention is the art of finding the appropriate arguments in any rhetorical situation. In his early treatise De Inventione (c. 84 B.C.), Cicero defined invention as the discovery of valid or seemingly valid arguments to render ones cause probable. In contemporary rhetoric, invention generally refers to a wide variety of research methods and discovery strategies. But to be effective, as Aristotle demonstrated 2,500 years ago, invention must also take into consideration the needs, interests, and background of the audience.Arrangement  (Latin, dispositio; Greek, taxis)Arrangement refers to the parts of a speech or, more broadly, the structure of a text. In classical rhetoric, students were taught the distinctive parts of an oration. Although scholars didnt always agree on the number of parts, Cicero and Quintilian identified these six: the exordium (or introduction), the narrative, the partition (or division), the confirmation, the refuta tion, and the peroration (or conclusion). In current-traditional rhetoric, arrangement has often been reduced to the three-part structure (introduction, body, conclusion) embodied by the five-paragraph theme. Style  (Latin, elocutio; Greek, lexis)Style is the way in which something is spoken, written, or performed. Narrowly interpreted, style refers to word choice, sentence structures, and figures of speech. More broadly, style is considered a manifestation of the person speaking or writing. Quintilian identified three levels of style, each suited to one of the three primary functions of rhetoric: the plain style for instructing an audience, the middle style for moving an audience, and the grand style for pleasing an audience.Memory  (Latin, memoria; Greek, mneme)This canon includes all the methods and devices (including figures of speech) that can be used to aid and improve the memory. Roman rhetoricians made a distinction between natural memory (an innate ability) and artificial memory (particular techniques that enhanced natural abilities). Though often disregarded by composition specialists today, memory was a crucial aspect of classical systems of rhetoric. As Frances A. Yates po ints out in The Art of Memory (1966), Memory is not a section of [Platos] treatise, as one part of the art of rhetoric; memory in the platonic sense is the groundwork of the whole. Delivery  (Latin, pronuntiato and actio; Greek, hypocrisis)Delivery refers to the management of voice and gestures in oral discourse. Delivery, Cicero said in De Oratore, has the sole and supreme power in oratory; without it, a speaker of the highest mental capacity can be held in no esteem; while one of moderate abilities, with this qualification, may surpass even those of the highest talent. In written discourse today, says Robert J. Connors, delivery means only one thing: the format and conventions of the final written product as it reaches the hands of the reader (Actio: A Rhetoric of Written Delivery in Rhetorical Memory and Delivery, 1993).   Keep in mind that the five traditional canons are interrelated activities, not rigid formulas, rules, or categories. Though originally intended as aids to the composition and delivery of formal speeches, the canons are adaptable to many communicative situations, both in speech and in writing.

HDev 360 Essay Example | Topics and Well Written Essays - 750 words

HDev 360 - Essay Example This is a futile hope. Every fact of the processes of association will not enlighten us of the reason any specific association is constructed by a certain person, will not elucidate the roots of exogamy, the creation of bow and arrow, or of any other cultural attribute with the exception of concepts that are mutually relevant to all (Kroeber et al. 1952). The purported culture of a population, as it is commonly viewed by social scientists, is fundamentally an organized register of all the culturally inherited behavioral patterns which could be manifested in the real behavior of most or all of the members of the group (Naylor 1996). Nevertheless, the actual locus of these mechanisms which, when transformed into an entirety, represent culture is not in a conceptual group of people referred to as ‘society’, because the concept ‘society’ is also a cultural creation which is used by people who exist in important relations to each other so as to aid them in the understanding of particular features of their behavior (Naylor 1996). The actual strength of culture is in the relationships and interactions of certain people and, on the individual level, in the dimension of meanings which each of these people could instinctively adopt for him/herself from his involvement in these relationships and interactions. Immigrant women in Toronto, like Susan, are supposed to improve the lives of their families in Ghana. There is little or no problem when Susan was not yet married and migrated on her own. The difficulty arises with marriage and the harmonizing that emerges between the traditions and needs of her marital family and those of the broader extended families (Walters & Avotri 1999). This phenomenon is referred to as ‘cultural tension’. Researchers, such as Sara Berry, have introduced the persistent importance of kin associations in Africa, explaining how what has usually been thought as useless

Economics Assignment Example | Topics and Well Written Essays - 1250 words

Economics - Assignment Example When firms spend less money on expansion, they are infusing fewer funds into the economy which leads to slow economic growth. Stock market crash causes job losses and this highly impacts the economy. During recession firms tend to cut operation costs by firing workers. With less money to spend consumers will not afford durable and luxury items. Hence, unemployment in the long run negatively impact the consumer durable and real estate sectors of economy since it lead to fall in prices in commercial and real estate sectors. Additionally, when investor’s money is lost as result of stock market crash, they tend to spend less. This in essence leads to low consumer spending which negatively affects the economy. Immediately following the attack on the US on 11 Sept 2001, the stock markets plunged and many observers expected a recession in the US (and possibly elsewhere). Using the AD-AS model, explain their prediction. There are reasons that led many observers to predict a recession in the US when the stock markets plunged. Stocks are pieces of ownership in a firm and thus the stock markets are indicator of shareholders’ confidence in the future earnings of these firms. Corporate earnings depend on the stability of country’s economic standing and therefore stock markets reflect how a country is economically stable. Their crash reflects a loss of confidence in the economy and if not restored it leads to recession. This due to the fact that the stock markets crash lead to a fall in aggregate demand (AD) (demand side shock) as a result of less wealth for consumers. In addition, it implies less financing for new projects, since trading of stocks is one way that firms raise funds required to expand. They also predicted a recession in US economy because declining stock markets can kick-start a rise in oil prices which would increase the cost of manufacturing and this in

Classroom Management Essay Example for Free

Classroom Management Essay You are the teacher of a 5th grade class. Two students finished their assignment early, one student arrived late, and one student is not attempting the assignment. Being able to have the skills to handle situations like this takes practice and experience. The skills that are required are the ones that complete Jacob Kounin’s Classroom Management Model, â€Å"Lesson Movement. † Kounin’s theory on classroom management was the first to integrate instructional and disciplinary aspects of the classroom. The basis of the model is for teachers to be organized, prepared, and use proactive behavioral management combined with high student involvement with the goal of leading to a more effective classroom while minimizing disruptive behavior. Kounin coins his theory as Lesson Movement, comprised of techniques called: withitness, overlapping, momentum, smoothness, and group focus (â€Å"Classroom Management Theorist and Theories/Jacob Kounin,† 2009). Withitness is the ability of a teacher to know everything that is going on in his/her classroom at all times to prevent discipline problems before they occurred. However, as important as it is for teachers to achieve this skill, it is just as important for students to believe they their teacher is â€Å"withit. † Students will still act disruptively if they feel the teacher does not notice them. Some ways that teachers can display this technique are: consistently suppress misbehaviors of exactly those students who began the problem; dealing with the more serious of two discipline problems occurring simultaneously; and decisively handling off-task behavior before it gets out of hand or imitated by other students(â€Å"Whom are We Talking About: Jacob Kounin,† 2008). Similar to withitness, overlapping involves the ability to attend to multiple classroom events at one time, and avoiding fixating on one event at the expense of all other classroom activities. For example, if a teacher is conducting small group assignments, and a pair is off task, a teacher may address them from a distance while still conducting the activity. (â€Å"The Kounin Model,† 2008). Momentum is keeping the lesson moving briskly, requiring the teacher to plan effectively to avoid slow downs. Kounin believes that teachers should not lecture for a long period of time to allow students to gain knowledge by moving around and maximizing their allotted time. By minimizing delays and interruptions, causes students will not lose interest and misbehave. (Charles, 1989). In conjunction with momentum is smoothness. While lecturing, a teacher must maintain direction and not drift off on tangents, be diverted with irrelevant questions and information or fall victim to â€Å"flip flops,† â€Å"dangles,† or â€Å"truncation. †Otherwise, students will be confused and act out from loss of interest. (â€Å"Classroom Management Theorist and Theories/Jacob Kounin,† 2009) Lastly, Kounin refers to group focus as the ability to engage the whole class. Some techniques he offers are: building suspense or ask community questions Though community questions may appear random, it draws the group’s attention and intrigue. The teacher must incorporate procedures to handle multiple situations at once to maintain group focus. For example, if a student completes an assignment early, he/she must have a back up plan such as providing another assignment or enrichment activity while he/she helps other students that are struggling (â€Å"Classroom Management Theorist and Theories/Jacob Kounin,† 2009). Kounin’s Model of Classroom Management is an important topic for teacher’s today, because it is one of the most difficult skills to acquire. Student-centered classrooms and discovery lessons are becoming much more popular in our classrooms, leading to a more active learning environment. Being able to handle multiple situations at once, keeping students engaged, maintaining momentum and smoothness in your lessons and transitions takes experience. These are the most difficult techniques for a first year teacher to learn; therefore, making them a habit during that year will allow for mastery of these skills to occur. I believe that Kounin’s Model is important to develop an effective classroom environment; however, discipline problems will occur, no matter the amount of preventive planning a teacher makes. Kounin does not address his procedures for disciplining, if he would or would not discipline children differently, nor does he address misbehaving as a response to some factor that is outside of the teacher’s control. As a teacher, I would incorporate Kounin’s theory in my teaching planning and practices, though remembering that each student may require different accommodations. References Charles, C. M. (1989) Building Classroom discipline: from models to practice. New York City, New York: Longmans Inc.. Teacher Matters, (2008). The Kounin Model. Retrieved May 31, 2009 Teacher Matters http://www. teachermatters. com/index. php? option=com_contentview=articleid=9:kounin-modelcatid=4:models-of-disciplineItemid=4 WikiBooks, Wikimedia Foundation, Inc. (2009). Overview/History of Jacob Kounin’s Work. Retrieved May 28, 2009, from http://en. wikibooks. org/wiki/Classroom_Management_Theorist_and_Theories/Jacob_Kounin WikiEd. (2008). Whom are we talking about: Jacob Kounin. Retrieved June 8, 2009 from http://wik. ed. uiuc. edu/index. php/Kounin,_Jacob.

Freud’s Psychoanalytic Theory Essay -- Sigmund Freud

Freud’s Psychoanalytic Theory I.  Ã‚  Ã‚  Ã‚  Ã‚  Overview of Freud’s Psychoanalytic Theory   Ã‚  Ã‚  Ã‚  Ã‚  Freud’s psychoanalysis is the best known of all personality theories because it (1) postulated the primacy of sex and aggression—two universally popular themes; (2) attracted a group of followers who were dedicated to spreading psychoanalytic doctrine; and (3) advanced the notion of unconscious motives, which permit varying explanations for the same observations. II.  Ã‚  Ã‚  Ã‚  Ã‚  Biography of Sigmund Freud   Ã‚  Ã‚  Ã‚  Ã‚  Although he was born in the Czech Republic in 1856 and died in London in 1939, Sigmund Freud spent nearly 80 years of his life in Vienna. A physician who never intended to practice general medicine, Freud was intensely curious about human nature, and in his practice of psychiatry he was perhaps more interested in learning about the unconscious motives of his patients than in curing neuroses. Early in his professional career, Freud believed that hysteria was a result of being seduced during childhood by a sexually mature person, often a parent or other relative. However, in 1897, he abandoned his seduction theory and replaced it with his notion of the Oedipus complex. Some recent scholars have contended that Freud’s decision to abandon the seduction theory in favor of the Oedipus complex was a major error and influenced a generation of psychotherapists to interpret patients’ reports of early sexual abuse as merely childhood fantasies. III.  Ã‚  Ã‚  Ã‚  Ã‚  Levels of Mental Life   Ã‚  Ã‚  Ã‚  Ã‚  Freud saw mental functioning as operating on three levels: the unconscious, the preconscious, and the conscious.   Ã‚  Ã‚  Ã‚  Ã‚  A.   Ã‚  Ã‚  Ã‚  Ã‚  Unconscious   Ã‚  Ã‚  Ã‚  Ã‚  The unconscious consists of drives and instincts that are beyond awareness but that motivate many of our behaviors. Unconscious drives can become conscious only in disguised or distorted form, such as dream images, slips of the tongue, or neurotic symptoms. Unconscious processes originate from two sources: (1) repression, or the blocking out of anxiety-filled experiences and (2) phylogenetic endowment, or inherited experiences that lie beyond an individual’s personal experience.   Ã‚  Ã‚  Ã‚  Ã‚  B.   Ã‚  Ã‚  Ã‚  Ã‚  Preconscious   Ã‚  Ã‚  Ã‚  Ã‚  The preconscious contains images that are not in awareness but that can become conscious either quite easily or with some level of difficulty.   Ã‚  Ã‚  Ã‚  Ã‚  C.   Ã‚  Ã‚  Ã‚  Ã‚  Conscious   Ã‚  Ã‚  Ã‚  Ã‚  Consciousness is the only level of mental life directly available to us... ...pecially in women. Other research found that people who are orally fixated tend to see their parents more negatively than do people who are less orally fixated. X.  Ã‚  Ã‚  Ã‚  Ã‚  Critique of Freud   Ã‚  Ã‚  Ã‚  Ã‚  Freud regarded himself as a scientist, but many present-day critics consider his methods to be outdated, unscientific, and permeated with sexual bias. On the six criteria of a useful theory, we rated psychoanalysis high on its ability to generate research, very low on its falsifiability, and average on organizing knowledge, guiding action, and being parsimonious. Because it lacks operational definitions, we rated psychoanalysis low on internal consistency. XI.  Ã‚  Ã‚  Ã‚  Ã‚  Concept of Humanity   Ã‚  Ã‚  Ã‚  Ã‚  Freud’s view of humanity was deterministic and pessimistic. He also emphasized causality over teleology, unconscious determinants over conscious processes, and biology over culture, but he took a middle position on the dimension of uniqueness versus similarities among people. BIBLIOGRAPHY PsychCrawler (American Psychological Association)Online. Psychological Online Documents (Psychologisches Institut der Univ. Bonn)Online. PSYCline Links to Psychological Journals (Armin Gà ¼nther)Online.