Time Management Strategies for Students

Time Management Strategies for Students Time Management Strategies for Students How Not to Let Game of Thrones  Fail Your Exams It’s 9 pm and you got a fresh new season of Game of Thrones to watch! But, first you promise yourself only 1 episode. Half way through the video you are hooked and by the time it ends, you throw your hands in despair, John Snow and the White Walkers! I have got to know what happens next! Soon enough you end up watching the entire series. Whew †¦ That was one hell of a season. You suddenly notice its morning, and remember you have a Math exam just in two hours! Two hours!? It’s all your fault, Starks and Lannisters! It’s a matter of urgency and you can’t let Game of Thrones fail your exams! Well, let’s identify the problem. The challenge you face is poor time management. Time management is simply planning, prioritizing, delegating, controlling, understanding yourself and identifying your problematic habits. Once you know how to manage time you will be surprised how easily you can accomplish a lot of activities in only 24 hours! Planning You need to make a comprehensive plan besides a simple to-do list. Your plan should include how you target to carry out an effective time management routine. Before that find free online resources, read article, books and keep on changing your plan when necessary. Prioritizing Divide your work into four main areas: Urgent Put all the urgent work in this area, for instance, upcoming exams, assignments or quiz. Moreover, allocate the most of your time in this zone. Plan to do This is perhaps the most essential part but you have to give it the second most importance. This part usually includes work that matters to you. For instance, researching or networking with other student, scheduling and planning other work related activities. Reject Explain Put here work that causes useless distractions such as email notification or requests from others. Resist and Cease You must try to spend the least amount of time for work that involves in this region such as meaningless doodles, watching Game of Thrones marathon, or listening to songs. Delegating First, take the free delegation review form to see how good you are in this matter. Second, follow these simple steps in a sequent manner: Define the task Select the individual or team for the assignment Provide resources Delegate the task to the individual or team Make a feedback system Review Controlling You have an effective plan or a routine. What happens when you fail to abide by it? You end up letting Game of thrones fail your exams all over again! You must practice your routine and use your plan in a controlled manner until you are accustomed to it. Understanding yourself Understand yourself and the conditions you work best in. Ask yourself these questions:- Do I study better under pressure? Do I study better in a calm or a busy environment? Which time of the day am I most productive? Identifying problematic habits Everyone has some problematic habits such as procrastinating, checking the phone every 5 min, chatting with friends while working, taking a break every now and then and so forth. You must identify all the awkward habits in order to address these matters as soon as possible. See? Time management is not an impossible task. Once you apply this knowledge as well as other resources available you can easily manage your time and if you are smart enough you might even be successful at acing exams that you claim you have no time to study for! Our term  paper writing service can be very useful for you during your exams in college and university.

Biography of Saddam Hussein of Iraq

Biography of Saddam Hussein of Iraq Born: April 28, 1937 at Ouja, near Tikrit, Iraq Died: Executed December 30, 2006 in Baghdad, Iraq Ruled: Fifth President of Iraq, July 16, 1979 to April 9, 2003 Saddam Hussein endured childhood abuse and later torture as a political prisoner. He survived to become one of the most ruthless dictators the modern Middle East has seen. His life began with despair and violence and ended the same way. Early Years Saddam Hussein was born to a shepherds family on April 28, 1937 in northern Iraq, near Tikrit. His father disappeared before the child was born, never to be heard from again, and several months later, Saddams 13-year-old brother died of cancer. The babys mother was too despondent to care for him properly. He was sent to live with the family of his uncle Khairallah Talfah in Baghdad. When Saddam was three, his mother remarried and the child was returned to her in Tikrit. His new stepfather was a violent and abusive man. When he was ten, Saddam ran away from home and returned to his uncles house in Baghdad. Khairallah Talfah had recently been released from prison, after serving time as a political prisoner. Saddams uncle took him in, raised him, allowed him to go to school for the first time, and taught him about Arab nationalism and the pan-Arabist Baath Party. As a youth, Saddam Hussein dreamed of joining the military. His aspirations were crushed, however, when he failed the military school entrance exams. He attended a highly nationalistic secondary school in Baghdad instead, focusing his energy on politics. Entry into Politics In 1957, the twenty-year-old Saddam formally joined the Baath Party. He was selected in 1959 as part of an assassination squad sent to kill the Iraqi president, General Abd al-Karim Qasim. However, the October 7, 1959 assassination attempt did not succeed. Saddam had to flee Iraq overland, by donkey, moving first to However, the October 7, 1959 assassination attempt did not succeed.   Saddam had to flee Iraq overland, by donkey, moving first to Syria for a few months, and then going into exile in Egypt until 1963. Baath Party-linked army officers overthrew Qasim in 1963, and Saddam Hussein returned to Iraq. The following year, due to infighting within the party, he was arrested and imprisoned. For the next three years, he languished as a political prisoner, enduring torture, until he escaped in 1967. Free from prison, he began to organize followers for yet another coup. In 1968, Baathists led by Saddam and Ahmed Hassan al-Bakr took power; Al-Bakr became president, and Saddam Hussein his deputy.   The elderly Al-Bakr was nominally the ruler of Iraq, but Saddam Hussein really held the reins of power.   He sought to stabilize the country, which was divided among Arabs and Kurds, Sunnis and Shiites, and rural tribes versus urban elites. Saddam dealt with these factions through a combination of modernization and development programs, improved living standards and social security, and brutal suppression of anyone who caused trouble despite these measures.   On June 1, 1972, Saddam ordered the nationalization of all foreign-owned oil interests in Iraq. When the 1973 energy crisis struck the following year, Iraqs oil revenues shot up in a sudden windfall of wealth for the country. With this flow of money, Saddam Hussein instituted free compulsory education for all Iraq children all the way through university; free nationalized medical care for all; and generous farm subsidies. He also worked to diversify Iraqs economy, so that it would not be utterly dependent on volatile oil prices. Some of the oil wealth also went into chemical weapons development. Saddam used some of the proceeds to build up the army, party-linked paramilitaries, and a secretive security service. These organizations used disappearances, assassination, and rape as weapons against perceived opponents of the state. Rise to Formal Power In 1976, Saddam Hussein became a general in the armed forces, despite having no military training. He was the de facto leader and strongman of the country, which was still supposedly ruled by the sickly and aged Al-Bakr. Early in 1979, Al-Bakr entered into negotiations with Syrian President Hafez al-Assad to unite the two countries under al-Assads rule, a move that would have marginalized Saddam from power. To Saddam Hussein, the union with Syria was unacceptable. He had become convinced that he was the reincarnation of the ancient Babylonian ruler Nebuchadnezzar (r. 605 - 562 BCE)  and destined for greatness. On July 16, 1979, Saddam forced Al-Bakr to resign, naming himself president. He called a meeting of the Baath party leadership  and called out the names of 68 alleged traitors among those assembled.   They were removed from the room and arrested; 22 were executed. In the following weeks, hundreds more were purged and executed. Saddam Hussein was not willing to risk party in-fighting like that in 1964 that had landed him in prison. Meanwhile, the Islamic Revolution in neighboring Iran put the Shiite clergy in power there. Saddam feared that Iraqi Shiites would be inspired to rise up, so he invaded Iran. He used chemical weapons against the Iranians, tried to wipe out Iraqi Kurds on grounds that they might be sympathetic to Iran, and committed other atrocities. This invasion turned into the grinding, eight-year-long Iran / Iraq War.   Despite Saddam Husseins aggression and violations of international law, much of the Arab world, the Soviet Union, and the United States all supported him in the war against Irans new theocracy. The Iran/Iraq War left hundreds of thousands of people dead on both sides, without changing the borders or governments of either side. To pay for this expensive war, Saddam Hussein decided to seize the oil-rich Gulf nation of Kuwait on grounds that it was historically part of Iraq. He invaded on August 2, 1990. A US-led coalition of UN troops drove the Iraqis out of Kuwait just six weeks later, but Saddams troops had created an environmental catastrophe in Kuwait, setting fire to the oil wells. The UN coalition pushed the Iraqi army back well inside Iraq  but decided not to roll on to Baghdad and depose Saddam. Domestically, Saddam Hussein cracked down ever harder on real or imagined opponents of his rule. He used chemical weapons against the Kurds of northern Iraq  and tried to wipe out the marsh Arabs of the delta region. His security services also arrested and tortured thousands of suspected political dissidents. Second Gulf War and Fall On September 11, 2001, al-Qaeda launched a massive attack on the United States. US government officials began to imply, without offering any proof, that Iraq might have been implicated in the terrorist plot. The US also charged that Iraq was developing nuclear weapons; UN weapons inspection teams found no evidence that those programs existed. Despite the lack of any ties to 9/11 or any proof of WMD (weapons of mass destruction) development, the US launched a new invasion of Iraq on March 20, 2003. This was the beginning of the Iraq War, or Second Gulf War. Baghdad fell to the US-led coalition on April 9, 2003. However, Saddam Hussein escaped. He remained on the run for months, issuing recorded statements to the people of Iraq urging them to resist the invaders. On December 13, 2003, US troops finally located him in a tiny underground bunker near Tikrit.   He was arrested and sent to a US base in Baghdad. After six months, the US handed him over to the interim Iraqi government for trial. Saddam was charged with 148 specific counts of murder, torture of women and children, illegal detention, and other crimes against humanity. The Iraqi Special Tribunal found him guilty on November 5, 2006, and sentenced him to death. His subsequent appeal was denied, as was his request for execution by firing squad instead of hanging. On December 30, 2006, Saddam Hussein was hanged at an Iraqi army base near Baghdad. Video of his death soon leaked on the internet, sparking international controversy.

Financial Statement Fraud Schemes Essay Example | Topics and Well Written Essays - 1000 words

Financial Statement Fraud Schemes - Essay Example This case involves several characters, namely; Mr. Karina Ramirez, the director internal auditor at Apollo Shoes Company, the engagement manager Mr. -Darlene Ward law, Mr. Arnold Anderson the engagement partner and the intern Bradley Crumpler (Timothy, Loretta, & Kenneth, 2011). The communication in this company entails the use of email messages because physical interaction is limited between the employees (Timothy, Loretta, & Kenneth, 2011). Based on this case it can be scrutinized that the company accountants has not been ensuring that all items are properly recorded for easy audit. Additionally, the company does not have enough experts to carry out audit work (Timothy, Loretta, & Kenneth, 2011). This can be scrutinized with a scenario where an intern was incapable of making necessary entries in the books of accounts as other members were busy doing other duties (Timothy, Loretta, & Kenneth, 2011). Poor financial management has subjected customers to financial difficulties and this has made the company fail to accomplish goals and objectives. This can be substantiated by in the director statement when he asserted that the company sales was not strong and therefore there was a need to relook on the marketing plan(Timothy, Loretta, & Kenneth, 2011). 1. Identify potential financial statement fraud schemes would likely be present in Apollo Shoes Company The financial statements fraud schemes has been presented in the Apollo’s Company case in numerous ways. There have been some underlying discrepancies between the figures in the financial statement and director’s reports (Timothy, Loretta, & Kenneth, 2011). For example the audited financial statement indicated that Inventories were valued at $18,825,205.24 while unaudited financial statements indicated that inventories were valued at $$67,424,527.50 (Timothy, Loretta, & Kenneth, 2011). This shows that there was a discrepancy of $48599322.26 obtained by finding the difference between the unaudited and audited financial figure which is a clear indication that fraud was taking place (Timothy, Loretta, & Kenneth, 2011). Additionally, inventories were valued at $18,825,205 in the year 2010 while reserves were valued at $3,000,000 (Timothy, Loretta, & Kenneth, 2011). This shows that there was an approximate of fifteen percent reserves in the company. On the contrary, inventories were valued at $67,424,527 in the year 2011 while company reserves were valued at $867,000 indicating that there were only 1.2% reserves (Timothy, Loretta, & Kenneth, 2011). The above discrepancy was so wide and therefore it is a clear sign that fraudulent acts were taking place in Apollo’s company (Timothy, Loretta, & Kenneth, 2011). In above connection, it can be scrutinized that the company did not established measures to safe guard shareholders interest. For instance; between 2009 and 2010, revenues were reported to increase from 10% to 15 % respectively and that customers were allotted a fair shar e according to the directors’ report (Timothy, Loretta, & Kenneth, 2011). However, this was not the case because the figures could not be reflected in the books of accounts. Additionally, it has been reported that customers were undergoing via financial difficulties (Timothy, Loretta, & Kenneth, 2011). 2. Describe the types of evidence you would look for to

Final Essay Example | Topics and Well Written Essays - 1000 words - 15

Final - Essay Example The word antique has been outlined by the poet to differentiate between those who don’t believe and those who believe (Dickson, 2591). The bible for example has been utilized to alienate the non believers and the believers. The deeply held conviction among the believers is seen not to have any bearings. The believers who are less in numbers are trying to find God by finding out that relationship that existed between him and the people who lived long time ago as presented by the bible. The poet acknowledges that those looking for God’s guidance through the bible posses a relationship that is second hand to the loving and deeply personal God. Many of the boys who don’t believe tend to reject God because they believe that he is impersonal and outdated. She claims that the problem lies with the type of presentation that exists. The use of the word warble is however interesting. Calling song bird images to mind is a subtle nod aimed at bringing out her confidence in connection to the almighty God. She asserts that the people should be used to condemn people but has to lead them toward improving their relationships with the almighty God. She utilizes the poem in educating the youths and young men to seek God through studying the bible. She also advices preachers to avoid condemning the young men through use the bible. She uses the word; it didn’t condemn referring to the bible as the word of God (Dickson, 2591). Emily Dickson is seen to support the pagan and to criticize and make a mockery of God in most of her poems. The antireligious tone in most of her poems has been avoided in literature studies to paint a better picture to the society. The poet has used the bible as a mean of ensuring her message is able to reach the people. The term boys are symbolic and have been used to refer the many the people in the world. Dickson is easily appreciated and

One- Creative Writing Essay Example for Free

One- Creative Writing Essay Medic! the cry rang out through the hot street. Another gunshot, and men scrambled for cover like scared rabbits. The man still lay bleeding in the middle of the road. The war had started today, and he was already dying. He made an attempt to crawl for safety. Too late, he looked pleadingly to his comrades. A rifle bullet cut through stifling air and bit deep into the mans backbone. He writhed, screaming in pain. A final shot, this time better aimed. A burst of blood from his neck and a gargle, and he was gone forever. He was dead. His radio crackled. A few miles away someone needed help. Med Evac to grid 647- 321. Landmine detonation. One casualty. Serious. George Robertson lay in the muddy field, in a pool of dirty water and his own blood. Like a Valkyrie coming to claim him, a helicopter buzzed overhead, and two medics kneeling beside him spoke in terse, quiet voices. Of course, George didnt know any of this. George didnt know that his legs were a smoking ruin and that his pelvis had been smashed, fragments forced into his gut and spine. There was no pain, only the purgatory black of unconsciousness. A memory formed in his mind. The morning rally echoed out over the barracks. George woke up and sat on the side of his bed. Still dark outside, he thought, as he glanced at his watch. Five thirty- what was going on? Someone knocked at the door, and came in. It was Mark, Georges best mate. They had joined the army together, about a year back. Mark was from Liverpool and was the funniest person in Georges squad. Whaddya reckons going on then? asked Mark in his thick scouse. Dunno, replied George, still half awake. Might be about that thing in the Novistranos islands. Oh yeah. Yeah, I read abou that. Big time drug dealers rule half the place, I heard George, finally, was dressed. The two men walked out into the warm June night, across the parade ground where they drilled three times a week with that idiot Sergeant Major. Another rally call echoed through the mist. Cmon, were late!, exclaimed Mark loudly. Leg it! The men ran into the briefing hall, and not a moment late. Colonel Smith was stepping to the front. The men sat down. The situation in the Novistranos Island group has changed, gentlemen. A military coup has taken place there, led by a drug dealer called Pedro Alvarez. A picture of the man in question flashed up on the projector- he had a bushy moustache and wore huge sunglasses, with a straw hat on. Some of the assembled men laughed- he hardly looked the billionaire, mass murdering drug dealer he was. Okay, settle down now. He may look comical, but hes anything but. He bribed the army some weeks ago, and took control of most of the country. He sent the tanks into the capital last night. Latest estimates put the death toll in the thousands. The President is dead. The cabinet have either been murdered or defected to the rebels. This is serious. Novistranos has a capable army, with around 150,000 professional soldiers, and an unspecified number of reserves. NATO says we need to act fast. The Prime Minister makes a statement this afternoon. Prep for combat. You leave in 6 hours. You were formed as a rapid reaction force. Today, you fulfil that role. There was a shocked silence in the barracks. Every man attended to his weapons and kit. They sat on their bunks, writing final letters, cleaning firearms, assembling combat gear; webbing, body armour, radio sets. They knew that without proper preparation, they were going home in a cheap wooden box. On the helicopter, George lay on a stretcher, eyes staring blankly at the ceiling, unknowing of his weakening pulse and massive blood loss. There were two dressings around what was left of his legs, and a line in his arm. The rotors buzzed like maddened flies, and the medic next to him noted his pulse. George dropped out of the paroxysm of nothing he was in, and lapsed into another flashback. George Robertson woke up. It was too early. Hed got the sack yesterday from the garage where he worked. He remembered how the boss had said something along the lines of an irreparable deficit between costs and sales. George had said to his best friend Mark about how the boss quite possibly had a deficit between his mouth and brain. George had liked his job at the garage- he liked working with machines and going down the local afterwards with his mates. Out of all the jobs in Sheffield, all thirty of em, thought George, that had to be the best one. He had thought about going down the Job Centre, but what would they have for a lad with 5 GCSEs in Sheffield? The steel industry had packed up about twenty years ago, and no office would take him with his qualifications. Damn. Sheffield can offer me no more, he thought aloud. He needed a job where he could travel, and carry on working with mechanical stuff. Preferably without being a gypsy who fixed caravans, he chuckled. Just then, the pho ne rang. Hello?, George answered. He couldnt be bothered with anyone today. A right mate?, answered the voice at the other end, in a thick liverpudlian accent. It was Mark. You got any ideas for a job? Me mams chucked me out again George laughed aloud. Its true what they say about scouse families, then? As a matter of fact, I do have an idea for a job. What would you think about joining the army? Sounds good to me- pay, free house on a base could be just the thing. Hes destabilising! In the hot and damp medical tent, orderlies milled around the man who lay on the table in the centre of the floor. George was dying. He thrashed around on his bed, his mind not registering the pain his body was in. Finally, the surgeon arrived. He wore a bloodstained apron, with scalpels and capped syringes full of morphine hanging out of the pouch like a sinister infant kangaroo. He had a weather-beaten face; hed seen it all before, too many times. Whats going on with him?, the Doctor inquired. Massive internal bleeding he needs surgery now, sir, recommended a senior medic, brandishing x- ray photos at the Doctor, who brushed past him. Uncaring of the swirling melee, like a ghost in the night, the Doctor walked to George, who was still thrashing about on the table. The Doctor took Georges arm, and took a syringe from his pouch. The needle slipped into the skin, like the mouthpiece of a hungry mosquito. A thumb pushed the plunger, and the Doctor shouted Ten millegrams morphine going in. A minute later, the potent opiate did its work and the thrashing stopped. His pulse was still weak, but had slowed to a safer level. His blood pressure, though, the Doctor noted, was through the floor. The room was silent and still. The doctor breathed in long and slow. Get this man to theatre. Im going to do what I can.. The Doctor said, and walked away to get ready. Oh, and contact HQ. They have to inform his family. The shaking stopped as the ramp on the Hercules transport reached its fully open position. The thirty young men checked their parachutes one last time. They looked at the light by the door- still red. The men turned their heads to the standing figure of Lieutenant Lewis. He shouted out the orders that they already knew about and had studied countless times on the way to this god-forsaken place. Stand up! 60 seconds!, he shouted over the whistling wind. The men stood up, unclipping their arrestor hooks from their chutes. Clip on!. The men took the hooks and attached them to the line running the length of the cargo bay. 30 seconds! George looked over at Mark, who was facing forwards, looking at the helmet of the man in front. He heard another man whispering the Lords Prayer; someone else simply closed his eyes and raised his head to look at the ceiling. George thought of all of his friends at home, his family, his little sister, and his girlfriend. He had never had a chance to tell any of them he was shipping out. He thought more of them, imagining their faces, imagining their voices. A huge explosion interrupted his reverie, and the plane lurched to one side. One unfortunate man was thrown out the door screaming, spinning uncontrollably to his death. Another was hit by burning kerosene from an auxiliary fuel tank that exploded next to him, and ran screaming through the door. Missile hit! Repeat, missile hit! Evac, evac, evac!, the pilot screamed through the intercom. Ejecting! There was a roar as the pilot saved himself from certain death. Shocked, George looked at the still red light at the back of the plane. He muttered a hurried prayer. Lets go!, screamed the Lieutenant. No- one needed telling twice. Like lemmings running to a cliff, they charged for the exit. Some of the men got out in time. Others were not so lucky. The planes nose jerked upwards as another explosion severed the arrestor line, and all the men in the plane were thrown out of the door, all spinning. except for the charred remains of what had been the co- pilot, who had been immolated in the first hit. The plane span downwards, hitting the ground with a cataclysmic explosion. George coasted down through the sky. He was still processing what had happened on the plane- it had happened so fast. One second he was thinking of home, next second he had watched two men die. Was this war, he thought? Was this what it was really like, simply watching your friends die completely randomly and without reason? War was hell, he decided, and hed been in one for less than a minute. He wanted to go home. Back in Sheffield, the Robertsons sat watching the TV. They saw the pictures of air strikes on the Novistranos Islands. They saw the British planes roaming the skies, firing missiles at seemingly random intervals at unseen targets. Another year, another war, the correspondents had said. Itll be over soon, they prophesised like fortune tellers, as they always did. The telephone rang. Hello?, said John Robertson, in his gruff voice. Is that Mr Robertson?, inquired the voice. Speaking. What do you want? My son is in a war zone. If youre another double glazing salesman- John was cut off by the insistent voice of the caller. Mr Robertson, could you take a seat please? I have some bad news. Its about your son, George. I cant do any more. Stitch him back up, you. All we can do now is hope. The Doctor took off his gloves and walked away from the dying man. The Doctor knew hed be dead in a few hours. There was so much damage to his arteries. Almost all of them were ruptured. Anyway, the Doctor reasoned with himself, hed never walk again- he had no legs. He would have to have a colostomy bag too- that much damage had been done by bone shards from the pelvis, shattered into hundreds of pieces. The doctor went into his private room, lay face down on his bed, and wept. There were so many dead just so many. All young men with their lives ahead of them. War. War. War. A three-letter word, with so many implications. George thought again. He was drifting away from these thoughts now; he was running out of the energy to think them. He remembered back to when he hit the ground. George unclipped his parachute and took his SA-80 from his pack. He had come down in a clearing, luckily. In training, they had showed the pictures of men who had landed on trees. Nervously, he spoke into his radio microphone. Bravo 2-6 to any friendly units, respondBravo 2-6 to any friendly units, please respond, over Bravo 2-5 here. Whats your status, George? It was Mark. Im OK, he replied. The plane. How many got out alive? Do you know? I saw 12 chutes as I came down, including yours. I was last out. The last thing I saw was the back of the plane completely shearing in two. theyre all dead. Sixteen men hurled to their doom. Sixteen friends. Sixteen families. It all sank in. OK Ive looked at the map. Meet at grid 502-178, said Mark. Roger, see you- George stopped talking. Hed seen something move in the trees to his left. George immediately went prone, and looked around him. He crawled through the undergrowth, and saw a man walking away. He looked in his early twenties maybe the same age as George. He carried an AK-47, and wore a red t shirt, with the words Always Coca Cola emblazoned on the back. George moved again, this time snapping a twig. The man turned around, eyes wild with panic. He lifted his gun to shoot George. George instinctively pulled the trigger on his rifle. A shout of gun, and the man was on the floor. George lay there, stunned. Hed just killed a man. He got up to look at the man. and jogged. The rendezvous couldnt be far away now. A half hour later, George was being briefed by the lieutenant. They had 11 men in the squad, and the main force had landed on the beach a few miles away. Helicopters buzzed overhead.. Now that the war is through with me George stepped forwards. Im waking up I cannot see. His foot hit something metallic.. Deep down inside I feel the scream.. Landmine! shrieked a squaddie. George was in terrible pain. This terrible silence stops me.. The world went white. Now the world is gone, Im just one, Oh God help me.. The pain stopped. George remembered no more. Hes dead, Doctor.

kurdish issue :: essays research papers fc

Some people feel that their life is in their own hands and if they are terminally ill and do not want to suffer, they can end their own life. Assisted suicide or euthanasia is one way they can do it. The issue of assisted suicide has been a controversial one around the world for some time. Many think it is immoral and against the religious values, while others argue for the option to have a physician help to end his or her life painlessly. There is also another group of people who are terminally ill but trying to survive and keep their life longer as much as they can. These people usually spend their time in hospice and in an oncological unit. Suicide is the act of ending one's own life. It is literally called as self killing. As a matter of fact, this act is considered a very complex work particularly with regard to the reasons. However, there are a many different reasons which can lead people to commit suicide. Nowadays, suicide has become an important subject all over the world. That not only because it is a dangerous phenomenon which has an unfavourable effect on any society, but also because of the dramatic increase in the number of people who died as a result of suicide. Over the past ten to twenty years a big issue has been made over a person’s right to commit suicide or not. The American courts have had to deal with everything from assisted suicides to planned suicides. Also they had to deal with whether the constitution gives the American people the right to take their own lives or whether it says they have the power to allow someone else to take their lives. They have had to determine in some cases whether it was done for a reason such as insurance fraud. Euthanasia or assisted suicide is a very sensitive topic of today’s world. With the medical technology of today, it is possible to keep a person alive even if brain dead by the use of life support machines and other life sustaining equipment. The debate is that when a person is at a dead end, either in a coma or having been diagnosed with a terminal disease that ends in death, should that person be able to have the right to choose to die by an assisted suicide.

In Howards End, Forster is very much on the side of women, and unfair to male characters

Edward Morgan Forster was born in 1879 in London. His father died before he was born and subsequently it was women who brought him up, his mother and great-aunt Marianne Thornton. Foster spent his childhood largely in the female company and in their sheltering presence, who no doubt gave him knowledge of how women were perceived and where their role was in the society. It was his aunt who left Forster a legacy of eight thousand pounds, a considerable sum in those days when remembering that Margaret Schlegel lives very well on six hundred a year. The inheritance from his aunt enabled him to write in independence and security. It is therefore unsurprising that Forster held a high opinion of women, and being brought up by them, not surprising that he would take ‘their side'. Forster exposes the constructed nature of gender and his own ambivalent relationship to traits coded ‘masculine' and ‘feminine' in his culture. However, there is substantial evidence to suggest that Forster was deeply troubled and preoccupied by his own gender identity in this period. This may be reason for Forster to side with women in the play. Forster uses Margaret as the central character in the novel and the most completely drawn. Through certain parts of the novel, the narration seems to vacillate between Margaret and Forster. This shows that Forster is much more inclined to take the side of women rather than men. She is the centre of consciousness in nearly every scene. In chapter two Forster sums her up and sums up the cause of her fascination; she has ‘a profound vivacity, a continual and sincere response to all that she encountered in her path through life'. Forster seems to be always able to rise to the challenge of that description. Helen has a lot in common with Margaret. We are told that she is much more beautiful than Margaret as well as being more impulsive, idealistic and uncompromising. Helen is a character who is ‘rather apt to entice people, and, in enticing them, to be herself enticed'. Forster presents Helen as an imaginative character although she often talks without thinking. Helen's responses to life are intense, excitable and exaggerated. The difference presented by Forster is that men view life as a conquest to gain materialistic pleasure, which although may be enjoyed presently, they are not able to take theses pleasures with them. Women differ, as Helen states in chapter twenty-seven, that money is not an end to all means, and that life is more about emotional conquest. However this is easy for Helen to say as she is set up for life with inheritance money. Therefore, money should not be an issue to Helen, which is proved when she tries to offer Leonard five thousand pounds. Forster's central opposition between man and woman seems to be played out by Henry and Margaret, in which it is blatantly obvious that Forster sides with Margaret. This can be seen in the conversation on the levels of houses. Margaret recognizes that ‘ours is a female house†¦. It must be feminine and all we can do is see that it isn't effeminate. Just as another house I can mention, but I won't, sound irrevocably masculine, and all its inmates can do is see that it isn't brutal'. Through Margaret Schlegel, the traditional terms of masculinity and femininity are scrutinized and are subjected to the demands of higher integration. Margaret's point of view is ultimately not representative of a view that might be coded as essentially female or feminine. Forster is sensitive both to the essentialist conceptions of the female and the social coding of feminism. Margaret is much the voice of Forster when speaking and underlines Forster opinions of women and the fact that he is very much on their side throughout debate and speeches in the novel. In conclusion, in my opinion, the fact that Forster was troubled by his own sexuality and the fact he was a homosexual would incline him to take the views of women. This is also propelled by the fact that his upbringing was done only by women in the form of his mother and his aunt. Forster's inheritance ensured he would not have to labor in order to educate himself, so in fact may never of had much contact with ‘the real world'.

The Overcoat

Meanings and Indeterminacy in Gogol's â€Å"The Overcoat† Author(s): Victor Brombert Reviewed work(s): Source: Proceedings of the American Philosophical Society, Vol. 135, No. 4 (Dec. , 1991), pp. 569-575 Published by: American Philosophical Society Stable URL: http://www. jstor. org/stable/986817 . Accessed: 25/01/2012 04:09 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www. jstor. org/page/info/about/policies/terms. sp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email  protected] org. American Philosophical Society is collaborating with JSTOR to digitize, preserve and extend access to Proceedings of the American Philosophical Society. h ttp://www. jstor. org Indeterminacy Meanings and in Gogol's The Overcoat* VICTOR BROMBERT Henry Putnam University Professorof Romanceand ComparativeLiterature Princeton University kaky Akakyevich is the central characterof Gogol's story TheOvercoat. Although Dostoyevsky gave common currency to the term â€Å"antihero† in Notes from Underground,it is Gogol's Akaky Akakyevich who is the genuine, unmitigated, and seemingly unredeemable antihero. For Dostoyevsky's anti-heroic paradoxalist, afflicted with hypertrophia of the consciousness, is well-read, cerebral, incurably bookish, and talkative. Akaky Akakyevich is hardly aware, and almost inarticulate. Gogol's artistic wager was to try to articulate this inarticulateness. The story, in its plot line, is simple. A most unremarkable copying clerk in a St. Petersburg ministry-bald, pockmarked, short-sighted, and the scapegoat of his colleagues who invent cruel ways of mocking himdiscovers one day that his pathetically threadbare coat no longer protects him against the fierce winter wind. The tailor he consults categorically refuses to repair the coat which is now beyond repair, and empts Akaky Akakyevich into having a new overcoat made, one totally beyond his means, but which by dint of enormous sacrifices, he manages to acquire and wear with a newly discovered sense of pride. But his happiness lasts only one short day. Crossing a deserted quarter at night, he is attacked by two thieves who knock him to the ground and steal his coat. Drenched, frozen, deeply upset, brutally reprimanded by a superior whose help he dared seek, A kaky develops a fever, becomes delirious, and dies. One can hardly speak of an interesting plot line. Yet this simple story lends itself to orgies of interpretations. In fact, there may be as many interpretations as there are readers. The Overcoatcan be read as a parable, a hermeneutic puzzle, an exercise in meaninglessness. But to begin with, there is the temptation to read it seriously as satire with a social and * Read 9 November 1990. PROCEEDINGS OF THE AMERICAN PHILOSOPHICAL SOCIETY, VOL. 135, NO. 4, 1991 569 570 VICTOR BROMBERT moral message. In The Nose, Gogol had already made fun of the rankconsciousness and venality of civil servants. In The Overcoat, he seems to deride systematically the parasitical, lazy, phony, world of Russian officialdom, whose members are the impotent mediators of a hierarchy of ineffectual power structure in which every subordinate fears and apes his superior. Early Russian critics, convinced that literature must have a moral message, read such a denunciatory and corrective satirical intention into the story even though it is clear that Gogol constantly shifts his tone, defends no apparent norm, and systematically ironizes any possible â€Å"serious† message. There is of course the temptation to read The Overcoatas a tale of compassion, as a plea for brotherhood. The pathetically defenseless little clerk, taunted and persecuted by the group, remains blissfully oblivious to the cruel pranks of which he is the butt, intent on his humble copying activity. Only when the jokes become too outrageous, or interfere with his work, does he protest ever so mildly. But here the tone of the story seems to change. For Gogol introduces a young man, recently appointed to the same office, who is on the point of sharing in the general fun, and who is suddenly struck by the strange notes in Akaky's voice which touch his heart with pity and make him suddenly see everything in a very different light. A true revelation emanating from an â€Å"unnatural† (neestestvennyi) power allows him to hear other words behind Akaky's banal entreaty to be left alone. What he hears are the deeply penetrating, unspoken words echoing with poignant significance: â€Å"I am thy brother. And with this voice from behind the voice comes the shocked awareness of how much â€Å"inhumanity† there is in human beings, how much brutality lurks in what goes as civilized society and civilized behavior. The apparent lesson in humanity given by the scapegoat victim seems, in the immediate context, to have an almost religious character, especially if one relates it to the narrator's comments, after Akaky's death, on ho w a man of meekness who bore the sneers and insults of his fellow human beings disappeared from this world, but who, before his agony, had a vision of the bright visitant (svetluy gost). The man of meekness, the man of sorrows, like the unspoken but clearly heard â€Å"I am thy brother,† seems to have a Christian, if not Christological, resonance. But we forget Akaky's name, and that we are not allowed to do. For the patronymic appellation not only stresses the principle of repetition (Akaky's first name being exactly the same as his father's), but the funny sound repetition is even funnier because the syllable kak = like (tak kak = just as) embeds the principle of sameness in Akaky's name, determining, it would seem, his single-minded, life-long activity of copying and implicit condemnation to sameness. Regarding the many years Akaky served in the same department, Gogol observes that he â€Å"remained in exactly the same place, in exactly the same position, in exactly the same job, doing exactly the same kind of work, to wit copying official documents. † But there is better (or worse) especially to Russian ears, for kakatj GOGOL'S THE OVERCOAT 571 (from the Greek cacos = bad, evil) is children's talk for defecate, and caca in many languages refers to human excrement. To be afflicted with such a name clearly relates to the garbage being regularly dumped on Akaky as he walks in the street, and to his being treated with no more respect by the caretakers than a common fly. The cruel verbal fun around the syllable kak extends beyond the character's name, and contaminates Gogol's text. Gogol indulges in seemingly endless variations on the words tak, kak,kakoi,kakoi-to,kakikh-to,vot-kak,neekak,takoi, takaya,kaknibut, (just so, that's how, in no way, somehow, and so on) which in the translation disappear altogether. The exploitations of sound effects or sound meanings clearly correspond to a poet's fascination with the prestigious cacophonic resources of ordinary speech. 1 One last point about the choice of Akaky's name, specifically the Christian act of â€Å"christening†: according to custom, the calendar was opened at random and several saints' names (Mokkia, Sossia), including the name of the martyr Khozdazat, were considered, only to be rejected by the mother because they sounded so strange. Akaky was chosen because that was the name of the father. But Acacius, a holy monk of Sinai, was also a saint and martyr, and we find ourselves-especially since the Greek prefix a (Acacius) signifies: not bad, therefore good, meek, humble, obedient-back to the religious motif. If Akaky continues to copy for his own pleasure at home, this is in large part because the bliss of copying has a specifically monastic resonance. Gogol does indeed refer to his copying as a â€Å"labor of love. † Here a new temptation assails the reader. Should The Overcoatnot be read as hagiography in a banal modern context, or at the very least as a parody of hagiography? A number of elements seem to lend support to such a reading of the story in or against the perspective of the traditional lives of the saints: the humble task of copying documents, reference to the theme of the martyr (muchenik),salvational terminology, sacrificial motifs or communion (â€Å"I am thy brother†), Akaky's visions and ecstasies, his own apparitions from beyond the grave. But the most telling analogy with hagiographic lore is the conversion-effect on others, first on the young man who has a revelation of a voice that is not of this world (svet), and toward the end he self-admiring, domineering, Very Important Person on whom Akaky's ghost-like apparition makes a neverto-be-forgotten impression. 2 The overcoat itself can take on religious connotations because clothing, in the symbolism of the Bible and orthodox liturgy, often represents righteousness and salvation. The only trouble with such an interpretation-and Gogol has written Meditations on the Divine Liturgy wh ich 1 Boris Eichenbaum speaks of Gogol's â€Å"phonic inscriptions† and â€Å"sound-semantics† in â€Å"How ‘The Overcoat' is Made,† in Gogol from the Twentieth Century, ed. Robert A. Maguire, Princeton University Press, 1974, p. 280. 2 See John Schillinger, â€Å"Gogol's ‘The Overcoat'as a Travesty of Hagiography,† Slavic and East EuropeanJournal, Spring 1972, 16, 1: 36-41. 572 VICTOR BROMBERT refer to the priest's robe of righteousness as a garment of salvation3-is that the coat can have an opposite symbolic significance, that of hiding the truth. Hence the traditional image of disrobing to reveal the naked self. In addition, there are many other possible meanings quite remote from the religious sphere: the metonymic displacement of the libido (the Russian word for overcoat- shinel- is appropriately feminine), the effects of virilization (in his new coat, Akaky surprises himself in the act of running after some woman in the street! ), loss of innocence and loss of â€Å"original celibacy. â€Å"4 The coat itself thus turns out to be a form of temptation (material acquisition, vanity, pride), and the devilish tailor is the agent of this temptation just as the writer or narrator (who in fact is he? â€Å"tempts† the reader into a succession of vacuous and mutually canceling interpretations. This provocative writer-reader relationship, sustained throughout the narration, casts a special light on Akaky's fundamental activity of copying- the act of writing in its purest form. It does not take much imagination (our modern critics discover self-referentiality everywhere) to see in Akaky's c opying an analogue of the writer's activity. And like the proverbially absorbed writer or scholar, he is obsessed by his writing to the point of finding himself in the middle of the street while thinking that he is in the middle of a sentence. This self-absorbed and selfreferential nature of Gogol's act of writing might be seen to imply a negative attitude toward the referential world, toward all that which is not writing. Much like Flaubert, who dreamt of composing a â€Å"book about nothing,† and whom contemporary critics like to view as an apostle of self-referential, intransitive literature, Gogol yearns for monastic withdrawal. Flaubert was haunted by the figures of the monk and the saint. Similarly, Gogol explained in a letter: â€Å"It is not the poet's business to worm his way into the world's marketplace. Like a silent monk, he lives in the world without belonging to it . . . â€Å"5 Pushed to a logical extreme, this sense of the radical deceptiveness of life calls into question worldly authority, and leads to a destabilizing stance that challenges the principle of authority, a subversive gesta of which the real hero is the artist himself. There is indeed something devilish about Gogol's narrative voice. It has already been suggested that the devil makes an appearance in the figure of the tailor who tempts Akaky into buying the coat. This caricature of the sartorial artist who quite literally is the creator of the overcoat, this ex-serf sitting with his legs crossed under him like a Turkish pasha, has diabolical earmarks: he is a â€Å"one-eyed devil† living at the end of a black staircase; he has a de3 See Anthony Hippisley, â€Å"Gogol's ‘The Overcoat':A further Interpretation,† Slavic and East EuropeanJournal, Summer, 1976, 20, 2: 121-129. Hippisley points out (p. 123) that Gogol, in his Meditations on the Divine Liturgy quotes Psalms 132:9: â€Å"Let thy priests be clothed with righteousness .. † 4 The expression is Charles Bernheimer's, in his fine essay â€Å"Cloaking the Self: The Literary Space of Gogol's ‘Overcoat,†Ã¢â‚¬Ëœ PMLA, January 1975, 90, 1: 53-61. 5 Letter to Pogodin, quoted by Charles Bernheimer (op. cit. , p. 53) and Donald Fanger, The Creationof Nikolai Gogol, Harvard University Press, 1979. GOGOL'S THE OVERCOAT 573 formed big toenail, hard and thick as a tortoise shell; he handles a thricereferred-to snuff box on which the face of a general has been effaced (the devil is faceless); he seems to be nudged by the devil and charges â€Å"the devil knows what prices. 6 This verbal playfulness seems to extend to the narrator himself, who undercuts his own narration in truly diabolical fashion by means of grotesque hyperbolizing, mixtures of realistic and parodistic elements, sudden shifts from the rational to the irrational, and elliptical displacements from epic triviality to unrestrained fantasy. Indulging in a game of mirages and fog-like uncertainties, the narrator subverts the logical progression of his story. Ultimately, even the ghost is debunked, and we are back in the blackness of quotidian reality. In the Russian text, these shifts in tone and textual instabilities are even more insidious, since everything seems to blur into the undifferentiated flow of seemingly endless paragraphs. This merging of discontinuities undermines any sense of plot, undercuts the notion of subject, and suggests at every point that what is told is another story, thereby teasing the reader into endless interpretations that can neither be stabilized nor stopped. Some of this is the inevitable result of a mimesis of inarticulateness, a narrative style that is the imitative substitute for Akaky's manner of communicating mostly through prepositions, adverbs, and â€Å"such parts of speech as have no meaning whatsoever. † But the strategy of destabilization and fragmented diction also has a deeper subversive purpose. The non sequiturs and hesitations reveal the arbitrariness of any fictional structure, and in the last analysis subvert any auctorial authority. The concluding page of The Nose represents an authorial critique of the story as incomprehensible and useless. The mediating self-negator is the fictionalized narrator identified in The Overcoat as the raskazyvaiushyi-the narrating one. And this narrator, occasionally pretending to be ignorant or semi-ignorant (like Cervantes's narrative voice as of the very first sentence of Don Quixote) does not know in what town, on what day, on what street the action takes placein fact, complains of loss of memory. All this, however, only accentuates the possible importance of the unknowable and the unsayable, while protecting the protagonist's sacred privacy. The narrator clumsily speculates on what Akaky might or might not have said to himself as he stares at an erotic window display in the elegant quarter of St. Petersburg, and he concludes: â€Å"But perhaps he never even said anything at all to himself. For it is impossible to delve into a person's mind [in Russian, literally: to creep into a person's soul]. The Overcoat is thus marked by conflicting and enigmatic signals, pointing to oxymoronic textures of meanings. Inversions hint at conver6 Dmitry Chizhevsky, who stresses the presence of the Devil in â€Å"The Overcoat,†writes: â€Å"As someone who was well read in religious literature, as a connoisseur and collector of folklore materials-from popular songs and legends-Gogol of course knew about the Christian and folk tradition that the Devil is faceless† (â€Å"About Go gol's ‘Overcoat,†Ã¢â‚¬Ëœ in Gogol from the Twentieth Century, p. 20). 574 VICTOR BROMBERT sions. What is seemingly up is in fact seen to be down, while the reverse is equally true. The downtrodden creature turns out to be capable of heroic sacrifices, while the powerfully constituted VIP with the appearance of a bogatyr(hero) is cut down to human size by fright. On the other hand, when Akaky's fall is likened to a disaster such as destroys the czars and other great ones of this earth, one may well feel that Gogol is ironic about all heroic poses, heroic values, and heroic figures. When Akaky wears the new coat, his pulse beats faster, his bearing seems to indicate a newly discovered sense of purpose (tzel), his eyes have an audacious gleam, he appears somehow to have almost become virile. Yet the overcoat is also the emblem of false values, of trivial passion, of a silly reason for a human downfall. One might wish therefore to read a deeper significance into these mutually canceling interpretations. In English, the word passion is fraught with a multiple significance: in the ordinary sense, it denotes intense and even overwhelming emotion, especially of love; yet etymologically, it signifies suffering. Love and suffering are of course linked in a grotesque manner in The Overcoat. Whether such love and such suffering are commensurate with any objective reality remains unresolved in this story which seems to say that any love is great no matter what its object, that love is all-powerful; and conversely, that any passion can drag one down, that the more intense it seems, the emptier it is. Gogol's style is in itself an admirable instrument of ambivalence: enlarging trivia, and thereby trivializing what we may for a moment be tempted to take as significant. What complicates Gogol's text for the reader is that it is not a case of simple ambivalence. It will not do to praise Gogol as a compassionate realist with an ethical message or to see him as a playful anti-realist indulging in overwrought imagery and in the reflections of distorting mirrors. The hard fact is that Gogol is a protean writer whose simultaneity of possible meanings allows for no respite and no comfortable univocal mess age. If the narrator is center stage, it is because ultimately he becomes a performer, a buffoonish actor mimicking incoherence itself. Intelligent readers of Gogol-Boris Eichenbaum, Vladimir Nabokov, Victor Erlich, Charles Bernheimer, Donald Fanger8-have in varying degrees and with different emphases, understood that rather than indulging in a feast of ideas to be taken seriously, Gogol delighted in verbal acts as a game-a game that implied the autonomy of narrative style, a declaration of artistic independence, and a thorough deflation of l'esprit de serieux. I am largely indebted to Dmitry Chizhevsky who has admirably shown how the repeated and incongruous use of the adverb â€Å"even† (daje) breaks up the logical train of thoughts, enlarges trivia, and frustrates the reader by making the insignificant seem significant, and vice versa. Such a narrative strategy is related by Chizhevsky to the semantic oscillations of the text (â€Å"About Gogol's ‘Overcoat,'† in Gog ol from the Twentieth Century, pp. 295-322). 8 Boris Eichenbaum, op. cit. Vladimir Nabokov, Nikolai Gogol, New Directions, 1944; Victor Erlich, Gogol, Yale University Press, 1969; Charles Bernheimer, op. cit. ; Donald Fanger, op. cit. GOGOL'S THE OVERCOAT 575 Perhaps there is an underlying autobiographic urge in The Overcoat, and the verbal clowning and narrative pirouettes are telling a story in which the irrational takes on an exorcising and liberating virtue-much as the idiosyncrasies of Dostoyevsky's Notes from Undergroundpresent a vehement protest against spiritually deadening rationality. What is certain is that Gogol needs to wear a mask. Haunted by the monsters born of his imagination, afraid to be unmasked, Gogol literally disappears in his writing by becoming a multiplicity of voices. 9 But there is a danger in depicting Gogol as an escape artist struggling against his own demons at the same time as he struggles against the repressive reality he wishes to deny. Similarly, there is the risk of considerable distortion in the determination of formalist and post-structuralist critics to draw Gogol to the camp of radical modernity by seeing him exclusively concerned with speech acts and sheer rhetoricity. Polyvalence does not mean the absence of meaning. The real problem, much as in the case of Flaubert, who complained of the plethora of subjects and inflationary overfill of meanings, is that over-abundance and multiplicity become principles of indeterminacy. Excess is related to emptiness. Similarly, Gogol seems torn between the futility of experience and the futility of writing about it, between the conviction that writing is the only salvation, and that it is powerless to say the unsayable-aware at all points of the gulf between signifier and signified. Nabokov may have come closest to the heart of Gogol's dark playfulness when he wrote: â€Å"The gaps and black holes in the texture of Gogol's style imply flaws in the texture of life itself. . 10 To this one might add, however, that the hollowness of the gaps, the terrifying absence, is also an absence/presence: a void that asks to be filled by the interpretive act. The dialectics of negativity, so dependent on the antiheroic mode embodied by Akaky, displace the production of meaning from the almost non-existent character and undecidable text to the creative reader. Victor Erlich has very convincingly discussed Gogol's motif of the mask and tendency to â€Å"speak in somebody else's voice† in his chapter â€Å"The Great Impersonator† in Gogol, op. cit. , pp. 210-223. Gogol himself writes: â€Å"If anyone had seen the monsters that issued from my pen, at first for my own purposes alone-he would certainly have shuddered† (quoted by Valery Bryusov in his essay â⠂¬Å"Burnt to Ashes,† reproduced in Gogolfrom the Twentieth Century, p. 111). 10Vladimir Nabokov, Nikolai Gogol, op. cit. , p. 143.

Gallipoli essays

Gallipoli essays Gallipoli (Feb 19 1915 Jan 9 1916) was an Allied campaign to capture the Turkish capital Constantinople and wrest control of the strategically invaluable Dardanelles straits, thus allowing supply lines to run through the the cut-off Russians. The first planned attack was a British/French naval assault on February 19 1915. It bombarded Turkish artillery along the coast but had very little effect. A new attack was launched on March 18 targeting a bottleneck in the Dardanelles. It suceesfully destroyed many Turkish artillery targets, but the fleet ran into an uncharted minefield and lost three battleships, prompting the allies to withdraw their naval force. After the deemed failure of the naval campaign, the allies decided to attempt a land invasion. Australian and New Zealand soldiers stationed in Egypt formed the Australian and New Zealand Army Corps, and were sent to land on a point approximately one mile north of Gaba Tepe. However, poor planning caused them to land a mile and a half further north than planned, in a cove today known as Anzac Cove. The Anzacs were faced with a difficult battle from the onset cliffs and ravines forming the terrain made it difficult to progress. They were beaten to the high ground by Mustafa Kemals reinforcements, who launched a counter-attack. The Anzacs were pinned on the beaches and lost a third of their forces, but maintained their position. Soon enough, trenches were established and both sides quickly began to reach a stalemate. The soldiers daily routine included breakfast, rifle and ammo cleaning, patrol and trench maintenance, and then a midday meal. Afterwards, the soldiers concentrated on sanitation, and then an evening meal. During the night when soldiers patrolled enemy positions, repaired or extended barbed wire, or dug new trenches, Turkish snipers were most active. During the day, it was risky for soldiers to raise their heads above the parapet line ...

Qué es Alien Registration Number y dónde encontrarlo

Quà © es Alien Registration Number y dà ³nde encontrarlo El Alien Registration Number es un nà ºmero de identificacià ³n asignado por una agencia o autoridad de Estados Unidos a un extranjero presente en el paà ­s. El Alien Registration Number, que tambià ©n se conoce como  A Number, A #  e incluso  green card number  est conformado por la letra A seguido siete, ocho o nueve dà ­gitos. Una vez que un nà ºmero ha sido asignado a una persona, à ©ste no cambia, es decir, siempre es el mismo. Quià ©nes tienen un Alien Registration Number Los extranjeros  que se encuentran en Estados Unidos pueden tener un Alien Registration Number, pero no todos lo tienen. En realidad, solamente los que se encajan en una de las cuatro  categorà ­as siguientes: En primer lugar, los residentes permanentes legales, es decir los que tienen una tarjeta de residencia, tambià ©n conocida como greencard. En segundo lugar, los extranjeros en proceso de ajuste de estatus. En tercer lugar, los extranjeros que tienen un permiso de trabajo por razones distintas a un ajuste de estatus. Y, finalmente y en cuarto lugar, los migrantes que sin pertenecer a ninguna de las tres categorà ­as anteriores  tienen o han tenido algà ºn tipo de procedimiento abierto en una corte migratoria. Por ejemplo, el caso de indocumentados en un proceso de deportacià ³n o un solicitante de asilo en fase defensiva, etc. Cabe destacar que si se est en Estados Unidos con una visa no inmigrante, como la de turista, estudiante, etc. no se tiene un Alien Registration Number, a menos que se haya abierto un procedimiento en corte migratoria o està © en tramitacià ³n para ajuste de estatus. Asimismo, los indocumentados que no han tenido ningà ºn tipo de contacto con las autoridades migratorias tampoco lo tienen. Por à ºltimo, cabe destacar que es posible solicitar a USCIS que notifique cul es el Alien Number de una persona que sabe que lo tiene pero no es capaz de encontrar ningà ºn documento en el que figura y no lo recuerda de memoria. Para estos casos se puede pedir una FOIA mediante el formulario G-639. Tambià ©n es posible solicitar el rà ©cord migratorio a una corte. Dà ³nde un migrante puede verificar cul es su alien registration number Este nà ºmero se puede encontrar en la tarjeta de residencia green card. Los migrantes que ingresaron a EE.UU. con una visa de inmigrante pueden encontrarlo en dicha visa, con el nombre de registration number. Asimismo, puede encontrarse en la carta del USCIS en la que se notifica la aprobacià ³n de la solicitud de ajuste de estatus o en la tarjeta de un permiso de trabajo. Los migrantes que tienen o han tenido un trmite ante la corte migratoria pueden encontrar el nà ºmero de alien en la apertura del expediente. Para quà © se utiliza el alien number El alien number es necesario para completar  formularios  de todo tipo, pero especialmente los migratorios, aunque tiene ms finalidades. Si al llenar una planilla piden un A# de nueve dà ­gitos pero se tiene un alien number de solamente siete u ocho debe aà ±adirse un 0 (cero) o dos ceros a la izquierda del nà ºmero para asà ­ tener un nà ºmero de nueve cifras. Es necesario el nà ºmero de alien, por ejemplo, cuando un residente permanente reclama la tarjeta de residencia para su cà ³nyuge o hijo se le pide su nà ºmero de extranjero. Tambià ©n es necesario para pedir la ciudadanà ­a estadounidense por naturalizacià ³n, solicitar el Nà ºmero del Seguro Social o al completar el formulario I-9 al iniciar un trabajo en una empresa. Tambià ©n se utiliza para declarar y pagar  impuestos  e incluso para solicitar  becas  federales mediante la Aplicacià ³n Gratuita de Ayuda Federal para Estudiantes (FAFSA, por sus siglas en inglà ©s) para quienes puede aplicar desde el punto de vista migratorio y financiero. Tambià ©n se utiliza para comprobar el derecho a ciertos beneficios sociales, como cupones de alimentos o Medicaid. Otro ejemplo para el que se utiliza el A# es para buscar a personas que se cree que han sido detenidas por Inmigracià ³n. El sistema para localizarlas digitalmente creado por el gobierno pide que se introduzca ese nà ºmero, si se tiene uno y se conoce. Por esta razà ³n, si se tiene ese nà ºmero es importante comunicarlo a un familiar cercano o a un amigo confianza porque puede ser muy à ºtil que otra persona lo tenga a la hora de localizar a migrante que ha sido detenido. Tambià ©n se puede utilizar el Alien Registration Number para que un migrante pueda saber si tiene una orden de deportacià ³n en su contra dictada en ausencia. Si existe una duda razonable de que un migrante tiene ese tipo de orden es importante que se informe ya que de ser detenido podrà ­a ser deportado inmediatamente sin pasar por corte migratoria. Quà © hacer si un formulario pregunta el Alien Registration Number y no se tiene Si una planilla pregunta por el nà ºmero de alien y no se tiene se debe dejar el espacio correspondiente en blanco, escribir NONE o N/A. Un ejemplo son los formularios para solicitar los papeles a un familiar en el punto en el que preguntan por el A-number de la persona pedida, si à ©sta no hay tenido jams uno. Lo que nunca se aconseja es escribir un nà ºmero falso, inventado o que corresponda a otra persona ya que eso es un fraude de ley y puede tener en el futuro consecuencias migratorias muy negativas. En ocasiones, ser posible utilizar como nà ºmero de identificacià ³n el del Seguro Social o incluso el ITIN. Pero hay que asegurarse de que es posible. En muchos casos no se admite la sustitucià ³n de un nà ºmero por los otros ya que el nà ºmero del Social o del ITIN no indican, por sà ­ solos, estatus migratorio legal.   Evitar confusiones con el Alien Registration Number No se debe confundir el Alien Registration  Number con el nà ºmero de Seguridad Social. El SS# consta de nueve dà ­gitos y es emitido por la Administracià ³n de la Seguridad Social a los ciudadanos estadounidenses, residentes permanentes legales y a ciertas categorà ­as de extranjeros con visas que permiten solicitar autorizaciones para trabajar. Tampoco confundirlo con el nà ºmero del I-94, registro de entrada y salida de Estados Unidos y que es el nà ºmero que se pide para completar algunos formularios migratorios, como por ejemplo, pedir extensià ³n o cambio de visa, solicitar ajuste de estatus, etc. Puntos Clave: Alien Registration Number El Alien Registration Number es un nà ºmero de 7,8 o 9 dà ­gitos que sirve para identificar a extranjeros en EE.UU. Es siempre el mismo, nunca cambia.No todos los extranjeros tienen un Alien Registration Number. Sà ­ lo tienen: residentes permanentes, personas con ajuste de estatus aprobado, extranjeros con permiso de trabajo y migrantes que han tenido o tienen un expediente en corte migratoria.Llenando el formulario G-639 es posible pedir a USCIS que notifique el nà ºmero de alien de una persona que sabe que lo ha tenido pero no lo recuerda ni guarda ningà ºn documento en el que conste. Tambià ©n se puede pedir una FOIA a una corte migratoria.Llenar un formulario utilizando un alien registration number falso o de otra persona es un fraude de ley. Este es un artà ­culo informativo. No es asesorà ­a migratoria legal para ningà ºn caso concreto.

How can animation and interaction be used to influence learning and Dissertation

How can animation and interaction be used to influence learning and teaching - Dissertation Example Conclusion 23 7. References 24 Abstract Use of computer technology in education, improves the standard of dispensation among learners. It is proved from the research that the majority of the learners and teachers love to use gadgets like computers and other communication devices, due to their effectiveness. The teachers also prefer animation techniques for teaching which improves the quality of teaching with less physical effort, and avoiding mess of papers. Teachers use it for preparing lecture such as on slides, 3 D presentations, drawing objects on screen, with the help of specific computer software which provide excellent features & interactive environment to create/generate idea, update, and develop teaching material with less effort. In the same way the children also like use of these gadgets for learning and practicing which improve their learning ability & understand in a fast manner through illustration such as, pictures, cartoons, objects on screen. The main factor of adopt ing it in the education is the increasing concern of electronic media and different electronic gadgets in our daily life. Animation & Interaction are the best sources for developing interest among children students in order to achieve / attain effective knowledge and entertainment which help to retain the knowledge due to better presentation along with valuable related exercises. Research shows that what ever is the age group, almost all concerns shows their preferences are high with regard to the use of different electronic devices. The best institute always focuses on use of latest gadgets in their institutes for teaching and they have been working with talented teachers to help their students to achieve his or her goal, because teaching methods enhance the capabilities of learners from early age to university level. One good teacher produces several good generations. Chapter 1 MOTIVATION INTRODUCTION In this chapter you will learn about the techniques which are being used to moti vate the students in the classroom and far-learning programs. Motivational technique leaves good impression while giving out knowledge to the learners. Its theories show how single technique could be used to motivate single group of learners. It has been found to be an important element in children, younger, elder & special learner (handy caped or abnormal). Motivation may be rooted in a basic need to minimize physical pain and maximize pleasure. School or college experts regard it as a big social group or a community for learners. DEFINITION The word motivation is the combination of motive-- means Object, purpose, or reason & action-- means to act or react upon purpose or achievement. In education, the term Motivation is always refers as a procedure that extracts, controls, and maintains certain behaviors of the students for learning. It is a group of phenomena which may concern with the nature of an individual's behavior, the strength of the behavior, and the determination of the behavior. All the human beings are not motivated with the same procedure but it varies from person to person and from age group to age group, due to some natural, physiological, behavioral, cognitive and social factors. Each factor leaves different impact on the person’s personality. Every department applies the different techniques to motivate their associates or users. In education the teacher apply such technique from which their students learn maximum. TYPES Intrinsic or internal