Anna Karenina free essay sample

What is this constant need for more in life? Cant we Just be happy with what we have? Curiosity and a desire to push the limits stunt the worthwhile goal of a lasting contentment. In Leo Tolstoys Anna Karenina, Annas life is spiritually empty, and so she fills it with earthly pleasures (such as adultery) to fill the void. Levin, the other protagonist, also feels throughout the story as though something is missing in his life, but ends up actually discovering what will maintain his happiness in the long run. A main theme in the book is whether or not it is possible to preserve a happy life in a healthy way. Both characters, Anna and Levin, demonstrate how and how not to accomplish this. Filled with despair and hopelessness, as well as completeness and awareness, Anna Karenina shows what an effect, whether positive or negative, people can impose upon themselves. We will write a custom essay sample on Anna Karenina or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page We begin with Anna, who sets herself up to be unhappy when she marries Alexei Alexandrovich. She never loved him, and never felt complete with him. In19th century Russia, an uninspired marriage such as this was not uncommon. Women are loving creatures though, and need to be loved in return. Annas affair with Vronsky was mere infatuation, but because love was absent from er married life, she at least wanted to feel some flame of passion. She Justifies her actions by saying, They dont know how [Alexei] has been stifling my life for eight years, stifling everything that was alive in me, that he never once even thought that I was a living woman who needed love (292). By they she is referring to society, because of how they will end up shunning her for her unconventional choices. Her point is valid, but in no way does she solve her problem in an effective way. She gets herself into this predicament with Vronsky, instead of trying to find another solution o her discontent. A clandestine affair with another man does not provide happiness, and will actually hamper any desire for fulfillment. Instead it creates guilt and regret for Anna. She does not know where to turn, and satisfying her needs on a daily basis is all that she understands. Another way to look at this is give a man a fish and he can eat for a day. Teach a man to fish and he can eat for a lifetime. If Anna learned how to fish she would never go hungry again, but instead she is only concerned with eating for one day at a time. The infatuation means nothing in the scheme of er entire life, and leads to her giving up in the end because she doesnt know how to truly fend for herself. Levin on the other hand, learns to secure a lifetime of fulfillment. Him and Anna are complete opposites in that mainly A nna is irrational and Levin is rational. He does not act on impulse, and instead of engaging in activity that could make him happy for a short amount of time, he learns what it means to find meaningful ways to make living worthwhile. Before Levin and Kitty fell in love, he: Was envious of [the peasants] healthy merriment; he would have liked to take part in expressing [their] Joy of life. But he could do nothing and had to lie there and look and listen. When the peasants and their song had vanished form his sight and hearing, a heavy feeling of anguish at his loneliness, his bodily idleness, his hostility to this world, came over him (275) This makes the reader empathize with his current dilemma, and his inability to tind anything to give his lite a sense ot wholeness. H loneliness is the chief impediment to his happiness. He was wrong in believing that he could get over Kitty (when she denied him at first) and instead find solitude and happiness in the simplicity of life as a farmer. When Levin saw Kittys carriage go by and their eyes met, he realized there was no other being in the world capable of concentrating for him all the light and meaning of life. It was she. It was Kitty (277). This is a turning point for Levin, because he now has something to live for, a love to hope for to get him through the day. This novel shows how love can bring purpose and meaning to someones life, and save it from monotony and loneliness from which we as humans try so hard to stray. Later, when he and Kitty finally pronounce their love to each other, their worlds turn upside down, and every word exchanged etween them from then on is uttered with compassion. Levin says, here was a plea for forgiveness, and trust in him, and a caress, a tender, timid caress, and a promise, and hope, and love for him, in which he could not but believe and which choked him with happiness (384). To the reader, this is so exciting because after spending so much of his life trying to find what will make him happy, he finally has a sense of greater care towards and understanding of another person. When one observes the love Kitty and Levin have found, it is impossible not to compare it to that supposed love of Vronsky and Anna. One wonders if Vronsky is actually holding her back from discovering what is important in her life by keeping her in this tangled web of infatuation, where she is fooled into believin she can someday be happy with him. Instead, Anna is satisfied for days at a time, but is never completely fulfilled, and finds herself always wanting more. In the later parts of their affair, even the rare moments of tenderness that occurred between them did not bring her peace: in his tenderness she now saw a tinge of tranquility, of assurance, which had not been here before and which irritated her (740). This shows how the momentary pleasure that the affair gave her, will, in the end, not sustain her for a lasting peace. Anna does not think carefully about her mental well being very often, which in turn, allows her to drift toward suicide. Every time she remembers the horrible circumstance she has put herself in, she becomes more and more depressed, and blames it on Vronsky. She blamed him for everything that was difficult in her situation (740). She cannot understand what she needs, and putting the blame on someone other than herself ives her comfort that she is not the cause of her unhappiness. Annas desperation makes Levin appear as though he has everything fgured out. While she gives into her desires, Levin carefully restrains himself in order to discover true happiness. He has obtained love for another, and the next chapter in his life is the pursuit of spirituality. He struggles internally with the concept of faith, and for whom, if there is anyone higher than us, should we live? He has a fascination with the meaning of life, to which Kitty cannot help him with or explain, and he lived, not nowing and not seeing any possibility of knowing what he was and why he was living in the world, tormented by this ignorance to such a degree that he feared suicide (791). One sees how much this bothers him, and it seems he will not be able to find peace without knowing what he is doing on this earth. One could see this hunger for the meaning of life, the need for something more in life as what actually stops him from considering suicide. While rationality and curiosity stopped Levin trom killing himselt, Anna gave up on whether or not there is more meaning to lite. She was sick of trying to maintain happiness. In her last moments, the candle by the light of which she had been reading that book filled with anxieties, deceptions, grief and evil, flared up brighter than ever, lit up for her all that had once been darkness, sputtered, grew dim, and went out forever(768). This is to say, everything that had been tormenting her finally vanished with her death. She would never have to suffer through life again, and her suicide demonstrates a way to eliminate pain, while Levin does instead through contemplation. Anna and Levin were connected in that they did ot know the next step to take in their lives, and Anna chose the easy quickest way out. The novel instead ends with Levins new state of awareness and acceptance of the self, instead of Annas rejection of it. He says to conclude the story: my life now, my whole life, regardless of all that may happen to me is not only not meaningless, as it was before, but has the unquestionable meaning of the good which is in my power to put into it(817). Levin grasps his ability to live life with purpose, and he now knows that he cannot expect good things to come his way, but must seek them out himself. By ending the novel with the story of the character who ends up happy implies that Tolstoy wanted to show the reader that Levin was right all along and Anna was wrong. The moral that can be deduced is that if someone tries to fulfill themselves solely with earthly pleasures, they will end up broken, while finding satisfaction in spirituality and emotional healthiness will keep them strong. It is necessary not to rely on others to create happiness, because people will let each other down, but if an individuals spirit is strong and resilient, they can recover from lifes disappointments.

Geography and History of Finland

Geography and History of Finland Finland is a country located in Northern Europe to the east of Sweden, south of Norway and the west of Russia. Although Finland has a large population at 5,259,250 people, its large area makes it is the most sparsely populated country in Europe. The population density of Finland is 40.28 people per square mile or 15.5 people per square kilometer. Finland is also known for its strong educational system, economy and it is considered one of the worlds most peaceful and livable countries. Population: 5,259,250 (July 2011 estimate)Capital: HelsinkiBordering Countries: Norway, Sweden, and RussiaArea: 130,558 square miles (338,145 sq km)Coastline: 776 miles (1,250 km)Highest Point: Haltiatunturi at 4,357 feet (1,328 m) History It is unclear about where the first inhabitants of Finland came from but most historians claim that their origin is Siberia thousands of years ago. For most of its early history, Finland was associated with the Kingdom of Sweden. This began in 1154 when Swedens King Eric introduced Christianity in Finland. As a result of Finland becoming a part of Sweden in the 12th century, Swedish became the regions official language. By the 19th century, however, Finnish again became the national language. In 1809, Finland was conquered by Czar Alexander I of Russia and became an independent grand duchy of the Russian Empire until 1917. On December 6th of that year, Finland declared its independence. In 1918 a civil war took place in the country. During World War II, Finland fought the Soviet Union from 1939 to 1940 (The Winter War) and again from 1941 to 1944 (The Continuation War). From 1944 to 1945, Finland fought against Germany. In 1947 and 1948 Finland and the Soviet Union signed a treaty that resulted in Finland making territorial concessions to the USSR. Following the end of World War II, Finland grew in population but in the 1980s and early 1990s it began to have economic problems. In 1994 Martti Ahtisaari was elected as president and he began a campaign to revitalize the countrys economy. In 1995 Finland joined the European Union and in 2000 Tarja Halonen was elected as Finland and Europes first female president and prime minister. Government Today Finland, officially called the Republic of Finland, is considered a republic and its executive branch of government is made up of a chief of state (the president) and a head of government (the prime minister). Finlands legislative branch is composed of a unicameral Parliament whose members are elected by popular vote. The countrys judicial branch is made up of general courts that deal with criminal and civil cases as well as administrative courts. Finland is divided into 19 regions for local administration. Economics and Land Use Finland currently has a strong, modern industrialized economy. Manufacturing is one of the major industries in Finland and the country depends trade with foreign nations. The main industries in Finland are metals and metal products, electronics, machinery and scientific instruments, shipbuilding, pulp and paper, foodstuffs, chemicals, textiles, and clothing. In addition, agriculture plays a small role in Finlands economy. This is because the countrys high latitude means that it has a short growing season in all but its southern areas. The main agriculture products of Finland are barley, wheat, sugar beets, potatoes, dairy cattle, and fish. Geography and Climate Finland is located in Northern Europe along the Baltic Sea, the Gulf of Bothnia and the Gulf of Finland. It shares borders with Norway, Sweden and Russia and has a coastline of 776 miles (1,250 km). The topography of Finland is relatively gentle with low, flat or rolling plains and low hills. The land is also dotted with many lakes, over 60,000 of them, and the highest point in the country is Haltiatunturi at 4,357 feet (1,328 m). The climate of Finland is considered cold temperate and subarctic in its far northern areas. Most of Finlands climate is moderated by the North Atlantic Current, however. Finlands capital and largest city, Helsinki, which is located on its southern tip has an average February low temperature of 18 F (-7.7 C) and an average July high temperature of 69.6 F (21 C). Sources Central Intelligence Agency. (14 June 2011). CIA - The World Factbook - Finland.Infoplease.com. (n.d.). Finland: History, Geography, Government, and Culture- Infoplease.com.United States Department of State. (22 June 2011). Finland.Wikipedia.com. (29 June 2011). Finland - Wikipedia, the Free Encyclopedia.

Sociocultural Theory Essay Example | Topics and Well Written Essays - 2500 words

Sociocultural Theory - Essay Example 101). The debate about the definition of term 'collaborative' as well as ongoing attempts to identify relevant criteria to determine whether learning is collaborative or not does not seem to have any major implications for the basics of collaborative learning. Almost every research study exploring collaborative learning environment comes to positive conclusions (Johnson, Johnson, and Stanne, 1986; Natasi and Clements, 1991). Natasi and Clements (1991) summarize these conclusions in the following way: "Cognitive-academic and social-emotional benefits have been reported for students from early elementary through college level, from diverse ethnic and cultural backgrounds, and having a wide range of ability levels Furthermore, cooperative learning has been used effectively across a wide range of content areas, including mathematics, reading, language arts, social studies and science" (p. 111). Initially, research in the realm of collaborative learning focused on functioning of an individual learner in a group: the theories which dominated cognitive psychology over the 1970s tended to emphasise the role of individual information processors in the process of cognition. The social context of this process was viewed as secondary to individual activity (Dillenbourg et al, 1996: 189). The last decades of the 20th century were marked by increased attention to the social context, and, consequently, improved understanding of the process of cognition. Much of the shift was due to growing influence of sociocultural theory in pedagogical practice. This theory is very helpful in predicting, explaining and justifying the above listed cognitive, psychological and social benefits of engaging students in collaborative learning activities MAIN DISCUSSION The theoretical background underlying contemporary models of collaborative learning relies heavily upon three major theories of learning: socio-constructivist theory, socio-cultural theory, and shared cognition theory (Dillenbourg et al, 1996). These three perspectives share the basic features of cognitive stance, including the focus on the interactive aspect of human development and learning, but the socio-cultural theory has been recently gaining momentum as the most influential among the three in the realm of language education (Lantolf, 2000; Wells, 1999). L. S. Vygotsky formulated the basics of socio-cultural theory in the 1920s and 1930s, though current conceptualisations of this approach also draw on works and ideas of other theorists (Luria, 1979; Wertsch, 1991, 1998; Newman and Holzman, 1993; Cole, 1996). The essence of socio-cultural theory is exploring the causal relationship between the social interactions and cognitive

Domestic Terrorism Past and Present Essay Example | Topics and Well Written Essays - 750 words

Domestic Terrorism Past and Present - Essay Example Without the threat of violence, the act becomes a protest, not terrorism (ACLU, 2002). The definition of domestic terrorism is broad enough to "encompass the activities of several prominent activist campaigns and organizations" (ACLU, 2002, par. 3) such as environmentalists in Greenpeace and anti-abortionists in a group called Operation Rescue. These organizations tend to make their actions known, especially seeking media coverage, while other groups stay underground, performing violent acts but not openly taking credit for them. Political violence has existed throughout the world from the beginning of organized government. Those who are well known for their rebellious political actions in the 20th century are, for instance, Mao Tse-tung (1999), Ernesto "Che" Guevera (Dorfman, 1999), Carlos Marghella (Manual, 2007) and Frantz Fanon (2007). These revolutionaries were from China, Cuba, Brazil, and Martinique, respectively, and all were affiliated with Communism. These activists were labelled domestic terrorists within their own countries, but in the 21st century, domestic terrorists can be defined as those who infiltrate American space and use American transport conveyances to attack the United States with no concern for human life. Osama bin Laden, Saddam Hussein, the Taliban, and Jihad are blamed for the tragedy of 9/11/01, and their actions have initiated strict security controls throughout the U.S. The Internet has become a growing showcase for those who are convinced they have the answer to problems they a ttribute to Democracy, and all have a favourite dissident to follow. The overall aspect of terrorism is its politically motivated violence, and by addressing it as a police or security task in America, it has simply driven some targeted U.S. groups underground. It has been evident that military strategy does not work with political and religious extremist groups because, as noted by psychologist Jerome M. Post, "Terrorists whose only sense of significance comes from being terrorists cannot be forced to give up terrorism for to do so would be to lose their very reason for being." (How Terrorist Groups End, 1999). According to Vohryzek-Bolden, "right wing domestic terrorism will prevail well into the 21st century." Ecological resistance groups, anti-environmental movements, animal rights groups, and anti-abortion activists are offshoots of prior ideology in which violence is justified in the name of social right. Much of domestic counter-terrorism in the U.S. is militia-watching. There are two kinds of militia-those acting above ground and those below ground. They share the same right-wing ideology although structures and recruitment methods might be different. They both fear losing constitutional rights (Sunde & Shukovsky, 2001) while believing themselves superior. Examples of domestic terrorism in the past can be attributed to the Ku Klux Klan, Confederate Civil War veterans who had no compunction against practising violence, burning down black churches and lynching black citizens. In this century, gays and lesbians are targeted with the same belief that they do not have rights in American society. Anti-abortionists have the same ideology, believing they have a right to burn down clinics without regard for human life, even as they are saying that this is being done to save human life, an excuse that makes little sense.  Ã‚  

Education Systems Essay Example | Topics and Well Written Essays - 1000 words

Education Systems - Essay Example But over the years, it seems the geo-political circumstances have taken its toll on the education sector in Ethiopia. A study carried out UNICEF points out that the net primary schools enrollment for male students in Ethiopia during the period 2000-2007 was around 74 percent, while for females this percentage was 69 percent. The study indicates that the enthusiasm shown by parents could not be sustained for long, as the net secondary school enrollment percentage drops down to 29 percent while for female students this figures comes down to just 19 percent (UNICEF, 2008). This indicates towards a fundamental issue of sustaining the interest of the masses in sending their kids for higher education. This indicates towards a need for allocation of still better resources towards the education sector in the country. Amongst other things, the political climate and the war like situation with bordering Eritrea is also responsible for eating into the resources of the country and thus resulting into the adverse humanitarian situation prevailing in the country. International agencies like UNICEF have indeed done commendable work for addressing the needs of general population. For example, the international agency has earmarked US$3,800,000 for the education sector in Ethiopia for the current year (UNICEF, 2009). Ghana, an integral component o... International agencies like UNICEF have indeed done commendable work for addressing the needs of general population. For example, the international agency has earmarked US$3,800,000 for the education sector in Ethiopia for the current year (UNICEF, 2009). Ghana, an integral component of the Gold Coast, is historically known for its rich resources. But, over the years situation has changed to a great extent. In the 1950's it was known as a country with highest level of education in the entire Sub-Saharan Africa2. But the latest statistics point out that the dropout rate of youth while migrating from primary to secondary schools is substantially higher. The UNICEF statistics3 point out that during the period 2000-2007 the enrollment of male in primary schools was 73 percent and for females this figure was 71. But this figure sharply drops down to 47 percent and 43 percent respectively as the students march towards secondary schools education. Despite having a tuition free and mandatory primary and junior secondary school education in Ghana the enrollment in schools can certainly not be termed as satisfactory. Ghana has made a constitutional provision under article 39, which mandates the tenets of free, compulsory, universal basic educat ion (FCUBE) initiative4. Ghana has been getting international attention as well in support of the forward looking policies of the government. Aid from international organizations and foreign governments is helping Ghana in strengthening its educational system. Availability of resources certainly impacts the shaping of the overall picture of educational system. Ethiopia and Ghana are not the one's having best of resources but the respective governments need to accord more priority to

The Education System In Mauritius

The Education System In Mauritius Education has been free for the secondary level since 1977 and for full time undergraduate level at the University of Mauritius since 1988. The State provides adequate funding for education, occasionally straining tight budgets and even subsidizing a great part of the expenditure in grant aided secondary schools, that is, schools under the control of privately owned institutions. With universal primary education being achieved in the 1970s, free education in 1977, and legislation making education up to 16 years of age compulsory, the challenges policyà ¢Ã¢â€š ¬Ã‚ makers have had to face have related to broadening access at the higher education level, improving quality, and strengthening the management of the sector (while ensuring equity). The financing of higher education is basically via the government and students/parents. Students enrolled in public higher educational institutions are funded to a very large extent by the government. Students enrolled in local private higher education institutions and those in overseas institutions pay the full cost of their education. The key factors influencing the quality of higher education are the quality of faculty, curriculum standards, technological infrastructure available, research environment, accreditation regime and the administrative policies and procedures implemented in institutions of higher learning. The overall vision of government was spelt out in the New Economic Agenda formulated in 2000. The main challenge was to move gradually away from traditional sectors to the services sector. The objective was to diversify manufacturing into higher value-added markets and to consolidate services (financial, ICT, etc.) as a fourth pillar of economic development. To attract new investment and to maintain the countrys competitiveness, a highly productive skilled workforce was seen as imperative. With a view to setting Mauritius on a higher growth path, the country has recognised the importance of developing higher education as a regional hub for high quality education and training, to ensure that the knowledge industry acts as a catalyst in broadening the Mauritian economy, and in providing the necessary support to the existing and upcoming sectors. There has been a dramatic paradigm shift in the development strategy mooted by the government. In summary, it has been accepted by government that the education system, especially higher education, needs to be re-orientated to respond more effectively. Higher education in Mauritius can be traced back to the establishment of the School of Agriculture within the Department of Agriculture in 1914, which became integrated into the UoM when it was established in 1965. However, it was only in post-independent Mauritius that several public higher education institutions were created, which were complementary to UoM. Over the years the higher education sector has become increasingly diversified. Pre Primary sector The Pre-primary sector traditionally catered for children aged 4 onwards and , since this year, for those aged 3. The NER currently stands at 94 percent, with the State providing a per-child grant of MR 200 (USD 6). Private individuals/ institutions make up some 80 percent of the educational provision in the sector. The following measures are part of policy developments to consolidate the sector: à ¢Ã¢â€š ¬Ã‚ ¢ Strengthening the institutional and regulatory framework for the provision of Early Childhood Care and Education. à ¢Ã¢â€š ¬Ã‚ ¢ Reduction of disparity among pre-schools. à ¢Ã¢â€š ¬Ã‚ ¢ Addressing the problem of out-of-schools pre-primary children due to absolute poverty. à ¢Ã¢â€š ¬Ã‚ ¢ Developing a National Curriculum Framework for the pre-primary subsector. à ¢Ã¢â€š ¬Ã‚ ¢ Ensuring readiness of all pre-primary school children for primary school. à ¢Ã¢â€š ¬Ã‚ ¢ Construction of pre-primary units in disadvantaged areas à ¢Ã¢â€š ¬Ã‚ ¢ Strengthening partnerships with parents through a Parent Empowerment Program. Primary sector Children are enrolled in primary school from the age of five and enter Standard (Grade) I and move automatically up to Standard VI. The system is competitive and a two-year preparation starts since Standard V up to Standard VI for the end of primary school examinations, the CPE (Certificate of Primary Education). The CPE is a national examination carried out in all the schools of the island following a grading system. Five subjects are compulsory English, French, Mathematics, Science, and History and Geography and the grading process is based on the 5 best grades obtained from these along with any one of the Asian/ Arabic languages. . Government has implemented several initiatives in primary schools of the country in order to improve CPE examinations results. One such initiative is known as the Zones dEducation Prioritaires (Z.E.P.). This initiative targets the schools with low performance over a consecutive period of five years and involves the whole school community: school staff, parents, NGOs, business and community-based associations in improving the school climate and results. Other recent initiatives have included the development of an Enhancement Programme to cater for students of Std III and IV providing several co curricular activities to support the holistic development of the child, and the introduction of ICT in the classroom through the Sankorà © programme where classes of Std IV are progressively being equipped with computers and interactive projectors. Secondary sector The CPE determines admission to a secondary college. Secondary schools are either State owned, grant-aided private schools, or fully private fee-paying schools. The child enters college in Form I and progresses through to Form VI, requiring seven years of schooling since there is a two year preparation for the Higher School Certificate/A-Level examinations. A major nationally devised curriculum has been developed for Forms I-III with the Secondary Curriculum Framework now in place since 2010. Students study for a broad compulsory curriculum up to Form III comprising English, French, Mathematics and the Social and Hard Sciences. When students reach Form IV, they have to choose at least six major subjects for their O-Level examinations in Form V. Subsequently, students have to specialise in 3 main subjects and 2 subsidiary ones for the A Level examination. The O-Level and A-Level examinations are carried out by the University of Cambridge through the University of Cambridge International Examinations, which devises the syllabus; prepares and prints the examinations papers and does the correction for most subjects. TVET (Technical and Vocational Education and Training) The main provider of the TVET program is the Mauritius Institute of Training and Development (MITD). The purpose of the MITD is to offer numerous technical programs to provide human resource training to meet the needs of the world of work at the middle professional level. The MITD also currently also provides courses at the level of National Diploma. The TVET sector is regulated by the Mauritius Qualifications Authority which also develops and maintains the national Qualifications Framework (NQF). Tertiary sector Tertiary education which started in 1924 with the College of Agriculture has since developed into a diversified system, composed of public, private, regional and overseas institutions catering for a wide range of courses and programmes. Tertiary education in Mauritius is characterized by a wide range of institutions with diverse characteristics. Some provide all levels of tertiary education in a range of disciplines while others focus their activities on only one or two areas at certain levels. A number of the institutions are overseas with their provisions made available through the distance education and mix mode. Within the public sector, tertiary education revolves around the University of Mauritius (UoM), the University of Technology (UTM), the Mauritius Institute of Education (MIE), the Mahatma Gandhi Institute (MGI), the Mauritius Institute of Training and Development (MITD) and the Open University of Mauritius (OUM). Overseeing the four tertiary education institutions (TEIs) is the Tertiary Education Commission (TEC) which, inter alia, has responsibility for allocating public funds, and fostering, planning and coordinating the development of post-secondary education and training. In addition to the above publicly-funded institutions (PFIs), a number of private institutions are presently delivering tertiary-level programmes, mostly in niche areas like Information Technology, Law, Management, Accountancy and Finance. Many of the programmes in the private sector are offered in collaboration with overseas institutions. Many Mauritian students also either go overseas or resort exclusively to the open learning mode in pursuing their higher education studies. The University of Mauritius The University of Mauritius (UOM) is a national University in Mauritius. It is the oldest and largest university in the country in terms of student enrollment and curriculum offered. The public universitys main campus is located at Rà ©duit, Moka. Her Majesty Queen Elizabeth II, who was accompanied by His Royal Highness the Duke of Edinburgh, inaugurated the University on 24th March 1972. Over the past decades, in response to the contemporaneous and emergent needs of the various sectors of the Mauritian economy, the university now has progressed from being a mostly in-service training institution to a fully-fledged university, concentrating increasingly on bachelors degrees, postgraduate programmes, research and consultancy. The universitys current strategic plan, Strategic Directions 2006-2015, has the following six strategic directions: Knowledge creation Knowledge diffusion Investing in resources Quality culture and good governance National, regional and international collaborations Community outreach The University of Mauritius has committed itself to continuous improvement and quality management. These are the actions that the university is trying to cater for: Ensuring relevance interact proactively with the world of work and the community to cater for emergent requirements while inculcating a wider sense of belonging to the university. Ensuring quality of teaching and learning enhance existing provisions for continuous improvement in the quality of teaching and learning, and work progressively towards the implementation of best practice. Strengthen research develop further the universitys research capacity and research management plan. Internationalize the university improve the international standing of the university and expand its role and programme of activities. Amongst Mauritian universities the UoM stands out both in terms of its dominance with regard to enrolment and it numerous pockets of excellence with regard to research. The UoM is the largest supplier of tertiary education locally, accounting for 22.2% of total higher education enrolment. Faculties Originally, the university had three schools, namely Agriculture, Administration and Industrial Technology. It has since expanded to comprise five faculties, namely Faculty Of Agriculture, Faculty Of Engineering, Faculty Of Law and Management, Faculty Of Science, and Faculty Of Social Studies Humanities. The faculties are involved in teaching, research and consultancy. It has also a Centre for Medical Research and Studies, a Centre for Distance Education, a Centre for Information Technology and Systems, and a Consultancy Centre. Following these on-campus developments and expansions, it resulted in a simultaneous increase in the number and in the diversity of programmes being offered, and the number of students enrolled. The programmes of the University are internationally recognized and include quality assurance mechanisms such as the external examiner system and affiliated with renowned Universities worldwide. There is a Quality Assurance Office which helps the University in maintaining and improving the quality of all its activities. There are various exchange agreements that have been established between the UOM and overseas universities. Students Union The Students Union, established in 1971, is run by and for the students. It work in the interest of students and regularly organize various activities. All students are members, the membership fee being included in the registration. Students are very dynamic in organizing extracurricular activities supported by the Public Relations Office.

The Odyssey :: essays research papers

Ten years after the fall of Troy, the victorious Greek hero Odysseus has still not returned to his native Ithaka. A band of rowdy suitors, believing Odysseus to be dead, has overrun his palace, courting his faithful†¹though weakening†¹wife, Penelope, and going through his stock of food. With permission from Zeus, the goddess Athena, Odysseus' greatest immortal ally, appears in disguise and urges Odysseus' son Telemakhos to seek news of his father at Pylos and Sparta. However, the suitors, led by Antinoos, plan to ambush him upon his return. Odysseus' most prominent characteristic is his cunning; Homer's Greek audience generally admired the trait but occasionally disdained it for its dishonest connotations. Odysseus' skill at improvising false stories or devising plans is nearly incomparable in Western literature. His Trojan horse scheme (recounted here and written about in The Iliad) and his multiple tricks against Polyphemos are shining examples of his ingenuity, especially when getting out of jams. Both examples indirectly relate to another dominant pattern in The Odyssey: disguise. (The soldiers "disguise" themselves in the body of the Trojan horse, while Odysseus and his men "disguise" themselves as rams to escape from Polyphemos.) Odysseus spends the last third of the poem disguised as a beggar, both to escape from harm until he can overthrow the suitors and to test others for loyalty. In addition, Athena appears frequently throughout the poem, often as the character Mentor, to provide aid to Odysseus or Telemakhos. Though he is usually a smart, decisive leader, Odysseus is prone to errors, and his deepest flaw is falling prey to temptation. His biggest mistakes come in the episode with Polyphemos as he first foolishly investigates the Kyklops' lair (and ends up getting trapped there), and then cannot resist shouting his name to Polyphemos after escaping (thus incurring Poseidon's wrath). If Odysseus' character changes over the course of The Odyssey, though, it pivots around temptation. After his errors with Polyphemos, Odysseus has his crew tie him up so he can hear†¹but not follow†¹the dangerously seductive song of the Seirenes. Disguised as a beggar in Ithaka, he is even more active in resisting temptation, allowing the suitors to abuse him as he bides his time. Temptation hurts his crew, as well, in their encounters with Kirke, the bag of winds from Aiolos, and the oxen of Helios. As Telemakhos tracks Odysseus' trail through stories from his old comrades-in-arms, Athena arranges for the release of Odysseus from the island of the beautiful goddess Kalypso, whose prisoner and lover he has been for the last eight years.

Design And Make A Coffee Table

What's already on the market TO get a wide range Of options had to do quite a lot Of researching online and in the local hardware did stores such as woodiest and other shops such as Argos and Nava furniture. ; Below are some of the designs that was very impress with it but could not pick it because it did not fit in to my aims of what the project should look like. The reason on very idea is outlined to why I liked it and why I did not approve it. This is another great simple coffee table that will look good with the existing furniture.It is also doing more with less so it is a very good idea. My choice: the reason why I selected this idea was cause it fills all the aims I set out at the start of my investigation/research. This idea serves the comment doing more with less perfectly because it does not require too much wood or expense as it would if I was to make a coffee table and drawers alone so its doing more with less because they are together. It is also something that will free up a lot of space up in the room. Seibel wood types Oak the advantages of Oak are: Oak wood has great strength and hardness It is very resistant to insect and fungal attack It is easy to cut It also looks good It is a very strong wood and resistant to many sets and to rot Beech Advantages of beech wood furniture are: hard materials, textures, the structure is fine wear-resistant and shiny processing, finishing, gluing is better The disadvantage of beech wood furniture is: color and density differences due to age different, makes furniture color is not uniform; kiln drying and processing that is easy to crack and easy to shape.PINE ; Advantages of pine are : Fairly cheap and readily available. Easy to work and finishes well. Durable. ; Disadvantage is that it can be Knotty Dovetail ; Dovetails are the strongest of all joints. The mint is made up Of interlocking wedge-shaped elements called pins and tails that resist the forces applied to the joint. This joint looks attractive and, if well made, the decorative quality can be used to enhance projects. Advantages of Dovetail Joints ; What are the advantages of this type of joint? Strongest of all joints. Large gluing area. Interlocking Resists being pulled apart.Looks attractive. Would hold together even with no glue. ; Mortise & Tendon Joint This joint is a strong and frequently-used joint for assembling a variety of products where strength and reliability are required. The mortise can either be a through mortise, as shown, or a blind mortise that only partly penetrates the stock. The joint is made permanent using adhesive. Dowels are also used to prevent separation. ; Lap Joint Another simple joint is the half-lap joint. This requires the removal of stock to exactly half of the overall thickness of the piece, in order that a similar piece can mate with it.This technique is also used in the cross-halving joint. ; Cross halving – Lap Joint The main uses for this joint are to allow two pieces of stock to cro ss such that the joint is contained within the overall thickness of the eternal. Used for structural frames. Glue alone can be used as a fixing method, or combined with screws or nails. ; Finger Joint This joint is a positive permanent strong joint when fixed using adhesive. The long length of glued area is very beneficial to the resulting strength. The in-line version is often used to produce a long length of timber / glued laminate from shorter lengths.The corner version is used for producing strong drawers boxes etc. The joint if made even stronger if the fingers are made using dovetail form ; Chipboard is an artificial wood made like MAD but from actual wood chips, hence the name. It is widely used for the structural casing of kitchen furniture and cabinets which are then covered with a laminate or wood veneer. It is also widely used for low cost sub flooring. It is only useful in sheet form and cannot be easily used or worked in any other format. Elm is valued for its interlock ing grain which gives it a high resistance to splitting, with significant uses in chair seats and coffins. Elm wood is also it quite pliant and is available in long planks due to the long, straight, trunks of the tree, For these reasons elm is favored as a source of timber for keels in ship construction. Elm was historically used by bonders during the Middle Ages to make longbows. ; Mahogany is finely grained hard wood which is reddish brown color. It is extremely durable and resists swelling, shrinking warping and twisting.Mahogany is used extensively for high quality, expensive furniture such as wooden cabinets and veneered tables and dressers. It is also used in the construction of boats due to its high resistance to swelling and warping caused by water ; Plywood is an artificial wood that was invented during the Second World War and was primarily used to build boats and landing craft for the military. It is made from numerous thin laminates of wood glued together. Each layer is at right angle to the grain of the other to give it great strength while also allowing it to remain quite pliable.

Becoming Your Characters

Becoming Your Characters Becoming Your Characters Becoming Your Characters By Michael It sounds like you, said my friend, the playwright, when I asked him about the script I had given him. Coming from a successful writer, it wasnt a compliment. If all the characters in your novel sound like you, maybe you should forget about the novel and write an autobiographical monologue instead. Youll find, if you listen to them, that your characters want to be free. They want to be individuals. Just like your children, they dont want to be exactly like you. And, just like your children, they shouldnt be. Many fiction writers approach their work as an actor does his. When they are writing about a character, they become that character. Actors call it Method acting, based on the methods of Russian director Konstantin Stanislavsky. Method acting was a reaction to the nineteenth century tradition of making rhetorical gestures that were supposed to represent every human emotion. Writers can fall into a similar trap, where their characters act in clichà ©d manners, always weeping when they are sad, always chuckling when they are happy. (My characters are always smiling.) The key to Method writing is to understand the character, then let the character live. When you know, even subconsciously, what the character is like, you will instinctively know what the character is going to do or say. Some authors, like some actors, write out elaborate biographies for every major character before they begin. For others, such pre-planning would hurt their creative process. Indeed, as you write, even well-researched characters usually end up surprising you, as you realize that they arent exactly who you thought they were. This may sound more mystical than it needs to. Im not advocating a voodoo-like possession, where your characters take over your life. But a sensitive writer knows when an action or a statement rings true to that character or not. Of course, if youre not discreet as you work, people will look at you funny. One daughter of a famous nineteenth century novelist recalled how he would write his dialog out loud, playing each character in turn in fine theatrical style. After receiving that mild rebuke from my friend the playwright, I found myself working on dialog as I walked to work along a certain downtown street. I wasnt the only person on that street talking to himself. Later I discovered that just around the corner was a shelter that catered to the homeless mentally ill. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:Apply to, Apply for, and Apply with35 Genres and Other Varieties of FictionTypes of Plots

Learn More About the Immigration Medical Exam

Learn More About the Immigration Medical Exam A medical exam is required for all immigrant visas and some nonimmigrant visas, as well as for refugees and adjustment of status applicants. The purpose of the medical exam is to determine if individuals have health conditions that need attention prior to immigration. Doctors Authorized to Administer the Exam The medical exam must be performed by a physician approved by the U.S. government. In the U.S., the physician must be a U.S. Customs and Immigration Services-designated  civil surgeon.  Abroad, the exam must be conducted by a physician designated by the U.S. Department of State, also known as a panel physician.   To find an approved doctor in the U.S., go to the  myUSCIS Find a Doctor  or  call the National Customer Service Center at 1-800-375-5283. To find an approved doctor outside of the U.S., go to the  Department of State website. Admissibility Panel physicians and civil surgeons will classify an immigrants medical conditions into Class A or Class B. Class A medical conditions render an immigrant inadmissible to the U.S. The following situations are classified as Class A: tuberculosis, syphilis, gonorrhea, Hansens Disease (leprosy), cholera, diphtheria, plague, polio, smallpox, yellow fever, viral hemorrhagic fevers, severe acute respiratory syndromes, and influenza caused by novel or re-emergent influenza (pandemic flu). All immigrants, including those on an immigrant visa and an adjustment of applicants, must receive all of the required vaccinations. Those may include the following vaccine-preventable diseases: mumps, measles, rubella, polio, tetanus and diphtheria toxoids, pertussis, Haemophilus influenzae type B, rotavirus, hepatitis A, hepatitis B, meningococcal disease, varicella, influenza and pneumococcal pneumonia. Other disqualifying factors from admission include individuals who have current physical or mental disorders, with harmful behavior associated with that disorder, or past physical or mental disorders, with associated harmful behavior that is likely to recur or lead to other harmful behavior and those individuals who are found to be drug abusers or drug addicts Other medical conditions may be categorized as Class B. These include physical or mental abnormalities, diseases (like HIV, which was declassified from Class A in 2010) or serious/permanent disabilities. Waivers may be granted for Class B medical conditions. Preparation for the Medical Exam The U.S. Citizenship and Immigration Services  will provide a list of doctors or clinics that the government has approved to perform immigration medical exams. An applicant should make an appointment as soon as possible so as not to delay case processing. Complete and bring form I-693 Medical Examination of Aliens Seeking Adjustment of Status to the appointment. Some consulates require passport-style photos for the medical exam. Check to see if the consulate requires photos as supporting materials. Bring payment as indicated by the doctors office, clinic or as directed in the instruction packet from USCIS. Bring proof of immunizations or vaccinations to the appointment. If immunizations are needed, the doctor will provide instructions on which are required and where they can be acquired, which is usually the local public health department. Individuals who have a chronic medical problem should bring copies of medical records to the exam to show that the condition is currently being treated and is under control. Examination and Testing The doctor will examine an applicant for certain physical and mental health conditions. The applicant will have to remove clothes for the medical exam to do a full body review. If the doctor determines that an applicant needs more tests because of a condition found during a medical exam, the applicant may be sent to their personal doctor or a local public health department for further tests or treatment. The applicant is required to be completely honest during the exam and truthfully answer any questions posed by medical staff. It is not necessary to volunteer more information than is requested. The applicant will be tested for tuberculosis (TB). Applicants two years old or older will be required to have a tuberculin skin test or chest x-ray. The doctor may require an applicant younger than two to have a skin test if the child has a history of contact with a known TB case, or if there is another reason to suspect TB disease. If 15 years or older, an applicant must have a blood test for syphilis. Exam Completion At the end of the exam, the doctor or clinic will provide the documentation that an applicant will need to give to USCIS or the U.S. Department of State to complete the adjustment of status. If there are any irregularities regarding the medical exam, it is the doctors responsibility to provide a medical opinion and make recommendations one way or another. The consulate or USCIS has the final decision on final approval.

Essay Question Rewrite Assignment Example | Topics and Well Written Essays - 250 words

Essay Question Rewrite - Assignment Example As asserted by the author, it is for this reason that languages that rise out of pidgin do not suffer complications by â€Å"Dammit† moments (p 207). A8. As stated by the author, it is agreeable that communication would be much simpler if there were no evidentiary markers. Incidentally, humans’ need for expression and exchange leads to overgrowth of languages regardless of interests (p. 215). When their state is natural, acquisition of different languages is complicated by sludge and fluffs, specifically to those whose efforts are concerted towards overcoming these challenges. Communication between a huge group of different people can be made easier by simplifying languages to their lowest denominators. Better communication would bring better understanding and reduce hostility that commonly arises. It must, however, be noted that if these markers lacked in communication, it will be hard to distinguish the origins of different languages and what would remain after sometime would be the common elements. A10. As argued by McWholer in his book, the original context of a language is what sets a language’s tone and the tone cannot exist without it. Without the presence of tone infused words, originally languages still functioned. Presently it is by happenstances of accidental permutation that they occur. The importance of this argument is such that languages occur within a basic and defined set up that work with no superfluous structure variations. Such are foundational rules as they do not depend on tone or

Discussion 6 Essay Example | Topics and Well Written Essays - 250 words - 5

Discussion 6 - Essay Example In many societies, the choice of color is seen to tell about one’s gender. In the present case, pink is traditionally associated with girls, and therefore seeing the boy’s nails in pink made some feel that the mother was encouraging a reversal of gender identity. To some, the advertisement appears to encourage our children to choose the genders they feel comfortable in regardless of their gender at birth. Some people believe that boys should behave and act like boys and not the other way round. In terms of the relationship between gender and power, such reactions indicate that men and women are placed in certain roles based on their gender. The society has developed boundaries that clearly define the roles of men and women in society, and whenever such boundaries are seen to be crossed, such reactions are common. Women are seen as accommodative and passive while men are aggressive and dominating. In the present case for instance, since pink color is associated with wome n, some take offense when the boy paints his nails pink because it appears he is relinquishing his duties or roles as a man and taking up female