Typography and Persuasive Essay Essay Example for Free

Typography and Persuasive Essay EssayA. Write a cogent endeavor onPeople depend too much on computers.B. AudienceYour college professorC. PositionFor or against it?D. Composing your three rogue weighty evidence1. IntroductionA. HookB. Thesis2. Body (several paragraphs)A. Topic sentenceB. Supporting DetailsC. Transitions3. Conclusion (a paragraph)A. Restate your main pointB. die the lecturer with something to call back aboutNowadays people use computers in business, public services, education and, most of all, in entertainment. Almost everything we do and every formulation of our breeding is stirred by modern technology with computers above all. People Depend Too Much on Computers and TechnologyA. Write a persuasive essay onPeople depend too much on computers.B. AudienceYour college professorC. PositionFor or against it?D. Composing your three page persuasive essay1. IntroductionA. HookB. Thesis2. Body (several paragraphs)A. Topic sentenceB. Supporting DetailsC. Transit ions3. Conclusion (a paragraph)A. Restate your main pointB. Leave the reader with something to think aboutNowadays people use computers in business, public services, education and, most of all, in entertainment. Almost everything we do and every aspect of our life is affected by modern technology with computers above all.People Depend Too Much on Computers and TechnologyA. Write a persuasive essay onPeople depend too much on computers.B. AudienceYour college professorC. PositionFor or against it?D. Composing your three page persuasive essay1. IntroductionA. HookB. Thesis2. Body (several paragraphs)A. Topic sentenceB. Supporting DetailsC. Transitions3. Conclusion (a paragraph)A. Restate your main pointB. Leave the reader with something to think aboutNowadays people use computers in business, public services, education and, most of all, in entertainment. Almost everything we do and every aspect ofour life is affected by modern technology with computers above all.People Depend Too Much on Computers and Technology

Mobile Game-Based Learning (mGBL) Development Methodology

Mobile naughty-Based Learning (mGBL) Development methodological analysis1.0 IntroductionThere is increasing interest in the intent of ICT and educational technology to promote nurture formally or informally. Such technologies be educational bundle in CD, web-based or online learning, e-learning, Computer-Based Training (CBT), and most lately planetary learning (m-learning). M-learning raft be described as a learning technique that happens across locations or that takes advantage of learning opportunities offered by quick technologies such as mobile ph unrivaleds, smart phones, organisers and handheld devices.Many research findings show the capableness and effective spend of mobile technologies for learning purpose (Naismith et al., 2006 Pachler, 2007) with utilise variety of learning systems as listed in Table 1.Table 1 Example of Mobile Learning SystemsApplication TypesProject NamesAuthorsSMS text contentednessBBC Bitesize ProgrammeMobile Learning Language SystemLearnin g System (Blackboard)BBC Bitesize (2003)Thornton and Hosubstance abuser (2004)Vassell et al. (2006)Mobile GamemGBL projectMathematic Video Game- Skills AreaVirusMIT Game-To-TeachMitchell et al. (2006)Lee et al. (2004)Collella (2000)Klopfer and escort (2002)Mobile ApplicationClassroom Response System -EducueAmbient WoodButterfly Watching SystemInteractive Audio-Visual tourDufresne at al. (1996)Rogers at al (2002)Chen at al. (2004)Proctor and Burton (2003)Although there be many application types in mobile learning, this research is centreing on the mobile second as a scope of field of operation. Mobile game-based learning (mGBL) is a game specifically for learning which is also played on a mobile phone, smart phone, PDA or handheld devices. The purpose of mGBL is by using game play to enhance motivation in order to learn, engage education, or to enhance metier of learning content transfer or other specific learning outcome.In a habitual term, mGBL can be categorized as a seriou s game (Sawyer and Smith, 2008). The research on serious game increases dramatically world wide (Corti, 2006) and this is due the fact that the growing usage and popularity of exploiting game to take hold learning (Sawyer, 2008). Figure 1 shows that the GBL is the most popular terms searched via Google amongst other game-based concept.Figure 1 Popularity on Game-Based Concept (based on Sawyer, 2008)To fully utilize the potential of mGBL, we must look beyond the practice uses of the mGBL. The most important part is the design and methodology to develop mGBL. Developing a good game is very(prenominal) important because to make sure the player is motivated enough to keep playing the game until the game goal has been achieved (Kramer, 2000 Rollings and Morris, 2004) and similarly to mGBL by adding learning module as tell apartd by Prensky (2001), Becker (2006), and Gee (2003). In order to take advantage of those cases of good games for learning, the design and maturation of mGBL must be studied.2.0 investigate MotivationsThe ownership of mobile phone exponentially increasing all around the world. For example in Malaysia the subscriptions of mobile phone are growing rapidly with a high shrewdness rate (MCMC, 2007). This is due to the fact that mobile technology is naturally portable, flexible to anywhere, possible to connect us to variety of information sources and enable communication over (Smith et. al, 1999 Naismith et al., 2006).With such huge potential, there is possibility of using mobile for learning because it combines the wireless connectivity and educational contents (text, multimedia, application) delivered according to learners location, requirements and skills (Salz, 2006).One of the educational content is mGBL because it can be exploited to be an interesting mobile content. Most of students like playing games. Looking at this prospective market for game, mGBL is worth to be one of the mobile learning content. In addition, there are a lot of a dvantages of using games for learning. Cisic et al. (2007) discuss the advantages of games which can promote learning by motivation, play environment, and economic consumption playing. Therefore mGBL suppose to be real in an appropriate way which can further achieve the learning objective for mobile learning.Other aspect of motivating for this research is the proposed Malaysian government initiative. Norshuhada and Syamsul Bahrin (2008) have discussed about the Malaysian government initiative which has introduced the Malaysian MyICMS 886 to promote local content phylogenesisMyICMS 886 dictates a number of strategies for the growth of local content and these are promoting awareness, building competencies in higher education and forming strategic alliances. The goals are to encourage local creativity, address impudent content demands and also export content. In achieving these goals, the Malaysian government together with a number of key industry players have provided many funding incentives specifically for local content production.The Malaysian government initiative is mainly purpose to encourage local company to establish and develop local-based content with their creativity for trade both locally and internationally.3.0Research ProblemEmbedding learning content to mobile games can be complicated because mobile games differ from the application software, particularly designing educational game. In order to develop mGBL, it is crucial for developer to refer at the comprehensive design and study methodology.The exploitation of mGBL can be a combination of both amazes game development method and instructional design (ID) regulate. Most of ID seats contain valuable insights and guidelines for development of instruction. Each addresses various problems effectively and it would be foolish to repel them in an attempt to seduce any learning based technology (Becker, 2006). In addition, Moser (2000) stated that ID cast can and should be incorporated in to new view (in different media) for designing object learning and the ability of the method to provide the necessary element of learning.Various game design exemplars and development methods have been proposed and are made available in different genre of games, with each having their own requirements. Similarly to ID theoretical accounts offer different components which cater to which context one applies (Gustfason and Branch, 1997 Moser, 2000). Although game development has a history of implementation in ID (Garris et al. (2002), literature still lack available of comprehensive methods specifically for develop mGBL applications. Most of the methods are guidelines or everyday approaches for developing mobile game (Dholkawala, 2007 IGDA, 2005).Other concerning aspect to develop mGBL is the restrictions on design in mobile environment such as screen design, interaction, and software/hardware dependent (Lee, 2005). The guideline on how to align with these restrictions should also be included in the development method, so that the developer will put into consideration when they commit it into the real development.4.0Research ObjectivesIn attempting to cater this problem, the following research objectives are devised. The main research objective is to propose a methodology for developing mobile game-based learning (mGBL). In accomplishing the main objective, the following sub-objectives are also formedTo investigate the key issues ofdeveloping mobile game for learningembedding ID puzzle in developing mGBL.To explore and identify the main components of methodology for developing mGBL.To develop the methodology for development of mGBL.To test the proposed methodology by developing a prototype.To evaluate the proposed methodology in term of development efficiency5.0Research QuestionsIn achieving the objectives, four main questions bring upWhat are the key issues of developing mobile game-based learning?What are the components of design model for developing mob ile casual game for learning (mGBL)?What are the flows and cycles of the mGBL development methodology?How to evaluate the efficiency of the proposed methodology?6.0Research MethodologyA prominent design science research methodology (Vaishnavi and Kuechler, 2007) will be adopted for accomplishing the research objective because the expected main output for this research is a methodology. The methodology is divided into five phases Awareness of Problem, Suggestions Development, Evaluation, and Conclusion. Figure 2 illustrates the activities will be conducted in this study.ActivitiesPhases1.1 Literature study, web browsing information reuseResearch Methodology1 Awareness of Problem2 Suggestion3 Development4 Evaluation5 Conclusion1.3 Initial study on the usage of mobile game among students1.4 Survey study on mGame Development Methodology among mGame developersOutcomes2.1 Study on the flow and cycle of the mGBL developmentResearch problems break issues of mGBL developmentComponents of mG BL methodology1.2 Comparative study on current mGBL methodologies/ models3.1 Develop the proposed mGBL methodology4.1 Test the proposed methodology by developing a prototype5.1 authorship writing and research publication4.2 Evaluate the proposed methodology in term of development efficiencyProposed mGBL methodologymGBL PrototypeEvaluation ResultPublications2.2 Combine the mGBL development componentsObj 1Obj 2Obj 3Obj 4Obj 5Figure 2 Research methodology adopted from Vaishnavi Kuechler (2007)7.0Comparative Study on the GBL Design and Development homunculussThis study is conducted in order to compare and explore the available design and development methods proposed by several researchers. The collected models can be analyzed into two (1) prevalent Game-based Learning patterns and (2) Mobile Game Design Models and Methodologies.The general GBL models as followingAmory and Seagram (2003) Game Object Model (GOM), Game Achievement Model (GAM) and Persona Outlining Model (POM).Amory ( 2007) Game Object Model IIGarris et al. (2002) Input-Process-Outcome Game ModelKiili (2005) Kiilis ModelNorma (2005) Engaging Multimedia Design ModelWatson (2007) Games for Activating thematic Engagement (GATE) convert et al. (2007) Adaptive Digital Game-based Learning FrameworkNoor Azli et al. (2008) Framework for Designing GBL for ChildrenNor Azan Wong (2008) -GBL Model for history courseware designThe mobile game development models and methodologies as listed belowMitchell et al. (2006) mGBL modelParas Bizzocchi (2005) -Integrated Model for Educational Game DesignDholkawala (2005) Best Practice for Mobile Game DevelopmentMcGuire (2006) Scrum MethodologyDynamic Ventures (2007) -Game Development MethodologyEdwards Coulton (2006) Design-Protect-Build-Test-Market-SellNovak (2004, 2007) Game Development ProcessJanousek (2007) Game Life CycleThe separation between the above two analyzed categories is based on the differences on the design model and development methodolo gies. As stated by Vaishnavi and Kuechler (2007), design model is a set of propositions which express the relationship between components or concept. On the other hand, development methodology is a set of steps or guidelines used to perform a task.Table 2 and 3 illustrate a summary of the relative study on the design or development models and methodologies for game-based learning (GBL), mobile game (mGame), and mobile game-based learning (mGBL). The analysis is based on descriptions, advantages, and disadvantages of the models.Table 2 A summary of GBL modelsNo.NameAuthor/ Proposed byDescriptionDisadvantages1.GOM (GameObject Model)Amory Seagram (2003)GOM is a design model and also an evaluation modelGOM relates game elements to the promotion of educational objectives2.GAM (Game Achievement Model)Amory Seagram (2003)GAM is a design and evaluation modelGAM is part of GOMThe GAM works on the principle of linking educational and in-game objectives in order to create a continuous exper ience and maintain interest in the game.This forms the outline of the game and the basic story.3.POM (Persona Outlining Model)Amory Seagram (2003)POM is a design and evaluation modelPOM uses expected player interaction to build a persona concept to better define the best designPOM works on a lower floor the concept of four fundamental questions.Who will be exploiting the system?What will they be doing?How will they do it?With what technology will the system be developed?4.GOM Version IIAmory (2007)GOM II is an extended model of GOMThe most satisfying addition caused by this model the addition of the Social SpaceThis is only when a design model which is not providing the development methodology.GOM has a tendency to focus also much on mechanical aspectsGOM covers so many things it will bewilder necessary to create a complicated evaluation system to match it.Although it claims to be a model that integrates education theory and game design, it does so at an abstract level by plac ing a requirement for learning objectives as part of the model.There are no actual examples and there is no data.This model doesnt really do much to address how to implement learning objectives, which to my mind is at the core of all instructional design.These model generally applicable for educational software.5.Input-Process-Outcome Game ModelGarris et al. (2002)This is a design model.The model adopts the input-process-output framework, and provides a game cycle that is triggered by specific game features.The objective of this model is to incorporate instructional and certain features of games at first level which then trigger a cycle that includes user judgments or reactions such as enjoyment or interest, user behaviors such as greater persistence or time on task, and further system feedback. Finally, this engagement in game play leads to the achievement of procreation objectives and specific learning outcomes.This is only a design model which is not providing the development me thodology.The model focuses on the game play and game cycle.6.Kiilis ModelKiili (2005)This is a design model.The model works to related already existent game theory with already existent educational theory in order to create a functional model based off of already well accepted concepts.Foremost important in the Killi Model is the concept of Flow possible action found in game design.Kiliis model can best be viewed as one large problem linked by a serial publication of smaller problems.This is only a design model which is not providing the development methodology.Kiliis model focuses only on behavioral aspects7.Engaging Multimedia Design ModelNorma (2005)This is a design model.This model focuses on the engagement level of a learner.The concept of this model can be adapted into designing an educational game.This is only a design model which is not providing the development methodology.This model is a general model for multimedia design specifically for children.8.GATE (Games for Acti vating Thematic Engagement) theoryWatson (2007)This is a design model.GATE theory is a theory of educational game design driven around the principles of engaging the learner in a topic in order to encourage further exploration.The underlying premise behind GATE is to make the player autonomous and self-motivated.The model to a great extent based upon the works of BrunerThis is only a design model which is not providing the development methodology.The GATE model is too abstract.The GATE model is still too new for there to be a body of evidence that either supports or refutes its value.9.Adaptive Digital Game-based Learning FrameworkTan et al. (2007)The model focuses on both of the design and learners aspects.In learners aspect, it consists of psychological needs, cognitive development, and learning behavior.In design elements, it consists of multimodal, task, and feedback.This is only a design model which is not providing the development methodology.This model is still new and needs several studies to support on it effectiveness.10.Framework for Designing GBL for ChildrenNoor Azli et al. (2008)A design model which is modified from Kiilis ModelEmphasize cognitive presence by stressing the importance of reflective observation and knowledge constructionThe model specifically to Pre-school domain.This is only a design model which is not providing the development methodology.This model is still new and needs several studies to support on it effectiveness.11.GBL Model for history courseware designNor Azan Wong (2008)A design modelThe model focuses on components of history courseware design for Secondary school- upper level.The model consists of 2 components pedagogy and digital games components.This is only a design model which is not providing the development methodology.This model is also still new and needs several studies to support on it effectiveness.Table 3 A summary of mGame and mGBL design models and methodologies1.mGBL ModelMitchell et al. (2006)The mGBL models will be iteratively developed within a social-constructivist framework, using experiential learning and situated learning theories that see learning as a social activity constructed in interactions with others.This approach suits learning models delivered via mobile phones.Importantly, they will also support creative decision-making, encouraging players to consider decisions from different perspectives with a focus on mission, defining significant results and doing rigorous assessment.The mGBL model has been applied to these domain e-health, e-commerce, career guidance, and m-governmentAlthough this model is the most relevant to mGBL, but it focuses on the design part.This is only a design model which is not providing the development methodology.2.Integrated Model for Educational Game DesignParas Bizzocchi (2005)This model reconciles flow, learning, and motivation within an immersive game experience.The model shows that games foster play, which produces a state of flow, whic h then increases motivation, and lastly supports the learning process.This is only a design model which is not providing the development methodology.3.Best Practice for Mobile Game DevelopmentDholkawala (2005)This methodology suggests steps in developing mobile game in general from developing game concept until the trimming process.These guidelines are general use for developing mobile game which not includes the ID model.4.Scrum MethodologyMcGuire (2006)The methodology is based on Agile Methodology.The iterative process is a main concern for this methodology.It focuses on the tasks given to each individual of the development team.This methodology also for general use for developing mobile game which not includes the ID model.5.Game Development MethodologyDynamic Ventures, Inc. (2007)The methodology provides guideline to develop general mobile gameIt focuses on the feedback and input from the client, stakeholders and developers.The methodology is an iterative process.This methodolog y also for general use for developing mobile game which not includes the ID model.6.Design-Protect-Build-Test-Market-SellEdwards Coulton (2006)This methodology extends the Design-Build-Test philosophy.The added processes are protecting IP, marketing and selling games.The methodology is also an iterative process.This methodology also for general use for developing mobile game which not includes the ID model.7.Game Development ProcessNovak (2004, 2007)The development process similar to multimedia development phases.The main focus of the methodology is the design documents such as game proposal, game design document, technical design document and test plan.This methodolo

Tracing The Development Of Indian English Writing English Literature Essay

Tracing The Development Of Indian side Writing incline Literature EssayIndian opus in side of meat is primarily a result of the position compound rule in India spanning almost two centuries. There is an undeniable relation amongst the literary start and the historical background come out of which it arises. In spite of the occidental imperialism and colonialism the Indian finish has grown incredibly over the departed two hundred anile age. It is a well known fact that the Englishmen came to India on the pretext of trade and immediately realized that a stable policy-making control would substantially increase their profits. The industrial Revolution in England could save sustain itself through the capital made in the Indian territories in the form of revenue collection. They then commenced to annex divers(prenominal) territories in and around India and set up a colonial empire. The British rule completely ruined the agricultural self-sufficiency of the farmers and the trade of silk c fresheth bynews a downslide due to the English factory produced cloth more easily and cheaply available. The weavers and artisans lost their job and had to sustain themselves by working in cotton fiber plantations. The old existing order underwent a complete and systematic destruction and overhaul bringing misery, poverty and death to millions of Indians.After a few years of colonial rule and consolidation, the English empire got embroiled in a hotly debated and discussed issue of introduction of the English row in educational institutes. In a watershed decision English was introduced in the Indian education system, and was understood to be a different epistemological temp latish in which not only the language only when lifestyle and cultivation was imposed. Many reformers especially raja Rammohun Roy, the founder of the Brahmo Samaj, vociferously supported the teaching of the move to bring closely economic reforms that would provide new employment opportuniti es in the administration that required the knowledge of the English language. A systematic enterprise detailed by Macaulay, a member of colonial Indian parliament, than began in which mimic men were produced through the education system in India, who were a class who may be interpreters between us and the millions who we govern a class of somebodys, Indian in blood and colour, but English in taste, in opinions, in morals and in intellect.1The old methods of teaching were made redundant and died a slow death as the earlier system of education was insufficient to cope with the changing social, economic and political circumstances. As it is app bent with scorn and despise towards Indian languages, the sole purpose regarding English was to strengthen their rule and brainwash the annex and not to empower or produce scholars.Moreover, the colonizers only had contempt and disdain for the established languages, knowledge, beliefs, religion and educational institutes, labeling them as being irrational, pagan, barbaric, unscientific and immoral. Macaulay articulated the sense of superiority that the westerners felt regarding their culture and knowledge by making a very derogatory and biased statement that a single shelf of a good European depository library was worth(predicate) the whole native literature India and Arabia.2He believed that an educated minority would gradually educate the others, this concept came to be known as the filtration effect but it remained flawed and un favored. With the introduction of the English language the missionaries got a better hold on the country and political the empire established the notions that it is a benevolent license and has now taken the responsibility of bringing light in the form of knowledge to the ignorant population. As a result of English education a few writers and poets converted to Christianity and imitated a style of writing prose and poetry like the English Romantics and classics. The number one phase of India n English literature roughly comprises the fractional snow forward the Great Revolt of 1857. This was a period when English education and Western ideas had begun to act as a great liberating force in a country which had been suffering from political instability for virtually a century. Henry Derozios Poems compose in 1827, reflect his reformist i weedism and iconoclastic readiness and he along with a few other visionary writers, poets and artistes worked for the eradication of social evils and knelled themselves the young Bengal. In fact his contemporaries like Michael Madhusudan Dutt had great technical foul competence and wrote a long poem on the Christian opus of the original sin, Visions of the Past (1849). Krishna Mohan Banerjeas play The Persecuted (1831) showcased the religious orthodoxies plaguing the Hindu society.The colonizers were initially largely successful in creating a class of interpreters between them and the masses. Education as a tool in the hands of the English proved to a great ideological weapon to legitimize their authority in the colonies. Evidently a hierarchy is created in which the western education model encompasses wisdom and knowledge as against the colonized people who are imbeciles. The education introduced was naturally lopsided and it not only valorized English traditions and way of life, it besides provided the newly urban English educated a very limited and constricted space for liberal thought. The Indians began to believe that the colonizers had a moral responsibility to fulfill as the country was depicted to be septic by depravity, topperiality and religious bigotry. The evangelists propagated Christianity in schools indirectly by teaching biblical scriptures rather than English grammar. The weaving together of morality with a specifically English literature had Coperni green goddess ideological consequences3, which would mean that English behaviour leads to a moral behaviour and ultimately the colonizing cou ntry ostensibly projected itself as being a guiding light to civilize the colonies. Though the English always had their propaganda and selfish intention intact, a positive consequence was that the Indians had mastered the colonisers language and further, had by the 1820s begun to adopt it as their chosen medium of expression. These pioneering works of poetry, fiction, drama, travel, and belles-lettres are little read today except by specialists, but when they were published they were, by the mere fact of being in English, audacious acts of mimicry and self-assertion. More than this, the themes they touched on and the kinds of social issues they engaged with would only be explored by other Indian literatures several decades subsequent.4The middle class Indian intelligentsia created by the English for their convenience was never considered as an equal by the colonizers as they were inherently racists. The British defined themselves as the efficient, ethical, hardworking, courageous and masculine rulers of India, they came to characterize Indians increasingly as slothful, deceitful and immoral.5The English deemed Indians unfit for self-governance and never gave them any important positions in the administration. The division of Bengal in 1905 falsely do in the name of administrative convenience broke the powerful intelligentsia that had formed in Bengal. The Swadeshi front line that followed brought in a lot of cultural changes and a revival of old Indian traditions of celebration of festivals, theatres and folk songs focusing on commonwealthal pride and patriotism.The incoming of Indian English writing in the English canon is often debated as some of the critics are of the opinion that this genre got an acceptance only in the late 1950s when the Indian writers decided to establish it as a discipline, while others regard the works initially written by Indians in the English language as the real formation of this literary genre. The first raw by an Indian in English Bankim Chandra Chatterjees Rajmohans Wife appeared quite late in 1864 and is his only novel in English, the rest fourteen successful novels he wrote in Bengali. Kylas Chunder Dutts A Journal of Forty-Eight Hours of the Year 1945 (1835) preceding Bankims novel is about an imaginary armed uprising against the British but cannot be classified as the first novel as it came out in a journal. Mehrotra elucidates on Kylas Chunder Dutts work thatInsurrections seems a commonplace idea, until we realise that the idea isbeing expressed for the first time in Indian literature, and would next findexpression only in folk songs inspired by the events of 1857. It is uncannythat the year of the uprising in Dutts imagination comes within two yearsof Indias actual year of emancipation uncanny, too, the coincidence thatthe work should have been published in the same year that Macaulaydelivered his Minute. In a double irony, the insurgents are all urbanizedmiddle-class Indians with the best education colonialism could offer, thevery class Macaulay had intended as interpreters between us and the millionswhom we govern.Thus, the language of command is stood on its head and turned into the language of subversion, suggests itself as the originative beginnings of a nation.6The revolt of 1857 was a turning point and India became an empire under the British rule, represented by the viceroy. The revolt saw a unification of the war Indian states against a common enemy. The heroism, valour and courage demonstrated by Indians inspired a lot of folk songs, poems and literature detailing the battle and barbarousness with which it was suppressed. The possibility of toppling the British rule looked viable but it took a century for Indians to attain independence. The British formulated numerous rules and regulations to stipulate the authority of Indian munificent states and other autonomous bodies and gained complete control over India. Censorship of literature increased many fold s as the colonizers strictly monitored any writing that was seditious to the British policies, government or laws. Political themes were now discussed through literature in the guise of historical novels or romances which glorified the past rulers. Ironically Shakespeares poetry sound true when placed in the context of Indian English writing, in his play The Tempest..says You taught me language and my profit in it / Is I know how to curse.7Meenakshi Mukherjee in her detailed and informative essay Beginning of the Novel8traces the rise of the early English novel in India that was primarily aimed at an English audience and ordinarily began with titles that would pull the attention of the English towards the orients as unlike novelists in the Indian languages who were confident about a sizeable readership within their specific region, the writer in English suffered from uncertainty about his audience. The earlier tracts written by Kylas Chunder Dutt, Shoshee Chunder Dutt among others did not strictly adhere to the demands of novelistic traditions. The later novels written in the century were more insincere and tolerant of the British rule and many writers wrote praising the empire and paid homage to the Queen through their writings. The only woman writer who wrote in English during that period has now become an obscure figure. Women in that era were not encouraged to get any education and were scarcely taught the English language. Krupabai Satthianadhans Kamala, A theme of Hindu Life (1894) and Saguna, A Story of Native Christian life (1895) detail topical issues concerning gender, caste, religion and other social issues. To the critic Mennakshi Mukherjee the greatest proceeding of the canonical Indian English writing is not the awards or critical acclaim won by the writers now, rather the breaking free from The tentativeness of nineteenth century novelists, not only about writing in an acquired colonial language but also about their readership, has been rep laced by an overwhelming confidence among post colonial writers that the English language belongs to them as much as to anyone else.The novels of the nineteenth century brought to limelight the social injustices, superstition and the abominable conditions of the peasants and workers that plagued the Indian society. Womens emancipation, education and widow remarriage also became common themes in the novels and this phase is dubbed as the renaissance of Indian writing in English.9The tradition of novel writing in India is an imitation of a western phenomenon and thus different from most of the earlier writings that engaged in a quest of metaphysical and transcendental knowledge, where the present world is depicted and pied to be a mere appearance. Another luminary figure is that of Tagore who wrote an expansive body of prose fiction, poetry, and songs. His creative ingenuity is unparalleled in either Bengali or English. He conceptualized and started a democratic, artistic and cultura l revolution by training young minds in the university founded by him, Shantiniketan, which attracted teachers and students from all over the world. Tagores Gitanjali (1912) is a great lyric achievement and his prose fiction deals with human condition and emotions, societal norms and also revolution. His works inspired an entire genesis of writers, artists, singers, and the common man. Most of his work is in Bengali and is present to us in translation. Besides, the dangerous of considering English Indian writing as national literature especially in western universities is manifold, primarily because it is written by a minority that is upwardly mobile. Text written in English language should not be the only source of highlighting Indian culture and way of life this would marginalize the importance of the texts produced in regional languages that have their own values and narratives.The accommodation of Indian writing in English in the English canon is a momentous achievement because it provides autonomy to this genre as it is not merged with Commonwealth writing or is entirely labeled as an imitation. The polemics of criticism in earlier days refused to accept it as an area of academic scrutiny as it did not proliferate to the period it has now. Indian writing in English belongs to a particular class of people who are of Indian origin and have learnt the language well to be writers of that language, and those who are able to read the English language and are to an extent more proficient and comfortable in English than in their mother tongues. These teach does not affords them less of a writer rather they are experts in explicating the thoughts and lives of Indian characters reenforcement in India but not speaking, thinking or living an English life. It requires great talent, insight and exceptional grasp of bilingualism to express in English the lives of people who do not speak that language. Thus we have raja Rao in his foreword10to the novel Kanthapura debatingEnglish is not really an alien language to us. It is the language of our intellectual make-up like Sanskrit or Persian was before but not of our emotional make-up. We are all instinctively bilingual, many of us in our own language and in English. We cannot write like the English. We should not. We can only write as Indians. We have grown to look at the large world as a part of us. Our method of expression whence has to be a dialect which will some day prove to be as distinctive and colourful as the Irish or the American. clock alone will justify it.One of the major reasons for the proliferation of Indian writing in English is the Indians assertion of autonomy in writing their own histories. Bamkinchandras call We have no History We must have a History highlights the need for self representation and expression. The mere act of writing and narrating ones past hints at an inherent power struggle because the mode of recalling the past relies on who has the authority to re-c reate and re-tell the past. The colonizers perspective would naturally differ from that of the colonized. James Mills History of British India (1817) is only one sided and prejudiced attempt at detailing Indias past. To wrench authority and power from the colonizers one has to narrate ones own stories. Thus, the primary novels written by Indians seemed to be historical fiction which went on to be read and gradually merged with the aspirations of budding nationalist struggle.Likewise, the theme in earlier novel was nation and nationalism and it was developed as historical romances depicting the life of a historical figure in a romantic alliance that showcased the glorious past of the Indian nation, for instance, T. Ramakrishna Pillais Padmini An Indian Romance (1903). By 1930, Indian English literature became a century old yet failed to produce a single novelist who had a plethora of work to his credit. Then three novelists known as the Big Three wrote and published their works that proved to be an epoch making enterprise. rajah Rao, Mulk Raj Anand and N.K.Narayan revolutionized Indian novel writing on an unprecedented scale and brought to fore not only the views and idealism of Gandhiji but also provided a poignant, realistic designate of fellow Indians under the colonial rule suffering acute poverty, social discrimination, unemployment and illiteracy. Further, Raja Raos Kanthapura (1938) Mulk Raj Anands The Sword and the Sickle (1942) and R.K.Narayans Waiting for the Mahatma (1955) deal with nationalism and impact of Gandhism in lives of Indians. Regarding the works of Narayan two western and Indian scholars opine that his novels are deeply traditional, apolitical and humanist, yet at the same time his work is highly representatively Indian in their spirituality. His theme and form has enabled him to explore the minutiae and subtleties of human emotions and feelings and to his ironic vision towards human life is aptly universal. Although, the importance of Hinduism in Narayans work is identified by many, a number of his novels probe the limitations and contradictions inherent in Hindu worldview and identity. In Meenakshi Mukherjees taskment R.K.Narayan falls in that category of novelists who do not indulge in any generalizations about what is Indian and what is western. Their characters are a curious blend of the East and the West which all Indians are but they refuse to sift the elements.11 inhering to the writer of post independence, Kamala Markandayas novels focus on the changing socio-economic scene. Her preoccupation with the theme of hunger in Nectar in a Sieve (1955) and Handful of sift (1966) and her picture of uprootedness of Indian villagers on account of the menacing growth of industrial civilization derive their vigour from Gandhis pleading for village economy. The process of modernization is satirized in her later novels like The Coffer Dams (1969) and The Pleasure City (1984).Patriotism, freedom struggles, exploitatio n of the factory workers and the relationship between the colonizer and the condition of the colonized formed the head teacher of Indian writing in English. Gandhiji inspired and influenced the writers and poets immensely and this fact is clear in the way activism and courage was liberated from aggressiveness and violence. The tumultuous political note of the nineteen thirties due to the civil disobedience movement under the leadership of freedom fighters created a readership that wished to explore and get information about their countrys covetous plunder and the miserable, starving plight of its citizens. The prevailing nationalistic fervor and political situation witnessed a portrayal in the literature produced at that time. Some writers advocated the Gandhian method of non-violence to attain freedom while the others wanted independence through any means whether it involved violence or not remained immaterial to them. The partition of the subcontinent had a prolonged disturbing and traumatic effect on the psyche of millions of Indians and became one of the most discussed, debated and analyzed theme in numerous novels. For instance Khushwant Singhs set to Pakistan (1956) lead to a significant contribution to the genre namely Partition literature in the canon of English Indian writing. The events portrayed in the novel revolve around the depiction of unprecedented violence, brutality and desperation. The novel captures the mindlessness of communal violence and provides a protest against the Indian bureaucracy. Salman Rushdies Midnights Children (1981) and Amitav Ghoshs The Shadow Lines (1988) deal with the theme of partition in a very different perspective. After independence, the era of hope and certitude got sidelined by an age of self scrutiny, skepticism and an attempt to deal with the ones sense of identity exposed to divergent cultures, Indian and Western. Post independence fiction reflected an anxious reality On one hand freedom had been won ostensib ly the exploiter had been expelled and the forces of evil were no longer in the land. But on the other hand, writers and intellectuals generally felt that the only change effected by independence was the change in the colour of the exploiters skin.12Political satire and a growing disillusionment with the current state of affairs were highlighted in numerous novels by writers of different vernacular. Moreover, the theme of partition and the consecutive wars with China and Pakistan created a sense of despair in the literary arena and greatly affected the works of writers. clan and communalism have become major issues in Indian English writing Mulk Raj Anands Untouchable is read as a remarkable and revolutionary novel by both critics and readers, and in this novel he illustrates the pitfalls of a parasitic casteist Hindu society. The concept of marginalization is a common leitmotif in the novels depicting debase caste people and women. Meenakshi Mukherjee says that A huge social divid e exists between those have proficiency in English and those who do not. Given the fact that English today is the language not only of upward social mobility and outward geographical mobility, but also a major tool for accessing knowledge at the higher level.13One cannot remain blind to the major characteristic feature of Indian English literature, both linguistic and cultural, that its influence extends beyond the limits of any elitist paradigm. on with marginality a sense of alienation is an underlining concern in numerous novels. Anita Desais Cry, the Peacock (1963) focuses on the female sensibility at odds with the male dominated society. Her later novels like Fire on the Mountain (1977) describe the isolation and alienation of man from family and society. Upamanyu Chatterjees English August dissects and beautifully expresses the estrangement felt by the characters in the novels.Iyengars pioneering work in the creation of a history of Indian writing in English opened up new ave nues of criticism and these studies have done much to establish the parameters of a discussion of the nature and role of Indian writing in English including its form, its audience and its effectiveness.14The readership and production of numerous writings both in quality and quantity in vernacular languages in India is by far larger than the English counterpart. One has to assess the readership of Indian English writing which is at best nominal in India, the target thus, seem to be the widely English speaking western world. A few popular novels by Kipling, Kim and The Jungle book became extremely popular but the perspective remained of the white man. E.M.Forsters A Passage to India provides an imperial writers ambivalent attitude towards the other, non- Eurocentric culture and the suspicion is palpable.One can argue that the earlier writers of English did write to a Christian western world, explaining almost apologetically Indias pluralism and trying to fit in the constraints demand ed by English literature and are accused of exoticisng India to the foreign readers. The readership issue of Indian English literature has assumed dimensions more varied than just simple issue politics. Even now the debate continues and those who choose to write in English argue that English is also an Indian language and they know this language the best. They are accused by those writing in vernacular of not being in touch with the masses and aiming only for self aggrandizement. Interestingly, a new generation of writers has slowly emerged that does not feel the need to provide a glossary for Indian vernacular terms or the Indian way of life. Desai reiterates the fact that a new generation of Indian writes, addressing Indian subjects and items in a language taken from Indian streets newspapers, journals, and films, and a class of enterprising business who decided they were worth publishing marked the 80s and 90s.15Now a new emergent prototype of writers known as being the diaspor ic writers have established themselves. Due to colonialism a lot of people from England settled in different parts of the world and a lot of people belonging to numerous places from each and every corner of the word made Britain and other colonizing countries their home some of them came as indentured labours or as slaves. Britain and other colonizing countries witnessed a spurt in immigration as they necessary labourers to work in their factories or healthcare systems, besides many people came looking for better employment opportunities, income and for studies. Therefore, Diaspora can be defined by punctuate a sense of collective community that one feels while living in one country and looking across time and space for another. It should be noted that the generation innate(p) to the migrants who are now settled in another country, might not have the same emotional and sentimental affixation to the old country. Also the journey from ones old country to the adopted country creates a sense of shared history and the difference in language, generation, religion and culture make diaspora spaces dynamic and shifting, open to repeated construction and reconstruction.16The reason for the inception of diasporic writer can be explained as the massive migrations that have defined this century- from the late colonial period through the decolonization era into the twenty first century.17Naipauls work on Trinidad did not find readership in America because the critics found it stylistically too British. In England Naipaul was rejected because he was too foreign. In more recent times, however, the conference of the Nobel Prize on Naipaul celebrates the acceptance of the author outside Trinidad. For that matter, R.K.Narayans first novel, Swami and Friends, portraying life in a small south Indian village, enjoyed considerable readership in England when first published in 1935. Ruskin stick withs semi-autobiographical reminiscences of living in and out of Dehra Dun bazaar am ong Indian urchins appeared in a book form The Room on the Roof (1952), it was crowned the prestigious John Lellwyn Rhys Memorial Prize. Bond made India his permanent home unlike other Anglo-Indians who chose to return back. The recognition awarded to the books coming from different places and elucidating the diverse upheaval, lifestyle and attitude towards life we can assess the fact that readership pattern of foreign literature has seen a tremendous change due to the growing socio-cultural influences of globalization. The linguistic effects of Ruskin Bonds minimalist approach or Raja Raos attempts at making English seem to be natural easily acceptable are positive in the sense that they have gained wider popularity outside the state of colonial modernity.A common thread binds the variant diasporic writers together they are marked by their hybridity and heterogeneity cultural, linguistic, ethnic, national and these subjects are defined by a traversal of boundaries demarcating n ations and diaspora.18A diasporic writers constant struggle with the past that stressed on ones ancestry and valued the pure over the hybrid or the composite is a highly discussed concept in postcolonial literature.19These writers have transformed the meaning and dimension of Indian writing in English and have made it more dynamic, conform to and expansive. Indian writers, like Rushdie and Naipaul, Anita Desai, Shashi Tharoor, Amitav Ghosh, Vikram Seth et al have carved a niche for themselves while residing abroad and writing about the sense of rootlessness and displacement that is experient because of geographical causes and the problems faced by those who are immigrants, refugees or exiled. Their identity is neither lost nor submerged by overlapping of multiplicity and diversity. The Indian diasporic writer born and brought up in a post-colonial world have had no reason to feel self-conscious in handling the English language, which carries no colonial luggage for them.20Most o f these writers write about Indian subcontinent and present the vastness, pluralism and celebration of multiculturalism that is now associated with India. Rushdies incisive comment on the migrant sensibility is one of the central themes of the displaced person the effect has been the creation of new types of human being people in whose deepest selves strange fusion occur, unprecedented unions between what they were and where they find themselves migrants must of necessity make a new imaginative relation with the world.21The psycho-social predicaments of the self under colonialism and its dispensation of a new worldview bridging the east-west divide after independence are investigated. Amitav Ghosh problematizes and delineates a sense of rootlessness in the character of Ila in The Shadow Lines. Her father is a diplomat and she has been brought up in western countries. As a result, she is reduced to th

Advantages of using CNG

Advantages of using CNGAppeared like a hulk for the first time in 1999 and threatened all Egyptians, it was huge, dangerous and cruel. So the Egyptian government declared the war against it, and scratched to take serious actions. Now its 2009 but no change, its still there darkening the skies of Cairo from October to December make a lot of environmental and health casualties. Apart from the gray looking skies and awful smell spreading in cities, the Monster throws Respiratory problems. Mahmoud Abdel Majeed, head of Abbasiya actors assistant Diseases Hospital, said, People suffer from breathing difficulties, coughing and sometimes respiratory failure which requires artificial respiration. Adding that children and the elderly were the most at risk. Most of you now know who the monster is, its the BLACK CLOUD. Funny enough that its not a indwelling phenomenon but it is mainly caused by us gibe to some statistics its said that 40% of the contaminant is from the burning of rice st raws, another 23% from fomite fumes as Cairo now has about 4.3 million vehicles in its streets. Factory emissions also cause 23% and 6 % from burning of wastes. We need solutionsOne of the solutions is to use Compressed Natural Gas (CNG) as a fuel for cars instead gun for hireoline. Natural gas cars are not different from gun fuelled cars except that the natural gas cars are fuelled by CNG not gasoline. And its mechanism is so simple when u start your engine, the CNG enters a regulator that reduces the pressure before entering the fuel-injection system. The gas is then mixed with air and injected into the cylinders of the engine where its ignited by a spark hatful resulting in an explosion which is used to drive the piston. CNG is not only good for the environment but also as for individuals there are other benefits. utilize CNG is a new revolution which has economical, environmental and technical pros, yet not all people use CNG as a fuel for their cars for different reasons.CN G is kind of economical its about third of the price of regular gas, good news for the low paid and taxi drivers. Also people who own a natural gas car leave have some tax incentives the government makes them pay fewer taxes as a reward for contributing in protect the environment from pollution. Further to a greater extent, the cost of maintenance of natural gas cars is very low in long term compared to that of gasoline cars. From all sides, CNG is quite more economical than gasoline.The main advantage of using CNG as a fuel is because its environmentally friendly. Since it is the cleanest burning fossil fuel, as methane burns cleaner than petroleum fuels.According to a report by the Air Pollution Research Department at the National Research Center in Cairo, it was found that, compared to petrol, CNG has a full of life potential to reduce carbon monoxide, hydrocarbon and carbon dioxide concentrations in exhaust released from electronic fuel-injection and well-carbureted engines b y an average of 73 percent and 66 percent, 39 percent and 31 percent and 21 percent and 19 percent, respectively. With these figures, CNG became a friend to the environment and people as well, since it causes no or less negative health cause than the petroleum or gasoline.Using CNG also has some technical advantages. CNG gives a high coalescence ratio, which means that most of the fuel is burnt. The advantage of high compression ratio is that it gives the engine a higher horsepower ratio resulting in a high performance engine.One of the best things about CNG is that u groundwork convert your car to be natural gas fuelled. The conversion process is an easy process it is simply fitting storage tanks in the trunk of the vehicle and installing injection nozzles in the engine. After this u will have a bi-fuel vehicleBi-fuel vehicles have the capability to switch between using gasoline and other fuel like CNG manually or automatically to run the car, what do we need moreBut what makes some people refuse or afraid to convert their cars to natural gas cars?Well, like everything in the world, CNG has some disadvantages too. First, the conversion process can be costly as he/she will have to buy the conversion kit and pay for the mechanic who will convert it. Yes CNG is cheaper in price, but this is when you refill your car but when it comes to conversion, it can be costly. Another disadvantage is

Biography of Franklin Delano Roosevelt Essay -- FDR American President

Biography of Franklin Delano Roosevelt Franklin Delano Roosevelt, (1882-1945), 32nd of the United States. Roosevelt became president in March 1933 at the depth of the Great Depression, was reelected for an unprecedented three much terms, and died in office in April 1945, less than a month before the surrender of Germany in ball War II. Despite an attack of poliomyelitis, which paralyzed his legs in 1921, he was a charismatic optimist whose confidence helped sustain the American people during the strains of economic crisis and world war.He was one of Americas most controversial leaders. Conservatives claimed that he undermined states rights and single(a) liberty. Though Roosevelt labored hard to end the Depression, he had limited success. It was not until 1939 and 1940, with the onset of heavy defense spending before World War II, that successfulness returned. Roosevelt also displayed limitations in his handling of foreign policy. In the 1930s he was slow to warn against the menace of fascism, and during the war he relied too heavily on his see and personality in the conduct of diplomacy.Still, Roosevelts historical reputation is deservedly high. In attacking the Great Depression he did much to develop a uncomplete welfare state in the United States and to make the federal government an agent of social and economic reform. His administration indirectly encouraged the rise of organised labor and greatly invigorated the . His foreign policies, while occasionally devious, were shrewd enough to sustain domestic unity and the allied combustition in World War II. Roosevelt was a president of stature.The future president was born on Jan. 30, 1882, at the family estate in Hyde Park, N.Y. His father, James (1828-1900), was descended from Nicholas Roosevelt, whose father had emigrated from Holland to New Amsterdam in the 1640s. One of Nicholas two sons, Johannes, fathered the line that ultimately produced President Theodore Roosevelt. The other son, Jacobus, was Ja mes great-great-grandfather.James graduated from Union College (1847) and Harvard Law School, married, had a son, and took over his familys extensive holdings in coal and transportation. Despite substantial losses in speculative ventures, he remained wealthy enough to journey by private railroad car, to live graciously on his Hudson River estate at Hyde Park, and to travel extensively.Four yea... ...nd front greatly intensified Soviet suspicions of the West.But it is easy to second-guess and to exaggerate Roosevelts failings as a military leader. The president neither invited nor welcomed the Pearl Harbor attack, which was a brilliantly planned maneuver by Japan. He worked with Darlan in the hope of preventing unnecessary loss of ally lives. Unconditional surrender, given American anger at the enemy, was a politically logical policy. It also proved reassuring to the Soviet Union, which had feared a separate German-American peace. Establishing the second front required control of the air and large supplies of landing craft, and these were not assured until 1944. In many of these decisions Roosevelt acted in characteristically pragmatic fashion--to profit the war as effectively as possible and to keep the wartime alliance together. In these aims he was successful.By 1945, Roosevelt was 63 forms old. The events early in that year added to the strains on his heart, and on April 12, 1945, he died suddenly at Warm Springs, Ga. Three days later he was buried at Hyde Park. Despite his limitations, he had been a strong, decent, and highly popular president for more than 12 years.

Comparing Heroes and Villains in Measure for Measure, Othello, and Haml

Comparing Heroes and Villains in Measure for Measure, Othello, and HamletAccording to John Steinbeck, Heroes ar bleak villains argon apt. This statement likely regards the internal aspects of characters, such as intellect, reasoning/motivation, and morality/responsibility, as indicated by consistency in action and/or articulation, as in direct speech or soliloquy. An examination of the heroes and villains in Measure for Measure, Othello, and Hamlet can determine whether Steinbecks generalization is applicable. Although Measure for Measure is not a tragedy by standard conventions, Angelo can be leaseed a tragic hero since he falls because of his hamartia, hubris. While he fits into Steinbecks generalization of innocent as a victim of the circumstances created by the Duke, Angelo is responsible for his own fate. When asked Whether you had not sometime in your life/Errd in this point which now you summon Claudio, (14-15, II.i) Angelo affirms he has never felt love or passion, nor h ad sex. Thus, being a man of virtue, Angelo believes he has the right to impose morality upon the city he unquestioningly enforces the law forbidding fornication. Since he is righteous, Angelos motivation is not wrong or immoral however, once he begins to manipulate sexual morality in his favor, his ingenuousness decreases. Angelo offers to spare Claudios life should Isabella engage in sexual relations with him he claims to be tempted by Isabellas virtue, and does not recognize his own hypocrisy in proposing on that point is charity in sinning to save Claudio. The reduction of Angelos virtue and righteousness continues as he sends Claudios death warrant after he has had sex with Mariana, who he believed to be Isabella. In additio... ...le to comedies, when considering A Midsummers Night Dream, As You Like It, and Measure for Measure, in which the heroes are mostly virtuous (innocent), and the villains are devious (cunning) however, since the Duke and Iago are both cunning villains , Steinbecks notion of villains is also appropriate for tragedy. More importantly, though, as previously noted, these heroes are directly responsible for their fall, and therefore challenge readers to consider the roles of heroes and villains in tragedy less traditionally Othello is not cunning, nor is he innocent, and so Steinbecks parameters exclude him. Thus, a more encompassing generalization would be that tragic heroes are responsible, and villains are cunning (Steinbeck). Works CitedShakespeare, William. William Shakespeare The Complete Works. Ed. Alfred Harbage. 1969. Baltimore Penguin, 1994.

The Power is in the People :: essays papers

The Power is in the PeopleCongress shall make no law respecting an establishment of religion, or prohibiting the wanton exercise thereof or abridging the freedom of speech, or of the press or the right of the people peaceably to assemble, and to orison the government for a redress of grievances. (The United States Constitution The First Amendment). By the action taken on December 12, 1791 (when the Bill of Rights was adopted), the United States of America disposed(p) its people a power that would prove extremely potent one-hundred and twenty-nine years later. During the era of Prohibition (1920-1933), people took whatever action necessary to engender their way, and did so through the rights afforded to them in the First Amendment. Individuals in favor of Prohibition, seeing the benefits of the institution, worked together to sustain it. Those against Prohibition, feeling a violation of their rights, acted just as intensely, if non even more so, to stop the movement. The gover nment, ignoring the voice of the people, was primarily concerned with keeping Prohibition alive. However, the right to individual voice, a principle upon which the United States was founded, made it unimaginable for an institution such as Prohibition to exist successfully.In the years prior to and during Prohibition, many people did everything within their power to keep the nation free of alcohol. Numerous committees were formed for the purpose of pursuing the enactment and continuation of Prohibition. Church and religion in any case played a large part in the foment to keep the nation dry. Some individuals even entered politics and took office in the government in an effort to be heard. People made an linked effort to reveal the virtues of Prohibition to the nation. The Anti-Saloon League of America was founded in 1893 at Oberlin, Ohio. Throughout Prohibition, its members went from town to town speaking out against saloons and alcohol (Merz 8). On January 16, 1920, they also declared, it is here at last - dry Americas first birthday (Kobler 11). Women established a group of their own as well. In 1874, Protestant women formed the Womens Christian Temperance Union. They, like the Anti-Saloon League of America, cited the advantages of Prohibition (Kobler 10). As a whole, groups such as these utilized their First Amendment rights to the fullest to preach what they believed.