Bhavnath Temple Case Study

GOSAI NILESH H. DIVISION – A SUB: CASE OF BHAVNATH TEMPLE SUBMITED TO: Dr. D. R. D. Introduction: The case is all about an increasing irrigation facilities after independence but there was certain problems with the removing location of BHAVNATH TEMPLE which is between the dam and people don’t want to change place of temple with that there are some other issue also there. After independence in 1947, the both central & state government want overall economic development. In undivided Bombay province a proposal given to build dam on river. It calculated 4700 million cu. ft.Water to develop 92000 acre of land, In 3 district. To do that 8 villages are totally submerged and resettled at other place. This all require to providing new livelihood to people. The reservoir was to have catchments area of 230 sq. miles. The average rainfall was 34†. In this 1 plan the F. S. L. , was 592 H. F. L. was 596 and R. L. was 601. Directed irrigable area was 19300 acres and the indirect irrigation flow to some 73600acre. It yields 15. 83 lacks revenue per year. Agricultural production increase as 30400 tons. It was 147. 74 lacks. This project was fully feasible in the eyes of government.If plan 1 was accepted than temple was saved by using gates to save from flood. After making 1 proposal government made 2 proposal. In that, if all of three levels rose so that ultimate capacity raise to 1000 million cu. Ft. in that F. S. L. 595 &H. F. L. 606. By doing this the agricultural production increasing and irrigation facilities provide to larger areas. But in 2 plan temple could not be saved but people remained adamant in there demand. IN 1960 state of Bombay bifurcated and now Gujarat PWD department began to think about reopened the plan again.They find this scheme was good for development. The problem is that what should do to become success of this plan. Objectives: †¢ To build the dam, †¢ To increase agricultural production, †¢ Do ultimate overall devel opment Problems: †¢ Temple get submerged, †¢ Religious sentiments, †¢ Opposition by villagers †¢ People get displaced. Constraints: †¢ Location of dam †¢ Religious sentiment can’t be changed. Criteria: †¢ Cost should be minimized †¢ Maximum returns †¢ Minimum people affected †¢ Minimum time in implementation Alternatives: †¢ Plan 1 if no plan 2 †¢ Resettlement of affected people †¢ Wall around the temple Help from religious leader †¢ Convincing people about benefit †¢ Raising the height of temple Suggestion: From all above alternative we compare it with objectives, problem, and criteria we can suggest that to succeeding this scheme government should increasing level of temple by above than flood level with using good construction peeler so ultimately height of temple raised and they saved from flood. By doing so peoples are permit to build dam on river. Contingency plan: If it is not possible to build temple by construction of piller then take help from the religious leader. THANK YOU

The Role of Critical Period in Second Dialect Acquisition Essay

The Role of Critical Period in Second Dialect Acquisition - Essay Example At the time there had been enough discovery of a number of feral children to support this hypothesis. However, other variables were problematic, as these same children had been neglected, deprived and usually abused. Many were half starved and most had suffered isolation. With all these factors involved it was difficult to limit the variables in order to establish cause and effect. Later, other linguists tried to tie this theory also to second language acquisition with varying contradictory results. Finally, neurobiologists did manage to identify a portion of the brain that seems not to develop if a â€Å"second† language is not acquired by a certain pivotal age, generally coinciding with puberty. However, just what exactly is meant by a second language is not cast in stone. Does Latin qualify? What about children’s code language for play? Do other jargon sets qualify, such as mathematics terminology, psychology vocabulary or academic English? What about a second dialect sufficiently different from the mainstream language? Little or no research has been done with these languages as the â€Å"second language† acquired, so it is still unanswerable. However, it is this researcher’s suggestion that perhaps any sufficiently large complex symbolic system will fill this void. However, in the case of a dialect, if the first language is a di alect of the mainstream language, is there a critical period beyond which it becomes problematic for the learning of the mainstream language? Lenneberg first hypothesized the existence of a critical period for language learning in 1967, and it was supported by the case study of Genie, who had little or no exposure to language until age sixteen. He hypothesized that â€Å"language acquisition is impossible before two due to maturational factors, and after puberty because of the loss of ‘cerebral plasticity’ caused by the completion of the development of cerebral dominance, or lateralized specialization of

Effects of economic and political climates on current higher education Essay

Effects of economic and political climates on current higher education - Essay Example Various factors of politics, economy and regulatory developments do have an impact on institutions of higher learning. Most issues are above the control of the national higher education community and the individual institutions. In response to these changes, institution budgeters must respond accordingly to the anticipatory changes in political and economic conditions that may have an effect on the amount of revenue that is available. In addition, of equal importance, they must put into consideration the pressures that are being exerted by the external forces on the institution of higher learning before its survival is put in jeopardy. Economic climate Institutions dealing with higher education are stable partly due to the mission and role that they have in the society and the way they are operated their activities and management. Despite this, the current financial issues in various ways are affecting the institutions of higher learning (Solt 2008, pp.48–60). Economic changes have significantly affected the higher institutions of learning since the beginning of 1990’s. In respect to this, changes seen in the national government support for higher education have been accompanying the turmoil of the economy. Today, the institutions of higher learning are no longer enjoying the high ranking that they used to on the societal agendas, local, state and national talks. Resources that were previously directed to higher education are captured by other sectors of the government.

Musical Instruments Essay Example | Topics and Well Written Essays - 1250 words

Musical Instruments - Essay Example It will concentrate on their distinction and similarities in terms of structure, performance techniques, occasion when they are played, and their historical context. The origin of the Arabic oud is often associated with Biblical history. A myth tells the story of Lamech, the sixth grandson of Adam who is extremely grieved by the death of his son. Thus, being unable to contain his grief, he hung his son's remains in a tree. The first oud is said to have been inspired from the shape of Lamech's desiccated skeleton (Parfitt 2). The Arabic oud is described as a pear-shaped, stringed instrument similar to lute which is commonly used in Middle Eastern music (Oud 1). It should be noted that both the oud and the lute are derived from the Arabic term al-ud which is literally translated as "wood." Gianfranco Lotti also suggests that "the 'wood' appellation originally carried derogatory connotations, because of proscriptions of all instrumental music in early Islam (Oud 2)." The exact date when the oud is created can never be accurately determined. However, evidence showing the earliest usage of this musical instrument dates back to the Uruk period in Southern Mesopotamia (modern day Iraq) which is 5000 years ago. Dr. Dominique Collon acquired a cylinder seal which shows the picture of a "female crouching with her instruments upon a boat, playing right handed" (Parfitt 3). It should be noted that aside from this pictorial record, the oud appears all throughout the Mesopatamian history highlighting its importance in the civilization and culture. Throughout time, the original structure of the oud has been rather modified due to the social changes. The oud is consists of a "large soundbox connected to a short neck, features that give it its letters patent of nobility and distinguished it from the long-necked lute family" (Parfitt 4). The body of the oud which is originally pear-shaped has been transformed into a more swelling and rounded one. Since the oud is used by many countries, its structure also varies with according to its regional origin. There are three varieties of Arabic ouds: Syrian which are slightly larger, longer-necked, and lower in pitch; Iraqi which are generally similar to Syrian oud but with floating bridges which focuses the mid-range frequencies and gives the instruments a guitar-like sound; and Egyptian which has a more-pear shaped body, slightly different tone, very ornate, and highly decorated (Oud 4). However, amidst the differences and variations which appeared, the Arabic oud still has distinct and defining features that separate it from other musical instruments. Compared to other stringed instruments, the Arabic oud is distinctive because of the number of its sound-holes. The oud generally has one to three sound-holes. Furthermore, the ouds body contains a staved, bow-like back which resembles the back of half watermelon allowing it to resonate and produce a more complex tone. The Arabic oud also has a pegbox which is bent at 45-90 angle from its neck. This musical instrument is also distinctive because of its eleven strings. It should be noted that the first ten are arranged in pairs while the eleventh remains single. The Arabic oud, is also differentiated from other plucked instruments because

APA 360 III Term Paper Example | Topics and Well Written Essays - 500 words

APA 360 III - Term Paper Example e to determine that race perception is not something that is done automatically by a person because the first image that a person has of the person before him does not leave a truly remarkable impression. Rather, the concept of race is simply something that we have come to think of as automatic due to the mind conditioning that we have undergone since an early age. Since race has no genetic basis, one can safely say that race is therefore an illusion. Neither does a human sub-specie exist as these do in the animal kingdom for us to perceive that one human being is different from another. We all belong to the same specie and therefore exist in the same reality. That is why skin color cannot be used to determine the race of a person. The illusion of race on a physical basis is simply wrong because the real differences between people exist not on a physical basis but rather on genetic variation with 85% of traits being shared by a given population. Therefore, race is not biological and no one skin color is better than the other (â€Å"What is Race? Is Race for Real?†). Due to the fact that there has been an explosion of mixed race births in the United States, the issue of race has come to be outdated using the traditional definition. Therefore, the existence of multiracial beings has forced sociologists to begin studying race anew when it comes to â€Å"intergroup relations, racial stigmatization, social identity, social perception, discrimination, and the intersectionality of race with other social categories such as social class† (Shih, Margaret, Sanchez, Diana T. â€Å"When Race Becomes Even More Complex: Towards Understanding the Concept of Multiracial Identity and Experiences†). The challenge that multiracials pose before the discussion of race is now how to determine the actual race of a person or if the issue of race even exists for that particular person because of the multiple bloodlines running through their veins. Shih, Margaret & Sanchez, Diana. â€Å"When

Compare, analyse and review excerpts from Mao tse-tung and Lin Piao Literature

Compare, analyse and excerpts from Mao tse-tung and Lin Piao - Literature review Example In his excerpt in the Voices of Terror, Piao supports the three strategies used by Mao to start a revolution in China. The two leaders were phenomenon in bringing a revolutionary leadership and political environment in China (Bennett, 2003). They led their people in great revolutionary wars against oppression by nations such as Japan. They used the people especially peasants to fight great battles using simple strategies that were well thought and planned. The two excerpts are similar in that they talk about fighting a people’s war to bring revolution in China. The two leaders wanted to address the injustices and oppression that the Chinese faced in the hands of the Japanese. Led by Mao, the Chinese people experienced victory in the national democratic revolution. Their greatest victory was in the socialist revolution. Mao’s aim was to start a revolution that would seize and consolidate political power for the Chinese people. Mao’s success lied in the fact that he integrated the truth of Marxism-Leninism with the concrete practice of the revolution. He enriched the truth in Marxism-Leninism by using his masterly in generalization, summation and experience gained during the protracted revolutionary struggle (Kau, 2005). His leadership background and religious principles contributed to his success in leading a group of peasants to fight a great battle and obtain great success. Both Lin Piao and Mao Tse-tung used the theory of the people’s war to fight for their people and obtain great success in battle and political influence. This theory, roved by the long practice of the Chinese revolution was in accordance with the law objectives of such wars. The war was valid for China and revolutionary struggle in other countries throughout the world. For example, Lin Piao in his excerpt argues that Mao’s strategies should be used in different cities to assert the war and amass vast political influence and power for the oppressed people (Laqueur, 2004). Both

What Are Some Obstacles You May Face as a Teacher Essay Example for Free

What Are Some Obstacles You May Face as a Teacher Essay What are some obstacles you may face as a teacher, and according to the context in this unit, how can you overcome these? Throughout their careers, teachers face many obstacles in their classroom that may hinder their teaching. These obstacles come in many different shapes and sizes. It is the effective and successful teacher who is able to overcome these obstacles while maintaining a happy, positive and joyful attitude. A teacher must remember that it is not the information they possess along with various skills that affects teaching, rather it the ability to overcome challenges in a positive manner that impacts on learning. Some of the many obstacles a teacher may face are; engaging unmotivated children in the classroom, promoting positive conditioning and reinforcement and accommodating those with development disabilities (Symonds, 1941). Keeping students motivated in the classroom and out is an obstacle many teachers will face. Unmotivated students tend to have negative attitudes, a general dislike for school, give up easily on set tasks and are the major cause of classroom disruption (Eggen Kauchak, 2010). These factors lead to students having a negative impact on other students in the classroom, thus making teaching difficult for the teacher. In order for the teacher to motivate these students, different theories of motivation such as behaviourist and humanistic must be implemented. These theories focus on motivating students through rewards and encourage them to reach their total potential not only as students but also as human beings (Eggen Kauchak, 2010). Although many critics believe that rewards send the wrong message to students about learning, many teachers use them as forms of motivation in the classroom. Rewards such as computer time, free time, praise and candy incite children to continue performing well. Also compassionate and caring teachers who care about their students both as human beings and pupils contribute to their motivation (Eggen Kauchak, 2010). When teachers show that they are concerned for their pupils, make time to talk to them individually, ask them about their problems and maintain high expectations in them, they are indirectly encouraging students to keep up their efforts and inciting them to do even better. Educators who display unconditional positive regard in their students, which, as defined by Eggen Kauchak (2010, p. 88) is, â€Å"the belief that someone is innately worthy regardless of their behaviour,† contribute to the personal growth of students as students accept their mistakes as part of their make-up and are encouraged to rise above them by challenging themselves to tackle academically stimulating assignments and activities and completing set tasks because they want to and not because they have to (Eggen Kauchak, 2010). Once the obstacle of engaging unmotivated students has been overcome, motivation levels need to be kept at a high at all times regardless of students performance. This can be achieved through positive reinforcement . â€Å"Positive reinforcement is the process of increasing the frequency or duration of a behaviour as a result of presenting a reinforcer† (Eggen Kauchak). In classrooms, teachers need to use positive reinforcers rather than show negative behaviour to encourage students to do better next time, repeat their good actions and increase positive behaviour. For example, Students are disappointed and miserable after performing poorly on a test. The teacher instead of telling the students off and pointing out all their mistakes, should give positive feedback to the students by telling them how well they performed in certain areas and where they improved. The teacher should then gently point out to the students the areas they had difficulty in without criticizing them and encourage them to partake in a class discussion on how they can improve in these areas. Then the teacher should present an incentive such as bonus points, stickers or a most improved certificate for those students who perform better on the next test. By using this approach, the teacher is giving both positive and negative feedback on performance and at the same time reinforcing students with a rewards incentive encouraging them to try their hardest next time. This type of reinforcement coupled with positive feedback tends to be the most effective (Jones, 2007). Another way teachers can offer positive reinforcement is by implementing the Premack principle. The Premack principle, named after David Premack is â€Å"the principle stating that a more-desired activity can serve as a reinforcer for a less-desired activity† (Eggen Kauchak, 2010, p. 69). Teachers often implement this strategy in their class sessions by offering them incentives to finish a certain task. In addition to the above positive reinforcement strategies, positive reinforcement also occurs through a teachers behaviour (Eggen Kauchak, 2010). When students are engaged in a lesson and indicate through their actions that they are involved in the lesson, then they are called on by the teacher to give their opinion on the topic as it is evident that they are fully aware of what is being discussed. Teachers who are able to implement positive reinforcement in their classrooms will ultimately get more out of their students than those who implement negative reinforcement . Another major obstacle teachers may face in the classroom is accommodating those students with development disabilities . Every individual being develops at a different rate and this is not any different for students. Students, regardless of being the same age or in the same year level tend to develop at different rates to each other. A common form of disability that is found in many classrooms today is intellectual disability . According to Fuchs, 2006; Nokelainen Flint, 2002, as cited in Eggen Kauchak (2010, p. 142), â€Å"intellectual disability is either caused by genetic factors, such as down syndrome, or brain damage to the fetus during pregnancy†. In order for teachers to be able to accommodate students with this disability they need to be aware of the characteristics of it as some of these characteristics tend to affect learning directly. These characteristics include but are not limited to; weak motor skills, underdeveloped interpersonal skills, poor memory, weak reading and language skills and little knowledge of the outside world (Eggen Kauchak, 2010). The theory relating to teachers overcoming the obstacle of having intellectually disabled students in their class is to include these students in the mainstream sessions conducted where instruction is modified to meet the needs of these students and help their social development (Eggen Kauchak, 2010). Case study shows and proves that students with intellectual disabilities want to participate in the same activities, be given the same reading material, handed out the same homework, issued the same judging criteria and be able to join in the same activities as their classmates. The same study showed that the peers of those with intellectual disabilities agreed with this as every child should be given a fair chance (Klingner Vaughn, 1999). Also, in order to ensure ease for teachers teaching those with intellectual disability and to ensure those students that have development disabilities receive the education they re entitled to, the federal government has set requirements that educators who teach students with disabilities must guarantee a free and suitable public education, instruct children in the least constricting setting, protect against bias in testing, include parents in developing each child’s learning program and develop an individually tailored education program of education for each student (Eggen Kauchak, 2010, p. 133). Teachers who adhere to these guidelines and take heed of the advice given and implement the findings of the case study will find that teaching those with development disabilities will no longer remain an obstacle. Rather it will become an educative and joyful experience . In conclusion there are many obstacles that a teacher will face in their teaching career. Their success will not be determined through avoidance of these obstacles but rather it will be determined through overcoming these obstacles in the most positive manner they can. Teachers who are able to develop motivation, promote positive conditioning and reinforcement and accommodate those with learning disabilities while keeping students successfully engaged and absorbed have indeed overcome some of the most difficult hurdles faced in their teaching career.