Thursday, January 30, 2020

Floods in India Essay Example for Free

Floods in India Essay India, being a peninsular country and surrounded by the Arabian Sea, Indian Ocean and the Bay of Bengal, is quite prone to flood. As per the Geological Survey of India (GSI), the major flood prone areas of India cover almost 12.5% area of the country. Every year, flood, the most common disaster in India causes immense loss to the countrys property and lives. India Flood Prone Areas The states falling within the periphery of India Flood Prone Areas are West Bengal, Orissa, Andhra Pradesh, Kerala, Assam, Bihar, Gujrat, Uttar Pradesh, Haryana and Punjab. The intense monsoon rains from southwest causes rivers like Brahmaputra, Ganga, Yamuna etc. to swell their banks, which in turn floods the adjacent areas. Over the past few decades, central India has become familiar with precipitation events like torrential rains and flash floods. The major flood prone areas in India are the river banks and deltas of Ravi, Yamuna-Sahibi, Gandak, Sutlej, Ganga, Ghaggar, Kosi, Teesta, Brahmaputra, Mahanadi, Mahananda, Damodar, Godavari, Mayurakshi, Sabarmati and their tributaries. Though the north-Indian plains prone to flood more, the India flood prone areas can be broadly categorized in three divisions: Besides the Ganga, rivers like Sarada, Rapti, Gandak and Ghagra causes flood in eastern part of Uttar Pradesh. The Yamuna is famous for flooding Haryana and Delhi. Bihar experiences massive dangerous flood every year. River Burhi, Bagmati, Gandak, Kamla along with many small rivers contribute to that. In West Bengal, rivers like Mahananda, Bhagirathi, Damodar, Ajay etc. causes floods because of tidal effects and insufficient river channels. * Brahmaputra and Barak Basins: The river banks of Brahmaputra and Barak gets flooded due to the Surplus water found in the Brahmaputra basin and the Barak basin. These rivers along with their tributaries flood the northeastern states like West Bengal, Assam and Sikkim. Jaldakha, Teesta and Torsa in northern West Bengal and rivers in Manipur often overflow their banks. * Central India and Deccan Rivers Basin: In Orissa, spilling over of river banks by Mahanadi, Baitarni and Brahmani causes havoc. The deltaic area formed by these three rivers is thickly populated. Even some small rivers of Kerala and mud stream from the nearby hills add on to the destruction. Southern and central India observes floods caused by Narmada, Godavari, Tapi, Krishna and Mahanadi due to heavy rainfall. Cyclonic storms in the deltaic regions of Godavari, Mahanadi and Krishna even floods the coastal regions of Andhra Pradesh, Orissa and Tamil Nadu occasionally.

Tuesday, January 21, 2020

Virginia Woolf :: Biography Biographies Authors Writers Essays

Virginia Woolf Missing Works Cited The Victorian Era was a time of very rigid and strict lifestyles. In the 1900's there were special rules of conduct to be followed for everything. Victorian society required everyone to follow every protocol and nobody was excluded from these 'duties'. Victorians and Edwardians believed that there should be no awkward silences or pauses during conversations, it was considered impolite. It was also believed that people should dress for dinner every night regardless of the presence of company. It was uncommon to express one's feelings or to hold an opinion or point of view other than the norm. These were among the many rules that made up the foundation of Victorian society. Virginia was born during the Victorian/Edwardian Era and lived under the iron fist of her father Leslie Stephen. Virginia's mother died when she was young which left her father in charge of the household. He was a man who strongly believed in the customs of Victorian society and he insisted that they were followed to the letter. He enforced the required rules of conduct and behavior but Virginia found it all very "oppressive". Virginia Woolf http://metalab.unc.edu/cheryb/women/Virginia-Woolf.html went through a lot of anguish throughout her life. She suffered numerous nervous breakdowns and never managed to lead a normal life. After her father's death in 1904 she moved with her brothers and sister to Bloomsbury. She thought her father's death was "the end of tyranny". She also thought that the move from Kensington, where she lived before, to Bloomsbury, " was the gulf between respectable, mummified humbug and life crude and impertinent perhaps, but living†¦ The new generation wanted air, simplicity and light and the move was escape from the past and all it's horrors"(108). During the early 1900's Virginia and her siblings were comfortably settled in . One Thursday evening her brother Thoby decided to start a ritual by inviting a few of his Cambridge friends home and thus began a circle of artistic and cultural group of friends. At first Virginia found them unusual but soon she joined in their lengthy conversations about art, poetry and culture. She was intrigued by their conversations which eventually took a different turn and soon they found themselves discussing topics such as religion, sexuality and other subjects that were considered taboo at the time. Thoby's Thursday evening friends originally included Clive Bell, who Virginia thought was, " a sort of mixture between Shelly and a sporting country squire"(112).

Monday, January 13, 2020

Reinhard Heydrich Essay

When we remember or hear of the holocaust, the common names that follow , Anne Frank, Oscar Shinler, Hitler and so on, but has anyone hare Hitlereard of Reinhard Heitritch? Reinhard Heitritch is a man who played a very large role in the developement of the holocaust, he was the achitect who implemented the solution to the â€Å"Jewish Question†. He started out by joining the SS in 1931, and formed an organization for gathering information, the SD (Sicherheitsdienst), or SS Security Service. This organization was created to organize and gather information on those who were any threat to Hitler and all members of the Nazi Party as well. It started out small, with a single typewriter but it was not long before many others joined and expanded onto the organization. Because of the SD or SS security Service and it’s success, ReinHard Heydrich was sent the direction of his own personal success, power, and role in the hollocaust. From joining the SS as an ordinary SS member, to being promoted as SS Major by Dec. 1931 (the same year he joined), SS Colonel in 1932, and SS Brigadier General in 1933. In this highest position, Heydrich was now arresting, instead of gathering information on those who were any threat to Hitler. The number of people Reinhard Heydrich arrested was massive and lead to many being put into Dachau for there was no room left in the prisons. In between the arrests, Heydrich began using greater punishment to anyone against Nazism. Such as murdering and torturing suspect who he selected without careful judgement. As his power increased, along with the power of the Nazis, so did the darkness inside of him as a Nazi. Reinhard Heydrich had slowly become more and more involved in the developement of the first steps of the hollocaust, and also the seconf world war. As the Nazis took over Austria in March 1938, Heydrich opened an office there for Jewish Emigration. It’s purpose was to give permits to Jews who wanted to leave Austria, and an estimate of 100, 000 emigrated. Reinhard Heydrich had also been part of Kristallnacht, what some say was the very start of the hollocaust. After the attack of the jews, 25, 000 Jewish men were ordered by Heydrich to be sent to concentration camps In 1941, Reinhard Heydrich had made the calls that killed a massive number of people. The half a million jews who died from starvation and murder in Ghettos such as Warsaw and Krakow were ordered by Heydrich to be sent there. By 1939, he was given complete control over the Reich Main Security Office (RSHA). This final group he’d gained power over, involving the SD, Criminal Police and Gestapo was the group responsible for the unthinkable amount of deaths in Europe. While leader of this organization, he’d now been attending important Nazi conferences. While at a conference on January, 20, 1942, Reinhard Heydrich declared the final solution to the Jewish question The usage of Zyklon-B had then been decided for the extermination of Jews at death camps after being deported to the east. The first camp that this methode began at was Auschwitz, where three million had been killed, most from gas chambers. That was Reinhard Heydrich’s rise to power, his role and impact on the developement on the holocaust. Froming joining the SS to announcing the â€Å"final solution† at a Conference, it’s absolutely scary how simple it was for a man to reach the positions he did, and leave such an inconceivable mark in the history of the world. What is also just as terrifying and inconceivable is that Reinhard Heydrich also had a family that he loved very much and he played a very peaceful instrument. When learning that Heydrich had a gentle, innocent and loving side to him outside of his work, it’s very difficult to think he had it, while knowing what this man did. This is why i created this model, to demonstrate the two opposite sides to him, and my wonder (Like Mr. Jarvis talked about before) how he could switch his mind and heart when coming home to a normal life with his family, after designing a plan to kill an unthinkable amount of people. People who could have been almost identical to the people he loved at home. At the back, this is a picture of the car he’d been assassinated in. The constant power he’d been gaining along the way to the position where he declared the â€Å"final solution†, made him over confident, arrogant and stubborn. He one day decided to leave his house in his car without any security, and was assassinated by Czech underground agents who threw a bomb at his car. The bomb injured him badly and he died days later in the hospital from blood poisoning, he died on June 4 1942.

Sunday, January 5, 2020

Essential Components of Guided Reading

There are three essential elements in Guided Reading, they are before reading, during reading, and after reading. Here we will take a look at teacher and student roles during each element, along with a few activities for each, as well compare the traditional reading group with a dynamic guided reading group. Element 1: Before Reading This when the teacher introduces the text and takes the opportunity to teach students before the reading begins. Teachers Role: To select an appropriate text for the group.Prepare an introduction to the story they are going to read.Briefly introduce the story to the students.To leave a few questions unanswered that can be answered throughout the story. Students Role: To engage in a conversion with the group about the story.Raise questions about the story to be read.Build expectations about the text.To notice information in the text. Activity to Try: Word Sort. Choose a few words from the text that may be difficult for students or words that tell what the story is about. Then have students sort the words into categories. Element 2: During Reading During this time when students are reading, the teacher provides any assistance that is needed, as well as records any observations. Teachers Role: Listen to the students while they read.Observe each readers behavior for strategy use.Interact with students and assist when needed.Observe and make notes about individual learners. Students Role: Read the text to themselves quietly or softly.To request help if needed. Activity to Try: Sticky Notes. During reading students write down anything that they want on the sticky notes. It can be something that interests them, a word that confuses them, or a question or comment they may have, anything at all. Then share them as a group after reading the story. Element 3: After Reading After reading the teacher talks with students about what they have just read and the strategies that they used, and leads students through a discussion about the book. Teachers Role: Talk about and discuss what was just read.Invite students to respond or add details.Return to the text for teaching opportunities such as to find answers to questions.Assess student understanding.Extend the text by providing activities such as writing or drawing. Students Role: Talk about what they just read.Check predictions and react to the story.Revisit the text to answer questions prompted by the teacher.Reread story with partner or group.Engage in additional activities to extend learning about the story. Activity to Try: Draw a Story Map. After reading, have students draw a story map of what the story was about. Traditional Versus Guided Reading Groups Here we will take a look at traditional reading groups versus dynamic guided reading groups. Heres how they compare: Traditional groups focus on the lesson, not the student — while guided reading focuses on the student, not the lesson which will actually help the student learn and comprehend the lesson plan quicker.Traditional is grouped by general determination of ability — while guided is grouped by specific assessment for strengths and appropriate level of the text.Traditional groups the teacher follows a prepared script — while in guided the teacher is actively engaged with the text and the students.Traditional reading groups focus on decoding words — whereas guided reading groups focus on understanding the meaning.In traditional reading groups, the words are taught and skills are practiced in workbooks — whereas in a guided reading group the teacher builds meaning and language and skills are incorporated into the reading, not with workbooks.Traditional reading groups students are tested on their skills — whereas in dynamic guided reading groups student s assessment is ongoing and throughout instruction. Looking for more reading strategies to incorporate into your classroom? Check out our article on 10 reading strategies and activities for elementary students.