Style emitation piece Essay Example | Topics and Well Written Essays - 500 words

Style emitation piece - Essay Example His funding is diminished and he is now operating with the equipment previously provided by grants. The question must have nagged the Professor greatly. For years and years he toiled tirelessly checking the radars and other equipment for any proof of foreign intelligence or any attempt of communication from extra-terrestrial beings. In the process, the professor was mocked, even called crazy. Until one fine Sunday morning. A bleep on the radar. The professor was first in disbelief. He verified then reverified. It is indeed a bleep. He sent radio signals. It was sent back! The professor yelled with excitement, yes! It was a confirmation that the one who registered in the bleep was an intelligent being. For months Professor Z’s team worked to have a medium of language that they could understand. When it come to fruition, all doubts against the Professor was removed. Then the anticipated moment came, a meet up was finally decided. The aliens will visit the earth. It has to be the alien that should visit because earth has no technology yet to travel that far in space. Besides, some proof of alien existence is also needed to justify the funding for the professor. Preparations were made hurriedly as everybody was excited. The coordinates were set and the date was fixed. Then the awaited day came. Everybody was there. The President of United States, China, and other countries, as well as UN, G7 and other important personalities. The appointed time came. But there was no spaceship. Probably it is in invisible mode but there are no roaring machine to indicate a space craft. The professor nervously called on the radio. This professor of planet earth, alien visitor are you here? The radio did not immediately reply. Then it broke, Professor, we are currently defending ourselves against the monsters you sent us. Monsters? The professor quipped. â€Å"Yes† and there are too many

Emergency Medical Technician and Past Firefighters Essay Example for Free

Emergency Medical Technician and Past Firefighters Essay Having to see other people get hurt and not being able to help happens to me a lately. In life many accidents occur whether we want them to or not. There are several movies like â€Å"The F456y7allen†, â€Å"Ablaze†, â€Å"Bad Day on the Block,† among others, that show how firefighters overcome the flames and save peoples’ lives while risking their own. Seeing these movies and looking at how accidents happen has inspired me to become what we call a â€Å"hero,† meaning a firefighter. To become an amazing leader such as a firefighter you need to be not only trustworthy and courageous, but you must also be able to work and communicate with other people under stressful conditions. One aspect of this profession that you not have considered is how incredibly varied and intense the job of a firefighter is. Firefighters solve many different kinds of problems every day, from simple medical emergencies to complex incidents like fires, floods, terrorist-related incidents and traffic accidents. In order to complete these tasks, they have to have courage. Although it is dangerous, they can save many people from dying or getting hurt. Being respected by many children and adults is something that makes me want to become a firefighter (Aspiring Firefighters). If you are wondering how much I would work, most commonly firefighters work in 24-hour shifts, reporting to work at 7:30 am and working until 7:30 am the next day. On the average firefighters work a total of 56 hours per week, but since these hours are worked on a continual basis, firefighters enjoy a lot of time off. On the average firefighters work ten 24-hour shifts each month, leaving them to enjoy 20 days each month where they are off duty. (Aspiring Firefighters) Firefighters are scared while performing their jobs. If any firefighter tells you that he or she has never been in fear for his or her life, they are either new to the fire service, don’t want to frighten you, or perhaps appear weak (Aspiring Firefighters). A fireman suit has three layers of structural firefighting gear. The outer layer, which is water resistant and protects from puncture, is usually made of a Nomex/Kevlar blend. The thermal layer protects from heat. The Moisture Barrier keeps most moisture out, this is also usually made from some sort of nomex/kevlar blend This suit usually weighs up to 60 pounds. Although this suit is heavy it isnt impossible to wear and with many practice i will be able to succeed in helping people. If i am selected to be a firefighter, I will have to go through several stages of rigorous training. This lasts 2 months, 5 days a week from 7am to 5PM. If I complete the firefighting portion you will move on to your EMT-B (emergency medical technician) class. This lasts 3 months, 5 days a week from 7AM to 5PM. You will also have 2 hours of physical training a day; this is usually running and weight training. If you complete your EMT-B you will move onto EVOC (emergency vehicle operation class). This lasts about 1 month, 5 days a week from 7AM to 5AM. Once your training is complete, you will be placed in a station where you will be required to complete a 1 year probation period under the supervision of a preceptor as well as the company officer. International Firefighters’ Day (IFFD) is a time where the world’s community can recognise and honour the sacrifices that firefighters make to ensure that their communities and environment are as safe as possible. It is also a day in which current and past firefighters can be thanked for their contributions. There are many different qualities that make a firefighter a hero. They not only risk their lives to save other people’s, but they overcome many obstacles like having to go thru many different types of training, such as â€Å"EMT-B† and â€Å"EVOC†. They have to wear special clothing that weighs up to 60 pounds and work from about 7:30 am to 7:30 am the next day. Not every person could become a firefighter it takes courage, desire, and heart to be as dedicated to the job as these men and women are. I am definitely willing to overcome these obstacles to help and save many lives that are in danger. As renowned scholar and philosopher Joseph Campbell once said, â€Å"A hero is someone who has given his or her life to something bigger than oneself. †

Is American Patriotism Also Blind Patriotism? Essay examples -- Americ

It seems that patriotism is one of the most common terms used during times of war. Governments often use propaganda about nationalism to advocate their political views of the hostilities. Sometimes they even force patriotism on their constituents with fear-mongering techniques, which can have dangerous implications. That’s not to say that patriotism is inherently bad—many wars have been won for just causes because of it. However, it is a mistake to only think of war at a national level. There are devastating effects on the soldiers, families, and victims of war hostilities. The stories read this week discuss the struggle between concern for macro-society (patriotism) and micro-society (family/personal interests) during war. While no narrative completely rejects the idea of macro-society, they clearly emphasize the greater importance of micro-society and the consequences of patriotism. â€Å"Loyalties† is the first story which discusses the concept of macro and micro-society. It centers on a family living in an African village during the Nigerian civil war. The father and schoolmaster seem to be the most loyal characters from the beginning, as they are large supporters of the new Biafra. However, by the end of the tale they have switched their allegiances back to Nigeria. Their perspectives clearly reflect the bigger concept of the macro-society. There is an element of humor in the way they switch so drastically from one side to the next. The mother, on the other hand, represents concern for the micro-society, because she only cares about the tasks of everyday life. The tone of the story clearly favors the mother’s perspective. After all, she is the only character whose loyalties remain true throughout the entire story, and the author pokes fun at the politics of the men. Even the mother sees the humor in it all, telling her son, â€Å"Go and collect the goat†¦after all he is now a Biafran goat so we must take better care of it† (144). At the conclusion of this story it is apparent that the concept of macro-society during war has certain limitations and weaknesses, which can greatly impact the individuals and families involved. Just as â€Å"Loyalties† discusses the flaws of patriotism, â€Å"Peace and War† explains the failings of micro-society. It depicts two men who go to war every day and treat it as business. They are casual about their job because the war is at a ... ...e and honor when they are far from the field of battle, as this girl is. Yet when there are personal ties, it is much harder to accept the concept, just as Biyumi struggles with his sense of nationalism. Although many of these stories have specific settings and historical significance, they also speak to today’s world. We have seen a great shift toward patriotism in the years following the attacks of September 11, 2001. It would be wrong not to respect the soldiers who have fought bravely for the United States since that time, just as it was wrong for the wife in â€Å"Peace and War† to underestimate the dangers around her. However, we must also honor the micro-society, both here and in other parts of the world. Will our actions as a nation lead our soldiers into traumatic situations like the soldier in â€Å"An Easy Death†? Or will we consider the families and communities involved, saving ourselves from micro-societal damage? I only hope that we can learn from stories such as these and not take our â€Å"blind† patriotism too far. Works Cited Global Cultures. A Transnational Short Fiction Reader, ed. by Elisabeth Young-Bruehl (University Press of New England, Hanover and London, 1994)

American Popular Culture and Advertisement

In this essay I will describe the impact that popular American culture has had on my personal decision making, by briefly describing popular American culture; identifying patterns in my list of popular culture artifacts from my inventory, describing which items are more common than others, identify which themes are prevalent, and describing some of the values being communicated by the items in my list. American popular culture can be describes as the ideas, attitudes, and perspectives within the current mainstream of the American population. Popular culture here in American is heavily influenced by the mass media which saturates the lives of our society. This mass culture can been viewed as a commercial culture, mass produced for mass consumption and has expressed itself through almost every medium, like music, movies, politics and even sports like good old American Baseball; although it easily absorbs many others cultural traditions like soccer which originated from England, and yoga which is said to be as old as civilization itself. Some of the patterns of the items in my list of artifacts are those of consumption, and there are other artifacts that are just to sell an idea or service. What is obvious in each of the themes in my list of artifacts is that they are designed to grab your attention, and those that are more common than others are the magazines, billboards, and television. They are all conveniently displayed while waiting for your appointment, getting gas for your car or just waiting at a stop light on the way to your destination. These artifacts entice, seduce and focus on pleasure or some type of social responsibility like the billboards asking anyone to assist the LAPD to identify the women who were murdered by the â€Å"grim sleeper. † The extent to which I feel that the value of popular American culture has had on my personal decision making is great. I watch television to keep up with current events for socializing with others and feeling a part of, I listen to music for the same reason, and many of the decisions I make as an American is to feel a part of American culture. I am very aware of the impact that the influence of this popular culture has on my decision making, how I am seduced to buy a product from an infomercial that states I can look younger, or remove any flaws I may have or lose excess pounds of weight, knowing that I will be billed for much more than they advertised. I am quite aware that I don’t need most of the items I find in the advertisements, but my vanity and wanting to be younger, better, thinner, or even have more money, the seduction draws me in and consciously fall into place with many who assimilate to this hegemonic culture feeling like I am doing what I am supposed to do.

Jane Addams- Biography

The argument Addams makes that â€Å"educational matters are more democratic in their political than in their social aspect† (197), I believe she is referring to the long struggle between the teachers and the Chicago School Board. The Chicago School Board was politically corrupt. Many of the teachers and custodial engineers were friends of politicians who secured their positions in exchange for certain kickbacks. The school board maintained control over the school administration for many years. During which they restricted the types of children that were able to attend the public schools and they restricted the amount of freedom and authority the teachers were able to use in their classrooms. On several different occasions the â€Å"Dunne† members of the board attempted to lower the restriction on the teachers side but were warned-off with tales of the politicians and the difficulties previous attempts encountered. Addams' describes the situation between the superintendent and the Teachers' Federation as â€Å"an epitome of the struggle between efficiency and democracy† (171). She clearly understood both standpoints and why they both felt compelled to make their argument, although she does mention that they both â€Å"inevitably exaggerated the difficulties of the situation† (171). As a member of the school board, Addams tried to influence the Federation to make changes that would be in the best interest of the children, but after the legal struggle and following months of constant change, many of the important measure were withdrawn. Although she did have an opportunity to debate these measures in a democratic way, they were dismissed because of (more or less) political reasons. Jane Addams' role for education in an effort to reform the city was to take the disruptive delinquents the public schools rejected and accept them unconditionally into the settlement. Give them the opportunity to learn domestic training and trade teachings. She felt that even people of lesser means were interested in the same topics as the â€Å"well-to-do† people of society. She also thought that if you give a child encouragement and a sense of self-worth combined with an opportunity to become something in society that they would try to become productive. Hull-House offered educational opportunities for anyone who wanted to attend with no political or economic restrictions. Hull-House also offered the opportunity for recreation, such as supervised sports matches, which hundreds of youths seemed to prefer. Jane Addams' makes an important statement that â€Å"The educational activities of a Settlement, as well as its philanthropic, civic, and social undertakings, are but differing manifestations of the attempt to socialize democracy, as is the very existence of the Settlement itself,† (206). That illustrates her idea of education, which I believe is what she wanted for the public school system, but was unable to achieve while she was a member of the board.

The Educational Needs of Students with ODD

The Educational Needs of Students with ODD Oppositional Defiant Disorder (ODD) is one of two pediatric behavioral disorders defined by the Diagnostic and Statistical Manual V (DSM V) that are included as qualifying disabilities in the Individuals with Disabilities Education Act (IDEA). While not as serious as Conduct Disorder, whose symptoms include  aggression and property destruction, ODD still compromises a students ability to succeed academically and develop meaningful relationships with peers and teachers. Students diagnosed with ODD may be found in general education settings if it is determined that the disorder does not prevent them  from participating fully in the general education classroom. It is also possible that some students with ODD in programs for Emotional Disturbances can manage their own behavior well enough that they can successfully be integrated into general education classrooms. Symptoms of ODD Students with Oppositional Defiant Disorder exhibit the following symptoms: Anger and resentmentTendency to argueShort temperUnwillingness to comply with adults requests or rulesTendency to annoy peopleSpite and vindictiveness A mental health professional would only make an ODD  diagnosis if the above symptoms occurred more frequently than they do in a comparable age or developmental group.  Fifteen-year-olds often argue with adults, and they can be touchy or easily annoyed, but a 15-year-old diagnosed with ODD would be significantly more argumentative or touchy in a way that affected their day-to-day functioning. Co-Morbidity with Other Behavioral Challenges or Disabilities The DSM V notes that a significant number of children seen in a clinical setting for Attention Deficit Hyperactivity Disorder (ADHD) are also diagnosed as having ODD. The manual  also notes that many children with impulse control problems are also frequently diagnosed with ODD. Best Practices for Students with ODD All students benefit from classroom settings with structure and clear expectations. It is critical in both general education settings where students with ODD are included, and in  self-contained settings,  that the expectations are clear, explicit, and above all consistent. The most important elements of a successful classroom are: A Structured Environment: Some assumptions about how a classroom should be organized may be inappropriate for students with ODD. Seating arrangements that put children into clusters of four may be fine in settings where children are raised with high expectations but may create too many opportunities for disruptive behavior among children with ODD. Students with ODD often use seating arrangements as occasions for high drama that are much more about work avoidance than interpersonal dynamics. Remember, your role is to be a teacher, not a therapist. Seating students in rows or pairs is often the best way to start the school year. Routines:  Unlike strict rules, routines make expectations clear in a way that is value-neutral. Instead of creating a rule that says Never get out of line, create a routine where students get used to standing in line, walking without touching or bothering their neighbors, and getting quickly and quietly to their destination at school. Establishing routines means being pro-active, and planning thoroughly what your classroom expectations will be. Where will students place their backpacks? Will they be able to access them during the day? Only before lunch? How does one get the teachers attention? Do you raise your hand, place a red cup on top of your desk, or hang a red flag from  your desk? Any one of these options could help create a routine that works well in a structured class. A Reinforcement-Rich Environment: Pay attention to the things your students like or think are important. Most boys (the majority of children with ODD) love free time on the computer, and most schools block access to  objectionable sites. Let students earn their time on the computer by completing academic tasks, by earning points for appropriate behavior, or by reaching behavioral or academic goals. A Calm and Collected Teacher: The function of the behavior associated with Oppositional Defiant Disorder is often to engage people in authority in a tug of war or power play. As a teacher, the most important thing is not to engage in a battle that no one will win.

Bal Gangadhar Tilak Essay Essays

Bal Gangadhar Tilak Essay Essays Bal Gangadhar Tilak Essay Essay Bal Gangadhar Tilak Essay Essay Essay Topic: Salvage the Bones Born in a well-cultured Brahim household on July 23. 1856 in Ratangari. Maharashtra. Bal Gangadhar Tilak was a multifacet personality. He is considered to be the ‘Father of Indian Unrest’ . He was a bookman of Indian history. Sanskrit. mathematics. uranology and Hinduism. He had imbibed values. civilizations and intelligence from his male parent Gangadhar Ramchandra Tilak who was a Sanskrit bookman and a celebrated instructor. At the age of 10. Bal Gangadhar went to Pune with his household as his male parent was transferred. In Pune. he was educated in an Anglo-Vernacular school. After some old ages he lost his female parent and at the age of 16 his male parent excessively he got married to a 10-year-old miss named Satyabhama while he was analyzing in Matriculation. In 1877. Tilak completed his surveies and continued with analyzing Law. With an purpose to leave instructions about Indian civilization and national ideals to India’s young person. Tilak along with Agarkar and Vishnushstry founded the ‘Deccan Education Society’ . Soon after that Tilak started two weeklies. ‘Kesari’ and ‘Marathi’ to foreground predicament of Indians. He besides started the jubilations of Ganapati Festival and Shivaji Jayanti to convey people near together and fall in the nationalist motion against British. In contending for people’s cause. twice he was sentenced to imprisonment. He launched Swadeshi Movenment and believed that ‘Swaraj is my birth right and I shall hold it’ . This quotation mark inspired 1000000s of Indians to fall in the freedom battle. With the end of Swaraj. he besides built ‘Home Rule League’ . Tilak invariably traveled across the state to animate and convert people to believe in Swaraj and battle for freedom. He was invariably contending against unfairness and one sad twenty-four hours on August 1. 1920. he died. Bal Gangadhar Tilak was one of the premier designers of modern India and is still populating in the Black Marias of 1000000s of India. Bal Gangadhar Tilak. a adult male of an never-say-die energy and a new vision. was born in Maharashtra in 1856. of the caste of Chitpavan Brahmins. who had ruled over Shivaji’s imperium. He was born 38 old ages after the concluding British conquering of Maratha power. He was a bookman of the first rank. pedagogue. journalist and first among the leaders of new India. Tilak learned of the values of Bharatdharma as a kid in his place at Ratnagiri. His male parent was an pedagogue and he carefully tutored the male child in Sanskrit and Mathematics. and his female parent helped to model his house character and to learn him the values of his classical heritage. From both parents he learned a healthy fear for religious values. and he learned that he shared the history of the Marathas. that he was heir to a glorious soldierly tradition. His spiritual or religious orientation. the merchandise of his family’s religiousness. was evident in his ulterior Hagiographas. as when he wrote. ‘The greatest virtuousness of adult male is to be filled with admiration and devotedness by anything in the animate and inanimate creative activity that suggests built-in deity. 1 He besides made uninterrupted mention to the great Shivaji and the history of his Maratha people. the ardent tradition of their independency. their war against the Mogul Empire to reconstruct Swaraj and to salvage the Dharma. The Maratha people had non forgotten that they had been free. that Swaraj had been their birth-right. From his childhood. he inherited a vision of a new India arising. steadfastly based on the spirit and traditions of her civilisation and her yesteryear. Tilak had an English instruction. but he was far less denationalised than most pupils of his coevals. for he specialized in Mathematics and Sanskrit. and. if anything. his instruction brought him closer to the beginnings of his heritage. When he studied jurisprudence. he concentrated on classical Indian Law. reading about all the great books of jurisprudence and legal commentaries in Sanskrit. His survey of Sanskrit was a life-long business and he was recognised as one of India’s taking Sanskrit bookmans. Trusting upon his cognition of this ancient linguistic communication and his mathematical preparation. he wrote Orion. Studies in the Antiquity of the Vedas. in which he explored the thesis that the Rig Veda was composed every bit early as 4500 B. C. . establishing his grounds on astronomical computations from the Sanskrit texts. This work gained him acknowledgment in the Western universe for his scholarship in Oriental surveies. His 2nd great book was once more on the Vedas. The Arctic Home of the Vedas. in which. trusting upon astronomical and geological informations. he argued that the Aryans likely originally lived in the far northern ranges of the Asiatic continent. This book is credited as being one of the most original and unusual plants in Sanskrit scholarship. The Vedic Chronology was a posthumously published volume of his notes and farther researches. His greatest work was the Gita-Rahasya. a philosophical enquiry into the secret of the instruction of the Gita. the holiest book of Aryadharma. In this volume he reinterpreted the Gita in its classical sense. reconstructing the proper accent to the doctrine of action. Karma-Yoga. and his is considered one of the outstanding surveies of the Gita in modern Indian literature. The Gita-Rahasya assured Tilak’s topographic point among the greatest of India’s bookmans and philosophers. His classical surveies enabled him to recapture the spirit of India’s classical doctrine of life. In his bosom of Black Marias he ever remained a low pupil of India’s illustriousness. Even after he had become the first political leader of India. he frequently said that he wished he could give his life to learning Mathematicss. and prosecuting his scholarly researches into the wisdom of India’s ancient civilisation. Soon after the completion of his university instruction. Tilak embarked upon his mission in life. As he was profoundly interested in instruction and public service from his immature age. he resolved to give his life to the cause of reorientation of Indian instruction and drastic societal and political reforms. In these ventures he was joined by his best friends. G. G. Agarkar and Chiplunkar. All of them wanted. as N. C. Kelkar has written. ‘the state to cognize itself and its past glorifications. so that it may have†¦ . assurance in its ain strength. and capacity to accommodate itself sagely and good to the new milieus. without losing its individuality’ . 2 Hence. Tilak. assisted by his friends. started the New English School in 1880. The establishment was such an immediate success that they founded the Deccan Education Society in Poona. and the following twelvemonth started the celebrated Fergusson College. Simultaneously. they began redacting and printing two newspapers. the Kesari. a Marathi-language Weekly. and The Mahratta. its English-language opposite number. All these immature work forces dedicated themselves. their lives and their lucks to popular instruction through their schools and through their newspapers. But shortly a crisp difference arose between Tilak and his friends over the inquiry of societal reform. As a consequence. Tilak could non stay for long associated with the Deccan Education Society. and he. finally parted with his colleagues. It was eventually decided at the terminal of 1890 that Tilak should buy the Kesari and The Mahratta and give himself to news media. while Agarkar and other societal workers would hold a free manus in the Deccan Education Society. As an editor. Tilak was unsurpassed. The Kesari and The Mahratta. under his counsel. were ever enormously influential and came to be financially successful. His earnestness and unblinking sense of dedication led him to defend the causes of his people against any and all who would be unfair. bossy or timeserving. As editor of the Kesari. Tilak became the awakener of India. the Lion of Maharashtra. the most influential Indian newspaper editor of his twenty-four hours. It was as editor that Tilak began his three great battles–against the Westernizing societal reformists. against the inert spirit of orthodoxy. and against the British Raj. It was as editor that he became a leader of the new forces in the Indian National Congress and the Indian state. Tilak’s first reaction was to the Western civilization’s system of values. He rejected the political orientation of those intellectuals who based their programme of societal and political action about wholly on the doctrine of life of 19th century Europe. These intellectuals were genuinely more the merchandises of Western civilisation than Indian. Tilak. unlike them. was non prepared to reject India’s ain doctrine of life in order to copy the doctrine of the British. He recognised that the societal order in India needed a drastic reform. but alternatively of judging Indian societal patterns by the criterions of the West. he interpreted them and looked for their reform from Indian criterions. Aurobindo Ghose exemplified this new attack in composing. ‘Change of signifiers there may and will be. but the fresh formation must be a new self-expression. a self-creation developed from within ; it must be characteristic of the spirit and non obsequiously borrowed fr om the incarnations of an foreigner nature’ . 3 Tilak knew that there must be alteration. but besides he knew that a doctrine must steer the remake of India. and that the important inquiry for India’s hereafter was whether that usher. that doctrine. would be Western or Indian in inspiration. He wrote. ‘It is hard to see the manner in darkness without visible radiation or in a thick jungle without a guide’ . And he rejected the rationalism and agnosticism of Western doctrine. when he remarked that ‘mere common sense without religion in faith is of no help in seeking for the truth’ . In the epoch of the spiritual and philosophical Renaissance of Bharatdharma. Tilak sought the counsel of India’s ain doctrine. Undoubtedly. his initial motivation was non to rediscover a theory of societal and political action but instead to happen a hearty personal doctrine of life. In his private life. he attempted to rediscover and reapply the Indian doctrine of life. And his accomplishments in private and pu blic life gave him a footing for constructing up a new theory of political action. duty and ordination. His first undertaking was to look behind the wasted signifiers of spiritual orthodoxy and usage. to happen the values that had built the Indian civilisation. Tilak recognised that ‘the building of Hindu faith was non based on a delicate land like usage. Had it been so. it would hold been levelled to the land really long ago. It has lasted so long because it is founded on everlasting Truth. and ageless and pure philosophies associating to the Supreme Being’ . 4 This truth was non recognised by the Westernized intellectuals. in their compulsion with the remake of India harmonizing to their ain image. But. on the contrary. Tilak started with a religion in the religious intent of human life. which the antediluvian Indian doctrine taught. And he regarded religious good as the footing of societal good. He wrote: ‘The construction of faith prostrations with and the prostration of religion in the being of the psyche. The philosophy of soul-lessness removed the demand for r eligion. But when faith therefore ceased to be an organic force adhering society together. society was bound to be disrupted and persons populating in a community were certain to happen their ain different waies to happiness. The ties which bind society in one harmonious organisation would be snapped. and no other binding rule would take their topographic point. Moral ties would loosen. and people would fall from good moral criterions. 5 His personal life was based on this ‘structure of faith’ and the moral sense of purpose provided by this foundation remained with him throughout his life. No credo that doubted the being of the psyche or the religious intent of human life could animate Tilak or his people ; therefore the rediscovery of religion as the ‘organic binding force’ was the first rule in his emerging doctrine. From the thought of religious rediscovery Tilak. like Aurobindo Ghose and others. developed a personal doctrine of life. steadfastly based on the cognition that ‘the person and the Supreme Soul are one’ . and that the ‘ultimate end of the psyche is liberation’ . He explored the wisdom of the Real and the comparative universes. the significance of creative activity. and the moral working out of the cosmic development towards release. From this foundation he understood the intent of life. to populate in agreement with Dharma. the incorporating rule of the cosmic order. As Aurobindo Ghose wrote of the Indian doctrine of life. ‘The thought of Dharma is. following to the thought of the Infinite. its major chord ; Dharma. following to spirit. is its foundation of life’ . 6 Once these rules were accepted. Western rationalism and agnosticism. philistinism and utilitarianism could keep small entreaty. It was from this basic apprehension that he began his unfavorable judgment of the Westernizers who would destruct this wisdom and these values. It taught them to love and esteem. non the signifiers of wasted orthodoxy. but instead the spirit of the entire Indian doctrine. the manner of life and wisdom of life of the Indian civilisation. India’s civilisation and her history provided Tilak the new penetration for his theory of societal and political action. He felt that there was no ground for India to experience ashamed of her civilisation when campared with the West. On the contrary. India should experience great pride. Indian values were different from but non inferior to Western values. The Westernized intellectuals. who abhorred India’s value system and who wanted to alter and refashion India in an foreigner religion. were rather incorrect. for as Tilak reminded them. ‘How can a adult male be proud of the illustriousness of his ain state if he feels no pride in his ain faith? ’ It was Bharatdharma that provided an apprehension of the moral sense of purpose of the existence. which is the necessary footing of a doctrine of life. and it provided them with a usher to concrete action in personal. societal and political affairs. It was with this position and this inspiration that Tilak and other echt patriots began their conflicts for the creative activity of a new India. Trusting on a realistic assessment of the universe as Tilak found it. he set approximately non to refashion India in the image of an foreigner system of values. but to animate India on the foundations of her ain illustriousness. From an Indian doctrine of life he began to build an Indian doctrine of societal reform and of political relations that was to go the political theory of the Indian Independence Movement. Tilak believed in Aryadharma. but he was neer a unsighted follower of orthodoxy. He did non disregard the obvious immoralities of the atrophied societal system which were repellant to the societal reformists and instigated them to take action. But he became the foremost of those in India who opposed the radical steps of these societal reformists. But the really fact that he was educated and that he refrained from fall ining the reformists indicted him as a guardian of orthodoxy in the eyes of the extremists. He was condemned by the extremists as a reactionist. as the spokesman for retardation. Nothing could be further from the truth. He seriously hoped to see of the immoralities of the Indian societal system removed. the full system reformed. and to this terminal he brought frontward his ain concrete proposals for bettering societal conditions. He was a steadfast advocator of advancement. At the same clip. he unrelentingly fought against the grandiose strategies of the Westernizing reformists. Alternatively of strategies he wanted concrete programmes for the he relief of existent and pressing demands of the people. His reform work was direct. as in the instance of the famine alleviation programme. the fabric workers’ aid. the pestilence bar work. Tilak was non an arm-chair reformist ; he was a worker with and for the people. His expostulation to the societal reformism of work forces like Mr. Justice Ranade and his adherent. Gopal Krishna Gokhale. Professor Bhandarkar. Byramji Malbari. Agarkar and the others. was two crease. First. without a full grasp of the values that had been preserved and transmitted by the societal system. these work forces were willing to fling virtually everything. to refashion India about wholly in the image of the West. and to establish Indian societal signifiers on the values they had learned from their Western instruction. To Tilak. it was folly. it was condemnable. to ostracize everything created by India’s civilisation because Indian values and Indian faith did non co-occur with the 19th century European impressions of philistinism. rationalism and utilitarianism. He knew their compulsion was contrary to common sense and good pattern. He one time wrote: ‘†¦ . a figure of our educated work forces began to accept uncritically the mercenary philosophies of the Westerners. Therefore we have the hapless state of affairs of the new coevals doing on their heads a C transcript of the gross philistinism of the West’ . 7 And he went on to remind the societal reformists that ‘our present ruin is due non to Hindu faith but to the fact that we have perfectly forsaken faith. ’ Second. since the reformists could non animate mass popular support for their imitative societal reform programme. they sought to implement reform through administrative decree. to trust upon the coercive power of the province. the foreign province of the British regulation. to consequence societal alteration. From Tilak’s point of view. to refashion India in the image of the West would intend to destruct her illustriousness ; and to utilize the force of an foreigner regulation to enforce any sort of reform would be to do that reform itself immoral. Reforms. to Tilak’s head. must turn from within the people. Since he accepted this proposition as true. it logically followed that efforts to hale the community to accept them were absurd. Reform. harmonizing to him. would hold to be based upon the value system of the people and non on the values taught to the Westernized few in an foreigner system of instruction. The reply ballad. he believed. in popular instruction which must be initiated with an apprehension of the classical values and must continue to animate the verve of those values in the signifiers of societal order. Since the classical values were exhaustively intermixed with popular faith. he believed that ‘religious instruction will first and foremost prosecute our attending. ’ In this manner a new spirit will be born in India. India need non copy from some other civilisation when the can trust on the spirit of her past illustriousness. As D. V. Athalye has written ‘The difference was this. that while Ranade was prepared. if convenient. to chat up with spiritual countenance to societal order. Tilak insisted that there should be no divorce between the two’ . 8 proceeded to take action in conformity with his strong belief. Because he wanted echt reform and non simple imitation of Western life and manners. and because he believed that such reform must come from the people themselves and non from a foreign authorities. Tilak was led to recommend two causes which were to go his life’s work. First. he fought to reawaken India to her yesteryear and to establish her hereafter illustriousness on her past glorifications. Second. cognizing good that existent advancement can merely be made by a autonomous people. cognizing that moral advancement can merely be made through moral and democratic determinations. knowing. therefore. that Swaraj or self-government was the requirement of existent societal. political. economic. cultural and religious advancement. Tilak began to believe in footings of the Restoration of Swaraj. The societal reformists were prepared to knock about everything Indian. to copy the West in the name of betterment. and to trust upon the power of a foreign authorities to convey about this betterment. They were convinced that merely by societal reform would they gain political reform ; that. hence. societal reform must predate political reform. Tilak argued merely the contrary manner. that political reform must predate societal reform ; for it is merely popular self-determination that is moral authorities. that it is merely moral authorities that can make moral societal alteration ; and. hence. self-government is necessary. and the first object which must be pursued is the waking up of the people to their heritage of self-government. Tilak’s attack being more realistic and founded on solid moral values. he could comprehend more clearly the root causes of the Indian societal immoralities than did his societal reform oppositions. He felt that it was non merely the signifiers and patterns of Indian society which had to be changed if meaningful societal reforms were to be brought approximately. He sensed that opprobrious societal patterns were the direct branch of the ‘spirit of orthodoxy’ which filled the signifiers of societal order and inertly resisted alteration. This spirit had resulted from a thousand old ages of instability. licking. foreign overlordship. defensiveness and inflexibleness. Therefore. effectual reform. Tilak believed. must finally depend upon a reawakening of the true. critical. life-affirming spirit of the Indian people and civilisation. Alternatively of knocking societal signifier as the great immorality. he began his conflict with the wasted spirit of orthodoxy while still engaged in his conflict with the Westernized reformists. He wrote: ‘†¦ . . merely as old and Orthodox sentiments ( and their holders the Pandits etc. . ) are nonreversible. so the new English educated reformers’ are besides and dogmatic. The old Sastries and Pandits do non cognize the new fortunes whereas the freshly educated category of reformists are nescient of the traditions and the traditional doctrine of Hinduism. Therefore. a proper cognition of the old traditions and doctrines must be imparted to the freshly educated categories. and the Pandits and Sastries must be given information about the freshly changed and altering fortunes. ’ 9 His conflict was non characterized by abomination for the old spirit because he understood it and the function it had played. The spirit was locked up in signifiers. rites. and imposts. that had become virtually dead things. The Orthodox spirit had served its intent because it has transmitted classical values to a new coevals who could understand them and convey about the necessary metempsychosis and reapplication of those values. The debauched facets of the spirit of orthodoxy were lethargy. laziness. clannishness and inactivity. They had fed on disunity and divisiveness. Born of defensiveness and rigidness. and from this had arisen casteism in all its worst manifestations. defeatism and fatalism. the loss of the ideal of harmonious societal cooperation. of bravery and of self-respect–in a word. the kineticss of the classical doctrine of life had been perverted into negation and passiveness. This spirit. Tilak believed. was harmful to India’s advancement. and it was with this spirit that he did conflict. Atrophied orthodoxy had no spiritual justification. Its spirit was in portion the perversion and negation of the universe and of the classical construct of the fulfillment of the intent of life. the brotherhood of adult male with his Godhead. But Tilak besides realized that mere philosophical debate was non plenty for the re-awakening of India. and it required alteration in the Black Marias of people and non. as the reformists believed. alteration in the signifiers of establishments. As an editor who had ever dedicated himself to popular instruction. he foremost reached the people. As his head co-worker. N. C. Kelkar. wrote. ‘Through his paper. the Kesari. he exercised an huge influence over the multitudes. and it is this influence that is chiefly responsible for the extract of a new spirit among the people’ . 10 He was a sincere. forceful talker. and he taught from both the schoolroom and the public platform his new message of rousing India. Possibly. the most effectual manner in which he reached the people was through the jubilation of national festivals. He was instrumental in popularising two great festivals. one to Ganapati. the Hindu divinity of acquisition and auspiciousness. and the other. a festival to resuscitate the memory and glorification of Shivaji. the liberator of Maharashtra. and the refinisher of Swaraj through his battle with the Mogul Empire. He particularly emphasised the dynamic spirit of Shivaji. He wrote. ‘It is the spirit which actuated Shivaji in his behaviors that is held away as the proper ideal to be kept invariably in the position of the lifting generation’ . To maintain this spirit in changeless position. Tilak worked endlessly to make the people and to educate them through the festivals. Throughout Maharashtra. he carried his philosophy. he waged his conflict. Education through faith and history. through the association in the popular head with Gods and heroes. through animating an grasp of the heritage of the past as a usher to the future–this was the manner he conducted his conflict. He shortly became the first articulate spokesman for the no-longer silent. tradition-directed. multitudes of India. He became the guardian and the awakener of India’s doctrine of life. He taught foremost the Dharma of action. This doctrine of action he drew from the Gita. He reminded the people that India had non become a great state through negativity and laziness. but instead through a dynamic willingness to run into the jobs of the twenty-four hours and to work out them morally. This was the greatest demand of the present twenty-four hours. He frequently said such things as. ‘No one can anticipate Providence to protect one who sits with folded weaponries and throws his load on others. God does non assist the indolent. You must be making all that you can to raise yourself up. and so merely you may trust on the Almighty to assist you’ . 11 Along with the Dharma of action. Tilak taught the Dharma of integrity to the people of India. The integrity of India. the integrity of the Indian civilisation. is Bharatdharma. the spiritually-based and spiritually-dedicated manner of life. The spirit of orthodoxy had done unfairness to that manner of life. It had compartmentalised society. it had placed work forces in unintegrated and sole caste communities that were unfriendly to the feeling of common heritage and common cause. The true spirit of Varnashrama-dharma was harmoniousness and cooperation and integrity. and this spirit Tilak sought to reawaken through spiritual instruction. He wrote. ‘It is possible to unify the followings of Hinduism by the resurgence and growing of the Hindu religion’ . for ‘the Hindu faith does non lie in caste. feeding and drinking’ . The Ganapati and Shivaji festivals served the intent of conveying people together. Peoples who worship a common divinity. people who recognise a common historical tradition will. in his head. be able to stand together. to get the better of the disunity of societal signifier and to work together for the common good. Tilak envisaged a integrity of all the people of India. united among themselves and united with their traditions. united to confront the hereafter by the common ideals they held. In this manner. through common. united attempt. societal immoralities could be corrected by the people themselves. and. moreover. the spirit of national resurgence. the Restoration of national dignity. indispensable for deriving self-government. depended upon the Restoration of national integrity and common regard. Therefore through his messages of action and integrity and as editor of the Kesari and The Mahratta. Tilak became the acknowledged ‘awakener of India’ . As editor of his newspapers. he besides became active in political personal businesss. After he left the Deccan Education Society in 1889. he joined the Indian National Congress. trusting that it would be instrumental in farther unifying the state and in procuring political reforms. He held a station in the Congress every bit early every bit 1892. as secretary of the Bombay Provincial Conference. At the same clip. he actively participated in public personal businesss. keeping public office on several occasions. In 1894. he was elected a Fellow of the Bombay University. and following twelvemonth he held a station in the Poona Municipality. For two old ages he was a member of the Bombay Legislative Council. but. he called the wholly limited powers and the work of this organic structure a ‘huge joke’ . He did non seek public office because he desired a political or governmental calling but instead because it was one agencies. among several. which he chose to use to foster the causes in which he strongly believed. But he shortly realized that keeping public office was one of the least effectual ways of advancing his terminals. and. more of import. he Soon realized public office under the foreigner raj was self-defeating. About this clip he besides began to go disillusioned with the programme and policies of the Moderate-dominated Congress. His contending spirit was antagonised by the prevailing Congress attitude of pleading for reform and go throughing mild declarations of protest against the maltreatments of the disposal. The Congress was non coming to clasps with the existent jobs of the people. In 1896. he publically announced his dissension with the policies of the Congress in composing. ‘For the last 12 old ages we have been shouting hoarse. wanting that the authorities s hould hear us. But our cheering has no more affected the authorities than the sound of a gnat. Our swayers disbelieve our statements. or profess to make so. Let us now try to coerce our grudges into their ears by strong constitutional agencies. We must give the best political instruction possible to the nescient villagers. We must run into them on footings of equality. learn them their rights and demo how to contend constitutionally. Then merely will the authorities realize that to contemn the Congress is to contemn the Indian Nation. Then merely will the attempts of the Congress leaders be crowned with success. Such a work will necessitate a big organic structure of able and resolved workers. to whom political relations would non intend some vacation diversion but an every-day responsibility to be performed with the strictest regularity and extreme capacity. ’ 12 As he had relied on democratic societal action through spiritual instruction. Tilak now relied on political instruction to beat up the people behind the cause of political reform. He. hence. began. through the pages of the Kesari and through an administration of voluntary dearth alleviation workers. to inform the poorness afflicted provincials of their legal rights. He urged the people to protest against govern ­mental inactivity. He sent out voluntaries to roll up elaborate informa ­tion on the desolation in rural countries which he so forwarded to the authorities to back up his instance. He printed and distributed a cusp explicating the commissariats of the Famine Relief Code to the people and urged them to take their instance to the authorities. His attempts informed and aroused the people and alienated the bure ­aucracy. On the heels of the dearth Poona was stricken by an epidemic of pestilence. The metropolis was in a terror. Tragically. many of the educated. many of the t aking societal reformists. fled the metropolis ; Tilak did non. He offered his services to the authorities and went through the pestilence infested territories of the metropolis with the Government Sanitation Teams. He opened and managed a infirmary for pestilence victims when authorities installations proved unequal. He established a free kitchen. and did everything within his power to relieve the tragic status of the people. If societal reform meant anything. it meant indefatigable work on behalf of the people in the clip of their greatest demand. His dearth and pestilence work marked Tilak as the greatest societal reformist and national hero of the state. He was acclaimed the Lokmanya. the honoured and respected of the people. The British bureaucratism and the Anglo-indian imperativeness recognised that Tilak was an emerging leader of the people and of a new spirit in India. Those who lacked foresight began to fear him. When. in the tense ambiance of dearth and plague-racked Poona. a immature adult male assassinated Rand. the British functionary in charge of plague alleviation. many of those who feared him were speedy to fault Tilak for the decease. although he had no cognition of the incident. However. he was convicted and sentenced to two years’ imprisonment. This was non to be Tilak’s last imprisonment. For two decennaries he was persecuted by the British Indian Government because they saw in him the greatest challenge to their regulation over the Indian Empire. But Tilak was non an ordinary adult male who could be cowed down by such menaces and persecutions. He remained undismayed throughout. He had fought against unfairness. he had argued against the appeasing policies of the Moderates. and he now began to set forward a positive political programme centred round the construct of Swaraj. self-government for India. Equally early as 1895. he had begun to prophesy the necessity for Swaraj. He came to recognize that self-rule must predate meaningful societal reform. that the lone abiding footing for national integrity and national dignity must be national self-government. In 1895. he had reminded the people that Shivaji had recreated Swaraj as the necessary foundation of societal and political freedom and advancement and morality. His historical and philosophic frame of mention is clearly set out in his authorship. ‘One who is a bitty spot introduced to history knows what is Swarajya ( people’s ain authorities ) and Swadharma ( people’s ain faith ) . knows the extraordinary qualities that are needed for the laminitis to set up Swarajya and Swadharma when both of them are in a province of ruin for 100s of old ages. knows the heroism. bravery. backbones and encephalons of Shivaji Maharaj by the dint of which he saved the whole state from acrimonious ruin’ . 13 His insisting on Swaraj was wholly consistent with his personal. societal and political doctrine. He approached wholly issues as a realist. He had the illustration of his ain Maharashtrian history and the categorical jussive mood of his nation’s doctrine. As Aurobindo Ghose has written. ‘To found the illustriousness of the hereafter on the illustriousness of the yesteryear. to inculcate Indian political relations with Indian spiritual excitement and spiritualty. are the indispensable conditions for a great and powerful political waking up in India. Others. authors. minds. religious leaders. had seen this truth. Mr. Tilak was the first to convey it into the existent field of practical politics’ . 14 Tilak examined the political jobs of his twenty-four hours in the visible radiation of ‘the God-given Inspiration’ of India’s civilisation. And with the urgency of the state of affairs originating out of the divider of Bengal and the demand for an effectual programme of political action. he joined the group of the Patriots and presented a programme and a line of action to the state. The Nationalists initiated aggregate political instruction in footings apprehensible to the people. Tilak sounded the keynote in stating. ‘To spread our Dharma in our people is one of the facets of the national signifier of our religion’ . because. in his sentiment. ‘Politics can non be separated from religion’ . Precisely the same sentiment was expressed subsequently on by Mahatma Gandhi. The ground for political instruction and political action was non simply the unfairness of foreign regulation. non simply the arbitrary breakdown of Bengal. Self-government was a moral necessity. the accomplishment of self-government was the Dharma of all dignified work forces. As he subsequently wrote in the Gita-rahasya. ‘The blessed Lord had to demo the importance and the necessity of executing at all costs the responsibilities enjoined by one’s Dharma while life lasts’ . And. for Tilak and the Nationalists. ‘Swaraj is our dharma’ . Political action would entirely carry through the national Dharma. In order that India work out her ain fate. the first indispensable. as in the instance of the waking up of India. was the call for action. for a new spirit of bravery and selflessness. Merely a pride in history and the values of India’s ain civilisation could animate work forces to the undertaking in front. Tilak movingly wrote. ‘To win in any concern with full self-denial and finding. does non by and large go on in malice of our heroism. unless a house strong belief is engendered in our heads. that we are making good work and God is assisting us and that the spiritual inherent aptitude and the approvals of the saints are at our back’ . 15 It was with this house strong belief that Tilak and the Nationalists set out to elicit the state to political action for the creative activity of its ain fate. Tilak and the Patriots presented the state with a treble programme for effectual. practical. political action. The three rules were boycott. Swadeshi and national instruction. Originally. they were designed for usage in Bengal. as the most effectual manner to convey the British decision makers to their senses over the issue of the divider. But it was shortly distinct. nevertheless. that the full state could good collaborate with Bengal in following this treble programme and therefore increase enormously the force per unit area on the British. And it was farther taught that the great incorrect. the important immorality. was non entirely that an foreigner raj had partitioned the state of Bengal. but really that Bengal was merely a symbol. that an foreigner raj ruled dictatorially over the whole state of India. and that it was to relieve this incorrect that the programme was to be employed. Boycott ab initio involved the refusal of the people to buy British-manufactured goods. It was started as a step designed to convey economic force per unit area on the British concern involvements both in India and abroad. If British concern could be moved. so the concern could be counted on to travel the British raj. But shortly the boycott motion took on far more important facets than simply economic force per unit area. The Nationalists saw that the whole superstructure of the British Indian disposal. that the British system of regulation over India. was based upon the willing. or at least unthinking. cooperation of the Indian people. Tilak was one of the first to spot this. and he realized that boycott could be expanded to the point of endangering the foundation of the whole British administrative machinery in India. In a address at Poona. every bit early as 1902. he urged. ‘You must recognize that you are a great factor in the power with which the disposal in India is conducted. You are yourselves the utile lubricators which enable the mammoth machinery to work so swimmingly. Though downtrodden and neglected. you must be witting of your power of doing the disposal impossible if you but take to do it so. It is you who manage the railway and the telegraph. it is you who make colonies and collect grosss. it is in fact you who do everything for the disposal though in a subsidiary capacity. You must see whether you can non turn your manus to better usage for your state than laboring on in this manner. Boycott bit by bit moved from the economic into the political domain ; it moved from the sphere of Bengal to all-India. Boycott as an all-India political arm was the first rule of the programme of Tilak and the Nationalist leaders. Boycott fore-shadowed non-cooperation. Swadeshi ab initio began as a primary economic opposite number to the programme of economic boycott. Swadeshi meant self-help. to trust upon Indian-made goods instead than to sponsor the retail mercantile establishments of the manufactured green goods of Birmingham and Manchester. Get downing in Bengal. balefires of European vesture lit the dark sky. and the people turned to local Indian production of Swadeshi goods. Swadeshi was the first great drift to industrial development in India. Local Indian production was given the stimulation for its natural growing. But like boycott. Swadeshi shortly came to intend a great trade more than simple economic autonomy. If there could be self-help in the economic domain. so there most surely could be self-help in all domains of life. The Dharma of action had taught self-respect and autonomy. and Swadeshi extended autonomy to self-help in all things. Swadeshi was a touchable manner in which to show the new spirit. Tilak and the Patriots had been learning the people. The Swadeshi motion rapidly became a motion of national regeneration. Swadeshi was a practical application of love of state. As Tilak said. ‘To recognise the land of the Aryans as mother-earth is the Swadeshi movement’ . It was an economic. political and religious arm. Swadeshi was Vande Mataram in action. The 3rd component in the threefold programme for effectual political action was national instruction. Tilak had long earlier realized that the Western instruction started by Lord Macaulay and pursued in all the Government-supported schools was catastrophic to the hereafter wellness and wellbeing of the state. The younger coevalss were being educated off from non merely their households and the great bulk of the Indian people. but besides off from the value system of India’s civilisation. Government-supported Western instruction uprooted the young persons from their ties to the yesteryear and made them Indians in name merely. Hence such a system of Western instruction was abhorrent to Tilak and the Patriots. They pleaded for the constitution of national schools and colleges throughout the state to supply cheap and wholesome instruction underscoring the new spirit of self-help and autonomy which immature people could non anticipate to have in the Government-supported establishments. And national instruction became an built-in portion of the nationalist programme for the India of the 20th century. This treble programme of boycott. Swadehsi and national instruction was presented to the state by Tilak and the Patriots and was besides presented to the Indian National Congress for its blessing and acceptance. The programme began chiefly as an economic arm but rapidly its political importance was realized and became prevailing. The drift behind the programme was ab initio a reaction to the breakdown of Bengal. but it shortly developed an all-India impulse. The first ground for its usage was to bring on the authorities to reunite Bengal. but it shortly became a programme for national reawakening and national liberation–Swaraj. Thus. an economic programme became a political programme ; a locally centred agitation became a national issue ; the cause of changing a specific British policy evolved into the cause of deriving India’s self-government. Swaraj became the ground and justification for the full programme and motion led by Tilak and the Nationalists. Tilak realized that Swaraj. the end of all attempts. was a moral national necessity. He held that the attainment of Swaraj would be a great triumph for Indian patriotism. He gave to Indians the mantra: Swaraj is the birth-right of Indians ( at the Lucknow Congress of 1916 ) . He defined Swaraj as ‘people’s regulation alternatively of that of bureaucracy’ . This was the kernel of Tilak’s statement with the societal reformists when they sought to hold the British Government legislate and implement societal reform steps. Tilak held that unless the people supported the reforms. in consequence. unless the people exercised self-government to pass and implement the reforms. the reforms were non merely meaningless but besides undemocratic and without moral significance. And for forcing his ideal of Swaraj frontward. he started Home Rule Leagues in 1916 with the cooperation of Mrs. Annie Besant. which shortly became so popular that the Government had to follow terrible inhibitory steps. But he went on undiscouraged with the propaganda of Home Rule throughout the state. He intended that a measure should be introduced in the British Parliament for Indian Home Rule. by the good offices of the Labour leaders. although he could non be successful in the effort. However. the fact that Tilak began his Home Rule agitation in the twelvemonth 1916 is an facile testimony to his acute perceptual experience of political worlds. Tilak contemplated a federal type of political construction under Swaraj. He referred to the illustration of the American Congress and said that the Government of India should maintain in its custodies similar powers to exert them through an impartial council. Although in his addresss and Hagiographas Tilak largely stated that Swaraj did non connote the negation and rupture of ultimate British sovereignty. we have every ground to believe that in his bosom of Black Marias he ever wanted complete independency. He one time said that ‘there could be no such thing as partial Swaraj’ . Self-rule under Dharmarajya either existed to the full or did non be at all. Partial Swaraj was a contradiction in footings. Merely the Westernized few who could non understand this could speak in such contradictory footings. could hold to settle for administrative reforms. could non see that ‘Swaraj is India’s birth-right’ . Through Swaraj. the radical alteration in the theory of authorities. and through Swaraj ; entirely. could the fate of India be fulfilled! This is Tilak’s existent significance when he wrote. ‘Swaraj is our dharma’ . Before the people of the state he set this end. Next he set about to do it a political world. to implement the programme to convey about the end. For the right execution of his programme. Tilak urged the method of non-violent inactive opposition. Here it must be made clear that many foreign critics regard Tilak as a radical. Chirol. 16 John S. Hoyland17. and several others. believe that Tilak believed in armed revolution. that he was responsible for many political slayings and that his addresss and articles contained â€Å"a covert menace of mutiny. † But it is non true. Undoubtedly. he supported the action of Shivaji in killing Afzal Khan. He appreciated the dare and accomplishment of Chafekar. as besides the loyal excitement of the Bengal revolutionists. But. as a moralist he put the highest premium on the purification of purposes. The external action could neer be regarded as the standard of moral worth. Hence if Arjuna or Shivaji or any other fervent nationalist did commit or would perpetrate some violent action. being impelled by higher selfless motivations. Tilak would non reprobate such individuals. But in malice of his metaphysical defense mechanism of selfless force. Tilak neer preached political slaying ; nor did he of all time motivate anybody to perpetrate slaying as a political agency. A realist in political relations though he was. he neer taught the omnicompetence of force as Machiavelli or Treitschke did. His pragmatism taught him to move in the political existence in such a manner. that his oppositions could non take advantage of him. Merely by inactive opposition and democratic agencies. he taught. could the united action of the people prove powerful plenty to convey about the non-violent revolution that was Swaraj. Boycott and Swadeshi were. in consequence. the precursors of the ulterior non-cooperation motion. The inactive opposition taught by him and the Nationalists was the precursor to non-violent civil noncompliance. Tilak clearly foresaw that force would be uneconomical. and that it would finally be ineffective. Bing a realist. he recognised that ‘the military strength of the Government is tremendous and a individual machinegun lavishing 100s of slugs per minute will quite suffice for our largest public meetings’ . 18 Action must be direct. but. realistically measuring the power of the Government. he urged that it be inactive as good. He continually taught. ‘As our battle is traveling to be constitutional and legal. our decease besides must. as of necessity. be constitutional and legal. We have non to utilize any violence’ . 19 Therefore Tilak’s method of action was democratic and constitutional. He had stirred the popular imaginativeness and taught the people the necessity for united action. He had constructed a practical programme for the accomplishment of his political aim. He had defined for all clip the intent of the Indian motion for self-rule–Swaraj–and he had begun to develop the techniques that would be used in the popular motion to recognize that end efficaciously. Tilak left a monumental bequest to the independency motion. Gandhiji and those who came after Tilak could construct upon the work and the triumphs which he had won. In his conflicts against orthodoxy. lassitude and bureaucratism he was mostly successful. The independency motion. mostly through his work. had been winning. over stagnancy. the spirit of orthodoxy that was negative. that compartmentalised instead than unified. and that could non lift to accept the challenges of the 20th century. Tilak freed the state from lassitude and stagnancy. and in rousing the people. inspired them with a promise of rousing India. an India united. strong and capable of action. autonomous and on the route to triumph. 1 Kesari. June 1. 1897.2 N. C. Kelkar. Pleasures and Privileges of the Pen. BK. I. p. 121. 3 A. Ghose. The Foundations of Indian Culture. pp. 8–9.4 S. V. Bapat ( ed. ) . Gleanings from Tilak’s Writings and Speeches. p. 346. 5 Kesari. Spt. 19. 1905.6 A. Ghose. The foundations of Indian Culture. P 63.7 Kesari. September 19. 1905.8 D. V. Athalye. The Life of Lokamanya Tilak. p. 54.9 Kesari. Jan 21. 1904.10 N. C. Kelkar. Landmarks in Lokamanya Life. p. 10.11 B. G. Tilak. His Hagiographas and Speeches. p. 277.12 Kesari. January 12. 1896.13 Kesari. July 2. 1895.14 A. Ghose. in Introductory Appreciation to Bal Gangadhar Tilak. His Hagiographas and Speeches. p. 7. 15 Gleanings from Tilak’s Writings and Speeches. p. 121.16 V. Chirol. India. pp. 121-22.17 John S. Hoyland. Gokhale. pp. 24-25.18 B. G. Tilak. His Hagiographas and Speeches. p. 64 and 69.19 Ibid. . p. 229-30. Back Independence Day Speech in English | Essay A really happy Independence twenty-four hours to my honest Chief Guest. my respectable instructors A ; parents and all my lovely brothers and sisters. As You all Know Today we have gathered here for observing the 68th Independence twenty-four hours of our state. The twenty-four hours when India got freedom against the British Rule after so many old ages of battle. On this twenty-four hours we pay tribute to our great freedom combatants like Mahatma Gandhi. Pt. Jawahar Lal Nehru. Bal Gangadhar Tilak. Sarojini Naidu and many others who sacrificed their lives for the freedom of our state. It is on this twenty-four hours in 1947 that Pt. Jawaharlal Nehru addressed the component assembly at the Parliament. presenting his famed. facile address. Tryst with Destiny denoting India’s freedom at midnight. This proclamation brought about a rise in liquors all over the state. for India was eventually recognizing a dream to be a free state. free from subjugation and domination under the Br itish regulation. It was a historic twenty-four hours as India eventually shook off the bonds of British Rule and became free. It was a dark of jubilation all over the state. This twelvemonth in 2014. India will finish 67 old ages of Independence from the colonial Rule and will observe it’s 68th Independence twenty-four hours. This twenty-four hours is started with Flag Hoisting ceremonials. Parades and whole twenty-four hours different types of cultural plans A ; events are organized in India in schools. colleges and offices. The President and PM of India spring ‘messages to the country’ . After hoisti the National Flag at the Red garrison. the PM give a address on some past accomplishments. some moral issues of present clip and calls for the farther developments. The PM besides salutes and retrieve to the offering of the legender nationalists of our state in his address. Despite these the people of India celebrate this twenty-four hours through show the flag at store. accoutrements. Car/bicycle and they besides watching nationalist films and listening patriot vocals and many other things. Every Indians ‘s of import responsibility is that to give full regard the Independence twenty-four hours A ; National Flag and besides understand the importance of this twenty-four hours. But in this modern age. the peoples are basking their life as much that they are non giving so importance of this twenty-four hours. We request to that people that at list one clip retrieve to our legender nationalist on this twenty-four hours. In this present clip in our state there increases a tonss of immoralities issues like Terrorism. Corruption. Women subjugation etc All these immoralities truly destruct our civilization really severely. We shoul all take pledge to do our state safe and deserving life for each and every person of the society. So. I request all of you to sing with me national anthem ‘Jan-Gan-Man†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬â„¢ . Vande Mataram. Bharat Mata Ki Jai. Thank you everyone A ; JAI HIND.– See more at: hypertext transfer protocol: //www. happyindependenceday2014x. com/2014/07/Independence-Day-Speech. html # sthash. K4Di3xtF. dpuf Address FOR INDEPENDENCE DAY 13/8/2014 A really happy Independence twenty-four hours to my honest Chief Guest. Head Mistress and my respectable instructors A ; parents and all my lovely brothers and sisters As You all Know Today we have gathered here for observing the 68th Independence twenty-four hours of our state. The twenty-four hours when India got freedom against the British Rule after so many old ages of battle. On this twenty-four hours we pay tribute to our great freedom combatants like Mahatma Gandhi. Pt. Jawahar Lal Nehru. Bal Gangadhar Tilak. Sarojini Naidu and many others who sacrificed their lives for the freedom of our state. Today I am traveling to state you few words about Lokmanya Bal Gangadhar Tilak. Bal Gangadhar Tilak. a adult male of an spirited energy and a new vision. was born in Maharashtra in 1856. He is considered to be the ‘Father of Indian Unrest’ He was a bookman of Indian history. Sanskrit. mathematics. uranology and Hinduism With an purpose to leave instructions about Indian civilization and national ideals to India’s young person. Tilak along with Agarkar and Vishnushstry founded the ‘Deccan Education Society’ . Soon after that Tilak started two weeklies. ‘Kesari’ and ‘Marathi’ to foreground predicament of Indians. He besides started the jubilations of Ganapati Festival and Shivaji Jayanti to convey people near together and fall in the nationalist motion against British. In contending for people’s cause. twice he was sentenced to imprisonment. He launched Swadeshi Movement and believed that ‘Swaraj is my birth right and I shall hold it’ . This quotation mark inspired 1000000s of Indians to fall in the freedom battle. With the end of Swaraj. he besides built ‘Home Rule League’ . Tilak invariably traveled across the state to animate and convert people to believe in Swaraj and battle for freedom. He was invariably contending against unfairness and one sad twenty-four hours on August 1. 1920. he died.

Simple Établir (to Establish) Conjugations in French

Simple Établir (to Establish) Conjugations in French The French verb  Ãƒ ©tablir  means to establish. This is a relatively easy one to remember because it resembles the English word and the conjugations arent terribly difficult, either. Conjugating the French Verb Établir Verb conjugations are required when we want to change the tense. In English, we add -ed or -ing to do this, but its more complex in French. Thats because theres a new verb ending for ​every subject pronoun as well as every tense. Établir  is a  regular -IR verb  and it follows the verb conjugation rules of similar verbs like  convertir  (to convert),  chà ©rir  (to cherish), and many others. This makes learning each new verb a little easier than the last. To conjugate these verbs, we must first recognize the verb stem. For  Ãƒ ©tablir, that is  Ãƒ ©tabl-.  Then we need to add the appropriate ending. For instance, I establish is jà ©tablis and we will establish is nous à ©tablirons. Subject Present Future Imperfect j tablis tablirai tablissais tu tablis tabliras tablissais il tablit tablira tablissait nous tablissons tablirons tablissions vous tablissez tablirez tablissiez ils tablissent tabliront tablissaient The Present Participle of Établir Adding -ant  to the verb stem of  Ãƒ ©tablir  creates the  present participle  of  Ãƒ ©tablissant. This is a verb, yet it can also be used as an adjective, gerund, or noun in certain circumstances. The Past Participle and Passà © Composà © The past tense established can be formed using either the imperfect or the  passà © composà ©. To construct the latter, begin with the subject pronoun, conjugate the  auxiliary verb  avoir  to match it, then add the past participle  Ãƒ ©tabli. It comes together quickly: I established is jai à ©tabli and we established is nous avons à ©tabli. You will notice that  ai  and  avons  are conjugates of  avoir  and that the past participle does not change. Apply these rules to other subjects as well. More Simple Établir  Conjugations Practicing all of the above forms of  Ãƒ ©tablir  should be the focus of your studies at first. When youre comfortable with those, consider adding the following to your vocabulary.  Even if you dont use them personally, its important to be able to recognize these and associate them with  Ãƒ ©tablir. When the act of establishing has some question or uncertainty to it, the subjunctive form or the conditional verb can be used. Its likely that you will only encounter the passà © simple and imperfect subjunctive in formal writing.   Subject Subjunctive Conditional Pass Simple Imperfect Subjunctive j tablisse tablirais tablis tablisse tu tablisses tablirais tablis tablisses il tablisse tablirait tablit tablt nous tablissions tablirions tablmes tablissions vous tablissiez tabliriez tabltes tablissiez ils tablissent tabliriez tablirent tablissent For short statements that directly request or demand something to be established, use the imperative verb form. When doing so, the subject pronoun is not required: use à ©tablis rather than tu à ©tablis. Imperative (tu) tablis (nous) tablissons (vous) tablissez

Personal Statement Example | Topics and Well Written Essays - 500 words - 1

Personal Statement Example And once I settled down with the campus life, I was more than eager to begin my education. However things did not turn out as I had expected as all my hopes that were built during the first few weeks did not last for long and I was left to think whether I really intended to continue my education in that place. After a lot of thinking, I then decided to transfer to a different college, though I was initially apprehensive about my parent’s response to my decision. After much debate and consultation, I have now finally decided to take the chance and apply for the university; one, which I believe, would provide me with good education and at the same time also aid in my personality growth and development into a better individual. College education changed my perception of education in many ways and also my objectives in life. The experience that I gained during my first semester at college was vastly different from that of school and it made me become more independent and pushed me to work harder with my studies. The confidence that I gained during this period helped me choose my major subjects and other courses, according to my liking and strength and also learnt the most important requirement of effective time management. I realized that there was more to education than what I had previously imagined.

Children's Literature Essay Example | Topics and Well Written Essays - 500 words

Children's Literature - Essay Example The cerebellum and basal ganglia follow, to control movement.† (Begley, 2000). Once the system for movement has been established, the child’s limbic system comes into play that enhances the child’s memory as well as feelings. Finally, the child’s cerebral cortex develops to facilitate the process of thinking. New born babies cry when they hear other babies in their surrounding crying. This is fundamentally because of the sympathetic trait of human nature and the intrinsic urge to help others. A 3 months old baby is smart enough to identify his/her mother in the scrambled picture and a 13 to 15 months old child starts to take decisions on his/her level about who to be with and where to be. (Brant and Wingert, 2005). Despite the already developed brain a baby is born with, he/she requires external influence to mature as a child. Intimate relatives, specially the parents play a special role in shaping the children’s approach towards understanding and reacting to the world around them. How a child is treated in his/her early years of childhood has an impact on how the child will treat others when he/she becomes an adult. What he/she is appreciated for and what he/she is taunted for lays the standards for the child to judge the future matters with. If a child is not nurtured properly in the critical initial childhood years, he/she can not be expected to attain leadership qualities in the future. â€Å"Nature and nurture thus appear to act together seamlessly, in a developmental duet.† (Brazelton and Greenspan, 2000). Researchers from the Baylor College of Medicine have discovered that brain of kids who have not been into games or else have not been touched by their parents much are ge nerally 20% to 30% smaller than their counterparts. (Nash, 1997). One of the biggest challenges in front of parents in the modern age is to decide in what hands to

Philosophy Essay Example | Topics and Well Written Essays - 3000 words

Philosophy - Essay Example Their true forms, in Plato's mind, are permanent, eternal, and nonphysical. According to Plato, because sensory objects are not completely real, the empirical realm of tangible objects is not real. As such, any beliefs people derive from their experience with these objects are unclear and undependable; however, the principles of philosophy and mathematics, both of which are discovered through inner meditation on the Forms. These principles, according to Plato, represent the only true "knowledge." After taking Plato's views and descriptions of Forms, true knowledge is an attainable trait. Additionally, Plato asserted that knowledge is composed of two essential characteristics: certainty and genuine presence. Essentially, knowledge must be infallible and certain; there can be no room for interpretation or misunderstanding. True knowledge must be fool-proof and unwavering. Additionally, knowledge's corresponding object must be genuinely real as opposed to those objects that are present in appearance only. "Because that which is fully real must, for Plato, be fixed, permanent, and unchanging, he identified the real with the ideal realm of being as opposed to the physical world of becoming" (Plato, 2007, 9). These views resulted in Plato's... t to Plato's certain view of knowledge, Plato believed that those propositions derived through sensory experience have a high degree of probability; and as such, this experience cannot be certain. Additionally, the objects in the empirical realm, such as trees, are ever-changing phenomenon; they do not remain consistent and, therefore, the experiences will not remain constant. Plato's Republic contains his distinction between two levels of human awareness. These two levels are opinion and knowledge. According to Plato, any claims brought about by a person's experience in the empirical realm with a tangible object are classified as opinions only. Regardless if these opinions are founded on a solid base or not, opinions do not merit genuine knowledge. Knowledge, considered to be the higher of the two levels of awareness, entails logic and reasoning rather than experience. Logic and reasoning, if used correctly, will lead to intellectual insights. These insights are certain and, consequently, infallible. According to Plato, the representative objects of these intellectual insights are the eternal and permanent Forms. Therefore, according to Plato, the relationship between experience and knowledge is a complicated one. Experience does not, directly, lead to knowledge or equate to knowledge because experience is fallible and unreliable. One person may experience an event differently than another. What a person experiences at one time with a tangible object may change at a later time because tangible objects remain in a state of perpetual change. Alone, experience will result in the formulation of a person's opinions regarding an object. However, if logic and reasoning is applied to a person's experience, that person can reach a true knowledge about that object, and

Evaluate the Society of Homeopaths Code of Ethics and Practice and Essay

Evaluate the Society of Homeopaths Code of Ethics and Practice and discuss its value within the profession - Essay Example urn in order to treat patients they employ the use of five different models with the homeopath discerning which model will bring the most benefit to the patient (Owen 2007 p.1-12). In order to morally appraise the employment of such alternative techniques, questions both scientific and philosophical are raised. It is only through such discussion and debate that we come to a set of moral rules and guidelines which can define when and how the practice of homeopathy can be pursued. They not only preserve the reputation, dignity and integrity of the practice but also allow the practitioners to take responsibility for their actions. These are the Society of Homeopaths Code of Ethics and Practice and this paper will provide an assessment of its value within the profession (Owen 2007 p.1-12). As mentioned before these guidelines are of course based upon philosophical principles. It is through these principles that these procedures are decided and debated upon. Two of the parameters which have been used to decide whether or not the guidelines are ethical or unethical are the principles of moral relativism and utilitarianism. Moral relativism works on the principle that in a society most of its members consider certain actions to be either morally conscionable or unconscionable. Given that each society holds a different moral value for each action it stands to reason that each member of the society will have a different moral standard for each action. This brings us to the second philosophical tenant known as utilitarianism. According to this principle the result of taking an action defines its morality. Thus in this principles value is given to the consequences of the action taken rather than individual opinion of the action taken. Thus the true purpose of this principle is to maximize the advantage of the action taken (Driver 2006 p.11-21 & p.40-60). The reason why these parameters are mentioned above is because the ethical guidelines rather than being rigid and

Interest Rates Rise in the UK Essay Example | Topics and Well Written Essays - 2250 words

Interest Rates Rise in the UK - Essay Example These effects caused by a low inflation, low interest, but highly tax economy are the outcomes that are a current and continuing to thwart economic competitiveness and equilibrium across the UK manufacturing base. This assignment therefore seeks to consider some of the reasons for the causes and effect of increase in interest rates that are now providing causal effects across the economy. In particular the economy of the USA, that has been a focus of concern across financial sector industries in the UK. Commenting on the effect that world interest rates have on domestic interest rates, Mr King said that: "We look at the balance between demand and supply, we ask ourselves what goes into that balance and there is no doubt that what is happening in the rest of the world is a key input into that assessment. However, the way in which overseas interest rate changes affect our judgement is solely as an input into that judgement." "all central banks are very clearly focused on meeting their own price stability objectives. Of course they take the rest of the world into account, but they do not say 'Oh gosh, Jean-Claude has put up interest rates, perhaps we ought to keep up with him'; it is not like that" (House of Lords 2006 p.10). Therefore, the economics of equilibrium are a force that has to be recounted in that the elasticity of the economy is a crucial aspect of financial housekeeping in all World economies and despite the fact an economy must predominately consider its own fiscal policies, rather than being affected by other economic decisions. The problematic area of asset is also a crucial factor when considering the level of impact on an economy, in the same report, the select committee discussed the recent developments in asset management in the USA which has infected the relational economies that have relied on in particular, citing Mr Ben Bernanke, Chairman of the US Fed. stated that: Part of the problem concerning the relation between money growth and inflation is that for many households money holdings are an asset, as they are a form of saving as well as a source of potential purchasing power. The down-turn in stock markets in 2000 may have caused a flight into money and so begun the growth in M4. With the growth of non-bank financial intermediaries, and the increased use of mortgage withdrawal based on

Evaluate the Society of Homeopaths Code of Ethics and Practice and Essay

Evaluate the Society of Homeopaths Code of Ethics and Practice and discuss its value within the profession - Essay Example urn in order to treat patients they employ the use of five different models with the homeopath discerning which model will bring the most benefit to the patient (Owen 2007 p.1-12). In order to morally appraise the employment of such alternative techniques, questions both scientific and philosophical are raised. It is only through such discussion and debate that we come to a set of moral rules and guidelines which can define when and how the practice of homeopathy can be pursued. They not only preserve the reputation, dignity and integrity of the practice but also allow the practitioners to take responsibility for their actions. These are the Society of Homeopaths Code of Ethics and Practice and this paper will provide an assessment of its value within the profession (Owen 2007 p.1-12). As mentioned before these guidelines are of course based upon philosophical principles. It is through these principles that these procedures are decided and debated upon. Two of the parameters which have been used to decide whether or not the guidelines are ethical or unethical are the principles of moral relativism and utilitarianism. Moral relativism works on the principle that in a society most of its members consider certain actions to be either morally conscionable or unconscionable. Given that each society holds a different moral value for each action it stands to reason that each member of the society will have a different moral standard for each action. This brings us to the second philosophical tenant known as utilitarianism. According to this principle the result of taking an action defines its morality. Thus in this principles value is given to the consequences of the action taken rather than individual opinion of the action taken. Thus the true purpose of this principle is to maximize the advantage of the action taken (Driver 2006 p.11-21 & p.40-60). The reason why these parameters are mentioned above is because the ethical guidelines rather than being rigid and

Role of Social Networking Sites in the Lives of Contemporary Youth Essay

Role of Social Networking Sites in the Lives of Contemporary Youth - Essay Example As the report declares social networking sites are web-based software that allows people to create their profiles and add other individuals with whom they would wish to connect, share, and chat with especially in exchanging updates. Their main agenda is to promote socializing among individuals irrespective of their geographical and socio-cultural differences. In this age, children live in a mediated world where advanced technology forms the surrounding that allows them to gain access to the free flow of information and social network through sharing. This paper stresses that the introduction of social media has indeed changed many things in the ways people, especially children, relate to one another in that it has accentuated the socialization of children through a virtual platform. The social media in itself is a unique cultural system that has the ability to transform the already existing cultures especially in young children who are eager to learn new ideas without due consideration of their pros and cons. In the modern society, children including those less than sixteen years of age have fully embraced the use of major social networking sites such as Facebook and Twitter in promoting their social agenda that varies from child to child. The main function of media is to inform, entertain, and educate, hence children undergo constant transformation in their cultures based on the prevailing trends in the social media, as most children, if not duly guided, do not have the capacity to filter social media content and only ingest the most useful ones. (Carmen 55). More often than not, contemporary children who are preoccupied by social networking sites, mainly Facebook and Twitter, tend to adopt new cultures as they interact with colleagues and individuals from multicultural backgrounds. Culture plays an important role in shaping the behaviors and character of children and therefore any external information that has cultural inclination deserves a meticulous approach (Doctorow,

Three Dialogues between Hylas and Philonous Essay Example for Free

Three Dialogues between Hylas and Philonous Essay Philonous, in Three Dialogues between Hylas and Philonous, attacks Hylas arguments toward the distinction between primary and secondary qualities. The distinction between primary and secondary qualities is a peculiarity between qualities which depend for their existence on the relation between an object and a perceptual device. An example of this would be smell and color, which has properties that an object has independently of any perceiver. What objectively, with out bias, exist and what merely subjectively exist? When something is clear and distinct it is true, and when it is not clear and distinct, like sensations that can be interpreted differently, it is false. Berkeley rejects this notion of primary and secondary quality distinction, which implies that material things exist independently of us. Philonous continues to argue against Hylas when he explains that sensible things are defined as those things that are immediately perceived; therefore, eliminating mediated perception. He gives a case by case examination of sensible qualities; such as heat and cold; sound; and colors. None of these qualities contain the ability of pleasure or pain independently because that is an identify we give it; therefore we give it its existence. He rejects Hylas claim that heat is motion, and he also proclaims that color varies with light. Philonous reminds Hylas that causes of ideas are not immediately perceive, and thus are not perceived at all; this makes them non- sensible things. Berkeley aimed to demonstrate that materialism is artificial because we have no reason to believe in the reality of mind autonomous material objects. He attempted to prove that we have no immediate perception of mind-independent material objects, so we have no source on which to assume the existence of mind-independent material objects from our instant experience. One can not imagine of primary qualities in objects totally separately of their secondary qualities. Therefore, primary qualities must exist in the mind, just as secondary qualities do.

Kuwait Oil Fields Reconstruction Projects Construction Essay

Kuwait Oil Fields Reconstruction Projects Construction Essay During the Gulf war, Kuwait was invaded by Iraq and by the end of it almost all of oil production facilities of Kuwait had suffered extensive damage and had become defunct. Even after their Liberation in Feb, 1991 a large number of oil wells were on fire. To rebuild the countrys major source of income of the country a project was taken to reconstruct these oil fields. This was the Kuwait oilfields reconstruction project. Bechtel International was the project management firm given the contract to manage this reconstruction project by the Kuwait Oil Company. Work of planning of the project had started in November 1990 within three months of the start of the Iraqi Invasion, in the offices of Bechtel in London. Planning and organizing activities were being done in the offices in London, Houston, San Francisco, Dubai and Riyadh even when the war was still on. Since the war was still on, there was little knowledge of the total extent of the damage to the oilfields and how much work was to be done. However those damages that were identified till then were taken into consideration and front-end planning and procurement for the same had been started. During the end of the war, the retreating Iraqi troops had set the oilfields on fire. Thus to continue with the project first it was necessary to bring these fires under control. The personnel of Bechtel arrived in Kuwait 4 days after a complete sweep of the City was done by the allied troops. The main objective then of these personnel was to organize and manage the firefighting efforts. This was names project Al- Awada (Arabic for return). The vivid scenes shown by the newspaper, magazine, and television reports came alive for Bechtel project personnel. The days were dark with smoke from the fires blocking the sun, oil droplets filled the air, clean water and sanitary systems were not working, power plants were down, transportation was minimal as tires were a precious commodity, and food was very scarce. Initial accommodation was in refurbished ship quarters and in some vandalized apartment complexes without water and electricity, no more than a foam mattress on the floor, and a long hike up a darkened staircase. In addition to these problems, booby traps, land and water mines, unexploded shells and rockets, and other ordnance had littered the country. The temperatures in summer consistently were above 50 à Ã‚ ¦ C in shade (seldom below 37 à Ã‚ ¦ C at night), exposing the people in the field to temperatures of 55-58 à Ã‚ ¦ C in many locations, and hotter nearer to the fires. Just providing drinking water was a ma jor undertaking. John Oakland, senior vice president of Bechtel Corporation, who served as the manager of projects in Kuwait, remarked, This campaign, which was well covered by the international news media, was one of the most complex engineering and construction efforts in history. However, the following assignment, which was the reconstruction of the Kuwait oil fields, was an even bigger and more challenging task. The project of the reconstruction of the oil fields, which was named Al-Tameer (Arabic for rebuild), will be discussed in this report. Status of the Facilities The state of the two million barrels per day oil export industry in Kuwait after the completion of the fire-fighting effort was as follows: 647 wells had burned in total, 751 wells were damaged. Twenty-six oil gathering, separation, and production centers were damaged or totally destroyed. One marine export facility and its related single point mooring was totally destroyed, and the second marine export facility was partially damaged and out of commission. The equivalent of ten million barrels of crude oil storage tankage had been destroyed. The Shuaiba refinery was totally destroyed. A crude unit in the Mina Al Ahrnadi Refinery was completely destroyed. The rest of the refinery was partially damaged and the refinery was out of commission. The Mina Abdullah Refinery was partially damaged and the units were not operable. All communication towers and networks were destroyed. Most of the working population had either fled or were in hiding. Project Al-Tameer After the successful completion of the fire-fighting effort, KOC invited Bechtel to present its plan for the reconstruction of the oil fields production and exporting facilities damaged during the war, starting work by November 1990. KOCs goal was to be able to produce 2 million bpd of oil by September 1992. Planning and Organizing Phase The planning and organizing effort for the Al-Tameer project started with the Bechtel team that was already on-site as part of the Al-Awada project fire-fighting effort. An organization totally different from the Al-Awada project was required to scope, estimate, plan, execute, and turn over operational facilities to KOC. This organization had to be self-sufficient and be able to fully support and service a massive work force of more than 16,000 people. The main organization was divided into five main functions. One was to support KOCs future five-year budget planning with identification, scoping, and planning future projects. This was named KOC Major Projects Group. The other four groups consisted of: manager Al-Tameer projects, responsible for all planning and project management, as well as engineering and procurement manager coordination, responsible for scheduling, cost control, estimating, project reporting, public and community relations, and other relevant functions manager services, responsible for providing all the required support services for the project team including explosive and ordnance demolition group manager operation, responsible for field execution of all the defined work. A damage assessment and scoping team consisting of engineers, planners, and estimators walked every foot of the oil fields production and exporting facilities preparing a scope of work, cost estimate, a plan and schedule of work for each facility. The planning was based on a back to front scheduling defining the dates and production goals first, working backward to see when the drilling effort and facilities reconstruction work had to start to meet this goal. This approach also determined the required manpower and helped with direct hire and subcontracting plans. The overall plan defined the sequence of the work and prioritized the resources to make sure facilities with least damage were first priority for completion. The master schedule was developed based on nine subproject organization work breakdown structures (WBS) Oil recovery Tankage south North Kuwait Pipelines/flow lines Power, buildings, cathodic protection Marine facilities De-salters South gathering centers West gathering centers. Figure : Al Tameer Organization Each subproject having its task force, budget, schedule, and its priority on resources identified was headed by a project manager. The Al-Tameer project organization chart is shown in Figure 1. The teams were integrated with available KOC personnel who performed some of the project functions. Each subproject team was supported by local functional managers to provide them with staff and resources to execute the work. The key driver behind the plan was meeting the schedule and the production capacity. Execution Phase The project execution consisted of three main functions: detail engineering, procurement, and construction management. Detail Engineering Engineering and construction teams worked very closely during the planning phase to determine the best and most expedient way of rebuilding some of the facilities. This close collaboration continued until construction was complete. More than 200 designers and engineers worked in the makeshift project offices at various sites, with strong central support from a base that was set up in an old war-damaged girls school. This was later transferred to a newly constructed KOC engineering building. Additionally, a team of more than 200 engineers from various Bechtel regional offices worldwide provided continuous support and specialized expertise. The main deliverables of the engineering teams were construction drawings, construction packages, and material requisitions and technical bid tabs. This effort was not limited to oil production and exporting facilities; it included some of the necessary infrastructure required for the day-to-day operation of KOC. Offices, warehouses, guest houses, employees housing, roads, power, water, etc., were all part of the scope of the work. Because most of the original drawings and specifications were destroyed during the war, field sketches and measurements had to be used. A total engineering effort of 450,000 hours resulted in 4,500 major drawings. One totally new and fully modularized gathering facility (GC-17) was designed and built in Houston, Texas, and shipped to the sites. Other facilities were designed for rebuild based on their original concept, but modernized wherever possible. Some of the units were very old and were upgraded with the more modern versions of the equipment available. A more extensive use of distributed control systems and automation was one of the key areas that were upgraded. Procurement The project procurement group was established in full force during the firefighting phase of the project to provide resources for that very important effort. In the Al-Tameer phase the team was further expanded to support the massive procurement and contracting effort that was required to meet the target schedule. In addition, inventory control and warehousing material were also part of the procurement teams area of responsibility. The procurement team was also responsible for incorporating all the material into KOC1s automated material and inventory control system. The procurement effort driving the execution phase was centralized, and it was divided into three main areas: Material management Contracts management Warehouse management. Material management included purchasing, inspection, expediting, and traffic and logistics. Contracting included formation and administration. Warehouse management included central warehouses and satellite warehouses. The procurement team had three main goals within the projects overall objective: ensure the right material and resources were available in time to meet the schedule maximize the use of available local resources to assist in rebuilding the local economy ensure sure final warehouse inventory met KOCs material coding and identification system. The size and the particular nature of the project required that the procurement team be divided between material management-reporting to the manager of projects-and contracts management-reporting to the manager of construction. This arrangement facilitated the communication and management of site contractors work with Bechtels direct hire construction work. Material Management Project managers were responsible for development and processing of the material requisitions for their areas of responsibility. Orders over $100,000 required further approval by KOCs manager of the Al-Tameer project. Almost everything required for the execution of the project had to be imported from outside the country. At the early phases of the project the port facilities, custom facilities, and other services required for the proper importation of goods and services were not functioning. Bechtel established a staging area in Jebel Ali port of Dubai (UAE) to receive, inspect, and accept material. Utilizing much smaller vessels and boats, Bechtel then transported goods from Dubai to various Kuwait ports depending on availability and cargo size. This plan also included most of the air freighted material. Because timely delivery of the material was critical to meeting the project schedule, a very detailed material requisitioning plan had to be developed identifying every required detail. This plan was then incorporated into Bechtels worldwide Procurement Tracking System (PTS) that enabled all Bechtel offices to monitor and follow through each order until it reached the site. At later stages of the project when Kuwait ports and custom facilities became functional the above arrangements were changed and everything was imported directly into Kuwait. During this period more than 26,000 purchase orders were issued, and more than 520,000 tons of material were imported utilizing 742 aircraft and sea-going vessels. Warehousing Management One of the key activities of the warehousing management team was to incorporate the variety of material that was left behind after the war and the fire-fighting phase with newly ordered and engineering-specified material. Also, by continuously adjusting and monitoring quantities and specifications they could respond very quickly to emergency and out-of-schedule circumstances. The engineering and warehouse both utilized a common software (PCMC) to identify, locate, and quantify most of the bulk material making sure that when the material was required it would be made available immediately. Contract Management Although due to scheduled requirement reconstruction of some of the flow line, all of the gathering centers and booster stations were performed by Bechtel direct hires, nevertheless more than 300 major construction contracts and 650 equipment rental agreements were issued by the contract management team during the Al-Tameer project phase. The contract formulation team worked as a central group serving all subprojects. The contract administration group managed the administration work more by function than by area. Project managers were ultimately the responsible parties for the contractor work in their areas, receiving the necessary support and services from these two centralized teams. Construction Management Al-Tameer was probably one of the most challenging construction projects ever managed by Bechtel. The work required provision of labor, equipment, and support facilities in fifty-five locations and in four different parts of the country-North fields, South (marine facilities and refineries), West fields, and Burgan fields. The work involved construction of drill pads; roads for heavy rig transportation; well heads; flow lines; gathering centers; gas booster stations; oil storage tanks; water supply, distribution and storage; and marine export terminal and loading facilities. In addition, KOCs own infrastructure (offices, housing, clubs and restaurants, warehouses and buildings, telecommunication, etc.) had to be reconstructed. Construction efforts were divided between direct hire construction and subcontracted work. The total scope of work was divided into nine construction areas, each managed by a field superintendent. Each superintendent was responsible for both direct hire execution as well as field administration of the subcontractors scope of work within his area. Construction superintendents were supported by the central construction group that was the functional group supporting a project matrix team. Prioritization of resources and construction equipment was one of the major functions of the central construction team. Field construction teams were comprised of multinational forces (from thirty-six countries) with totally different cultures, languages, and performance capabilities. Catering and other cultural requirements had to be addressed to ensure each group could perform its function satisfactorily. Each task had to be tailor made to suit the team available. It was important that planning of the manpower and resources take into consideration availability of the right foreman and support group to be able to communicate and perform work with each team. Summary Approximately 1,000,000 hours in the regional offices and 4,000,000 hours in Kuwait were spent for project management/engineering/construction management during the first two phases of this project. Field labor hours were 50,000,000. These project man-hours were spent within the following project schedule milestones: start of planning November 1990 start implementation in Kuwait March 199 1 project completion June 1993. The sources of the project personnel were various. A total of 16,000 workers from thirty-six countries on five continents were involved in this massive effort. The countries that participated in the supply of manpower to this reconstruction included Kuwait, the United States, Great Britain, Canada, France, Australia, Belgium, Holland, Germany, Ireland, New Zealand, Mexico, Saudi Arabia, Egypt, Iran, Lebanon, Bahrain, Yugoslavia, Colombia, Indonesia, Nigeria, Bangladesh, Brazil, Afghanistan, the Philippines, India, Djibouti, Sri Lanka, Somalia, Syria, Tanzania, Thailand, Tunisia, Pakistan, Trinidad, and Sierra Leone. Key Milestones Some of the more notable milestones in the program were: The last fire was extinguished and the well was capped on November 6, 199 1, eight months after the arrival of the first Bechtel team on-site. The first postwar oil was pumped from two of the original gathering centers on May 26, 199 1. By December 1991, more than 400,000 barrels of oil per day were being produced from the rehabilitated facilities. By April 1993, more than 11,000,000 barrels of weathered crude had been reclaimed from oil pits and lakes, and processed through the field treatment centers and the refinery. By the end of June 1993, eighteen of the original centers were back in operation, with all the production goals achieved as scheduled. Operation Phase Accomplishments The work was conducted in fifty-five locations that included fields in the north of Kuwait on the border with Iraq, west and south of Kuwait on the borders with Saudi Arabia and Iraq, and in the refineries and loading facilities along the coast and offshore. Five hundred square miles of land were swept and cleared of unexploded ordnance. More than 23,000 pieces of explosive devices were destroyed by explosive ordnance disposal teams. Although all work areas were swept, the risk from undetectable ordnance was ever present and some fatalities did occur. More than 26,000 purchase orders and 300 major construction contracts and 650 equipment rental agreements were awarded during Phases I and I1 of the project. (A more normal project performed over the same time frame may have 4,000 to 6,000 purchase orders.) A complete communication system dedicated to the oil industry was installed that included twenty-three satellite telephone systems, 4,500 telephones, and 2,000 portable radios. A twenty-four-hour health care and safety program was established that included two helicopter medivac teams, a forty-bed hospital, a dental clinic, and a team of approximately 100 professional medical personnel on duty at seven medical stations. More than 5,800 pieces of field operating equipment ranging from the larger bulldozers, cranes, trucks, front-end loaders, and heavy industrial equipment to ambulances, pickup trucks, cars, buses, and other support vehicles were shipped to the job sites. These pieces of equipment were purchased from twelve different countries. A total of 742 aircraft and sea-going vessels were deployed to ship more than 520,000 tons of equipment and material to Kuwait in support of this project. Six full-service dining halls with catering support staff provided about 3,500,000 meals for the workers during the fire-fighting campaign and 10,000,000 meals during the reconstruction phase. Menus were established to cater to the different ethnic backgrounds. Provisions and housing for 12,000 manual and 2,000 non-manual Bechtel employees were provided. All of the members of project management and their support teams, over 200 design and engineering personnel and around 200 procurement, administration and subcontracts management teams, were resident in Kuwait. Construction of a number of permanent offices, workshops, warehouses, maintenance shops, and housing complexes for KOC was completed at the same time. Fire-fighting efforts originally involved the four major international teams of Boots Coots, Red Adair, Safety Boss, and Wild Well Control. They were later joined by an additional twenty-three teams from Kuwait, Iran, China, Hungary, Great Britain, France, Canada, Romania, and Russia. Four hundred kilometers of water and oil pipelines were installed during fire-fighting efforts. Water lines and pumping stations could deliver 25,000,000 gallons a day to fire sites. Each of 360 lagoons was excavated, lined, and filled with 1,000,000 gallons of water for use in fire-fighting. Drilling pads and access roads were constructed for 700 new and work over wells. Three-thousand kilometers of new flow lines were constructed. One-thousand kilometers of new and refurbished pipelines were installed. Fifteen crude gathering centers, including a totally new and modularized early production facility, were assessed, designed, and constructed. Three gas booster stations were constructed Restoration and reconstruction of the marine loading terminals, offshore terminals, and SPM were completed. Construction of more than 10,000,000 barrels of new crude oil storage tankage was managed. Restoration of overhead and underground electrical power transmission and distribution system and cathodic protection system within the oil fields was completed. Construction repair and operation of water systems (fresh, brackish, and salt water) were completed. Construction and operation of oil recovery systems and facilities that collected and treated more than 25,000,000 barrels of weathered crude were completed.