Evacuation was a great success Essay Example for Free

Evacuation was a great success Essay Source A is a picture of all the happy school children all lining up to be evacuated. Now this is not a reliable source when trying to prove if evacuation was a success or not. This is due to the fact that during the war the government had emergency powers. This gave them power all over the newspapers. So this meant that the newspapers posted propaganda about how successful the evacuation was. In the picture, there are all smiling faces, and no signs of a resistance. It almost looks like the kids want to be evacuated. This photo has been used to give an overall positive impression of the evacuation. Now in the picture, the kids look happy, but in reality there was a lot of resistance against evacuation. Parents didnt want their kids to leave them, and kids didnt want to leave their parents. In Grimsby, more than seven thousand children were eligible to be evacuated, but on the day only 1,854 children had been evacuated. Showing that there was a reluctance to evacuate children. In the evening telegraph it even described the evacuation as Though some omnipotent pied piper had been thought the cities of England, stripping them of their children. Source B is a teachers recollection of being evacuated with her children from her school. Now this has to be looked at carefully, as it was written a while after in 1988. Now memories could be different. She explains, All you could hear was the feet of the children and a kind of murmur. This shows that the children arent the smiling people as shown in the papers. This shows that they werent really pleased about leaving their homes and families to live with complete strangers. This could also not be reliable because it could be over exaggerated. Source C is an extract from a novel about evacuees. Now before we analyse this we have to take into consideration that this was written for the younger audience. So facts could have been altered to make the story more interesting. First of all, we can rely on this source too highly as it is a fiction piece, which is made up. And also it will not be too graphic as it is intended for the children. Secondly it was written in 1973, nowhere near the time of the war. Source D is an appeal for more people in Scotland to provide homes for evacuee children. Now this source was probably published in a newspaper. Seeing as first looks at it, it looks like propaganda. In the passage, it is trying to get more people to take evacuees in. It does this by saying two of the strongest words ever, thank you. These words are the words that most reach out to the people, as humans like being appreciated. Now after they feel good form the thank you, thats when they appeal to you to get those sweet looking children in the picture. But it wasnt like this. Some of the children contained lice, and some had never had a bath in their lives. Some of them were under clothed, some had came in all the clothes they had. These mislead people thinking that they would get a nice quiet child, clean and happy. Instead they got unhappy crying children, suffering from chronic bedwetting. Source E is an Interview with a parent in may 1940. Now 1940 was the beginning of the bombing of the cities began. And during the text, you can see that he was reluctant to evacuate his child, and kept him with him in the end. As you can see from the way he speaks, he has a lack of knowledge and therefore is scared of the unknown; he has no concept of what it would be like to live in the shires. You can tell that he knows if the kid goes away, he knows that the dad dies, and the kid will come back to no family what so ever. This is a useful source because it gives us an idea of what the parents thought about the evacuation. I agree with the fact that the evacuation was a success. It kept the children safe, but the Evacuation failed in keeping the children mentally safe. Most parents who preferred to keep their children with them instinctively realised what was not known: That sending off young children could have serious repercussions.

Technology Brings People Together Essay -- Technology Society Essays

Technology Brings People Together It is difficult to escape the influence of technology on modern life. It lurks behind every door: the classroom, home, office, and store. There are many who are resistant to new technology, saying that technology causes harm to society. These claims are often made without the realization that technology also includes important and indispensable parts in their life such as writing and the tools for writing. Writing was one of the first technologies invented. Technology has now become so entrenched in the majority of cultures around the world that it is hard to imagine a life or society without writing. For those that maintain a majority of technology beyond writing is harmful, imagine the difficulty in writing without the help of other technologies, which includes pencils, paper, computers, printing presses, and a number of other technological aids. In my project I attempted to write without the assistance of normal technologies that are often taken for granted. It proved a difficult undertaking. Before beginning to write I had to find something to write on. As I searched my house and yard I realized that technology-free materials are difficult to find. I eventually found a birch log by the fireplace, which was once used by Native Americans for the purpose of writing. After tearing off the bark, and shaking off the dirt I had my â€Å"paper.† The hardest part was still not over; I needed to find a replacement for the normal writing aid of a pencil or pen. I replaced ink with honey and traded a pen for a feather. My next step was the very slow process of streaking honey on the bark to form words. The honey was the same color as the birch and blended in with the wood. To f... ...deas and knowledge. Also, it is essential to understand in order to succeed in school, find information, and qualify for most jobs. New technologies continue to be created. The wisest step is to embrace the new technologies since they are unlikely to go away. Those who have the most knowledge of new technologies are able to accomplish more, and find more options available to them in life. Works Cited Baron, Dennis. â€Å"From Pencils to Pixels: The Stages of Literary Technologies.† Writing Material. Ed. Evelyn Tribble. New York. 2003. 35- 52. Ong, Walter. â€Å"Writing is a Technology that Restructures Thought.† Writing Material. Ed. Evelyn Tribble. New York. 2003. 315-335. Tribble and Trubek. Writing Material. Ed. Evelyn Tribble. New York. 2003. Twain, Mark. â€Å"The First Writing-Machines.† Writing Material. Ed. Evelyn Tribble. New York. 2003. 500-502.

Engineering and Ce 211c Ce

BACHELOR OF SCIENCE IN CIVIL ENGINEERING UNIVERSITY OF SAN CARLOS-TALAMBAN CAMPUS CEBU CITY, PHILIPPINES (Effective June 2008) FIRST YEAR/FIRST SEMESTER Lec Lab Course Title Hrs Hrs Algebra 3 0 Trigonometry 3 0 Solid Mensuration 2 0 Engineering Graphics 1 0 3 Communication Arts 1 3 0 Sining ng Pakikipagtalastasan 3 0 Man in Search of God 3 0 Self Testing Activities 2 0 Civic Welfare Training Services 1 3 0 Total 22 3 FIRST YEAR/SECOND SEMESTER Lec Lab Hrs Hrs Course Title Analytic & Solid Geometry 3 0 Calculus 1 5 0 Advanced Algebra 2 0 Engineering Graphics 2 0 3 General and Inorganic Chemistry Lec 3 0 General and Inorganic Chemistry Lab 0 3 Communication Arts 2 3 0 Man the Christian Believer 3 0 Filipino sa Iba't-ibang Larangan 3 0 Rhytmic Activities 2 0 Civic Welfare Training Services 2 3 0 Total 27 6 SECOND YEAR/FIRST SEMESTER Lec Lab Hrs Hrs Course Title Elementary Surveying Lecture 2 0 Elementary Surveying Laboratory 0 6 Computer Fundamentals & Programming 0 6 Engineering Physic s 1 Lecture 3 0 Engineering Physics 1 Laboratory 0 3 Logic 3 0 Life & Works of Rizal 3 0 The Christian Worship 3 0 Fundamentals of Games and Sports 2 0 Governance & Const with Current Issues 3 0 Total 19 15 SECOND YEAR/SECOND SEMESTER Lec Lab Course Title Hrs Hrs Higher Surveys Lecture 2 0 Higher Surveys Laboratory 0 6 Calculus 2 5 0 Statics of Rigid Bodies 3 0 Engineering Physics 2 Lecture 3 0 Engineering Physics 2 Laboratory 0 3 Aural-Oral Communication 3 0 Man Witness in the World 3 0 Recreational Activities 2 0 Total 21 9 THIRD YEAR/FIRST SEMESTER Lec Lab Hrs Hrs Course Title Dynamics of Rigid Bodies 3 0 Mechanics of Deformable Bodies 5 0 Engineering Surveys Lecture 2 0 Engineering Surveys Laboratory 0 3 General Computer Application 0 3 Differential Equations 3 0 Building Design 1 Lecture 1 0 Building Design 1 Laboratory 0 3 Basic Mechanical Engineering 3 0 General Psychology 3 0 Total 20 9 THIRD YEAR/SECOND SEMESTER Lec Lab Course Title Hrs Hrs Theory of Structures 1 Lecture 3 0 Theory of Structures 1 Laboratory 0 3 Fluid Mechanics & Hydraulics 1 3 0 Course Code EM 111 EM 112X EM 124 ES 12A ENGL 1 FILI 1 REED 10 PE 11 NSTP 1 Acad Units 3 3 2 1 3 3 3 2 3 23 Prerequisites (Co-requisites) Course Code EM 121 EM 122 EM 123 ES 14A CHEM 4 CHEM 4L ENGL 2 REED 20 FILI 2 PE 12 NSTP2 Acad Units 3 5 2 1 3 1 3 3 3 2 3 29 Prerequisites (Co-requisites) EM 111, EM 112X EM 111, EM 112X EM 111, EM 112X ES 12A ENGL 1 REED 10 FILI 1 PE 11 NSTP1 Course Code CE 211C CE 211CL ES 16ANL PHYS 31N PHYS 31NL PHILO 2 HIST 17 REED 30 PE 13 POSC 13E Acad Units 2 2 2 3 1 3 3 3 2 3 24Prerequisites (Co-requisites) EM 111, EM112X EM 111, EM112X EM 111, EM112X EM 121, EM 122 EM 121, EM 122 None None REED 20 PE 12 None Course Code CE 221C CE 221CL EM 211 MECH 1 PHYS 32N PHYS 32NL ENGL 3 REED 40 PE 14 Acad Units 2 2 5 3 3 1 3 3 2 24 Prerequisites (Co-requisites) CE 211C, CE211CL CE 211C, CE211CL EM 122 PHYS 31, (EM 211) PHYS 31N PHYS 31N Engl 2 REED 30 PE 13 Course Code MECH 2 MECH 3 CE 311C CE 311CL CE 311G EM 22 BLDG 1 BLDG 1L ME310 PSYC 1 Acad Units 3 5 2 1 1 3 1 1 3 3 23 Prerequisites (Co-requisites) MECH 1 MECH 1 (MECH 2) CE 221C, CE221CL CE 221C, CE221CL EM111, EM123, ES16ANL EM 211 EM 124, ES 14A EM 124, ES 14A MECH 1 (MECH 2) NoneCourse Code CE 321A CE 321AL CE 321BX Acad Units 3 1 3 Prerequisites (Co-requisites) MECH 2, MECH 3 MECH 2, MECH 3 MECH 2, MECH 3 CE 321BLY CE 321C CE 321G BLDG 2 BLDG 2L EM 31 ECON 1N EE 320 Fluid Mechanics & Hydraulics 1 Lab Engineering Geology Probability and Statistics Building Design 2 Lecture Building Design 2 Laboratory Advanced Engineering Mathematics Principles of Econ with Agrarian Reform Elementary Elect. Eng'g Total 0 3 3 1 0 3 3 3 22 3 0 0 0 3 0 0 0 9 1 3 3 1 1 3 3 3 25 MECH 2, MECH 3 PHYS 32, CHEM 4 EM 111 BLDG 1 BLDG 2 EM 22 None PHYS 32, EM 22 Course Code CE 411A CE 411AL CE 411BY CE 411BL CE 411C CE 411CL CE 412AX CE 412AL CE 412B SOSC 6 PHILO 25FOURTH YEAR/FIRST SEMESTER Lec Lab Course Title Hrs Hrs Theory of Structure s 2 Lecture 3 0 Theory of Structures 2 Laboratory 0 3 Fluid Mechanics &Hydraulics 2 3 0 Fluid Mechanics &Hydraulics2 Lab. 0 3 Geotechnics 1 Lecture 3 0 Geotechnics 1 laboratory 0 3 Construction Materials and Testing Lec 2 0 Construction Materials and Testing Lab 0 3 Hydrology 3 0 Philippine Society and Culture 3 0 Philosophy of the Human Person 3 0 Total 20 12 FOURTH YEAR/ SECOND SEMESTER Lec Lab Course Title Hrs Hrs Reinforced Concrete Design Lec 3 0 Reinforced Concrete Design Lab 0 3 Environmental Engineering 3 0 Geotechnics 2 Lecture 3 0 Geotechnics 2 Laboratory 0 3 Geographic Information System Lec 1 0 Geographic Information System Lab 0 3Water Resources Engineering 3 0 Engineering Economics 3 0 Technical Writing 3 0 Survey of Arts 3 0 Total 22 9 Summer after 4th year/second semester Lec Lab Course Title Hrs Hrs On the Job Training 3 0 Total 3 0 FIFTH YEAR/ FIRST SEMESTER Lec Lab Hrs Hrs Course Title Highway Engineering 3 0 Steel Design Lecture 3 0 Steel Design Laboratory 0 3 Ti mber Design 2 0 Construction Planng, Prog & Safety 3 0 Project 1 Lecture 1 0 Project 1 Laboratory 0 3 Elective 1 3 0 Elective 2 3 0 Engineering Management 3 0 Total 21 6 FIFTH YEAR/ SECOND SEMESTER Lec Lab Hrs Hrs Course Title Transportation Engineering 3 0 Project Management Lecture 2 0 Project Management Laboratory 0 3 Foundation Design 2 Foundation Design Lab. 3 Project 2 0 3 CE Laws, Contracts, Specs, & Ethics 3 0 Elective 3 3 0 Elective 4 3 0 Total 16 9 Acad Units 3 1 3 1 3 1 2 1 3 3 3 24 Prerequisites (Co-requisites) CE321A, CE321AL CE321A, CE321AL CE321B, CE321BL CE321B, CE321BL MECH 2, MECH 3 MECH 2, MECH 3 MECH 2, MECH 3 MECH 2, MECH 3 EM 211, (CE411B) None None Course Code CE 421AN CE 421ANL CE 421B CE 421C CE 421CL CE 421G CE 421GL CE 423B ES 25 ENGL 23G HUMN 1 Acad Units 3 1 3 3 1 1 1 3 3 3 3 25 Prerequisites (Co-requisites) CE411A, CE412A CE411A, CE412A CHEM 4, CE 412B CE411C, CE411CL CE411C, CE411CL CE311C, CE311G CE311C, CE311G CE411B, CE411BL EM 22 4th Year Standing None Course Code OJT Acad Units 3 3 Prerequisites (Co-requisites) BLDG2, Completed 4th yr 2nd sem coursesCourse Code CE 511C CE 512A CE 512AL CE 514A CE 513A CE 511G CE 511GL CE 511E CE 511F ES 27 Acad Units 3 3 1 2 3 1 1 3 3 3 23 Prerequisites (Co-requisites) CE311C, CE421C CE411A, CE411AL CE411A, CE411AL CE411A, CE411AL 5th Year Standing completed 4th yr 2nd sem courses completed 4th yr 2nd sem courses refer to pre-req refer to pre-req ES 25 Course Code CE 521C CE 522A CE 522AL CE 522B CE 522BL CE 521G CE 522G CE 522E CE 523E Acad Units 3 2 1 3 1 1 3 3 3 20 Prerequisites (Co-requisites) 5th Year Standing ES 27, CE 513A ES 27, CE 513A CE 511A CE 511A CE 511G 5th Year Standing refer to pre-req refer to pre-req Note: NSTP and PE courses should be completed within the first two years in college.Elective Courses: Lec Lab Hrs Hrs Elective 1: Course Title Cluster A Prestressed Concrete 3 0 Cluster B Irrigation, Flood Control and Drainage Engg 3 0 Cluster C Urban Planning and Land Develop ment 3 0 Elective 2: Cluster A Bridge Design 3 0 Cluster B Sanitary Engineering 3 0 Cluster C Geosynthetics in Geotechnical Engg 3 0 Elective 3: Cluster A Entrepreneurship for Engineers 3 0 Cluster B Hydrologic Analysis and Modeling 3 0 Cluster C Pavement Analysis and Design 3 0 Elective 4: Cluster A Special Topics in Structural Engg 3 0 Cluster B Special Topics in Water Resources 3 0 Cluster C Special Topics in Geotechnical Engg 3 0 Acad Units 3 3 3 3 3 3 3 3 3 3 3 3 Prerequisites (Co-requisites) CE 421A CE 422B CE 311C, 5th Year Standing CE 421A CE 421B CE 421C ES 27 CE 412B, CE321G CE 511C CE 511A CE 423B CE 511C

The Islamic Republic Of Afghanistan - 1704 Words

Background Throughout history the Islamic Republic of Afghanistan has faced numerous invasions, a series of civil wars and enormous bloodshed. In 1978 the People’s Democratic Party of Afghanistan (PDPA) seized power in a coup against President Mohamed Daoud in what is known as the Saur Revolution. This revolution is said to be the catalyst for upheaval and armed resistance that would follow for the next 20 years. Opposition of the communist regime resulted in the rise of guerilla mujahideen forces that quickly escalated into a civil war. The Soviet Union sent thousands of military advisors in support of the PDPA government and soon established a soviet-organized government to stabilized Afghanistan under Babrak Karmal’s leadership. All the†¦show more content†¦After the death of over 1 million Afghans and about 6 million refugees, How did the establishment of Taliban rule affect the rights, freedoms and opportunities of women in Afghanistan? Prior to Taliban rule, women had significant rights and educational and professional opportunities. As early as 1920’s women were granted the right to vote and equal rights for men and women that would be undermined by later successions of power. In 1964, a new constitution creates a modern democracy with free elections, equal rights, freedom of speech, universal suffrage, and allows women to enter into politics. The 1970’s under Soviet supported PDPA government are characterized by further liberalization reforms such as: separation of religion and state, banning burquas, raising the legal age of marriage to 16, requires education for girls, and abolishes walwar. During the 1980’s insurrection groups against the Soviet government threaten liberal reforms. By late 1988 the Soviet Union retreats its forces and Afghanistan is torn into civil war between t ribal leaders and mujahideen leading up to the Taliban’s takeover in 1996. Upon the Taliban’s seizing of power, they institute a severe interpretation of Sharia Law, cracking down on â€Å"un-Islamic† aspects of society that most heavily targeted the rights, freedoms and opportunities of Afghan