Educational planning should aim at meeting the educational needs
of the entire population of all age group. While the traditional structure of
education as a three layer hierarchy from the primary stage to the university
represents the core, we should not overlook the periphery which is equally
important. Under modern conditions, workers need to rewind, or renew their
enthusiasm, or strike out in a new direction, or improve their skills as much
as any university professor. The retired and the age have their needs as well.
Educational planning, in their words, should take care of the needs of
everyone.
Our structures of education have been built up on the
assumption that there is a terminal point to education. This basic defect has
become all the more harmful today. A UNESCO report entitled ‘learning to Be’
prepared by Edgar Faure and others in 1973 asserts that the education of
children must prepare the future adult for various forms of self – learning. A
viable education system of the future should consist of modules with different
kinds of functions serving a diversity of constituents. And performance, not
the period of study, should be the basis for credentials. The writing is
already on the wall.
In view of the fact that the significance of a commitment of
lifelong learning and lifetime education is being discussed only in recent years
even in educationally advanced countries, the possibility of the idea becoming
an integral part of educational thinking seems to be a far cry. For, to move in
that direction means such more than some simple rearrangement of the present
organization of education. But a good beginning can be made by developing Open
University programs for older learners of different categories and introducing
extension services in the conventional colleges and schools. Also these
institutions should learn to cooperate with the numerous community
organizations such as libraries. Museums, municipal recreational programs,
health services etc.
According to the author,
the concept of ‘lifetime education’ is
When her grandmother’s health began to deteriorate in the
fall of 1994, Mary would make the drive from Washington, DC to Winchester every
few days.
She hated highway driving, finding it ugly and monotonous. She
preferred to take meandering back roads to her grandmother’s hospital. When she
drove through the rocky town of Harpers Ferry, the beauty of the rough waters
churning at the intersection of the Shenandoah and Potomac rivers always
captivated her.
Toward the end of her journey, Mary had to get on highway
81. It was here that she discovered a surprising bit of beauty during one of
her trips. Along the median of the highway, there was a long stretch of
wildflowers. They were thin and delicate and purple, and swayed in the wind as
if whispering poems to each other.
The first time she saw the flowers, Mary was seized by an uncontrollable
urge to pull over on the highway and yank a bunch from the soil. She carried
them into her grandmother’s room when she arrived at the hospital and placed
them in a water pitcher by her bed. For a moment her grandmother seemed more
lucid than usual. She thanked Mary for the flowers, commented on their beauty
and asked where she had gotten them. Mary was overjoyed by the ability of the
flowers to wake something up inside her ailing grandmother.
Afterwards, Mary began carrying scissors in the car during
her trips to visit her grandmother. She would quickly glide onto the shoulder,
jump out of the car, and clip a bunch of flowers. Each time Mary placed the
flowers in the pitcher, her grandmother’s eyes would light up and they would
have a splendid conversation.
One morning in late October, Mary got a call that her
grandmother had taken a turn for the worse. Mary was in such a hurry to get to
her grandmother that she sped past her flower spot. She decided to turn around
head several miles back, and cut a bunch. Mary arrived at the hospital to find her
grandmother very weak and unresponsive. She placed flowers in the pitcher and
sat down. She felt a squeeze on her fingers. It was the last conversation they
had.
“They were thin and delicate and purple, and swayed in the
wind as if whispering poems to each other.”
Which of the following literary techniques is used in the
above sentence?
Many people like to eat pizza, but
not everyone knows knows how to make it. Making the perfect pizza can be complicated,
but there are lots of ways for you to make basic version at home.
When you make pizza, you must
begin with the crust. The crust can be hard to make. If you want to make the
crust yourself, you will have to make dough using flour, water, and yeast. You
will have to knead the dough with your hands. If you do not have enough time to
do this, you can use a prepared crust that you buy from the store.
After you have chosen your crust,
you must then add the sauce. Making your own sauce from scratch can take a long
time. You have to buy tomatoes, peel them, and then cook them with spices. If
this sounds like too much work, you can also purchase jarred sauce from the
store. Many jarred sauces taste almost as good as the kind you make at home.
Now that you have your crust and
your sauce, you need to add the cheese. Cheese comes from milk, which comes
from cows. Do you have a cow in your backyard? Do you how to milk the cow? Do
you know how to turn that milk into cheese? If not, you might want to buy
cheese from the grocery store instead of making it yourself. When you have the
crust, sauce, and cheese ready, you can add other toppings. Some people like to
put meat on their pizza, while other people like to add vegetables. Some people
even like to add pineapple! The best part of making a pizza at home is that you
can customize it by adding your own favorite ingredients
The author’s main purpose in
writing this passage is to
At the time Jane Austen’s novels
were published – between 1811 and 1818 – English literature was not part of any
academic curriculum. In addition, fiction was under strenuous attack. Certain
religious and political groups felt novels had the power to make so-called
immoral characters so interesting that young readers would identify with them;
these groups also considered novels to be of little practical use. Even
Coleridge, certainly no literary reactionary, spoke for many when the asserted
that “novel-reading occasions the destruction of the mind’s powers.”
These attitudes towards novels help
explain why Austen received little attention from early nineteenth-century
literary cities. (In any case a novelist published anonymously, as Austen was,
would not be likely to receive much critical attention.) The literary response
that was accorded to her, however, was often as incisive as twentieth-century
criticism. In his attack in 1816 on novelistic portrayals “outside of ordinary experience,”
for example. Scott made an insightful remark about the merits of Austen’s
fiction.
Her novels, wrote Scott, “present to
the reader an accurate and exact picture of ordinary everyday people and
places, reminiscent of seventeenth-century Flemish painting.” Scott did not use
the word ‘realism’, but he undoubtedly used a standard of realistic probability
in judging novels. The critic Whately did not use the word ‘realism’, either,
but he expressed agreement with Scott’s evaluation, and went on to suggest the possibilities
for moral instruction in what we have called Austen’s ‘realistic method’ her
characters, wrote Whately, are persuasive agents for moral truth since they are
ordinary persons “so clearly evoked that we feel an interest in their fate as
if it were our own.” Moral instruction, explained Whately, is more likely to be
effective when conveyed through recongnizably human and interesting characters
than when imparted by a sermonizing narrator. Whitely especially praised Austen’s
ability to create character who “mingle goodness and villainy, weakness and
virtue, as in life they are always mingled. “Whitely concluded his remarks by
comparing Austen’s art of characterization to Dickens’, starting his preference
for Austen’s.
Yet, the response of
nineteenth-century literary critics to Austen was not always so laudatory, and
often anticipated the reservations of twentieth-century literary critics. An
example of such a response was Lewes complaint in 1859 that Austen’s range of
subject and characters was too narrow. Praising her verisimilitude, Lewes added
that, nonetheless her focus was too often only upon the unlofty and the
commonplace. (Twentieth-century Marxists, on the other hand, were to complain
about what they saw as her exclusive emphasis on a lofty upper middle class.)
In any case having being rescued by literary critics from neglect and indeed
gradually lionized by them, Austen steadily reached, by the mid-nineteenth
century, the enviable pinnacle of being considered controversial.
The passage supplies information to
suggest that the religious and political groups (mentioned in the third
sentence) and Whately might have agreed that a novel.
On January 3, 1961, nine days after
Christmas, Richard Legg, John Byrnes, and Richard McKinley were killed in a
remote desert in eastern Idaho. Their deaths occurred when a nuclear reactor
exploded at a top-secret base in the National Reactor Testing Station (NRTS).
Official reports state that the explosion and subsequent reactor meltdown
resulted from the improper retraction of the control rod. When questioned about
the events that occurred there, officials were very reticent. The whole affair,
in fact, was discussed much, and seemed to disappear with time.
In order to grasp the mysterious
nature of the NRTS catastrophe, it help to know a bit about how nuclear
reactors work. After all, the generation of nuclear energy may strike many as
an esoteric process. However, given its relative simplicity, the way in which
the NRTS reactor functions is widely comprehensible. In this particular kind of
reactor, a cluster of nine-ton uranium fuel rods are positioned lengthwise
around a central control rod. The reaction begins with the slow removal of the
control ro, which starts a controlled nuclear reaction and begins to heat the
water in the reactor. This heat generates steam, which builds pressure inside
the tank. As pressure builds, the steam looks for a place to escape. The only
place this steam is able to escape is through the turbine. As it passes through
the turbine on its way out of the tank, it turns the giant fan blades and
produces energy.
On the morning of January 3, after
the machine had been shut down for the holidays, the three men arrived at the
station to restart the reactor. The control rod needed to be pulled out only
four inches to be reconnected to the automated driver. However, records
indicate that Byrnes yanked it out 23 inches, over five times the distance
necessary. In milliseconds the reactor exploded. Legg was impaled on the
ceiling; he would be discovered last. It took one week and a lead-shielded
crane to remove his body. Even in full protective gear, workers were only able
to work a minute at a time. The three men are buried in lead-lined coffins
under concrete in New York, Michigan, and Arlington Cemetery, Virginia.
The investigation took nearly two
years to complete. Did Byrnes have a dark motive? Or was it simply an accident?
Did he know how precarious the procedure was? Other operators were questioned
as to whether they knew the consequences of pulling the control rod out so far.
They responded “Of course! We often talked about what we would do if we were at
a radar station and the Russians came.
“We’d yank it out.”
Official reports are oddly
ambiguous, but what they do not explain, gossip does. Rumors had it that there
was tension between the men because Byrnes suspected the other two of being
involved with his young wife. There is little doubt than he, like the other
operators, knew exactly what would happen when he yanked the control rod.
The tone of the author can best be
described as
Yellowstone National Park is the
U.S. States of Wyoming, Idaho and Montana. It became the first National Park in
1872. There are geysers and hot springs at Yellowstone. There are also many
animals at Yellowstone. There are elk, bison, sheep, grizzly, black bears,
moose, coyotes, and more.
More than 3 million people visit
Yellowstone National Park year. During the winter, visitors can ski or go
snowmobiling there. There are also snow coaches that give tours. Visitors can
see steam (vapor water) come from the geysers. During
other seasons, visitors can go boating or fishing. People can ride horses
there. There are nature trails and tours. Most visitors want to see Old
Faithful, a very predictable geyser at
Yellowstone Visitors can check a schedule to see the exact time that Old
Faithful is going to erupt. There are many other geysers and boiling springs in
the area. Great Fountain Geyser erupts every 11 hours. Excelsior Geyser
produces 4,000 gallons of boiling water each minute! Boiling water is 100
degrees Celsius, or 212 degrees Fahrenheit – that’s very hot! People also like
to see the Grand Prismatic Spring. It is the largest hot spring in the park. It
has many beautiful colors. The beautiful colors are caused by bacteria in the water. These are forms of life that
have only one cell. Different bacteria live in different water temperatures. Visiting Yellowstone National Park can be a week
– long vacation or more. It is beautiful and there are activities for everyone.
What causes colors in the springs?
