John Webbs Guide to the Work of Shakespeare :: Plays Literature William Shakespeare Essays

John Webbs Guide to the Work of ShakespeareThis foliate gives a simple introduction to each of Shakespeares plays, and points out a some of the ideas in each of them. All the plays are presented here, in approximate chronological order the dates of the plays used on this page are from Blooms Invention of the Human. Shakespeares first 4 plays (Henry VI, Parts 1, 2 and 3, and Richard III) tell the story of a troubled chapter of English history, around 150 years before Shakespreares let time, known as The fight of The Roses. One the most important figures in the action was the Earl of Warwick, whose home, Warwick Castle, is very near Stratford. The complicated historical background to these plays, and Shakespeares other historical plays, is described on my page Historical Background. Henry VI, Parts 1, 2 and 31589-91 In Part 1, Henry VI becomes sovereign while still a child. His title is non secure because his grandfather had stolen the crown from Richard II. Part 2 shows the growing struggle and contention for the crown amongst Henrys nobles. Part 3 tells the story of Richard Neville, Earl of Warwick, the Kingmaker (shown right) who, first supporting the mansion of York opposed to Henry, deposes Henry. Richard Neville then changes sides, and briefly resores the crown to Henry, before Henrys murder in the Tower of London. Gives not the hawthorn bush a sweeter shadeTo shepherds looking on their sheepThan doth a rich embroidered canopyTo kings that fear their subjects treachery Henry VI was a pious and studious man. He can be described as a contemplative philosopher-king. The plays contrast his spiritual philosophy, with the worldly, materialistic and ambitious nobles beneath him. The contempative philosopher-king reappears in Shakespeares subsequent plays - as the exiled Dukes in As You Like It and Measure for Measure, as Timon of Athens, and as Prospero.Shakespeare subsequently wrot e several further history plays, in all telling the whole story of English history for the 250 years up to his own time.

Understanding Huntingtons Disease Essay examples -- Health Medicine

Understanding Huntingtons Disease Diagnosis of Huntingtons Disease Today, a blood test is available to diagnose a person displaying suspected Huntingtons symptoms. The test analyzes DNA in the blood sample and counts the number of times the genetic code for the mutated Huntingtons gene is repeated. Individuals with Huntingtons Disease usually have 40 or more such repeats those without it, 28 or fewer. If the number of repeats falls somewhere in between then more extensive neurological and diagnostic testing are called for. Tests of the tolerants hearing, eye movements, strength, feeling, reflexes, balance, movement and mental condition will follow. The patient may also be asked intimately any recent able or emotional problems.A computed tomography scan, positron emission tomography or magnetic resonance imaging techniques can also be prescribed. This is a painless diagnostic procedure that produces computer generated images of the brains internal structures. Huntingtons patients often show shrinkage in two particular areas of the brain, the caudate nucleus and the putamen, and enlargement of ventricles. Lastly, the denudation of an Huntingtons disease genetic marker, enabled scientists to locate the Huntingtons Disease gene on chromosome 4. These discoveries led to the development of an accurate presymptomatic test for detecting the presence of the HD mutation. People without symptoms, save with a family history of Huntingtons often elect to undergo this testing to gain greater certainity about their genetic status. This also enables them to make more informed decisions about their future. Pre-symptomatic testing can be performed on adults, children and even unborn fetuses in the womb, raising ethical ... ...n worsen the condition by causing stiffness and rigidity. If the patient suffers from depression, the physician may prescribe fluoxetine, sertraline hydrochloride or nortriptyline. Tranquilizers can be used to treat anxiety and lithium may be prescr ibed to those patients with morbid excitement or severe mood swings.Works Cited Glass, M. Dragunow, M. Faull, R.L.M. (2000). The pattern of neurodegeneration in Huntingtons disease a comparative study of cannabinoid, dopamine, adenosine and GABAA receptor alterations in the human meanspirited ganglia in Huntingtons disease. Neuroscience. 973 505-519.Lawrence, A.D. Sahakian, B.J. & Robbins, T.W. (1998). Cognitive functions and corticostriatal circuits insights from Huntingtons disease. Trends in Cognitive Sciences. 210 379-388. For information regarding Huntingtons Disease http//www.hda.org.uk/

Access to the Truth :: Truth Writing Expertise Essays

Access to the TruthIn Zen and the Art of the Writing Tutorial, capital of Minnesota Gamache asks, do you think of yourself as an Expert? Do you have access to the truth? I like this question because it seems to contradict some of his another(prenominal) assertions. For example, he claims that he sometimes does not provide his students with the help they want rather, he gives them the help he deems they need, and he only gives them the assistance they desire when he decides that it is similarly what they require. How does he know exactly what they need? Does he consider himself an expert? Does he have access to the truth? Perhaps Mr. Gamache is overconfident? Perhaps he not only overestimates his ability to recognize the inadequacies of his students but also underestimates their ability to honestly assess their writing and identify their own strengths and weaknesses. Although some writers may not know precisely what kind of help they need, others are quite aware of their shortcomings. Indeed, many writers who come to the Peer-Tutoring Center seeking assistance know exactly what vitrine of help they need. Furthermore, a lot of writers know that they need help in one area, but not another. I will explain. Like any other English writing tutor I work with numerous ESL writers. Often they tell me A) I am having problems with articles and B) you may not understand my argument because I am unable to translate certain words from my native language into English. From these tutorial sessions I have learned that A) they are almost always manufacture in their deduction that they need help with articles and B) they are almost always incorrect in their assumption that I will not understand their positions because of version problems. In my (albeit limited) tutoring experience, it appears that those ESL writers who struggle with articles (which I can relate to as a GSL student), and are aware of this problem, know exactly what type of aid they need. Co nversely, those ESL writers who believe that their arguments are unclear as a result of translation issues are often unaware of what they need. That is, the problem is not one of translation but vocabulary, as I can usually decipher their arguments and help them find the necessary words to articulate them.

Television is Mindless Entertainment :: essays research papers

Televisions ar probably one of the worlds greatest inventions. Nine come in o f ten muckle wont know how to explain how it actually works, but everyone who chiffonier afford one owns one. There is a lot of debate about whether TVs atomic number 18 good or bad.A television is a device you can sit in front of and observe former(a) people do things that you could be doing if you werent sitting there watching them do it. - UnknownYes, TVs provide mass education to people, for example, in Australia, people get their schooling via TVs if they live in remote areas. Everyday the teacher does lessons across the TV, and if the pupils bewilder any questions they phone in and ask on air.In South Africa we have School TV, but it isnt a proper schooling, like Aussies. Sabc also offer the Math, English and Science lessons for matrics, but they are so boring that most people dont even bother watching it.There are good shows like Dr. Phil and Oprah, where they actually are helping other peopl e and teaching them right from wrong. Shows like these are interesting to watch and they are teaching us morals unlike everything else. transmit such as National Geographic and Discovery Channel also provide education, whether you learn about Hitler or whales, you learn something at least. But these take are only offered on DSTV which is very expensive and the people that can afford it are the well-educated ones who dont need it, the people that truly need it cant access it anyway.Another good thing about TV is the News, with the news on everyday, in lots of languages, everyone can keep up to date with everything that is happening around the globe without having to go to the trouble of actually reading it in a newspaper.As everything has its pros, it must have its cons.One of the main topics that people speak about is the fact that the programs are promoting immorality and it is eroding true Christian values.In every soapie and lots of other shows, there are the people that are ha ving affairs, pre-marital sex, taking alcohol, drugs, using bad languagethe list goes on, but people think its funny and serene and do it all themselves. People believe what they see, and think its alright if they are also doing it because it makes them cool.In one incident on Dr Phil, there was a woman who was married to a great guy and they had three children, but she wanted to get divorced so that she could move in with a gay friend of hers, he didnt love her and obviously never would, but she kept insisting, so finally he went to Dr Phil for help.

Free Things They Carried Essays: M&Ms :: Things They Carried Essays

M& angstromMs in The Things They Carried   Tim OBrien uses compositiony interesting literary devices in his collection of short stories about his experiences in Vietnam. One of the most striking, until now understated, is his fleeting reference to M& international ampereMs. OBrien allows them to be seen as something of a mystery, an enigma. OBrien transforms M&Ms into a symbol of America mystical, powerful, and incredible. OBrien also uses the ingenuous mountain range of a yo-yo to explain the necessity of American GIs to transform their mental attitudes to something different in order to survive the war. M&Ms and yo-yos be two rattling powerful symbols that OBrien uses to explain the mentality of American soldiers in Vietnam.   As a medic, Rat Kiley carried a canvas satchel filled with morphine and plasma and malaria tablets and operative tape and comic books and all the things a medic must carry, including M&Ms for especially bad wounds, for a total weight o f nearly 20 pounds. (OBrien 5) The first mention of M&Ms is cryptic. OBrien makes use of a standard list to describe what Rat Kiley carries, until he reaches the M&Ms. M&Ms are separated by a phrase, they are set apart they receive special treatment. OBrien is making clear to the reader that M&Ms are not to be included in the normal list of things carried by a medic. M&Ms are above and beyond simple medical gear. M&Ms are for especially bad wounds, they treat something more than bandages and tape can. OBrien allows the reader to understand that M&Ms have significance, and are very important to the soldiers. OBriens brief mention of M&Ms allows us to wonder if when this magical cure is used. Does Rat Kiley administer M&Ms to Tim when he is shot? Could M&Ms have saved Rat when he goes insane? Are M&Ms something so mystical that they dont flush need to be mentioned? OBrien creates M&Ms to be a symbol of everything that the soldiers leave behind. To Kiowa, M&Ms embody the spirit of his grandmother and the faith of his father. To Norman Bowker, M&Ms mean as much as his medals mean to his father. To OBrien, M&Ms capture the spirit of a kind old man in Minnesota. M&Ms are OBriens alternative symbol for Mom and Apple Pie.   Another symbol that OBrien uses is Mitchell Sanders yo-yo, Sanders is playing with his yo-yo when Curt Lemon is killed.

Free Things They Carried Essays: M&Ms :: Things They Carried Essays

M&Ms in The Things They Carried   Tim OBrien uses many interesting literary devices in his collection of short stories about his experiences in Vietnam. One of the most striking, yet understated, is his fleeting reference to M&Ms. OBrien allows them to be seen as something of a mystery, an enigma. OBrien transforms M&Ms into a type of America mystical, powerful, and incredible. OBrien also uses the simple image of a yo-yo to explain the necessity of American GIs to transform their mental attitudes to something different in order to survive the war. M&Ms and yo-yos are two very powerful symbols that OBrien uses to explain the mentality of American soldiers in Vietnam.   As a medic, hook Kiley carried a canvas satchel filled with morphine and plasma and malaria tablets and surgical tape and comic books and all the things a medic must carry, including M&Ms for especially bad wounds, for a total weight of nearly 20 pounds. (OBrien 5) The first mention of M&M s is cryptic. OBrien makes use of a exemplar total to describe what Rat Kiley carries, until he reaches the M&Ms. M&Ms are separated by a phrase, they are mark apart they receive special accomplishment. OBrien is making clear to the reader that M&Ms are not to be included in the normal list of things carried by a medic. M&Ms are above and beyond simple medical gear. M&Ms are for especially bad wounds, they treat something more than bandages and tape can. OBrien allows the reader to understand that M&Ms have significance, and are very important to the soldiers. OBriens brief mention of M&Ms allows us to wonder if when this magical cure is used. Does Rat Kiley administer M&Ms to Tim when he is shot? Could M&Ms have saved Rat when he goes insane? Are M&Ms something so mystical that they dont even need to be mentioned? OBrien creates M&Ms to be a symbol of everything that the soldiers leave behind. To Kiowa, M&Ms embody the spirit of his grandmoth er and the faith of his father. To Norman Bowker, M&Ms blind drunk as much as his medals mean to his father. To OBrien, M&Ms capture the spirit of a kind old man in Minnesota. M&Ms are OBriens alternative symbol for florists chrysanthemum and Apple Pie.   Another symbol that OBrien uses is Mitchell Sanders yo-yo, Sanders is playing with his yo-yo when Curt Lemon is killed.

Kolb Learning Style Inventory

The Kolb nurture Style registerVersion 3. 1 2005 technological Speci? cations Alice Y. Kolb Experience Based schooling Systems, Inc. David A. Kolb Case Western Reserve University May 15, 2005 short-change The Kolb training Style Inventory Version 3. 1 (KLSI 3. 1), revised in 2005, is the la try on revision of the lord Learning Style Inventory developed by David A. Kolb. Like its predecessors, KLSI 3. 1 is ground on existential learn scheme (Kolb 1984) and is designed to help individuals cite the way they learn from experience.This revision admits new averages that atomic number 18 based on a abundantr, more diverse, and more representative sample of 6977 LSI users. The formatting, items, advance and interpretative brochure remain identical with KLSI 3. The technical foul speci? cations ar designed to adhere to the types for cultivational and psychological testing developed by the Ameri plenty bringing upal Research Association, the Ameri sight Psychological Asso ciation, and the National Council on Measurement in Education (1999). percentage 1 of the technical speci? cations puffs the cabbageceptual foundations of the LSI 3. in the theory of existential culture (ELT). Section 2 provides a description of the inventory that includes its purpose, history, and format. Section 3 describes the characteristics of the KLSI 3. 1 prescriptive sample. Section 4 includes home(a) reliability and test-retest reliability studies of the inventory. Section 5 provides information about query on the internal and external validity for the instrument. Internal validity studies of the structure of the KLSI 3. 1 using correlation and factor depth psychology are enshrouded.External validity includes investigate on demographics, educational specialization, concurrent validity with other experiential acquirement assessment instruments, aptitude test performance, academic performance, experiential encyclopaedism in teams, and educational applications. Cop yright 2005 Experience Based Learning Systems, Inc. All rights reserved. 1 1. CONCEPTUAL FOUNDATIONEXPERIENTIAL LEARNING THEORY AND singular LEARNING STYLES The Kolb Learning Style Inventory differs from other tests of t all(prenominal)ing zeal and personalizedity utilise in education by being based on a comprehensive theory of study and phylogenesis.Experiential development theory (ELT) draws on the ca-ca of prominent twentieth century scholars who gave experience a central quality in their theories of human larn and development-notably John Dewey, Kurt Lewin, Jean Piaget, William James, Carl Jung, Paulo Freire, Carl Rogers, and others-to develop a holistic model of the experiential learning process and a multi-linear model of adult development. The theory, described in detail in Experiential Learning Experience as the Source of Learning and Development (Kolb 1984), is built on six propositions that are piece of landd by these scholars. . Learning is beat conceived as a process, not in terms of outcomes. To improve learning in higher education, the primary centre should be on engaging students in a process that beaver enhances their learning a process that includes feed prickle on the effectiveness of their learning efforts. education moldiness be conceived as a continuing reconstruction of experience the process and goal of education are one and the same thing. (Dewey 1897 79) 2. All learning is relearning.Learning is best facilitated by a process that draws out the students beliefs and ideas about a topic so that they can be examined, tested, and integrated with new, more re? ned ideas. 3. Learning regards the contract of con? icts amid dialecticalalally opposed modes of adaptation to the world. Con? ict, differences, and disagreement are what drive the learning process. In the process of learning, one is called upon to move back and forth between opposing modes of re? ection and action and feeling and animadverting. 4. Learning is a holistic process of adaptation to the world.It is not just the result of information but involves the integrated functioning of the integrality personthinking, feeling, perceiving, and behaving. 5. Learning results from synergetic transactions between the person and the environment. In Piagets terms, learning occurs finished equilibration of the dialectic processes of assimilating new experiences into existing concepts and accommodating existing concepts to new experience. 6. Learning is the process of creating knowledge. ELT proposes a constructivist theory of learning whereby social knowledge is created and recreated in the personal knowledge of the learner.This stands in contrast to the transmission model on which much current educational practice is based, where pre-existing ? xed ideas are transmitted to the learner. ELT de? nes learning as the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of graspi ng and transforming experience (Kolb 1984 41). The ELT model portrays twain dialectically related modes of grasping experience-Concrete Experience (CE) and synopsis Conceptualization (AC)-and two dialectically related modes of transforming experience-Re? ctive mirror image (RO) and Active Experimentation (AE). Experiential learning is a process of constructing knowledge that involves a creative strain among the cardinal nigh learning modes that is responsive to contextual demands. This process is portrayed as an idealized learning bicycle or spiral where the learner touches all the basesexperiencing, re? ecting, thinking, and acting-in a recursive process that is responsive to the learning situation and what is being learned. Immediate or concrete experiences are the basis for observations and re? ections. These re? ctions are assimilated and distilled into abstract concepts from which new implications for action can be drawn. These implications can be actively tested and ser ve as guides in creating new experiences (Figure 1). ELT proposes that this idealized learning cycle will vary by individuals learning elbow room and learning context. 2 LSI Technical Manual Concrete Experience Testing Implications of Concepts in new-made Situations Observation and Reflections Formation of Abstract Concepts and Generalization Figure 1. The experiential learning cycle In The art of changing the brain Enriching teaching by exploring the biology f learning, James Zull, a biologist and founding director of CWRUs University Center for Innovation in Teaching and Education (UCITE), sees a link between ELT and neuroscience investigate, suggesting that this process of experiential learning is related to the process of brain functioning as shown in Figure 2. Put into words, the ? gure illustrates that concrete experiences come through the stunning cortex, re? ective observation involves the integrative cortex at the back, creating new abstract concepts occurs in the fron tal integrative cortex, and active testing involves the motor brain.In other words, the learning cycle arises from the structure of the brain. (Zull 2002 18-19) 3 Figure 2. The experiential learning cycle and regions of the cerebral cortex. Reprinted with permission of the author (Zull 2002) ELT posits that learning is the major determinant of human development and that how individuals learn shapes the course of their personal development. Previous research (Kolb 1984) has shown that learning styles are in? uenced by personality type, educational specialization, line of achievement choice, and current theorize use of goods and services and labors. Yamazaki (2002, 2004a) has recently identi? d cultural in? uences as well. The ELT developmental model (Kolb 1984) de? nes three stages (1) acquisition, from birth to adolescence, where basic abilities and cognitive structures develop (2) specialization, from formal schooling through the early work and personal experiences of adultho od, where social, educational, and organizational socialization forces shape the development of a neighborhoodicular, specialized learning style and (3) integration in midcareer and later life, where nondominant modes of learning are expressed in work and personal life.Development through these stages is characterized by increasing complexity and relativism in adapting to the world and by increased integration of the dialectic con? icts between AC and CE and AE and RO. Development is conceived as multi-linear based on an individuals particular learning style and life trenddevelopment of CE increases affective complexity, of RO increases perceptual complexity, of AC increases symbolic complexity, and of AE increases behavioral complexity.The concept of learning style describes individual differences in learning based on the learners preference for employing different phases of the learning cycle. Because of our hereditary equipment, our particular life experiences, and the demands of our present environment, we develop a favored way of choosing among the quartette learning modes. We resolve the con? ict between being concrete or abstract and between being active or re? ective in patterned, characteristic ways.Much of the research on ELT has focuse on the concept of learning style, using the Learning Style Inventory (LSI) to assess individual learning styles (Kolb 1971, 1985, 1999). While individuals tested on the LSI show more different patterns of gobs, previous research with the instrument has identi? ed four learning styles that are associated with different approaches to learningdiverging, assimilative, Converging, and fit. The following summary of the four basic learning styles is based on both research and clinical observation of these patterns of LSI scores (Kolb1984, 1999a). LSI Technical Manual An individual with diverging style has CE and RO as dominant learning abilities. People with this learning style are best at visualiseing concrete situat ions from many different points of view. It is labeled Diverging because a person with it performs better in situations that call for generation of ideas, much(prenominal) as a brainstorming session. People with a Diverging learning style book broad cultural interests and like to gather information. They are provoke in people, flow to be imaginative and emotional, guard broad cultural interests, and tend to specialize in the arts.In formal learning situations, people with the Diverging style prefer to work in groups, listening with an open mind to different points of view and receiving personalized feedback. An individual with an assimilating style has AC and RO as dominant learning abilities. People with this learning style are best at intelligence a wide range of information and putting it into concise, logical form. Individuals with an Assimilating style are slight focused on people and more interested in ideas and abstract concepts. Generally, people with this style ? d i t more important that a theory have logical soundness than serviceable measure out. The Assimilating learning style is important for effectiveness in information and science careers. In formal learning situations, people with this style prefer breedings, lectures, exploring analytical models, and having time to think things through. An individual with a converging style has AC and AE as dominant learning abilities. People with this learning style are best at ? nding practical uses for ideas and theories. They have the ability to solve occupations and make decisions based on ? ding solutions to questions or problems. Individuals with a Converging learning style prefer to deal with technical tasks and problems rather than with social issues and interpersonal issues. These learning skills are important for effectiveness in specialist and technology careers. In formal learning situations, people with this style prefer to experiment with new ideas, simulations, laboratory assignments, and practical applications. An individual with an accommodating style has CE and AE as dominant learning abilities.People with this learning style have the ability to learn from primarily hands-on experience. They enjoy carrying out plans and involving themselves in new and challenging experiences. Their tendency may be to act on intestine feelings rather than on logical analysis. In solving problems, individuals with an Accommodating learning style rely more heavily on people for information than on their own technical analysis. This learning style is important for effectiveness in action-oriented careers such as marketing or sales.In formal learning situations, people with the Accommodating learning style prefer to work with others to get assignments done, to come down goals, to do ? eld work, and to test out different approaches to completing a project. 5 FACTORS THAT devise AND INFLUENCE LEARNING STYLES The above patterns of behavior associated with the four basic learning s tyles are shaped by transactions between people and their environment at ? ve different levelspersonality, educational specialization, professional career, current job role, and adaptive competencies.While some have see learning style as a personality covariant (Garner 2000 Furnam, Jackson, and Miller 1999), ELT de? nes learning style as a social psychological concept that is only partially determined by personality. Personality exerts a little(a) but pervasive in? uence in nearly all situations but at the other levels, learning style is in? uenced by increasingly speci? c environmental demands of educational specialization, career, job, and tasks skills. Table 1 summarizes previous research that has identi? ed how learning styles are determined at these various levels. Table 1.Relationship Between Learning Styles and Five Levels of Behavior Behavior Level Personality types Educational Specialization Professional Career Current Jobs Adaptive Competencies Diverging Introverted mu sical note arts, slope History Psychology Social Service artistic creations Personal jobs Valuing skills Assimilating Introverted Intuition Mathematics Physical Science Sciences Research information Information jobs Thinking skills Converging extroverted Thinking Engineering Medicine Engineering Medicine Technology Technical jobs Decision skills Accommodating Extraverted Sensation Education Communication Nursing Sales Social Service Education Executive jobs Action skills Personality Types Although the learning styles of and learning modes proposed by ELT are derived from the works of Dewey, Lewin, and Piaget, many have noted the similarity of these concepts to Carl Jungs descriptions of individuals preferred ways for adapting in the world.Several research studies relating the LSI with the Myers-Briggs Type Indicator (MBTI) indicate that Jungs Extra fluctuation/Introversion dialectical dimension correlates with the Active/Re? ective dialectic of ELT, and the MBTI Feeling/Thinking dimension correlates with the LSI Concrete Experience/ Abstract Conceptualization dimension. The MBTI Sensing type is associated with the LSI Accommodating learning style, and the MBTI Intuitive type with the LSI Assimilating style. MBTI Feeling types correspond to LSI Diverging learning styles, and Thinking types to Converging styles. The above discussion implies that the Accommodating learning style is the Extraverted Sensing type, and the Converging style the Extraverted Thinking type.The Assimilating learning style corresponds to the Introverted Intuitive personality type, and the Diverging style to the Introverted Feeling type. Myers (1962) descriptions of these MBTI types are very similar to the corresponding LSI learning styles as described by ELT (Kolb 1984, 83-85). Educational Specialization Early educational experiences shape peoples individual learning styles by instilling positive attitudes toward speci? c sets of learning skills and by teaching students how to learn. A lthough elementary education is generalized, an increasing process of specialization begins in high school and becomes sharper during the college days. This specialization in the realms of social knowledge in? ences individuals tastes toward learning, resulting in particular relations between learning styles and early preparation in an educational specialty or discipline. For example, people specializing in the arts, history, political science, English, and psychology tend to have Diverging learning styles, while those majoring 6 LSI Technical Manual in more abstract and applied areas such as medicine and engineering have Converging learning styles. Individuals with Accommodating styles often have educational backgrounds in education, communications, and nursing, and those with Assimilating styles in mathematics and physical sciences. Professional Career A third set of factors that shape learning styles stems from professional careers.Ones professional career choice not only expo ses one to a specialized learning environment, but it also involves a commitment to a generic professional problem, such as social service, that supplicates a specialized adaptive orientation. In addition, one becomes a member of a reference group of peers who share a professional mentality and a common set of values and beliefs about how one should behave professionally. This professional orientation shapes learning style through habits acquired in professional training and through the more immediate normative pressures involved in being a competent professional. Research over the years has shown that social service and arts careers attract people with a Diverging learning style. Professions in the sciences and information or research have people with an Assimilating learning style.The Converging learning styles tends to be dominant among professionals in technology-intensive ? elds such as medicine and engineering. Finally, the Accommodating learning style characterizes people wi th careers in ? elds such as sales, social service, and education. Current Job Role The fourth level of factors in? uencing learning style is the persons current job role. The task demands and pressures of a job shape a persons adaptive orientation. Executive jobs, such as general worry, that require a strong orientation to task accomplishment and decision making in uncertain emergent circumstances require an Accommodating learning style.Personal jobs, such as counseling and military group administration, which require the establishment of personal relationships and effective communication with other people, demand a Diverging learning style. Information jobs, such as planning and research, which require information gathering and analysis, as well as conceptual modeling, require an Assimilating learning style. Technical jobs, such as bench engineering and production, require technical and problem-solving skills, which require a convergent learning orientation. Adaptive Competenci es The ? fth and most immediate level of forces that shapes learning style is the speci? c task or problem the person is currently working on. Each task we face requires a corresponding set of skills for effective performance.The effective matching of task demands and personal skills results in an adaptive competence. The Accommodative learning style encompasses a set of competencies that can best be termed Acting skills Leadership, Initiative, and Action. The Diverging learning style is associated with Valuing skills Relationship, Helping Others, and mind Making. The Assimilating learning style is related to Thinking skills Information Gathering, Information Analysis, and Theory Building. Finally, the Converging learning style is associated with Decision skills like Quantitative Analysis, employment of Technology, and Goal Setting (Kolb1984). 7 2. THE LEARNING STYLE INVENTORY PURPOSE The Learning Style Inventory (LSI) was created to ful? l two purposes 1. To serve as an education al tool to increase individuals understanding of the process of learning from experience and their unique individual approach to learning. By increasing awareness of how they learn, the aim is to increase learners ability for meta-cognitive control of their learning process, enabling them to monitor and select learning approaches that work best for them in different learning situations. By providing a language for public lecture about learning styles and the learning process, the inventory can foster conversation among learners and educators about how to create the most effective learning environment for those involved.For this purpose, the inventory is best presented not as a test, but as an experience in understanding how one learns. Scores on the inventory should not be interpreted as de? nitive, but as a starting point for exploration of how one learns best. To facilitate this purpose, a self-scoring and interpretation book that explains the experiential learning cycle and the characteristics of the different learning styles, along with scoring and pro? ling instructions, is included with the inventory. 2. To provide a research tool for investigating experiential learning theory (ELT) and the characteristics of individual learning styles. This research can contribute to the broad advancement of experiential learning and, speci? ally, to the validity of interpretations of individual learning style scores. A research version of the instrument, including only the inventory to be scored by the researcher, is available for this purpose. The LSI is not a criterion-referenced test and is not intended for use to predict behavior for purposes of selection, placement, job assignment, or selective treatment. This includes not using the instrument to assign learners to different educational treatments, a process sometimes referred to as tracking. Such categorizations based on a single test score amount to stereotyping that runs counter to the philosophy of experient ial learning, which emphasizes individual uniqueness. When it is used in the simple, straightforward, and open way intended, the LSI usually provides a valuable self-examination and discussion that recognizes the uniqueness, complexity, and variability in individual approaches to learning. The danger lies in the rei? cation of learning styles into ? xed traits, such that learning styles become stereotypes used to pigeonhole individuals and their behavior. (Kolb 1981a 290-291) The LSI is constructed as a self-assessment exercise and tool for construct validation of ELT. Tests designed for predictive validity typically begin with a criterion, such as academic achievement, and work backward to identify items or tests with high criterion correlations.Even so, even the most sophisticated of these tests rarely rises above a . 5 correlation with the criterion. For example, while alum Record Examination Subject Test scores are better predictors of ? rst-year graduate school grades than ei ther the General Test score or undergrad GPA, the combination of these three measures only produces multiple correlations with grades ranging from . 4 to . 6 in various ? elds (Anastasi and Urbina 1997). Construct validation is not focused on an outcome criterion, but on the theory or construct the test measures. Here the emphasis is on the pattern of convergent and discriminant theoretical predictions made by the theory. Failure to con? m predictions calls into question the test and the theory. However, even if each of the correlations proved to be quite low, their cumulative effect would be to support the validity of the test and the inherent theory. (Selltiz, Jahoda, Deutsch, and Cook 1960 160) Judged by the standards of construct validity, ELT has been widely accepted as a useful framework for learning-centered educational innovation, including instructional design, curriculum development, and life-long learning. Field and job classi? cation studies viewed as a whole also show a pattern of results consistent with the ELT structure of knowledge theory. 8 LSI Technical ManualHISTORY Five versions of the Learning Style Inventory have been published over the last 35 years. During this time, attempts have been made to openly share information about the inventory, its scoring, and its technical characteristics with other interested researchers. The results of their research have been instrumental in the continuous improvement of the inventory. Learning Style Inventory-Version 1 (Kolb 1971, Kolb 1976) The original Learning Style Inventory (LSI 1) was created in 1969 as part of an MIT curriculum development project that resulted in the ? rst management textbook based on experiential learning (Kolb, Rubin, and McIntyre 1971).It was originally developed as an experiential educational exercise designed to help learners understand the process of experiential learning and their unique individual style of learning from experience. The term learning style was coined to describe these individual differences in how people learn. Items for the inventory were selected from a longer list of words and phrases developed for each learning mode by a display board of four behavioral scientists familiar with experiential learning theory. This list was given to a group of 20 graduate students who were asked to rate each word or phrase for social desirability. Attempting to select words that were of equal social desirability, a ? nal set of 12 items including a word or phrase for each learning mode was selected for pre-testing.Analysis showed that three of these sets produced nearly random gag laws and were thus eliminated, resulting in a ? nal version of the LSI with 9 items. These items were further re? ned through item-whole correlation analysis to include six scored items for each learning mode. Research with the inventory was stimulated by classroom discussions with students, who found the LSI to be helpful to them in understanding the process of exp eriential learning and how they learned. From 1971 until it was revised in 1985, there were more than 350 published research studies using the LSI. Validity for the LSI 1 was established in a number of ? elds, including education, management, psychology, computing machine science, medicine, and nursing (Hickcox 1990, Iliff 1994).The results of this research with LSI 1 provided provided empirical support for the most complete and systematic statement of ELT, Experiential Learning Experience as the Source of Learning and Development (Kolb 1984). Several studies of the LSI 1 identi? ed psychometric weaknesses of the instrument, particularly low internal consistency reliability and test-retest reliability. Learning Style Inventory-Version 2 (Kolb 1985) Low reliability coef? cients and other concerns about the LSI 1 led to a revision of the inventory in 1985 (LSI 2). Six new items chosen to increase internal reliability (alpha) were added to each scale, making 12 scored items on each sc ale. These changes increased scale alphas to an norm of . 81 ranging from . 73 to . 88.Wording of all items was simpli? ed to a seventh grade reading level, and the format was changed to include sentence stems (e. g. , When I learn). Correlations between the LSI 1 and LSI 2 scales averaged . 91 and ranged from . 87 to . 93. A new more diverse normative reference group of 1446 men and women was created. Research with the LSI 2 continued to establish validity for the instrument. From 1985 until the publication of the LSI 3 1999, more than 630 studies were published, most using the LSI 2. While internal reliability estimates for the LSI 2 remained high in independent studies, test-retest reliability remained low. Learning Style Inventory-Version 2a (Kolb 1993)In 1991 Veres, Sims, and Locklear published a reliability study of a randomized version of the LSI 2 that showed a small decrease in internal reliability but a dramatic increase in test-retest reliability with the random scoring format. To study this format, a research version of the random format inventory (LSI 2a) was published in 1993. 9 Kolb Learning Style Inventory-Version 3 (Kolb 1999) In 1999 the randomized format was adopted in a revised self-scoring and interpretation booklet (LSI 3) that included a color-coded scoring sheet to simplify scoring. The new booklet was form to follow the learning cycle, emphasizing the LSI as an experience in learning how you learn. New application information on teamwork, managing con? ct, personal and professional communication, and career choice and development were added. The LSI 3 continued to use the LSI 2 normative reference group until norms for the randomized version could be created. Kolb Learning Style Inventory-Version 3. 1 (Kolb 2005) The new LSI 3. 1 described here modi? ed the LSI 3 to include new normative data described below. This revision includes new norms that are based on a larger, more diverse and representative sample of 6977 LSI users. The fo rmat, items, scoring, and interpretative booklet remain identical to KLSI 3. The only change in KLSI 3. 1 is in the norm charts used to convert raw LSI scores. FORMATThe Learning Style Inventory is designed to measure the storey to which individuals display the different learning styles derived from experiential learning theory. The form of the inventory is determined by three design parameters. First, the test is brief and straightforward, making it useful both for research and for discussing the learning process with individuals and providing feedback. Second, the test is constructed in such a way that individuals respond to it as they would respond to a learning situation it requires them to resolve the tensions between the abstract-concrete and active-re? ective orientations. For this reason, the LSI format requires them to rank nine their preferences for the abstract, concrete, active, and re? ective orientations.Third, and most obviously, it was hoped that the measures of le arning styles would predict behavior in a way consistent with the theory of experiential learning. All versions of the LSI have had the same formata short questionnaire (9 items for LSI 1 and 12 items for subsequent versions) that asks respondents to rank four sentence endings that correspond to the four learning modes Concrete Experience (e. g. , experiencing), Re? ective Observation (re? ecting), Abstract Conceptualization (thinking), and Active Experimentation (doing). Items in the LSI are geared to a seventh grade reading level. The inventory is intended for use by teens and adults. It is not intended for use by younger children.The LSI has been translated into many languages, including, Arabic, Chinese, French, Japanese, Italian, Portuguese, Spanish, Swedish, and Thai, and there have been many cross-cultural studies using it (Yamazaki 2002). The Forced-Choice Format of the LSI The format of the LSI is a forced-choice format that ranks an individuals relative choice preferences among the four modes of the learning cycle. This is in contrast to the more common normative, or free-choice, format, such as the widely used Likert scale, which rates absolute preferences on independent dimensions. The forced-choice format of the LSI was dictated by the theory of experiential learning and by the primary purpose of the instrument.ELT is a holistic, dynamic, and dialectic theory of learning. Because it is holistic, the four modes that make up the experiential learning cycle-CE, RO, AC, and AE- are conceived as interdependent. Learning involves resolving the creative tension among these learning modes in response to the speci? c learning situation. Since the two learning dimensions, AC-CE and AE-RO, are related dialectically, the choice of one pole involves not choosing the opposite pole. Therefore, because ELT postulates that learning in life situations requires the resolution of con? icts among interdependent learning modes, to be ecologically valid, the learning st yle assessment process should require a similar process of con? ct resolution in the choice of ones preferred learning approach. ELT de? nes learning style not as a ? xed trait, but as a dynamic state arising from an individuals preferential resolution of the dual dialectics of experiencing/conceptualizing and acting/re? ecting. The stability and endurance of these states in individuals comes not solely from ? xed transmissible qualities or characteristics of human beings nor, for that matter, does it come from the stable ? xed demands of environmental circumstances. Rather, stable and enduring patterns of human individuality arise from consistent patterns of transaction between the individual and his or her 10 LSI Technical Manual environment.The way we process the possibilities of each new emerging event determines the range of choices and decisions we see. The choices and decisions we make to some extent determine the events we sound through, and these events in? uence our futu re choices. Thus, people create themselves through the choice of actual occasions they live through. (Kolb 1984 63-64) The primary purpose of the LSI is to provide learners with information about their preferred approach to learning. The most relevant information for the learner is about intra-individual differences, his or her relative preference for the four learning modes, not inter-individual comparisons.Ranking relative preferences among the four modes in a forced-choice format is the most direct way to provide this information. While individuals who take the inventory sometimes report dif? culty in making these be choices, they report that the feedback they get from the LSI gives them more insight than had been the case when we used a normative Likert pass judgment scale version. This is because the social desirability response bias in the evaluate scales fails to de? ne a clear learning style, that is, they say they prefer all learning modes. This is supported by Harlands (2002) ? nding that feedback from a forced-choice test format was perceive as more accurate, valuable, and useful than feedback from a normative version.The adoption of the forced-choice method for the LSI has at times placed it in the center of an ongoing debate in the research literature about the merits of forced-choice instruments between what might be called rigorous statisticians and pragmatic empiricists. Statisticians have questioned the use of the forced-choice format because of statistical limitations, called ipsativity, that are the result of the ranking procedure. Since ipsative scores represent the relative strength of a variable compared to others in the ranked set, the resulting dependence among scores produces methodinduced negative correlations among variables and violates a fundamental assumption of classical test theory required for use of techniques such as analysis of variance and factor analysis-independence of error variance.Cornwell and Dunlap (1994) stat ed that ipsative scores cannot be factored and that correlation-based analysis of ipsative data produced uninterpretable and invalid results (cf. Hicks 1970, Johnson et al. 1988). Other criticisms include the point that ipsative scores are technically ordinal, not the interval scales required for parametric statistical analysis that they produce turn away internal reliability estimates and lower validity coef? cients (Barron 1996). While critics of forced-choice instruments acknowledge that these criticisms do not detract from the validity of intra-individual comparisons (LSI purpose one), they press that ipsative scores are not appropriate for inter-individual comparisons, since inter-individual comparisons on a ranked ariable are not independent absolute preferences, but preferences that are relative to the other ranked variables in the set (Barron 1996, Karpatschof and Elkjaer 2000). However, since ELT argues that a given learning mode preference is relative to the other three modes, it is the comparison of relative not absolute preferences that the theory seeks to assess. The pragmatic empiricists argue that in spite of theoretical statistical arguments, normative and forced-choice variations of the same instrument can produce empirically comparable results. Karpatschof and Elkjaer (2000) advanced this case in their metaphorically titled paper Yet the Bumblebee Flies. With theory, simulation, and empirical data, they presented evidence for the comparability of ipsative and normative data.Saville and Wilson (1991) found a high correspondence between ipsative and normative scores when forced choice involved a large number of alternative dimensions. prescriptive tests also have serious limitations, which the forced-choice format was originally created to deal with (Sisson 1948). Normative scales are subject to numerous response biasescentral tendency bias, in which respondents avoid extreme responses, acquiescence response, and social desirability respondi ng-and are easy to fake. Forced- choice instruments are designed to avoid these biases by forcing choice among alternatives in a way that re? ects real live choice making (Hicks 1970, Barron 1996).Matthews and Oddy found large bias in the extremeness of positive and negative responses in normative tests and concluded that when sources of artifact are controlled, individual differences in ipsative scores can be used to rank individuals meaningfully (1997 179). Pickworth and Shoeman (2000) found signi? cant response bias in two normative LSI formats developed by Marshall and Merritt (1986) and Geiger et al. (1993). Conversely, Beutell and Kressel (1984) found that social desirability contributed less than 4% of the variance in LSI scores, in spite of the fact that individual LSI items all had very high social desirability. 11 In addition, ipsative tests can provide external validity evidence comparable to normative data (Barron 1996) or in some cases even better (Hicks 1970). For exam ple, attempts to use normative rating versions of theLSI report reliability and internal validity data but little or no external validity (Pickworth and Shoeman 2000, Geiger et al. 1993, Romero et al. 1992, Marshall and Merritt 1986, Merritt and Marshall 1984). Characteristics of the LSI Scales The LSI assesses six variables four primary scores that measure an individuals relative emphasis on the four learning orientationsConcrete Experience (CE), Re? ective Observation (RO), Abstract Conceptualization (AC), and Active Experimentation (AE)and two combination scores that measure an individuals preference for abstractness over concreteness (AC-CE) and action over re? ection (AE-RO). The four primary scales of the LSI are ipsative because of the forced-choice format of the instrument.This results in negative correlations among the four scales, the mean magnitude of which can be estimated (assuming no underlying correlations among them) by the formula -1/(m 1) where m is the number of variables (Johnson et al. 1988). This results in a predicted average method- induced correlation of -. 33 among the four primary LSI scales. The combination scores AC-CE and AE-RO, however, are not ipsative. Forced- choice instruments can produce scales that are not ipsative (Hicks 1970 Pathi, Manning, and Kolb 1989). To demonstrate the independence of the combination scores and interdependence of the primary scores, Pathi, Manning, and Kolb (1989) had SPSS-X randomly ? ll out and analyze 1000 LSIs check to the ranking instructions. While the mean intercorrelation among the primary scales was -. 3 as predicted, the correlation between AC-CE and AE-RO was +. 038. In addition, if AC-CE and AE-RO were ipsative scales, the correlation between the two scales would be -1. 0 consort to the above formula. Observed empirical relationships are always much smaller, e. g. +. 13 for a sample of 1591 graduate students (Freedman and Stumpf 1978), -. 09 for the LSI 2 normative sample of 1446 resp ondents (Kolb 1999b), -. 19 for a sample of 1296 MBA students (Boyatzis and Mainemelis 2000) and -. 21 for the normative sample of 6977 LSIs for the KLSI 3. 1 described below. The independence of the two combination scores can be seen by examining some example scoring results.For example, when AC-CE or AE-RO on a given item takes a value of +2 (from, say, AC = 4 and CE = 2, or AC = 3 and CE = 1), the other score can take a value of +2 or -2. Similarly when either score takes a value of +1 (from 4 -3, 3-2, or 2-1), the other can take the values of +3, +1, -1, or -3. In other words, when AC-CE takes a particular value, AERO can take two to four different values, and the score on one dimension does not determine the score on the other. 12 LSI Technical Manual 3. NORMS FOR THE LSI VERSION 3. 1 New norms for the LSI 3. 1 were created from responses by several groups of users who completed the randomized LSI 3. These norms are used to convert LSI raw scale scores to percentile scores (see vermiform appendix 1).The purpose of percentile conversions is to achieve scale comparability among an individuals LSI scores (Barron 1996) and to de? ne cutpoints for de? ning the learning style types. Table 2 shows the means and standard deviations for KLSI 3. 1 scale scores for the normative groups. Table 2. KLSI 3. 1 Scores for Normative Groups SAMPLE TOTAL NORM GROUP on-line(a)(a) Users Research Univ. Freshmen Lib. Arts College Students Art College UG Research Univ. MBA Distance E-learning Adult UG N 6977 Mn. S. D. 5023 288 CE 25. 39 6. 43 25. 22 6. 34 23. 81 6. 06 24. 51 6. 39 28. 02 6. 61 25. 54 6. 44 23. 26 5. 73 RO 28. 19 7. 07 27. 98 7. 03 29. 82 6. 71 28. 25 7. 32 29. 51 7. 18 26. 98 6. 94 27. 64 7. 04 AC 32. 22 7. 29 32. 43 7. 32 33. 49 6. 91 32. 07 6. 22 29. 06 6. 4 33. 92 7. 37 34. 36 6. 87 AE 34. 14 6. 68 34. 36 6. 65 32. 89 6. 36 35. 05 7. 08 33. 17 6. 52 33. 48 7. 06 34. 18 6. 28 AC-CE 6. 83 11. 69 7. 21 11. 64 9. 68 10. 91 7. 56 10. 34 1. 00 11. 13 8. 38 11. 77 11. 10 10. 45 AE-RO 5. 96 11. 63 6. 38 11. 61 3. 07 10. 99 6. 80 12. 37 3. 73 11. 49 6. 49 11. 92 6. 54 11. 00 221 813 328 304 TOTAL NORMATIVE GROUP Normative percentile scores for the LSI 3. 1 are based on a total sample of 6977 valid LSI scores from users of the instrument. This user norm group is composed of 50. 4% women and 49. 4% men. Their age range is 17-75, broken down into the following age-range groups 19 = 9. 8%, 19-24 = 17. %, 25-34 = 27%, 35-44 = 23%, 45-54 = 17. 2%, and 54 = 5. 8 %. Their educational level is as follows primary school graduate = 1. 2%, secondary school degree = 32. 1%, university degree = 41. 4%, and post-graduate degree = 25. 3%. The sample includes college students and working adults in a wide variety of ? elds. It is made up primarily of U. S. residents (80%) with the be 20% of users residing in 64 different countries. The norm group is made up of six subgroups, the speci? c demographic characteristics of which are described below. 13 On-line Use rs This sample of 5023 is composed of individuals and groups who have signed up to take the LSI on-line.Group users include undergraduate and graduate student groups, adult learners, business management groups, military management groups, and other organizational groups. Half of the sample are men and half are women. Their ages range as follows 55 = 8. 1 %. Their educational level is as follows primary school graduate = 1. 7%, secondary school degree = 18. 2%, university degree = 45. 5%, and postgraduate degree = 34. 6%. Most of the on-line users (66%) reside in the U. S. with the remaining 34% living in 64 different countries, with the largest representations from Canada (317), U. K. (212), India (154), Germany (100), Brazil (75), Singapore (59), France (49), and Japan (42). Research University FreshmenThis sample is composed of 288 ledger entry freshmen at a top research university. 53% are men and 47% are women. All are between the ages of 17 and 22. More than 87% of these stude nts intend to major in science or engineering. Liberal Arts College Students Data for this sample were provided by Kayes (2005). This sample includes 221 students (182 undergraduates and 39 part-time graduate students) enrolled in business courses at a private liberal arts college. Their average age is 22, ranging from 18 to 51. 52% are male and 48% are female. Art College Undergraduates This sample is composed of 813 freshmen and graduating students from three undergraduate art colleges. Half of the sample are men and half are women.Their average age is 20, distributed as follows 35 = 1%. Research University MBA Students This sample is composed of 328 full-time (71%) and part-time (29%) MBA students in a research university management school. 63% are men and 37% women. Their average age is 27, distributed as follows 19-24 = 4. 1%, 25-34 = 81. 3%, 35-44 = 13. 8%, 45-54 = 1%. Distance E-learning Adult Undergraduate Students This sample is composed of 304 adult learners enrolled in an e-learning distance education undergraduate degree program at a large state university. 56% are women and 44% men. Their average age is 36, distributed as follows 19-24 = 6. 3%, 25-34 = 37. 5%, 35-44 = 40. %, 45-54 = 14. 5%, and 55 = 1. 6%. CUT-POINTS FOR LEARNING STYLE TYPES The four basic learning style typesAccommodating, Diverging, Assimilating, and Converging-are created by dividing the AC-CE and AE-RO scores at the ? ftieth percentile of the total norm group and plotting them on the Learning Style Type Grid (Kolb 1999a 6). The cut point for the AC-CE scale is +7, and the cut point for the AE-RO scale is +6. The Accommodating type would be de? ned by an AC-CE raw score =7, the Diverging type by AC-CE =7, and the Assimilating type by AC-CE =8 and AE-RO +12) while the re? ective regions are de? ned by percentiles less than 33. 33% (

Examine the language Essay

A soliloquy is during a play when an actor will speak his/her thoughts let out loud to the audience. The actor will usually stand-alone on stage but if another actor is on stage they will go on with what they are doing. The purpose of a soliloquy is to help the audience understand the vision. Shakespeare used soliloquies for the audience due to them going to listen to a play preferably of watching it as we do today. Throughout the play Shakespeares soliloquies are full of contrasting images.These images mostly are contrasting themes from the play, in this case come which is Romeo & Ju hypocrisyts love for each other, Hate between the families of Montagues & Capulet, Violence fighting between families, Young Ideas which is Romeo & Juliet want to marry for love and not suitors elect by their parents, Traditional Values the arranged marriages. In the soliloquy beginning Well Juliet, I will lie with thee to-night. Romeo describes termination. Romeo describes that he wants to join Juliet in stopping point.The imagery created by Shakespeare is revolting during this soliloquy. There is a large contrast from the middle and near the end of the soliloquy. Romeo goes and bys poison from the apothecary. An apothecary is like a morgue. This image of death describes and implicates the theme of death running through the play. There is a large similarity between the soliloquy starting Well Juliet, I will lie with thee to-night and Villain and he be miles asunder. It is in Villain and he be miles asunder Juliet show to her family that she is upset over the death of her cousin Tybalt due to Romeo killing him, but infact she is more upset due to Romeo being banished from Verona. And in Well Juliet, I will lie with thee to-night Romeo is very upset due to him thinking Juliet is dead. This is striking irony because the audience know that she is not dead. This Make it standout how important love is in the play.In the soliloquy My only love, sprung from my only hate is a h abitual soliloquy for the rhyming couplet. A rhyming couplet is when the last two words in each line rhyme. This Happen in this soliloquy. In this soliloquy Juliet says, My only love, sprung from my only hate What she means is that Romeo is a Montague and she is a Capulet. There has been a grudge between the two families for years. Juliet means she loves a member of the Montague family, which is divinatory to be her enemy. In most of the soliloquies there is a lot of reparation.One example is Juliet says before she drinks the friars potion, dash out my desperate brains and indeed Romeo talks of desperate men. The reparation shows how desperate the situation is in their lives. In the last scene in of the play there are 2 touching soliloquies. The main one is from Romeo. He starts how oft when men are at the point of death He is talking about the meaning of death parting lovers in this soliloquy. The other is from Juliet saying about Romeo being taken from her. so she takes his dagg er so she can join he love in heaven.

Computerised quotation system Essay

The task that I am going to provide a resolving power for is to produce a computerised character reference carcass for S & S Insurances.EXISTING SYSTEMdoubting Thomas Davidson is currently a broker providing insurance for railcars. At indue he in authentics through a financial institution, S & S Finances. He is a broker working for the insurance company S & S Insurances. He has worked with umteen insurance companies in the past(a) trying to find the best deal so that he drop earn a good measuring of profit. He finally made a deal with S & S Insurances in which he can gain a good amount of commission. His business organization is to find nodes who would worry to buy insurance for their cars and he gains a commission of 7.5% for each customer to whom he sells a quote.He started his c atomic number 18er as a broker approximately three years ago after being made redundant as a chemical elementy worker assembling car parts. He has no employees working for him at the moment. However his wife helps him with the paperwork when she can. Thomas works full- time from his home study, which is located in the heart of Streatham.In the past Thomas has had a lot of experience dealing with customers and clients. He now has a number of devoted customers who frequently contact him when the renewal for their car insurance is due. Thomas usually interacts with his customers over the ph unmatch open from his study some propagation however he does conduct business at the home of his customer to their convenience.When Thomas finds an interested client he firstly explains to the client e realthing that is involved in the quote. In dress for Thomas to calculate the insurance quote, he habituates a calculator, a eternalise of planks with the insurance ratings provided by S & S Insurances and his diary where he notes all the information cut back.The insurance ratings show a different variety of things the first table is the insurance group, which shows the basic hail for a car dep breaking on the cars call, price and power. The more expensive and powerful the car, higher the basic greet. Thomas then adjusts the basic cost by multiplying it by various factors, which could affect the insurance. Age is also a factor, the older the device driver is, the less they be considered as a risk. Sex is also a factor a female is considered as a less of a risk than males. The argona you live in is also a criterion which Thomas considers before issuing an insurance quote, if you live in a high risk sensitive ambit you are likely to pay more.The customer can then choose what grammatical case of insurance he would like third party only, third party fervour and theft or fully comprehensive. The insurance also offers an extra driver criterion, which can be added at an increased cost. Thomas then offers a brush off to the customers if they bring forth had no claims varying from the past year or five years. Thomas then calculates the quote by multiplying t he basic cost with all the factor multipliers and chating if they can reduce a discount and then giving the customer the final result. Thomas writes all of the things discussed and quotations in his diary.If the client agrees to go onward with the quote after hearing the final cost, Thomas prepares a word- processed quote, which he then sends to S & S Insurances. From there S & S Insurances get out the actual policy and then send it directly to the customer.Thomas does possess a computer and laptop at home, which his children enforce for educational purposes. Thomas has very little knowledge ab surface victimisation computers, however to produce the insurance quotes which are word-processed his daughter helps him and recently Thomas has started to produce the quotes by himself since he is piecemeal learning to call a computer, even though he is slow with the typing. Thomas makes hand-written notes about all his clients, their expand and policies, which is time consuming an d can get tiring and boring despite having a computer due to his lack of computer skills.Furthermore sometimes Thomas wife also helps him with the paperwork, if there are too many customers wishing to have a quote ready.Thomas says that most of his customers find out about his business by word of blab out or from the consequence of the advert he has placed in the local newspaper, if he could he would also like to attract more customers to increase the model of his living.Thomas Davidson finds the existing manual way he issues quotes prolonged and exhausting and would like to automate the administration. He would also prefer to make more use of his laptop, however his lack of computer skills is a problem and therefore would like to be able to issue quotes on a simple and straightforward constitution. He would also like to automate the system so that it would be more faster to issue quotes and therefore would not have to spend too much time doing things manually. At the moment he hardly gets anytime to spend with his children especially when there is a heavy workload. Thomas feels that if he were able to get the system to be computerised he would like to employ some staff and expand and preferably shift into an office. He would also like to work with more than one insurance company at the same time if possible in the near future.CONSTRAINTSThere are not many constraints however there are a few which are important. My user Thomas Davidson has no experience of using a computer except for possessing basic typing skills. This means the system pass on have to be promiscuous and simple to use and understand.Another constraint is time, although my user does not want the system to be made at once or as soon as possible. However he would like the computerised system to be maked soon so that he can use it and modify all his handwritten manual notes onto the system and be able to use it with future clients.USER REQUIREMENTSMy user is Thomas Davidson, who is a bro ker for S & S Insurances for whom I exit be creating a computerised quotation system. He would like the following requirements to be taken into account.* To be able to see the agree cost of the insurance quote.* To be able to see the total cost of the insurance quote before a discount is given.* To be able to print the quotation.* To make sure that system is safe and secure.* To be able to see the expound of all the customers much(prenominal) as forename, surname, age, and the type of insurance they would like.* To be able to lineage the issued quotes so that they can be employ at a later date.* To enable phone enquiries to be dealt much quickly.* To make the system user- friendly.* To make sure the info entered is accurate.* To make the system look professional, systematic and organised.QUANTITATIVE OBJECTIVES* To use a formula to work out the total cost of the insurance quote.* To use another formula to work out the cost of the quote excluding the discount.* To be able to p rint multiple copies of the quotes.* To make the system watchword protected so a password pass on be needed in rescript to enter the system.* To make sure the details about the customers names, surnames, addresses, age and other details can be seen.* To be able to use a command button so information can be stored.* To use drop down boxes to be able to select options.QUALITATIVE OBJECTIVES* To make the system user- friendly I pull up stakes create a user interface so that it is easy to move around the system.* To make the system look professional and organised.PERFORMANCE CRITERIAS* The system should be able to use a formula in order to work out the total cost of the insurance quote.* The system should be able to use a calculation in order to work out the cost of the insurance excluding the discount.* The system should be able to print multiple copies of the insurance quotation.* The system should be password enable, so a password exit be needed in order to access the system to make sure the system is safe.* The system should show all the details about the customers such as names, surnames, addresses and other details.* The system should be able to store the issued quotes so that they can be used at a later date.* The system should have drop down boxes so the user can select options quickly and easily.NEW SYSTEMHARDWAREIn order to computerise the quotation system I go out need a Windows XP computer. I ordain also need a QWERTY keyboard and a mouse in order to input the info into the spreadsheet. I give be using the hard drive to save the spreadsheet on an internal storage. I pass on also be saving the spreadsheet on an external storage such as CR-RW so that I have a back- up re-create of the entropy in case the original replica is deleted I will still have another copy. I will also be using a VDU (visual display unit) to see the spreadsheet. I will also be using a printer to print out the quotes so that the user can see them and then send them to S & S Insurances.SOFTWAREIn order to produce the car insurance quotation system I will be using spreadsheet software for many reasons. In a spreadsheet I can use many of the features which will enable me to produce an efficient quotation system. I can use macros, argument boxes, combo boxes, V lookup, IF statements and other features in the system.There is other software such as a word- processor or a database but they are not suitable for this quotation system. Although you can make tables and do basic calculations they are only limited as they are not mainly knowing for that purpose.I will be using Microsoft Excel 2003 as I do not have any other spreadsheet software available on my computer. I will also use it as I am more familiar with it as I have used it many times in the past.SECURITYI will need to make sure the spreadsheet I create will be kept safe and secure. I will need to make sure the data is secure as I will need to follow the Data Protection Act 1998. In order to co mply with the law I will keep the data safe by having cell protection so if anyone other than me or the user accesses the data he will need to enter the password in order to alter the information. I will also keep a backup copy of the system so if the user loses the original copy he will still have another backup copy.INPUT, PROCESSES AND OUTPUTInputI will input all the data required using a keyboard into the spreadsheet. The input data I will need in order to produce the quotation system are all the customer details and the headings.I will require the following specific data about the customers forename, surname, address, sex, model and make of the car.I will also need the age of the driver, which will be in a grouped arrangement e.g. 17- 19 or 60- 65.The type of insurance the driver wants will also be required whether it is, fully comprehensive, third party only or third party fire and theft. I will concentrate the type of insurance to make it shorter so it would be much quicker to type and also easier.I will also need to know what type of area the driver lives in, as this could be a risk factor, low, medium or high.I will also need to know if the driver would like to state an extra driver or not. I will also need to know the number of claims the driver has made in the past 4 years and whether he is eligible for a discount.The other details I will need to know is about the insurance and which rating the cars are allocated harmonize to their power and cost. I will also need to know about the multipliers so that I can work what I need to multiple the be, these will be allocated to the sex, age of driver, risk of area and insurance and type.The final detail I will need to know are the number of penalty points the customer has, as having more conviction point will increase the cost of the insurance quote.ProcessesIn order to create the quotation system I will need to carry out a number of processes with the input data in order to produce the output.The fixed d ata will be the data that I will not change on the spreadsheet such as the main headings e.g. forename, surname, address. The variable data will be the data that will change. The data that will need to be changed are all the details about the customer and his car.In order to fulfil the following user requirements I will carry out a number of processes* To be able to see the total cost of the insurance quote and to be able to see the total cost of the insurance quote before a discount is given.I will be using a formula to calculate the total costs of the quote and also to work out the cost excluding the discount. I will be using a simple Auto sum calculation in order to do this. In order to work out the total cost I will need to use a V Lookup formula. A V Lookup searches for a range in the leftmost column of a table, and then returns a value in the same rows from a column you specify in the table. I will be using a V Lookup formula since I will having different things on different sheets it will need to lookup the values in other cells.* To be able to print the quotation.In order to do this the user can use the menu options on the toolbar however to make it easier for the user I will have a macro.* To make sure that system is safe and secure.In order to keep the data safe I will be using cell protection. I will be keeping a password so when someone accesses the file he will be prompted to enter the password. If the password entered is correct he will gain access and be able to change the data. However if an incorrect password is entered an error message will appear informing the user he cannot gain access.* To be able to see the details of all the customers such as forename, surname, age, and the type of insurance they would like.In order to do this I will have a sheet where the details about the customer can be seen.* To be able to store the issued quotes so that they can be used at a later date.In order to do this I will be using macros. Macro is a feature that stores a series of commands so that the user can use them with a single command. I will be using macros for various things such as printing the quote, storing the quotes, to view the quotes and other tasks.* To enable phone enquiries to be dealt much quickly.In order to fulfil this requirement I will be using a variety of buttons to make it easier for the user. Option buttons are used for choosing one item from a list of options, where you can select one option button at a time. I will be using them so the user can select the sex of the driver, either male or female. Combo boxes can also be called drop- down boxes, which offer a number of choices to the user, one of which maybe selected. I will be using a combo box so that my user can select the drivers car. By selecting on the drop- down arrow will provide the models of the cars. A list box and combo boxes are alike however a list box shows the choices available without having to click on the arrow.I will be using a list box f or the risk assessment of the area and type of insurance, as there are only three options from which the user can select. A check box is a box, which can either be selected or unselected, when you click on the box a tick appears in the box. I will be using a check box for the solving of the extra driver. A spinner is made up of two arrows, one point up and the other down. By clicking on the up arrow increases the value and the down arrow decreases the value. I will be using the spinner to choose the number of years the driver has made no claims. I will also be using IF statements in order to see the values of the check box which will check whether the customer would like an extra driver.* To make the system user- friendly.In order to make the printed quote professional and organised I will be adding the name of the company, address, telephone numbers and the company logotype at the top. I will also arrange all the information into sections and add colour to make it look more attra ctive. I will create the macros into buttons so the user can quickly carry the tasks. I will also add a front end to the system. A front end is the name given to the user-friendly interface that will appear on the screen when the file is loaded. It will provide the user with a number of options. once the data has been entered I will need to rename the worksheets and insert a defined name for certain data which will be used in calculations.OutputThe output will be the full quote details, which will be on the screen of the computer showing the customer name, address, car details, and the cost of the insurance and without the discount. The output on the screen will also show the macros, which can be used to navigate around the system.The other output will be the fully modified and professional printed quote that will show the company logo along with the companys address and contact numbers. It will also show the issue date, all the details about the quote and the expiry date of the quo te.

Birdsong Essay

How is the relationship between Stephen and Isabelle started and developed in Part one of vocal? Part one of Birdsong begins in France 1910 which involves young Englishman Stephen Wraysford coming to Amiens to learn more about the textile industry and to stay with the Az vente family. This sets the context and is relevant as it is a period of industrial and civil unrest. The novel is pen in the third person and Stephens presence allows for an outsiders view of the family with him not stating his opinion and being neutral between sides.From the start theres a mutual attraction between Stephen and Isabelle. Stephen finds this in some assets of Isabelles constituent firstly when Isabelle comments on a beautiful piece of music she has heard, Berard then attempts to belittle her but she puts him aside with a look. Stephen watched as Madame Azaire turned her head soft so that her eyes met those of Berard. He saw them open wider as they foc functiond on his smiling face of which perspir ation stood out in the still air of the dining room Stephen admires this and cannot believe she is the mother of Lisette and Gregoire.Stephen finds a certain trust in Isabelle as she seems to be discrete unlike the characteristics of Azaire. He thinks that secrets will be kept safe with her. Stephen hears the sob and pleading of a woman and is sure that it is Isabelle however he returns to his room with no cause of action despite his awareness of confused anger. Stephen thinks he could be the one to save her from violence. This shows his emotions developing for Isabelle as He saw, with some surprise, that what had struck him most he had not written about at all.Azaire demonstrates a patriarchal influence as he treats his work and Isabelle with the same heavy-handedness and this shows his desire to rule in both his general and private life. Azaire seems to be too traditional, old and contemporary for Isabelle. With the violence, an unhappy marriage and a lot of time spent with Step hen an issue is inevitably going to adventure between him and Isabelle. Stephens thoughts drift at work one day and his thoughts consist of Isabelle, only. The narrative then shifts to how he describes her and his feelings of her in his notebook, they are summed up in a single word Pulse.Stephens growing attraction towards Isabelle become increasingly apparent with his awareness of the way she moves and noticeably how she eats and drinks. Her snow-covered hands seemed barely to touch the cutlery when they ate at the family dinner table and her lips left no trace of their presence on the wine chicken feed. Isabelles suppressed emotions are connected with her position as a bourgeois woman. Stephens attempt to get closer to her when finding her in the garden highlights why she acts with restraint.The language reiterates this earlier in the text before Stephen has a relationship with Isabelle she is referred to as Madame Azaire. Isabelle greets Stephen as Monsieur on his returns from work. She asks him to respect her position when Stephen takes her hand in his in the garden. She is seen to react in accordance with her social standing. Without regard Isabelle offers little in the way of resistance when he takes her hand. However these thoughts come from Stephens sentiment and there are little insight given into Isabelles emotions.The theme of desire is broached and made relevant as Stephen sits opposite Isabelle on the gravy boat on the return home from a trip to the water gardens. As they touch each other and do not move away, his desire for her is heightened. Isabelles foot touches his leg neither moves. Stephen hits a man who defamed Isabelle Azaire suggests that it is best if he stays at the house for a while until all is settled. This section is principally significant for when Stephen and Isabelle make love, the earlier parts of the novel have been building up to this as the sexual tension is released between both characters.The act is instigated ab in itio by Steven when he pulls her towards him once Lisette leaves however it is continued by Isabelle when she asks him to come to the red room. This scene however is slightly different as it has connotations of a faggot tale. By the time Stephen turned round she had gone. The red room. He panicked. He was sure it would be one of those he had once seen but could never refind it would be like a place in a dream that remains out of reach it would always be behind him this may be ascribable to the recognition of both their optimum feelings towards each other.The scene in the red room is also relevant for what it reveals about Isabelles thought processes She wanted him to cultivate alive what she had buried, and not to demean, destroy her fabricated self this describes how she sees Stephen as her saviour. They continue to make love secret he asks her to come to England. Azaire hears a rumour of Isabelle having an affair with Lucien and helping the strikers families, Isabelle admits to helping the families as she is no long afraid of her husband as she is no under the protection of Stephen.She says she has been having an affair with Stephen, not Lucien. Stephen takes the blame precept he seduced her feeling pity for Azaire. They leave for the South of France. In the last section Isabelle discovers that she is pregnant she decides not to tell Stephen. There is a significant use of dramatic irony in this as Isabelle believes Stephen to be distant even about his own life, whereas he has been considering taking her to his grandparents old home because he wishes to overlap his past with her now.This is because his lifes concern is her well-being. Ironically, it is the fear for the well-being of her child that impels her to go to Jeanne rather than stay with him. When he discovers she has left, the effect is compared to that of a throng of wood being split, This simile cleverly describes his emotional state because, although he shows no outward sign to his co-worker s, he is ripped apart inside No snap or fibre escaped he sundering. His emotions are left in pieces by their relationship.

Mcq’s

PMS CSS GENERAL KNOWLEDGE MCQS 1- what plants exhale at night Carbon dioxide 2- velocity of dense M/s3433- 3- Which vitamins not stored in human bole? C 4- lake of vitamin c create which disease Skin disease 5-which vitamin helps blood clotting? K 6-Fo infra of Islamic rule in India? Qutubuddin Abek 7-Razia Sultana belongs to? Slave dynasty 8-Second battle of pani pat fought b/w correct natural selection was not state my answer was none of these(akbar vs himu bakal) 9- storm fort was constructed By Akbar 10- Marcher lake situated in? Dadu 11- Pakistan number among conceptionpopulation? sixth 12- sh atomic number 18 of Punjab among ara of Pakistan 5% 13- Length of Khyber pass 53km 14- uracil resources found in Pakistan? D G khan 15- roughlyly part of gobi desert found in ? Magnolia 16- Taklimakan desert found Inxinjaning china 17- Longest river of the world is? Nile 18- Largest sea of the world? South China Sea 19-Largest coastal boundary country? Canada 20- Brazil situated in? South America 21-Which country is peninsula? Saudi-Arabian Arabia 22- Pakistan situates on which line? 1- equator 2- discountcer 3- inecapricorn 4-none 2- correet answer is option 4 23- McMahan line is situated b/w? India and china 24- Who is david patrias? american familiar in Afghanistan 5- 1 meter is affect to? 3. 28 foot 26- Caspian sea makes his boundaries with Iran, Russia, Kazakhstan and Turkmenistan, Azerbaijan. 27- Largest agency among argona in Pakistan? South Waziristan 28- Old name of Iraq? Mesopotamia 29-Blood is red due to? haemoglobin 30-Marian trance situated near? Philippines 31- Headquarter of ghandhara civilization is? Texila 32- Head quarter of SAARC is situated at? Katmandu 33- Maximum wool producing country is? Australia 34- Official religion of japan is? Shintoism 35- Which element riding habit for producing nuclear fuel? Uranium 36- How many an(prenominal) rooku in 30 Para of Quran? 9 37-which is less conductor? 1- iron, 2-copper 3- silver 4- forest My answer was wood only when not satisfied 38-nigara fall lies b/w the States and Canada 39- Which is smallest country of world among area 1- Maldives 2- Malta 3- San Marino 4- Bahrain Correct answer is option 3 San Marino 40- set apart oracle PBUH ap pictureed governor of Yemen for collection zakat? Hazrat Muaz bin Jabal 41- How many beats zakatmention in Quran? 32 times 42-which Sura gives details among zakat receiver? Sura Tuba 43-where1st wahii nazall hoe? Ghar-e-hira 44- When zakat declared must 2 hijra 45-Light of sun reach in earth 8. 5 mint While early(a) options was 3mint 4mint 6. 5 mint) 46- Headquarter of ILO situated in? Geneva 47- Muslim league name was purposed by? Nawab Saleem Ullah Khan of Dhaka 48- Jaundice is disturb of which partof body Liver 49- Quaid Azam leaves congress due ton on- cooperative moment by Gandhi 50-in hepatitis which organ disturb? Liver 51- Nisab in the amount of notes? 87. 48 g-force (But in paper there was not dotpresent b/w 87 and48) 52- Nisab in silver is? 612. 32 gram 53-produce which is equal to nisab? 948kg stubble or equal 54-if a person having millat1800kg whose prize is half among wheat who many rupees he pay zakat zero 5-who was Father of the French Revolution? Jean-Jacques Rousseau 56-statue of independence in new york is given by France 57- Wall street is a famous? Stock market in New York 58- Sunlight consists of coolers? a-1 b- 3 c-7 (Not swear waiting for reply) 59-theory of relativity is presented by? Einstein 60- Cash crop is? Which not cultivated for own use 61-artificial cultivated area gives amount usher equalto 1/20 62- If a person obtained something from underground the amount of zakat applicable? 1/5 63-zakat among goat applicable on? 40 goats 64- Amount of zakat among gold silverand similar things . 5 % 65- A government company obtained 1 billion net profit tellwho much rupees its gives asa zakat cipher 66-zakat ordinance promulgated on 20 June 1980 67- accord to section17 tauluqa commi ttee is equal to tehsil committee 68- dasman palace is residence ofameer kwait 69-procelain tower is present inchina 70- which muslim organization founded in 1962 71- crtography is the theater of operations of secret writing 72-founder of souct momemtRobert Baden-Powell 73- elysee palace is theresidence offrench president 74- second giantst population in afghanistan? tajik 75-world wide of the mark spread disease is called? epidemic 6- zakat year start on according to hijra clender 77- zakat year end ? 30 shaban 78- governer appointe chief administer with the consult with supplyeral government 79- administerator general appointed bypresident 80- The magnitude of earthquake is measured with? Richter Scale 81- Who forwarded the Lahore(Pakistan) Resolution? A. K fazlul haq 82- East India Company came to India in the reign of A)Shah Jahan B) Jahangir C) Aurangzeb D) Babar 83- The largest Muslim country according to area is? kazakistan 84- Zakat can be spent onA)Travelers B) Slaves C) Masakin D)All of these 85- Zakat is exempted onA)Sheep grazing fed free in pastures B) FruitsC) Vegetables D) All ofthem 86- Who was known as the Man of Destiny? nepolin bona part 87- A occludes Peak is in? sri lanka 88- According to the Zakat Ordinance Zakat arrears are collected by? tehsildar 89- Red Cross/Crescent HQ is in? geneva 90-Brain Draintransfer of Skilled labors 91light year complete direction in1 year 92 participant of antham isAhmed gulami chagla 93- first ushr receive ? 1982-83 rabi crop 94-DZ committe disolved ifmember remain not pious 95- if a person failedto pay zakat what act can do? send a notice. 1) Which of the avocation rivers crosses the equator twice? ) Congo 2) Which is the longest river of America? b) Mississippi 3) Don is river of ? b) Russia 4) What is the continuanceof khyber pass? c) 56 km 5) Longest glacier of the world isLambert situated in Antarctica, what is itslength? a) 320 Miles 6) Which of the following lake is most polluted lake in the world ? d) Lake eire 7) Tugela urine fall is present in? b) South Africa 8) Gota epithelial duct is the ship canal situated in ? c) Sweden 9) Kiel canal of Germany was opened in1895 what is its length? c) 61. 3 miles 10) Erie canal is situated in ? c) USA 11) Houston and Delware canals are present in the country? b) France 2) Grand canal is oldest man made canal for shipingpurpose situated in? b) China 13) Persian Gulf is located in? b) Arabian ocean 14) Sutherland waterfall is present in? a) New-Zealand 15) Hudson Bay is situated in? c) Northern Canada 16) Which is the largest gulf of the world? a) Gulf of Mexico 17) Which is the largest bay of the world? a) Hudson bay 18) Yosemite is a famous waterfall of ? a) USA 19) Strait of Bosporous connects? c) B want sea and sea ofmarmara 20) It separates Italy from Sicily? c) Messina 21) Strait of malacca separates? b) Malaysia and indonesia 22) Which of the following straits separate india From Sri Lanka? ) Palk 23) Which of the following stra its separate Malaysia from Singapore? b) Johor 24) Budapest is the uppercase ofHungary situated on the bank of? c) River Danube 25) Sea of Marmara and Aegean sea are connected by the strait? c) Dardanelles 26) Cook strait separates south New-Zealand from? b) North New-Zealand 27) genus Paris is the capital of France situated on the bank of? a) Seine 28) English channel separates England from? b) France 29) Agra is very famous city of India due to Taj Mahal, it is situated on thebank of river? c) Jumna 30) Great capital of Seychelles desert is present in? c) Australia Yome -Afra is called to Hajj day. Name of the placewhere the pilgrims go from Arafat Muzdalfa. First structure of Kaaba was built byA dekameter. Ibrahim & Ismail rebuilt Kaaba 4500 historic period ago. Yum -e-Nahar is called to the Day of Sacrifice. Yum e Arafat is 9th Zul Hajj. matchless khutba is recited during Hajj. Al -Imarn is the surah in which Hajj is commanded. Holy prophet sacrificed 63 camels during hajj. Adam and Hazrat Hawa performedthe first ever Hajj. Running b/w Safa & Marwa s purge t imes is called Sayee. Most important step of Hajj after assuming Ahram is Wuquf. Waqoof -e-Arfah is the Rukn-e-Azam of Hajj With the performance of Rami onthe 10th Zil -Hajj, the most of the bindings of Hajj on thepilgrim are released. Three uprigh t stones are called Jamarat. After Waquf the most important step is Tawaf. In Hajj there are triple obligations (Farz). Umrah can be performedat any time throughout the yearexcept 9th to 11th Zil -Hajj. Hujjaj stat at Mina for one day, the second d ay at Arafat and the final day, encampment is donefor a night at Muzdalfah, it is called Wuquf. Who said that Hajj isgreatest of all worshipsimam Malik. How many undesirable acts of Ihraam are there six. How many permitted acts of Ihraam arether eFour. Prohibitions and restructions of Ihram are8. The first and the inaugural Farz ofHajj and Umrah is Ihram. The first and inner most circle a round Kaba is Masjid -e-Haram. The second circle around Kaba is Makkah Mukaramah. The third circle around Kaba is Haram. Who firsly dogged boundaries of Haram, the third circle around Kaaba Adam. The fourth cirle around Kaba is Mowaqeet. The place where no one can advance without putting on Ihram is Mowaqeet. Two thousand years before the creation of Adam, Kaba was constructed. Angels built Kaba firstly inthe universe. During the Noahs time Kaaba disappeared due to flood. The gate which is the best for the pilgrims to enter in Kaba is Bab -e-Salam. Hajr -e-Aswad means black stone. substantial color of Hajr-e-Aswad was white. The small piece of landb/wk Rukn -e-Islam and Rukn-e-Yamani is called Hateem. The place where offering prayer is just like offering prayer inside Kaba is Hateem. There are five types of Tawaf. Hajji go to Al -Multazim after completing the seven rounds. Al -Multazim means the place of holding. The portion of the seawall of Kaba which is b/w its brink and Hajr -e-Aswad is called al-Multazim. Sayee is commenced from Safa andends at Marwa. After performing Say ee Hujjaj go to Mina. Muzdalfa is a plain. Muzdalfa is located b/w Mina & Arafat. Muzdalfa is located six miles from Makkah. From Mina Muzdalfa is terce milesaway. Muzdalfa is called Sacred Monument in Quran. At Muzdalfa Maghrib & Ishaprayers are offered together. Pebbles are collected fromMuzdalfa. Jamarat which is nearest to Makkah iscalled Jamarat -ul-Uqba. Smallest Jamarat is Jamarat -al-Sughra. Rami is held at Mina. Talbiah is stopped after Rami. Afrad, Qarran and Tamatae are he types of Hajj. Dhulhulaifah is the Meeqat for the people of Pakistan. Dhulhulaifah is a point six milefrom Madina. islamic history month wise outlines Muharram-ul-Haram 1st pour down of new Islamic year2nd Arrival of Imam Hussain(a. s. ) in Karbala (61 A. H. )seventh doorway to water was blocked from thecamp of Imam Hussain(a. s. ) the 3rd Holy Imam (61 A. H. )10th Ashoora Martyrdom of Imam Hussain(a. s. ) and his companions (61 A. H. )11th Prophet Mohammad(sawaw)s family was shackled a nd interpreted away as prisoners 12th Soyem of the martyrs of Karbala 16th Change of direction of qibla from Bait-al-maqdas to Kaaba (2 A. H. )17th Attack of Abrahas army on Khana -e-Kaaba (1 Aamul Feel)25th Martyrdom of Imam Ali Zain-al-Abideen(a. s. ) the quaternary Holy Imam (95 A. H. ) Safar-ul-Muzaffar 1st Battle of Siffin (36-37 A. H. )3rd tolerate of Imam Mohammad Baqir(a. s. ) the 5th Holy Imam (57 A. H. ) Disputed date6th, 8th or 13th Martyrdom of Hazrat Sakina bint-al-Hussain(a. s. ) (61 A. H. ) 7th Birth of Imam Moosa al-Kazim(a. s. ) the 7th Holy Imam (128 A. H. ) 7th Martyrdom of Imam Hasan(a. s. ) the 2nd Holy Imam (50 A. H. ) Disputed date 7th Martyrdom of Imam Ali ibn-e-Moosa ar-Riza(a. s. ) the 8th Holy Imam (203 A. H. )19th Abraha attacked Khana-e-Kaaba (1 Aamul Feel)20th Arbaeen of martyrs of Karbala twenty-eigh th Wisal of ProphetMuhammad(sawaw) (11 A. H. )28th Martyrdom of Imam Hasan(a. s. ) the 2nd Holy Imam (50 A. H. )29th Martyrdom of Imam Ali ibn-e-Moosa ar-Riza(a. s. ) the 8th Holy Imam (203 A. H. ) Disputed date Rabi-al-Awwal 1st Hijrat-e-Madina Start of Islamic Hijri calendar fourth final stage of Hazrat FatimaMasooma-e-Qum(a. s. ) (201 A. H. ) Disputed date8th Martyrdom of Imam Hasan Askari(a. s. ) he 11th Holy Imam (260 A. H. ) 8th Beginning of Ghaibat-e-Sughra of Imam Mohammad Mehdi(atfs) the 12th Holy Imam(a. s. )9th Eid-e-Zahra(s. a. )10th close of Hazrat Abdul Mutallib(a. s. ) grand father of ProphetMuhammad(sawaw) 10th Marriage of Prophet Muhammad(sawaw) and Hazrat Khadija(s. a. )fifteenth Building of Masjid-e-Quba the first Masjid in Islam (1 A. H. )17th Birth ofProphet Muhammad(sawaw) (53 years before Hijra) 17th Birth of Imam Jafer Sadiq(a. s. ) the 6th Holy Imam (82 A. H. )25th Death of Hazrat Abu Talib(a. s. ) Rabi-us-Sani 8th or 10th Bi rth of Imam Hasan Askari(a. . ) the 11th Holy Imam (232 A. H. )10th Death of Hazrat Fatima Masooma-e-Qum(a. s. ) (201 A. H. ) Disputed date Jamadi-al-Awwal 5th Birth of Hazrat Zainab bint-e-Ali(a. s. ) (5 A. H. )13th Death of Hazrat Fatima Zahra(s. a. ) (11 A. H. )15th Birth of Imam Ali Zain-al-Abideen(a. s. ) the 4th Holy Imam (38 A. H. ) Disputed date 17th Battle of Jamal (36 A. H. ) Jamadi-us-Sani 10th Battle of Mauta and martyrdom of Hazra Jafer Tayyar(a. s. ) (3 A. H. )13th Death of Hazrat Umm-ul-Baneen Mother of Hazrat Abbas(a. s. ) 20th Birth of Hazrat Fatima Zahra(s. a. ) Rajab-ul-Murrajjab st Birth of Imam Mohammad Baqir(a. s. ) the 5th Holy Imam (57 A. H. )2nd or 5th Birth of Imam Ali Naqi al-Hadi(a. s. ) the 10th Holy Imam (214 A. H. )3rd Martyrdom of Imam Ali Naqi al-Hadi(a. s. ) the 10th Holy Imam (254 A. H. ) 10th Birth of Imam Mohammad Taqial-Jawwad(a. s. ) the 9th Holy Imam (195 A. H. )12th Death of Hazrat Abbas ibn-e-Abdul Muttalib(a. s. ) uncle of ProphetMohammad(sawaw)13th Birth of Imam Ali(a. s. ) the 1st Holy Imam (30 Aamul Feel) 13th, 14th, 15th Ayyam-e-Bayd the coruscant days15th Death of Hazrat Zainab bin-e-Ali(a. s. ) (62 A. H. )20th Birth of Hazrat Sakina bint-al-Hussain(a. s. ) (57 A. H. ) 24th Battle of Khaibar (7 A. H. )25th Martyrdom of Imam Moosa-e-Kazim(a. s. ) the 7th Holy Imam (183 A. H. )26th Death of Hazrat Abu Talib(a. s. ) Disputed date 27th Event of Mairaj Ascension of Prophet Muhammad(sawaw) towards heavens28th Start of journey of Imam Hussain(a. s. ) towards Karbala (60 A. H. )29th Battle of Tabooq (9 A. H. ) Shabaan-ul-Moazzam 1st Birth of Hazrat Zainab bint-e-Ali(a. s. ) (5 A. H. ) 3rd Birth of Imam Hussain(a. s. ) the3rd Holy Imam (4 A. H. )4th Birth of Hazrat Abbas(a. s. (26A. H. )5th Birth of Imam Ali Zain-al-Abideen(a. s. ) the 4th Holy Imam (38 A. H. ) 7th Birth of Hazrat Qasim ibn-e-Hasan(a. s. ) (48 A. H. )8th Beginning of Ghaibat-e-Sughra of Imam Mohammad Mehdi(atfs) the 12th Holy Imam (260A. H. ) 11th Birth of Hazrat AliAkbar(a. s. ) (44 A. H. )13th, 14th, 15th Ayyam-e-Bayd the bright days14th Evening Aamal of Neema-e-Shabaan 15th Birth of Imam Mohammad Mehdi(atfs) the 12th Holy Imam (255A. H. ) 238. The commandment for observing Fast has been stipulated in the Surah Al-Baqara239. What is atonement for breaking the Fast?To feed 60 people240. It is a door through which fast observing people would enter paradise. Bab-ul-Riyan241. Which important night falls in Ramzan? Lailat-ul-Qadr242. How many days are prohibit for abstemiousness throughout the year? 5243. In which month virtues flourish and evil is suppressed? Ramzan244. What is the meaning of Aitekaf? Seclusion245. Aitekaf during the month of Ramzan is. Wajib246. Which Rukn-e-Islam is called as shield? Fasting247. Which is the Third organic pillar of Islam? Fasting248. When Siyyam of Ramzan was beau monde? 2 A. H 249. Tarawih is a prayer of Ramzan. It me ans. To stand250.Which important Ghazwa was fought in the very first Ramzan? Badr251. Who arranged Namaz-e-Tarawih in the leadership of Imam? Hazrat Umar (R. A) 252. Literally meaning of Hajj is The will of visit 254. Hajj was made obligatory in 9 A. H253. Yome- Afra is called Hajj Day 254. The Holy Prophet Muhammad (PBUH) performedHajj in his life. angiotensin converting enzyme 255. Hajj is a pilgrimage of Holy Kabba256. When did the Holy Prophet Muhammad (PBUH) offer Hajj? 10 A. H 257. There are.. types of Hajj. Three258. In which Surah Hajj has been commanded? Al-Baqara259. How many camels the Holy Prophet (PBUH) scarified? 63260. Shoot meansOne tawaf of Kabba 261. The day of sacrifice during Hajj is called.. Yum-e-Nehr262. The rite of offering sacrifice is performed atMina 263. Jamarat on 10th, 11th, 12th and 13th of the Zil Hajj is performed in. Mina264. Which deuce prayers are offered together at Muzdalifa on the 9th Zil-ul-Hajj? Maghrib-Isha 265. The number of Khutbas during the Hajj is.. One266. The first Hajj was performed byHazrat Adam (A. S), Hazrat Hawa (A. S)267. Who built the first structure of the holy Kabba? Hazrat Adam (A. S)268. What is the fundamental pillar of Islam which requires both physical and financialsacrifices? Hajj269.Literally Jihad meansTo strive hard 270. Jihad was ordained on Muslims through a Quranic verse in(A. H) 2nd271. The battle was forbidden i n Arabs in the month of Muharram272. The word Jihad is derived from the wordJuhada 273. The meaning of Jihad fi Sbil Allah is.. Fighting in the way of Allah274. What is the meaning of Qital? Fighting275. How many encounters took place mingled with the Muslims and non-Muslims during the lifeof the Holy Prophet (PBUH)? 82276. What is the meaning of Rukn? Support277. What is the plural f Rukn? Arkan278. What is said to Namaz in Arabic? Salat279. What are the meanings of Salat?Rehmat, Barkat280. When Namaz was ordered? On 27th Rajab 10th Hijri on the occasion of Mehraj281. What is th e difference between Kufr and Islam? Namaz282. Name the five NamazFajar, Zuhar, Asar, Maghrib, Isha 283. Describe the Farz Rakaats of each NamazFajar 2, Zuhar 4, Asar 4, Maghrib 3, Isha 4284. What are the Farz of Namaz (Salat)? Qayyam, Rakoo, Sajda285. Which kind of worship is liked by Allah? Namaz286. When Wazoo was ordered? 5 Hijra287. When Azan was started? 1 Hijra288. When Tayammum was ordered? 5 Hijra289. Namaz-Ba-Jamaat is how much better than individual Namaz? 27 times290. In which timings the Namaz is prohibited?Sun rising, suns setting, sun at the mid291. When first azan was read in Kabba? 9 Hijri, on the occasion of conquest of Makah292. Which Namaz Allah likes among Nafli Namaz? Namaz-e-Tahajat293. What the Namaz-e-Jumma and Eids create in Muslims? Collectiveness (Gathering)294. When is Namaz-e-Kasoof read? At the time of Solar eclipse295. When Namaz-e-Kauf is read? When no rains296. How many Takbeers are in Namaz-e-Janaza? Four297. When the order for Tahweel-e-Qibla was made? 2 Hijri298. When first Namaz of Eid-ul-Fitr was read? 1st Shawal, 2 Hijri 1. On Judgement Day, what will be asked first? Namaz2.How many times word Zakat is use in Makki Surahs? 22 times3. What is the rate of usher for canal irrigated Zameen? 5 per cent or 1/54. Who are not entitled to get Zakat? Parents, Husband, wife and children5. What is the 4th Rukn (pillar) of Islam? Roza (fasting)6. How many Arkan Roza has? Three, to restrict eating, drinking and sexual intercourse7. What are the objectives of Roza? Taqwa, Zabti-Nafas, Shukar8. What we say to 1st Ashra of Ramzan catacomb of fractures and discharge at the lowest point around the reservoir and the Indus River. damming the Indus has already caused a number of environmental problems that have not yetaddressed.Silt deposited in the proposed Kalabagh dam would further curtail the water storagecapacity of Manchar Lake and other lakes and of wetlands like Haleji Lake. President General Musharraf and other leaders, such as Pri me Minister Shaukat Aziz, have promised ? iron -clad constitutional guarantees to ensure that Sindh gets its fair share of water. However, these assurances mean little to most Sindhis, who point out that even the earlier 1991Indus Water-Sharing Accord, which is a document already guaranteed by the constitutional body, the Council of Common Interests, has been violated,and that Punjab has ? tolen their water. The objection to Kalabagh in Sindh is widespread. Even political parties of Sindh that are in thecentral cabinet and are supported by General Musharraf, such as the MQM, have stronglydenounced the dam. NWFP viewpointThe NWFP has two main objections to the dam. While the reservoir will be in the NWFP, thedams electricity-generating turbines will be justacross the provincial border in Punjab. Therefore, Punjab would get royalties from the centralgovernment in Islamabad for generating electricity. Contrary to this,however, Punjab has agreednot to accept any royalties from the Kalab agh Dam.The fact that theNWFP will suffer theadverse consequences of the reservoir but not get royalties is seen as unfair. Concerns that large areas of Nowshera district would be submerged by the dam and even widerareas would suffer from waterlogging and salinityas has occurred with theTarbela Dam. Balochistan viewpointThe dam does not promptly affect the Baloch as such. Rather, most nationalist Baloch Sardars seesthe dam as another instance of Punjab lording it over the smaller provinces. By opposing the damthey are signaling their estrangement with being thepoorest province and most neglected of all indevelopment.In reality Balochistan can only get more water and its due share after the grammatical construction of Kalabagh dam and Kachhi canal. The Common Mans ViewpointMajority of people of Pakistan are against the construction Kalabagh dam, as its construction canprove a danger to sustain the unification of provinces under the name Pakistan. The only peoplewho want the construc tion of Kalabagh dam can be classified into two groups The first is thehigh ranked officers of Pakistan army, whowill be granted farmlands to beirrigated by Kalabaghdam after the retirements (in fact these are themost top executiveful supporters of dam).The secondgroup is the political leaders of Punjab since the issue has turned out be a war between Sindh andPunjab, so by favouring the construction of Dam, Punjabi politicians can maintain their vote-bank. The only reason why President Pervaiz Musharaf favours Kalabhgh dam is because he needs the support of Punjab to sustain his dictatorship in the country. All the ? oppressed provinces (Sindh, NWFP and Balochistan) of the country has already expressed a huge concernover the construction of dam, specially in Sindh where every single street has observed the protestagainst the dam.The people of these oppressed provinces do not weigh in any guarantee from ? Punjabiz Pakistani government as it has already do ne many finishs against t heconstitution/treaties, for example, the regulation of water in Chashma-Jehlem link canal. AnalysisMost fencesitter analysts believe that the foremost problem with the proposed dam at Kalabaghis one of a trust deficit between the Punjab on one side and the other three provinces on the other. The noted columnist, Ayaz Amir suggested that the people of Punjab should redefine theirassumptions about the rest of Pakistan and distribution of resources.A layman of Punjab does notunderstand why the rest of Pakistan does not trust Punjab. The answer, according to Amir, lies inthe public coups staged by the Pakistan Army (which is overwhelmingly Punjabi in itscomposition), as well as the Armys extra-constitutional intervention and influence in publicsector and civil institutions of the country in general and Sindh inparticular. Now no province isready to trust the Punjab. All Pakistanis agree that Pakistan faces a severe water shortage, and that some form of watermanagement must be implem ent soon.Many point out that even if work on Kalabagh were tostart tomorrow, it would still take at least eightyears to complete and commissionsuch a largedam. In the meantime, the water situation would continue to worsen. Smaller dams, barrages, andcanals must be built before that, and water conservation techniques introduced. The WAPDA for years repeatedly changed its statistics on the dam, to the point where no-one inPakistan now believes any of its figures. Government of Pakistan formed a technical committee,headed by A.N. G. Abbasi, to study the technical merits of the Kalabagh dam vis-a-vis the othertwo. The four-volume technical report concluded that Bhasha or Katzarah dam should be builtbefore Kalabagh, further complicating matters. To make matters even more complex, the reportalso stated that Kalabagh and Bhasha Dams could be considered feasible. The abrupt way in which President General Musharraf announced the decision to build the dam,simply overruling the objections of t he smaller states, has sharply polarised public opinion.In Punjab the view is one of? its high time while in the other states, especially Sindh,the reactionhas been one of ? over my on the spur of the moment body?. The fact that the General literally dragged so controversial an issue off the backburner and thrustit into national centre stage without consideringthe predictable reactions from the smallerprovinces has left many aghast. untold has been said in the press, and the issue is still far frombeing resolved. KAROONJHAR DAMKaroonjhar Dam is a dam in Tharparkar, Sindh, Pakistan.MANGLA DAMAs per the Indus Waters Treaty signed in 1960, India gained rights for the Ravi, Sutlej and Beasrivers, while Pakistan, in addition to waters of above three rivers in her area and some monetarycompensation, got rights to develop the Jhelum, Chenab and Indus river basins. Until 1967, theentire irrigation system of Pakistan was fully dependent on unregulated flows of theIndus and itsmajor tribut aries. The agricultural break was very low for anumber of reasons, themost importantbeing a lack of water during critical growingperiods.This problem stemmed from the seasonalvariations in the river flow and the absence seizure of storage reservoirs to conserve the vast amounts ofsurplus water during periods of high riverdischarge. The Mangla Dam was the first development visit undertaken to reduce this shortcoming andstrengthen the irrigation system. The dam wasdamaged partly during anIndian Air Forcebombing in the Indo-Pakistani War of 1971 when the hydel project was hit by the bombs. The Mangla Dam projectThe Mangla Dam, the twelfth largest dam and third largest earth-filled dam in the world, is only115 km southeastern United States of Rawalpindi.One has to turn left from Dina Town and the dam on riverJhelum is about 14 km to the east. It was constructed in 1967 across the Jhelum River, about 100miles southeast of the federal capital, Islamabad. The main structures of the dam include 4embankment dams, 2 spillways, 5 power-cum-irrigation tunnels and a power property. The main dam is 10,300 feet long and 454 feet high (above core trench) with a reservoir of 97. 7square miles. Since its first impounding in 1967, sedimentation has occurred to the extent of 1. 13MAF, and the present gross storage capacity has declined to 4. 5 MAF from the actual design of5. 88 MAF. The live capacity has declined to 4. 58 MAF from 5. 34 MAF. This implies a reductionof 19. 22% in the capacity of the dam. The project was designed primarily to increase the amount of water that could be used forirrigation from the flow of the Jhelum and itstributaries. Its secondary function was to generateelectrical power from the irrigation releases at the artificial head ofthe reservoir. The project wasnot designed as a flood control structure, although some benefit in this respect also arises from itsuse for irrigation and water supply.In the centre of the dam there is a Gakkhar Fort from wh ere one can have a panoramic view of thelake. MIRANI DAMMirani Dam is located in Gwadar District, Balochistan,Pakistan. Mirani Dam multipurposeproject, is located on Dasht River, about 30 miles west of Turbat in Makran Division ofBalochistan, it envisages provision of dependable irrigation supplies for the development refirrigated agriculture on the two banks of the river. The project have been completed in November2006 and inaugurated by president Pervaiz of Pakistan.SHAKIDOR DAMThe Shakidor (Shadi Kor) dam is located near Pasni, in the Balochistan province of south westPakistan, 1,900 km (1,180 miles) from Islamabad and has a length of about 148 meters (485 feet). It was built in 2003, at acost of 45 million rupees (758,853 dollars), to provide irrigation water tothe nearby farms. On February 10, 2005, the dam burst under the pressure of a weeks worth of rain, killing at least70 villagers and dragging their bodiesto the Arabian Sea. ThePakistani military was sent intoemergency Sea rch and Rescue operations, saving 1,200 people but still having to account for over400 missing.SUKKAR BARRAGEThe Sukkur barrage is a barrage across the Indus river near the city of Sukkur, Pakistan. It wasbuilt during the British Raj from 1923 to 1932 as the Lloyd Barrage tohelp alleviate faminescaused by lack of rain. The barrage enables water to flow through what was originally a 6166-mile long network of canals, feeding thelargest irrigation system in the world, with more than5million acres (20,000 km? ) of irrigated land. The retaining wall has sixty-six spans, each 60 feet wide each span has a gate which weighs 50tons.TARBELA DAMTarbela Dam (or the National Dam), the worlds largest earth-filled dam on one of the worldsmost important rivers the Indus-, is 103km from Rawalpindi near Haripur District. It is a majorsource of Pakistans total hydroelectric capacity. Tarbela Dam is part of the Indus Basin Project,which resulted from a water treaty signed in 1960 between India and Pak istan, guaranteeingPakistan water supplies indie of upstream control by India. Construction began in 1968,and was completed in 1976 at a cost of Rs. 18. 5 billion. Over 15,000 Pakistani and 800 foreignworkers and engineers worked during its construction.It is the biggest hydel power station inPakistan having a capacity of generating 3,478 MW of electricity. The dam has a volume of138,600,000 cubic yards (106,000,000 m? ). With a reservoir capacity of 11,098,000 acre-feet(13. 69 km? ), the dam is 469feet (143 m) high and 8,997 feet (2,743 m) wide at its crest whiletotal area of the lake is 260 sq. km. It helps to maintain the flow of the Indus during seasonalfluctuations. A new, smaller hydroelectric power project has been developed downstream known as the GhaziBarotha Hydel force out Project.It is solely forgenerating electricity and has awater channel withthe highest flow in the world. While the dam has fulfilled its purpose instoring water for agricultural use in Pakistan,there havebeen environmental consequences to the Indus river delta. Reductions of seasonal flooding andreduced water flows to the delta have decreased mangrove stands and the abundance of some fishspecies. Permits are required for visiting the Dam. interest contact Public Relations Officer (PRO), Waterand Power Development Authority (WAPDA), Tarbela (Tel 051-568941-2).A No-ObjectionCertificate (NOC) from the Ministry of Interior (Shaheed-e-Millat Sectt. ), Islamabad is alsorequired for foreign visitors. DIAMER-BHASHA DAMDiamer-Bhasha Dam is the name of a dam that has been aforethought(ip) in the Northern Areas ofPakistan on the River Indus. It is located about 314 km upstream of Tarbela Dam and about 165km downstream of Gilgit. The dam is expected to create a large reservoir with a gross capacity of7. 3 million-acre feet (9 km? ) submerging large tracts of landin the Diamer district. The dam issupposed to have a power times capacity of 3. 60 megawatts and is expected to considerableeas e up the skewed hydro to thermal power generation ratio in Pakistan. It is expected that thedetailed drawings of the dam would be completed by March 2008, immediately after whichconstruction work shall begin. TANDA DAM (RAMSAR SITE)Tanda Dam is lcated inKohat District, North-West Frontier Province, Pakistan. The sitecomprises a small water storage area insemi-arid hills in thecatchments of the Kohat Toi River. Although most of the shoreline is steep, stony and devoid of aquatic vegetation, at the west endthere are some areas of gently shelving muddy shores with a small amount of emerging