...no longer heavily scrutinized for researching the topic. Mainstream science has and will continue to ridicule and humiliate any individual who expresses an interest in the topic of aliens or extra-terrestrials. However, as time and technology progress, there has been a vast amount of substantial evidence that continues to build in many scientific disciplines such as archaeology, astronomy, philosophy, anthropology and ancient history. The late Swiss author of multiple best-selling novels, Erich Von Daniken introduced a radical new theory that would cause an enormous paradigm shift. Von Daniken was educated in a strict Catholic boarding school. He and his classmates were made to complete translations of the Old Testament Bible from Greek to Latin, and then from Latin to German. Von Daniken discovered his fascination with extra-terrestrials once he began to study the book of Ezekiel and the story of his wheel. In 1968, Von Daniken wrote and published his first novel titled “Chariots of the Gods” and the birth of the Ancient Astronaut theory was born. Essentially, the Ancient Alien theory infers that aliens/extra-terrestrials visited the Earth in antiquity and were regarded as Gods. A valid question to contemplate, if we as mankind can travel to the moon and other planets, why couldn’t beings from other planets visit the Earth? Von Daniken has researched this topic on a detailed level for decades and has kept a well-organized itemized collection of evidence....
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...About romance, Northrop Frye argues that “with romance it is much harder to avoid the feeling of convention, that the story is one of the family of similar stories” (60). In his invaluable book The Secular Scripture: A Study of the Structure of Romance, Frye devotes a chapter to deal with a crucial convention in romance that is the journey to the underworld. Frye explains that in the literary imagination there are four levels of the universe, the lowest is “the demonic world of hell, in Christianity not part of the order of nature but an autonomous growth, usually placed below ground. (98)” The underworld as its name implies is believed to be situated in a lower place than the ordinary world. Conrad’s Malay and African works are read by many critics as dramatizations of the theme of descent....
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...Inspiration to Novel to Film Contemporary Authors Online. Novels for Students. Vol. 20. Farmington Hills: Thomson Gale, 2005. 137-39. Print. Contemporary Authors Online are the first to tell us that the events that happen in the novel are based on events that actually happened. They also tell us that it is influenced by Hunchback of Notre Dame. Although this article does not explain any differences between the novel and film adaptations, it does mention that with each new rendition of the novel comes with a bigger audience that is curious to learn more. Since this article does not explain any film adaptations, it does give us a more input on who Gaston Leroux...
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...OVERVIEW1 Radwan A. Al-Rasheed Saline Water Desalination Research Institute Saline Water Conversion Corporation (SWCC) P.O.Box 8328, Al-Jubail 31951, Saudi Arabia e-mail: rdc@swcc.gov.sa ABSTRACT Photocatalysis process, as an environmental application is a relatively novel subject with tremendous potential in the near future. This paper describes the basics of heterogeneous photocatalysis, mainly on TiO2 and the application of photocatalytic processes to water purification and treatment. The paper also reviews more than 50 references covering the wide scale of heterogeneous water phase applications. Finally, a short review of more interesting practical application of photocatalysis for the removal of natural organic matter from seawater is presented. 1. INTRODUCTION Heterogeneous photocatalysis is a rapidly expanding technology for water and air treatment. It can be defined as the acceleration of photoreaction in the presence of a catalyst. The initial interest in the heterogeneous photocatalysis was started when Fujishima and Honda discovered in 1972 the photochemical splitting of water into hydrogen and oxygen with TiO2 [18]. From this date extensive work has been carried out to produce hydrogen from water by this novel oxidation reduction reaction using a variety of semiconductors. In recent years interest has been focused on the use of semiconductor materials as photocatalysts for the removal of organic and inorganic species from aqueous or gas phase. This method has been suggested...
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...(MEG) ASSIGNMENT (For July 2015 and January 2016 Sessions) Compulsory Courses of M.A. English – 1st Year) British Poetry-01 British Drama-02 British Novel-03 Aspects of Language-04 School of Humanities Indira Gandhi National Open University Maidan Garhi, New Delhi-110 068 1 Master’s Degree in English Assignments for 1st year Compulsory Courses Course Code: MEG Dear Student, This booklet contains all the assignments of the Compulsory Courses of MA (English) 1st year namely: MEG-01 MEG-02 MEG-03 MEG-04 British Poetry British Drama British Novel Aspects of Language Each course will comprise one assignment of 100 marks. This assignment will be tutor marked. Aims: The TMAs are concerned mainly with assessing your application and understanding of the course material. You are not required to reproduce chunks of information from the course material but to use the skills of critical appreciation that you may have acquired during the course of study. These assignments aim to teach as well as to assess your performance. Please ensure that you read the texts and the accompanying study guides that we have prepared for you. Let me repeat: you must read all the texts prescribed. Do make points as you go along. If there is anything you do not understand, please ask your Counsellor at the Study Centre for clarification. Once you are able to do the assignments satisfactorily, you will be ready to take the exam with confidence. Instructions: Before...
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...(MEG) ASSIGNMENT (For July 2015 and January 2016 Sessions) Compulsory Courses of M.A. English – 1st Year) British Poetry-01 British Drama-02 British Novel-03 Aspects of Language-04 School of Humanities Indira Gandhi National Open University Maidan Garhi, New Delhi-110 068 1 Master’s Degree in English Assignments for 1st year Compulsory Courses Course Code: MEG Dear Student, This booklet contains all the assignments of the Compulsory Courses of MA (English) 1st year namely: MEG-01 MEG-02 MEG-03 MEG-04 British Poetry British Drama British Novel Aspects of Language Each course will comprise one assignment of 100 marks. This assignment will be tutor marked. Aims: The TMAs are concerned mainly with assessing your application and understanding of the course material. You are not required to reproduce chunks of information from the course material but to use the skills of critical appreciation that you may have acquired during the course of study. These assignments aim to teach as well as to assess your performance. Please ensure that you read the texts and the accompanying study guides that we have prepared for you. Let me repeat: you must read all the texts prescribed. Do make points as you go along. If there is anything you do not understand, please ask your Counsellor at the Study Centre for clarification. Once you are able to do the assignments satisfactorily, you will be ready to take the exam with confidence. Instructions: Before...
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...Materials trilogy introduces death sexuality, disobedience, rebellion and other themes that some adults may find irrelevant for children. Actually, I read Philip Pullman's Northern Lights (1995) twice. The first time was 10 years ago, during my preparatory education: I suppose, I was still a child at that time. During my reading g as a child , I was very amused by the bold adventure of the child female protagonist, lyra, the marvelous universe in which there is a split between the body and its demon, the witches, fantasy, travels and so on. That is all what I cared about the book. However, during my adulthood I came across the same book again and thought of revisiting it. Unconsciously, I approached it differently. I become more cautious to study the minutest...
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...implementation pg 5 References pg 6 Word count: (excluding references) 1,630 Word Count: (Report and Curriculum Plan combined) 2,499 Curriculum Focus The curriculum plan that I have designed is aimed at a Year 8 English class. I have selected the novel ‘Holes’, by Louis Sachar, and have built a novel study around the text. The plan is a six week unit, and the intention is for students to engage with the text, while completing scaffolding tasks to build up to a written piece of assessable work. I have selected this particular novel for a couple of reasons. The language used is fairly simple, and this will assist with student understanding of the text. Also, as this novel has been turned into a film, students have the option of watching the film in their spare time (or as a part of their activity booklet), to assist in attaining meaning from the text. As the ‘choice of curriculum, instruction, and discipline styles can be the difference between success and failure…’ (Obiakor, 2002), I have attempted to include a level of flexibility within the curriculum so that the individual teacher can teach to their own strengths regarding instruction; however, I have also attempted to pick the most engaging and relevant novel that I could find to make the learning as meaningful as possible. School & Class Context The unit has been designed to be taught at my school. All students have access to computers in all lessons. Our school streams English classes into mixed ability...
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...will be firm And that its existence will be passed in happiness And that it will never know sorrow. For in his lifetime he poured out gold and silver for his bequest And no man can say that fortune has been wasted Which has been spent to such an end. Badi, who has seen this, when the bridge was completed gave this tarah. “May Allah bless this building, this wonderful and beautiful bridge.” (68) Published in 1945, the novel, The Bridge on the Drina, is a moving, semi-fictional account of a bridge over the river Drina in Bosnia. Set in the small village/town of Višegrad, the novel spans from the late sixteenth century to the beginning of the First World War. Written in anecdotal style, The Bridge on the Drina relates the suffering of various peoples in relation to the bridge. The extended metaphor of a decaying bridge, paralleled with a decaying Ottoman Empire is an extremely intriguing one, one that captures and retains the reader’s attention. At the book’s conclusion, the bridge is destroyed by the Austrians, who blow an enormous hole in the center of it at the beginning of World War I; much like the Ottoman Empire is destroyed by the end of the war. Dr. Ivo Andric was a native to Bosnia, having spent much of his life in Višegrad. (7). The bridge was a monumental remnant of the Ottoman grip on this region, however, over time, the bridge was adapted as a more local landmark, albeit one with an incredible history. The bridge over the Drina is featured in folklore...
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...same drive that prompted a young Victor Frankenstein to attempt to create life in Mary Shelley’s novel with disastrous results. Shelley’s novel was more than likely not meant as encouragement to any would be scientists of her time. Rather, Shelley’s novel explores the dangers that come with extreme ambition and the act playing God while...
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...Describe the environment the novel presents. As section 1 progresses one observes the interaction between snowman and the children. The children recognition of basic items that in today’s world we know of and use is a rather bizarre idea to the reader. In today’s world we would know exactly what a … but in their instance it was considered a foreign object except to snowman who was considered an outsider and different from the others. These observation led me to believe that they were in a state of destruction and change, an apocalyptic era. Their environment seemed as if it was being changed by a controller “crake” and not for the good of mankind as the sun had holes in it. What do you learn about the narrator, Snowman. Snowman is different from the others especially the children. He can’t go in the sun, he has little to eat, the other of different color eyes yet they all have green eyes which is how “crake” wanted humans to look. He is from the past before the drastic eventful changes were made to mankind and earth. He’s very survival of the fittest yet extremely bitter and lonely from human contact. He studied liberal arts and he is empathetic. He has knowledge of what use to be. He lonely wants someone to talk to and have human contact. What questions do you have about the situation in which he finds himself in the present? Why am I here, still living? How can I make a change? Should I teach these children? How do I live in a world that is so different? Why do the kids...
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...Anthony Moore Psych 303-01 Dr. Katilius-Boydstun May 1, 2007 Annotated Bibliography Stressors and Their Effects on Exploratory Behavior Good, Mark, and R. C. Honey. "Dissociable Effects of Selective Lesions to Hippocampal Subsystems on Exploratory Behavior, Contextual Learning, and Spatial Learning." Behavioral Neuroscience 111 (1997): 487-493. PsychARTICLES. EBSCO. Saint Xavier University, Chicago. 24 Apr. 2007. Keyword: Exploratory behavior. The aims of this test were to assess the effect of hippocampal lesions applied to rats on both exploratory behavior and contextual freezing, and to examine the idea that neural mechanisms are shared in contextual learning and spatial learning. There were three groups in the experiment: a control group (14 rats), a group that was given lesions of the hippocampus proper (10 rats), and one that received lesions of the entorhinal cortex (8 rats). For the first part of the experiment, the rats were placed in a chamber and were given half-second footshocks every 30 seconds after being observed for three minutes. For the second part, for the first six days, rats were placed in a water maze at a randomized position and swam to a hidden platform in the pool (this was a “training” period). For half of each of the groups, the platform was placed in the northwest quadrant of the pool, and for the other half it was placed in the southeast quadrant. On day seven, the platform was removed and the time each rat spent in each quadrant...
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...Running head: Adolescent Literature in the Content Area Classroom Adolescent Literature in the Content Area Classroom Kimberly O’Brien Grand Canyon University SED 523N Adolescent Literacy August 3, 2010 Abstract Knowing how to increase student’s literacy skills in math, science and social studies is to teach student’s meaning of the words, historical information, and formulas the teacher instructs the student to learn. If all of the students are to figure out math equations whether in a story or numeric form, the student needs to read for the meaning, and just not the words or numbers. Adolescent Literature in the Content Area Classroom Teachers should always question themselves regarding the student’s ability to comprehend, complete the task, and whether the student’s are retaining the vocabulary instruction objectives. Interacting with other students gives each other more knowledge because, each student has different perceptions of any given answer the next student may not have thought of. As students move through the different areas when learning different types math, the support of the teacher is critical as a couch instead of the giver giving the students the opportunity to used their own minds, thoughts, and actions. Introduce a new way when teaching math. First, list what students already know...
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...The book that I chose for this book review is Thinking Fast and Slow by Daniel Kahneman. He is an Israeli-American psychologist and winner of the 2002 Nobel Prize in Economic Sciences. He is notable for his work on the psychology of judgment and decision-making, behavioral economics and hedonic psychology. The main thesis of the book is quite simple. When judging the world around us, we use two mental systems: Fast and Slow. The Fast system (System 1) is mostly unconscious and makes snap judgments based on our past experiences and emotions. When we use this system we are as likely to be wrong as we are to be right. The Slow system (System 2) is more rational, conscious and slow. They work together to provide us with a view of the world around us. Together, they shape our impressions of the world around us and help us make choices. System 1 is largely unconscious and it makes snap judgments based upon our memory of similar events and our emotions. System 2 is painfully slow, and is the process by which we consciously check the facts and think carefully and rationally. Problem is, System 2 is easily distracted and hard to engage, and System 1 is wrong as often as it is right. System 1 is easily swayed by our emotions. Some examples he cites include the fact that pro golfers are more accurate when putting for par than they are for birdie, regardless of distance, and people buy more cans of soup when there's a sign on the display that says "Limit 12 per customer." An easier way...
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