Effects of Childhood Experiences on Self Injurious Behavior in Adulthood

Effects of Childhood Experiences on Self Injurious Behavior in Adulthood The four articles investigate different aspects concerning how incidents that one went through as a child may have an effect on adult behavior that includes inflicting pain and injury on oneself. Gratz, Conrad and Roemer (2002) examines the possibility of issues for premeditated personal hurt among university going scholars.Advertising We will write a custom report sample on Effects of Childhood Experiences on Self Injurious Behavior in Adulthood specifically for you for only $16.05 $11/page Learn More Some of the concepts that are associated with self infliction of harm according to Gratz are not limited to: unsteady affection, infancy severance, expressive disregard, sexual exploitation and disassociation gender orientation also affects how men and women react differently to these situations. One gender may become severely affected by the above causes than the other gender. The fact that men and women react differently in such conditions brings about the i ssues of gender differences when it comes to the topic of inflicting harm on oneself and for different reasons. According to Fleige, Lee, Grimm Klapp (2009) self injurious behavior with no intention of killing oneself is a grave health concern and it is looked upon as a medical spectacle by itself. Bodily self inflicted harm is possible at any age to any person but the rates are higher when it comes to adolescents and adults. The reasons as to why people turn to inflicting harm on themselves according to Fleige are: environment surroundings, character, childhood sexual abuse, nervousness, misery and assertiveness, low expression of emotions, low sense of worth and dissociation. The combination of feelings that individuals experience and their surroundings may make self harm go a notch higher as the surroundings are a factor of how individuals feel and handle their emotions. In reference to Briere and Gil (1998) self mutilation is a behavior used by individuals as a scape goat. This in simpler terms means that individuals turn to self mutilation to escape the reality of disassociation, emotional anguish and post traumatic stress.Advertising Looking for report on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Childhood sexual abuse was found to be a major reason leading to self mutilation. This tells us the main reasons of self mutilation according to Briere and Gill (1998) are to flee from ones day to day life and create a world for themselves where the individuals can focus all their attention in their mutilations while at the same time blocking out their surroundings and the simple truth about their lives. Bessel et al (1991) suggested that grownups who take part in self damaging behavior have in the past undergone trauma and had interrupted care from their parents or care providers. This study was based on the links between infancy distress, interrupted affection and personal demolition through the use of data collected previously and probable data. This study concludes that causes of self damaging behavior have strong relations to incidents that happened to one as a child (Bessel, Perry Herman 1991). Each study had its own hypotheses that were being researched on. The following were the hypotheses of each of the studies. Gratz et al (2002) based their study on the probability of reasons for intentional self infliction of harm among university attending students. The hypotheses were: H1-what are the factors that make college students delibaretly inflict harm on themselves. H2- how often do these factors occur? H3-what can be done to reduce the prevalence of the risk factors that push college student’s to turn to self harm.Advertising We will write a custom report sample on Effects of Childhood Experiences on Self Injurious Behavior in Adulthood specifically for you for only $16.05 $11/page Learn More Fliege et al (2009) study was based on health issues that are related to and largely concerned with the behavior of self harm. There hypotheses were: H4-is conscious self harm a disease or a severe medical challenge? H5- can conscious self harm be classified as and studied on its own as a clinical phenomenon? Briere and Gil (1998) based their study on the reasons as to why individuals inflict harm on themselves consciously. Their hypotheses were: H6- which gender engages in this type of behavior more? H7-what makes individuals engage in self mutilation. Bessel et al (1991) based their study on childhood sources of self destructive behavior. They used the following hypotheses: H8- what is the relationship between childhood incidents and self destructive behavior H9- is self destructive behavior in adult hood encouraged by traumatizing occurrences that took place in ones early life.Advertising Looking for report on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More In order for the researches to prove their hypotheses and come up with concrete answers to the questions and suggestions above they put different methods to use so as to have a vast area of knowledge covered and have a strong base for their hypotheses. Fleige, Lee, Grimm Klapp (2009) used recorded German psychological literature data to support their study and only aimed at finding relevant information that was concerned with bodily harm with the intention of taking ones life and information that concerned bodily harm without the intention if taking ones life. Their study also made use of researches on suicidal tendencies that only focused on non suicidal self destruction. Briere and Gil (1998) put to use the general population samples, clinical groups self recognized self mutilators. The general populations were mailed questionnaires that they were to fill concerning the subject matter of self mutilation. Clinical samples were based on analysis of victimization history and divided in relevance to self-report history of sexual and physical abuse. The self mutilating sample was taken through adverts in popular magazines and publications focusing on child abuse survivors which were the handed out at abuse-survivor conferences. Bessel et al (1991) sample were seventy four individuals who had personality disorders or bi-polar disorders were put under observation for an average of four years and observed for self destructive behavior not limited to suicide trials, self damage and eating disorders. These characteristics were then connected with independent acquired self reports of childhood trauma interruptions of parental care and dissociative observable facts. Different individuals were sampled in the studies and each study had their samples as follows: Gratz, Conrad Roemer (2002) used a voluntary based sample of one hundred fifty nine students who were majoring in psychology in one university that was multiracial and multicultural however twenty six of these ch ooses participants were not used as their information was lacking. Therefore only one hundred and thirty three students whose age was in the range of eighteen to forty nine years with a mean of22.73 years were used. Out of this sample 67% were female, 62% were white, 18% were Asian, 10% African American, 5% were Hispanic, 5% were of other races, 83% of the sample were single and 96% were heterosexual. This shows that the sample contained a variety of people who were of different ages, races, and different sexual orientation. These participants were fully informed of what the study was about and what it entailed afterwards the participants were debriefed and offered contacts that could be of help to people who took part in self harm behavior. Fliege et al (2009) used written literature from previous years and their samples were based on fifty nine original papers that were written on correlating factors that led to conscious self damaging behavior. Briere and Gill (1998) had differen t samples for each of the areas they were studying: for the general population sample the sample consisted of: a total 927 subjects and a return rate of 64%. The mean age of the full sample was 46 years range= 18-90. Most subjects were married 56% followed by separated or divorced 17% and single 18%. Of the total sample, 50% were male, and 75% were white, 11% black, 7% Hispanic, 3% Asian, 2% Native American, and 2% other. The two most common income levels were $10,000-$ 19,999 20% and$20,000-$29,999 19%. The clinical sample consisted of a total of 390 individuals: 203 women and 43 men recruited by ten therapists from their outpatient clinical practices, and 101 females and 43 males from two general psychiatric inpatient units. The mean age of subjects in the combined clinical sample (inpatient and outpatient) was 36 years (range=18-58. Three hundred fifteen 81% were white, 12% Hispanic, 6% black, and five 1% Asian. The self mutilating sample consisted of: a final sample of 93. Of th e 93 subjects, 89 96% were female. The average age was 35 years and the modal race was white 91%. Marital status was well-represented across three groups: single 41%, married 31%, and separated/divorced 27%. Modal education was some college/university 31%, followed by an undergraduate degree 20%. Bessel et al (1991) sample comprised of young adults between the ages of 18-39 years and was gathered from clinical settings at Cambridge Hospital form adverts in local dailies and the local probation department. These four articles though extensively research on the topics they are concerned with; they leave out the fact that self mutilation behavior may be caused by other reasons other that those associated with childhood trauma as all four cases indicate. These four cases emphasize on the fact that childhood trauma is the leading major cause of self harm but there may be other underlying reasons that may cause these behaviors. The good thing about these researches however is the fact tha t some of the samples taken were normal people who do no t have any history of psychological problems this shows us that not only people with psychological issues can have such characteristics but also normal people can participate in these activities. These studies give us a wide range of knowledge when it comes to assessing why, how and who engages in such detrimental behaviors and also they give suggestions on how such people can be helped to become better and stop hurting themselves willing. Reference list Bessel, V. A., Perry, C. Herman, L. J. (1991). Childhood Origins of Self-Destructive Behavior. American Psychiatric Association, 148, 1665-1667. Briere, J. Gil, E. (1998). Self-Mutilation in Clinical and General Population Samples: Prevalence, Correlates, and Functions. American Journal of Orthopsychiatry 609-620. Fleige, H. Lee, J-R., Grimm, A, Klapp, F. B. (2009). Risk Factors and Correlates of Deliberate self-harm Behavior: A systematic Review. Journal of Psychosomatic Re search, vol. 66, 477-493. Gratz, L. K., Conrad, D. S. Roemer, L. (2002). Risk Factors for Deliberate Self-Harm Among College Students. American Journal of Orthopsychiatry. Vol. 72, No. 1,128-140.

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Buddhist Ethics and Emotivism - Essay Example I was introduced to the dos and don’ts of the family at a very tender age and; by the time I went to grade one, I was aware of the acceptable forms of behaviour in the family and I had embraced my family’s ethical viewpoint. In the school, our teachers also orientated us to the school’s code of conduct which prohibited any form of indiscipline. So, throughout my primary school study years, I had never doubted the rationality of the ethics that I had been introduced to by my parents and my teachers. The turning point in the journey of the development of my ethical viewpoint came when I went to High School. In High school, I met students who had completely different moral view points from the one I had. For instance, while as a child I had been taught that stealing is unethical under all circumstances. In High School, however, I met some students who believed that stealing is morally justifiable under some circumstance. These students made me to rethink my moral worldview and to ask myself some hard questions. For instance, I asked myself whether stealing really is unethical under all circumstances. As I was reflecting on these questions, all my pens were stolen most probably by my fellow classmates who did not see anything wrong with stealing; I had carelessly left my pens on the table when they were stolen. This event presented a real moral dilemma to me. This is because before going to High School, my parents had strictly warned me against losing any of the stationery that they had bought me; my parents had warned me that if I lose the stationery, through carelessness, they wouldnâ €™t buy me any other. So, I was faced with the moral dilemma of whether to steal another pen from my classmates, or to lie to my parents that it was not through carelessness that I had lost the pens so that they could buy me other pens. Eventually, I chose the lesser evil, i.e. to lie to my parents so that they could buy

Ocean Carriers Term Paper Example | Topics and Well Written Essays - 500 words

Ocean Carriers - Term Paper Example A discount rate of nine percent is used by the ocean carrier. Having in mind that, during the 8 days, the customers would not be charged and each and every new vessel will be devaluated or depreciated on the basis of a straight line for over twenty five years. The market rate that prevails in the daily spot is averagely twenty two thousand ($20,000) dollars every day. A discount rate of nine percent is used by the ocean carrier. While viewing at the projections carried out by analysts of Linn and present growth expectation in the ore and iron markets, the long run view for the sinking bulk industry look promising (Chandraiah 88). The increasing exports of ore and iron will make the demand for sinking to increase. It may also permit shipping firms to enlarge their rates. Nevertheless, as rates start to drop immensely and every shipping vessel needs a huge long-term investment, much risk is attached to the firm. Thus, projections should not, in any way, be considered entirely reliable. In the following year, every day hire rates would likely decline as the ore and iron market is anticipated to enlarge in two years’ time. As a result of the decrease in demand for the new shipping vessel, the price will considerably go down. Assuming that ocean carriers are to be subjected to an American tax rate of thirty five percent (35%), using a nine percent (9%) rate of discount, and anticipated every day hire rates foretold by analysts, the agreed upon lease does not seem to translate into profits. This is because of the large investment that was made at the initial stages (Berezin

Calcutta University Essay Example for Free

Calcutta University Essay It is a great pleasure for one who engages oneself in writing a preface of this nature relating to a noble cause – cause of spreading education in a region suffering from many shortcomings in the field of higher education. North Bengal as a region is full of rich social systems with diversified cultural heritage and only through proper educational facilities can these sociocultural diversities be made known to other parts of this country. With this definite purpose in view, our University started imparting higher education through the Distance Education mode – a mode hitherto unpractised and untested. As the seat for higher learning in this vast region, is well aware of its social commitment – commitment to reach every nook and corner with the lamp of education. We believe and it is admitted that Universities and other Educational Institution should play the role of a catalyst for social change which is again dependent on large scale participation of the young people in the policy formulation process, may be directly or indirectly. In fact, with this end in view, the University decided and decided rightly, to open the door of higher education to the lakhs of young but aspiring people in this region. It is really heartening to note that the response the University has received and is receiving is simply overwhelming. It shows that the decision of offering education through Distance Education mode is not only justified but also relevant. Distance Education programme which is being carried through the Directorate of Distance Education, University of North Bengal cannot be successful without the support and cooperation from all sections of the population. Such an enterprise by University runs on a reciprocal basis – a reciprocity which can build a solid foundation in this respect. The University should be considered as a rallying point around which all the education loving people of different cross section of the society should come closer. The enterprise is loaded with ambition – the idea of making a brighter tomorrow. What is needed is the application of collective wisdom and in this respect, our region does not, in any way, lag behind. Sincere effort and dedication will ultimately win. Prof. Pradip Kumar Sengupta Director 5 6 TH E C O LLEG E STU D Y C EN TR ES Balurghat College Distance Education Centre P. O. Balurghat, Dt. Dakshin Dinajpur, PIN – 733 101 Co-ordinator Shri Purushottam Haldar, Department Of Chemistry Phone – (03522) 255392 (O)/ 257521 (R) Jalpaiguri A. C. College Distance Education Centre P. O. Dt. Jalpaiguri, PIN – 735 101 Co-ordinator Dr. Dhiraj Kumar Basak, Reader in Physics Phone – (03561) 255554 (O), 255861 (R) Kurseong College Distance Education Centre P. O. Kurseong, Dt. Darjeeling, PIN – 734 203 Co-ordinator Sri Rohit Sharma, Senior Lecturer in Commerce Phone – (0354)2344223(O), 2330196 (R). Malda College Distance Education Centre P.O. Dt. Malda, PIN – 732 101 Co-ordinator Md. Jafrullah, Selection Grade Lecturer in Accountancy Phone – (03512) 220807 (O), 250175 (R) Raiganj College (University College) Distance Education Centre P. O. Raiganj, Dt. Uttar Dinajpur, PIN – 733 134 Co-ordinator Dr. Chinmoy Basu, Reader in Physics Phone – (03523) 252564 (O), 253733 (R) Siliguri College Distance Education Centre P. O. Siliguri, Dt. Darjeeling, PIN – 734 401 Co-ordinator Prof. Mrinal Kanti Ghosh, Reader in Physics Phone – (0353) 2436590 (O), 2512770 (R) University B. T. Evening College Distance Education Centre P. O. Dt. Cooch Behar, PIN – 736 101 Co-ordinator Sri Aniruddha Burmon, Lecturer in English Phone – (03582) 222714 (O), 226729 (R) Dambar Singh Degree College, Gangtok, Sikkim Sri Suresh Chettri, Lecturer in -charge Phone- (03592) 281743 7 1. THE UNIVERSITY OF NORTH BENGAL : The University of North Bengal was established by an Act of the West Bengal Legislative Assembly in November 1962 and affiliated to the University Grants Commission under section 2(f) 12(B). It was assigned the mandate during the course of its establishment of providing teaching, training and research in various branches of advanced learning and promoting the dissemination of knowledge to fulfill growing socioeconomic and technical manpower needs in the six northern districts of West Bengal known as North Bengal and the neighbouring state of Sikkim. The campus occupies an area of about 330 acres, 9 km outside Siliguri Town, the gate way of North East India and Bagdogra Airport, the only Air Port in North Bengal in the Terai region of Darjeeling district. The University Act was revised under West Bengal Act of XXV of 1981 and it came into force with effect from September 16, 1981. The University has played a pioneering role since inception in spreading higher education and inculcating scientific attitudes within the predominantly rural areas that comprise its vast jurisdictional territory. Well over 36,000 undergraduate students and over 1500 postgraduate students and scholars now enroll at different courses under the formal system of the University during any given year. Besides the territory under its immediate jurisdiction, the University also gets students and scholars from adjoining areas in Bihar and the North Eastern states of the country, as also from SAARC countries like Bhutan, Bangladesh and Nepal. Several pioneering contributions made by researchers at the university have contributed to wider understanding of the special problems that confront the Eastern Himalayan and sub-Himalayan region and have provided practical inputs for current developmental interventions in the region. The University offers courses in various disciplines under the faculties of Arts, Commerce Law, Science and in Medicine through its 73 Under Graduate Colleges including Engineering, Pharmacy, Medicine, Dentistry, Management and 21 Post Graduate Departments and 12 Centres. A part from the traditional programmes, the University has played a pioneering role in launching various professional job-related courses to help students interested in acquiring special skills to enhance their learning and earning capabilities. Besides the University is also offering various courses under the Distance Education mode to cater to the needs of further education of thousands of deserving students, particularly in remote areas through its Directorate of Distance Education. 2. THE DIRECTORATE OF DISTANCE EDUCATION : The Directorate of Distance Education of the University of North Bengal was established in the year 2000 by a decision of the Executive Council of the University. It has introduced M. A. / M. Sc. / Bridge Courses in Bengali, 8 English, Nepali, History, Political Science, Philosophy and Mathematics under the Distance Education mode. It has also introduced B. A. (General) course at the Under Graduate level under the same mode. So far the Directorate has developed College Study Centres (see section 5 for details) in any one of which a candidate can pursue distance learning according to his/ her convenience. 3. OBJECTIVES OF THE DISTANCE EDUCATION COURSES : The main objective of the Distance Education is to widen the base of higher education among students who do not get opportunities to avail such education in the formal sector through admission as regular students in a University. Distance Learning or teaching through Distance Education courses is now a popular mode. It is recognized as an effective method of instruction in all advanced countries of the world. In the fast developing socio-economic milieu of today, educational facilities need constant refurbishing and augmentation. It is now acknowledged by the academics of all shades that it is learning, which is important, and not the channel or the process through which one gets enrolled for education. The educational system in India has been transforming from time to time taking into consideration the socio- political needs and economic conditions of the society. Although the contribution to several of branches of learning by the conventional educational system cannot be underestimated, the fact remains that education through the formal mode is accessible only to a few. The distance or open educational system has become an alternative mode of imparting instruction and has been meeting the demand for education of millions of people at different levels. It is an effort not only to solve the problem of over crowding in our educational institutions but also to equip the community with tools and skills to gain professional competence. However, every system has its own limitations and similarly every branch of study can not be opened through its system. Realizing the importance of the system the University of North Bengal has opened up its gate to this system of study to selected branches of disciplines at the PostGraduate level only at the initial stage. Later on it has introduced the same at Under-Graduate level within the given constraints. It may be noted that the Government of West Bengal has issued Order/ Notifications to the effect that Degrees obtained through Distance Education/ Correspondence modes shall be treated on a par with those in the formal/regular modes. The University Grants Commission has also recognized this course on a par with regular courses. 4. ELIGIBILITY FOR ENROLMENT: B. A. (General) : Any person having passed Higher Secondary (10+2) or equivalent examination from any recognized Board/ Council of Higher Education are eligible for enrolment provided he/she has obtained qualifying marks in each of minimum five subjects. The enrolled students shall be eligible to appear at the Part I/ II examination in the year corresponding to the regular students. A candidate securing at least 30% marks at the B. A. Part -I examination in each subject and in the aggregate 9 shall be eligible to appear at the B. A. Part-ll examination. Elective subjects to be offered other than compulsory subjects at the B. A. (General) course are Bengali, English, Nepali, Political Science, History, Sociology, Education and Philosophy. Bridge Course: Any graduate in the B. A. / B. Sc. (pass) (10+2+2 Pattern) from any recognized University is eligible for enrolment to this course provided that anyone of the subjects mentioned below must have been studied in the graduation level as an elective subject. Subjects: Bengali, English, Nepali, Political Science, History, Philosophy Mathematics. B. A. / B. Sc. (Honours) graduates (10+2+3 pattern/ equivalent) who have not studied any of those subjects as an elective subject in the third year but only in previous years are also eligible for enrolment. Duration of the course is one year. A candidate securing at least 34% marks shall be eligible for enrolment at the Post-Graduate Part – I on that subject under Distance Education mode. 5. ENROLMENT SCHEDULE : Candidates are required to submit the Application form for enrolment at the Directorate in the prescribed application form either in person or by post along with prescribed fee in cash in the University cash counter/ S. B. I. NBU Campus Branch counter or demand draft drawn in favour of the University of North Bengal on S. B. I, N. B. U. Campus Branch. Besides, candidates may also submit the Application form for enrolment along with prescribed fee through a crossed demand draft drawn in favour of the University of North Bengal payable at S. B. I, N. B. U. Campus Branch at N. B. U. Calcutta Camp Office, S-2/ 1, flat No. 1, Sector III, Block – FC, Shrabani Abashan, Salt Lake, Kolkata – 700 091 and the following colleges : Balurghat College, Malda College, Raiganj College (University College), Siliguri College, Kurseong College, Ananda Chandra College, Jalpaiguri a University B. T and Evening College, Coochbehar and Dambar Singh Degree College, Gangtok. Prescribed Application Form and Prospectus will also be available in these colleges and N. B. U. Calcutta Camp Office on payment of price of application Form and Prospectus through a crossed demand draft following the procedure mentioned earlier. 6. FEE STRUCTURE (IN RS. ) : Particulars B. A. Part -I 200 3,000 500 50 150 – 200 B. A. Part II 200 2,000 500 – 150 150 – Bridge Course 200 2,500 500 50 150 – 200 Enro1rolment Fee Cost of Study Material Examination Fee Identity Card Centre Fee Diploma Fee Registration Fee* 10 Late Fee Other Fees Examination reappearance Fee Defaulters Fee for not completing students sheets (assignment) Response 100 100 100 500 500 500 500 500 500 *For students other than North Bengal University. All fees shall be payable in one installment at the time of enrolment. Additional fees (if applicable) are to be paid at the time of filling up of the examination forms. Note : In cases where application forms are downloaded from University’s Website, the candtdate have to deposit Rs. 200/- in cash or through Bank Draft as fee for application and prospectus. 7. MODE OF PAYMENT : All payments should be made through a crossed Demand Draft drawn in favour of the University of North Bengal payable at State Bank of India, N. B. U. Campus Branch. Payments may also be paid in cash in the Cash Counter of the University Finance Branch and State Bank of India, N. B.U. Campus Branch. 8. MEDIUM OF INSTRUCTION : Study materials will be supplied to the students either in Bengali or English at their choice mentioned in the application form for enrolment but one can write both in Bengali, English or Nepali on his/her answer papers in the examinations and also on assignment sheets, subject to the condition that only one particular language shall be used during examination. 9. SYLLABUS : The syllabi to be followed in the B. A. (General) course under Distance Education mode shall be similar to the regular B. A. (General) courses in the subjects concerned. For Bridge courses, the syllabi will be supplied to the enrolled students. Qualifying marks for appearing/taking the B. A. (General) part II examination are similar to that of the regular students. A candidate is required to complete the course in maximum four academic years from the date of joining to this course. Those who will not be able to complete the course within four years shall have to re-register as fresh candidates. 11 10. METHOD OF INSTRUCTION : Study Material : Instruction/Course Materials for each paper will normally be available from the college Study Centres as per choice of the students. Enrolment cards of the students will be dispatched to the students by post. Those intending to collect enrolment cards in person may collect the same from the Directorate of Distance Education. Assignments: There shall be assignments for every paper both for Part – I Part – II examinations carrying 15% marks. Candidates shall be required to complete the respective assignments and send it to the competent authority by post or in person within the stipulated time. There shall be two periodic assignments for each paper, the best of which in terms of marks shall be counted. The same is applicable for Bridge Course students. Personal Contact Programmes (PCP) : Personal Contact Programmes (PCP) to be organized in the colleges mentioned in item 5 or elsewhere within North Bengal will involve interaction with the teachers/counsellors. Duration of Personal Contact Programmes will normally be 8 – 10 days each for B. A. (General) Part – I, Part – II Bridge Course. PCPs may be organized in College Study Centres other than that where a candidate has taken admission in cases whose subject wise clusters of Colleges have been made due to insuffiency of students in a subject at a College Study Centre. Personal Contact Programmes shall be compulsory for a candidate for appearance at a University examination. 11. EXAMINATIONS: Examination Forms for all the courses shall be sent to the concerned students with all relevant information well in advance from the Controller of Examinations. The students shall have to fill the Examination Form as per given instructions and send the same to the university along with the Demand Draft of all fees by Registered Post so as to reach the University before the specified date. Admit Cards shall be issued to the candidates along with the  programme schedule well in advance of commencement of the examinations. 12. SCHEME OF EXAMINATION: B. A. (General) Part –I and Part – II Examinations will be held at the end of second year and third year respectively. Examination for Bridge Courses in Bengali, Nepali, English, History, Political Science, Philosophy, Mathematics will be held at the end of the course (one-year). 12 13. AWARD OF CLASS/ DIVISION : Students will be awarded Class/ Division as per rules of the University applicable for the Regular Courses. 14. RULES FOR REGISTRATION/ MIGRATION CERTIFICATE : The candidates who have obtained their Graduate/ Post graduate Degrees of North Bengal University and have not migrated to any other University will be required to mention the Registration Number along with the session. Candidates who are from outside North Bengal University shall be required to submit Migration Certificate in Original at the time of enrolment. Otherwise the enrolment shall remain as provisional upto two months, after which the Directorate of Distance Education reserves the right to cancel the enrolment without any financial liability on its part. 15. ENROLMENT/ROLL NUMBER : Every candidate who is admitted to the Directorate shall be assigned an Enrolment/ Roll No. which shall be valid during the entire period of the course when he/ she continues to be a student of the Directorate of Distance Education. In all communications addressed to the Directorate, the student must mention his/ her Enrolment/ Roll No. in full. Correspondence without the Enrolment no. will entail delays and difficulties both to the Directorate and the students and at times the office may not be in position to respond. 16. IDENTITY CARD : The Directorate shall supply each candidate an Identity Card. The blank Identity Card sent with Prospectus containing the Application Form must be filled up properly. The particulars may be attested by a College/ University Teacher/ Officer. The Identity Card must be preserved till completion of the course. This Card must be produced whenever required by the authorities and at the time of Personal Contact Programme (PCP), University examination and other purposes. The candidate shall be responsible for the safe-keeping of the I. D.  card ,the loss of which must be reported to the local police station before a duplicate card will be issued. A mutilated card must be replaced by paying requisite fees. 17. DOCUMENTS TO BE ATTACHED WITH THE APPLICATION FORM FOR ADMISSION : The following documents must be attached with the Application Form and any lapse in this connection may result in the delay in finalization of the admission process: 13 a) Prescribed fees by Demand Draft in favour of North Bengal University payable at State Bank of India, North Bengal University Campus Branch. b) Original proof for date of Birth i. e. Admit Card/ Certificate (M. P. / H. S. or equivalent), Marksheets, University Registration Certificate, other testimonials (to be returned on the same date) and attested copies of them is to be submitted. Original documents will be returned by post after the admission to the students who apply by post. The same can also be collected in person. c) Migration Certificate in original from the University studied (if applicable). The Migration Certificate shall not be returned. d) Recent stamp size photographs of the candidates (not to be attested) are to be pasted on the application form and on the Identity Card. 18. GENERAL INSTRUCTIONS : a) If a candidate desires to obtain Migration Certificate from the Directorate of Distance Education by discontinuation of study, all the prescribed fees including those for the Part – II course shall have to be paid. There shall not be any fee concession to any category of students. Fee once paid by the candidate will neither be refunded nor adjusted. b) Candidates are not eligible for concessional Bus Fare Bus). (University c) If any of the dates mentioned in the Notification/ Circular etc. happen to be a holiday/ bandh, the relevant documents shall be accepted on the next working day. d) At the backside of the Demand Draft all particulars of the candidate must be provided. 19. CONTACT ADDRESS : All correspondences should be addressed to – The Director Directorate of Distance Education University of North Bengal Raja Rammohunpur P. O. North Bengal University Dt. Darjeeling, PIN – 734 430 West Bengal, India Phone : (0353) 2582116/ 2582117/ 2582218 Fax : 0353 2581546 Visit us at http//dddnbu. tripod. com E-mail:[emailprotected] com 14 NBU Kolkata Camp Office: S-2/1, Sector 3, Block FC, Shrabani Abasan, Salt Lake, Kolkata-91. Ph. No. (033) 23371836. 15 16.

Langston Hughes Poem, Without Benefit of Declaration :: Without Benefit Declaration Essays

Langston Hughes' Poem, Without Benefit of Declaration "BE ALL THAT YOU CAN BE." This phrase is run on commercials in an attempt to try and recruit men and women to enlist in the United States Army. The commercial shows men and women completing obstacles and high tech training. Some other commercials for the United States Armed Forces use tactics, such as; awarding money for college after the recruit has spent a given amount of time in their Army, Navy, or Air Force. But, what the commercials fail to do is to depict the reality of any soldier's life post war. These commercials are not alone with false advertisement of war; Hollywood movies and books have also contributed. Society has come to glorify war and have forgotten the consequences of the men and women who went to fight for their country. In movies, a soldier's homecoming is depicted as one of honor and courage. Hollywood tends to glamorize war and not show the true effects of the mentality of a woman or man who have just returned home after the war. In the poem, "Homespace", by Anthony Grooms, the psychological state of the soldier's return home is displayed more true to that of Hollywood's. The boy returns home and is embraced by his mother. The family has a barbeque for the boy's homecoming. Even though he is at home, where he should feel safe and secure, the boy remains in war-like state of mind. He isolates himself from everyone else, "I made myself busy with the fire/ So I wouldn't have to talk," (Line 7-8). The young man, "heard screams" (Line 9), when fuel was added to the coals. Men and women of war are tormented by the images they seen and heard. No one person at this gathering seemed to take notice of the impression that the war left on this boy, mentally. It seems as though, because the boy was home and no physical evidence appeared on his body, they assumed everything was in good condition. Not noticing the boy's problem, "Women and children laughed from the porch/ Men sat under the elms" (Line 11-12). All the while these ignorant people sat enjoying themselves, the boy, "watched the sky for the enemy" (Line 13). This last line adequately describes the mind frame of the boy and in all probability many of men and women who fight in wars for their countries. Hollywood movies and book tend to also ignore the negative aspect of veteran's who come home to no family or a home to live in.

Children learn more from what you are than what you teach

Material and Energy Balance and Simulation (CHEESE) Combustion and Environment 1 . This activity contributes 5% of the course work (Group Assignment). 2. Form a group of 4 to 5 person. 3. Dateline: 1 September 2014, pm Learning outcome 1 . Apply the calculation for fundamentals of material balance for reactive system. 2. Calculate the parameter required for the combustion process. Scenario You have been assigned by the Department of Environment (DOE) to measure SO 2 emission from a small industrial power plant.You have withdrawn and analyzed a gas sample from the boiler stack and obtain the following composition: 75. 66% NO, 10. 24% CA, 8. 27% H2O, 5. 75% 02 and 0. 0825% ASS. On the next day, you show these figures to the plant superintendent and he insists that the analysis must be incorrect, since the fuel was a natural gas containing methane and ethane and no sulfur. Then, you ask the superintendent if they ever burn another fuel and he replies that they sometimes use a fuel oil. However, the plant log shows that they were wrong no doing so when the measurement were made. 1 .Draw and label a Lockhart of this process. 2. Perform a degree of freedom analysis and state any assumptions you made. 3. Calculate the mole ratio of carbon to hydrogen in the fuel and use the result to prove that the fuel could not have been the natural gas. 4. Suppose the combustion products are released directly into the environment. Determine whether it comply Malaysian Ambient Air Quality Standard (AMASS). State any assumptions you made. (10 MARKS) A. Technical Report Draft a technical report addressed to the Process Engineer on your team's evaluation of the power plant.Your report can take the following format and should not be more than 10 pages. Use Font: Times New Roman, Size: 12, Spacing: 1. 15, Alignment: Justified Report Format: Report cover page: Date: Team members: Subject: Contents: 1. Introduction 2. Objective of the evaluation 3. Key findings Summary Conclusion and recom mendations Assessment The distribution of marks for the various activity components is contained in Table 1 . Please attach this form on the last page of your report.

Imperialism Economic Benefits For Larger Countries

Imperialism DBQ Essay Imperialism has economic benefits for larger countries but it is mainly used as an excuse for sophisticated, industrial countries to expand their empire at the cost of the people of uncivilized territories. First, imperialism over empowers the oppressors to the point of dictatorship, and leaves the native people as no more than slaves. The idea of slavery has a very dark history in America, but not only America has experienced the horrors of slavery. Documents 3, 4, 5, 8, 9, and 12 give us a detailed idea of how the people of these countries suffered at the hands of the colonists. Three shows a picture of a white man being pulled in a cart by two natives who seem to be in extreme pain. The whites controlled these poor people like slaves and treated them like dogs, pulling carts, little rations, terrible things done for the sake of imperialism. Four is a poem describing the toll taken on the families of the natives. The father was killed, the mother was seduced, the brother was worked to the bone, and the white man still needs more of the last brother. The actions described here are very much alike the terrors of slavery in America, which most can attest were horrible crimes. Yet the colonists care not, for they live in luxury. Just like who? That’s right, American slave owners. Five is a quotes by Sekou Toure, a very well educated African politician. He was a smart, educated man, so you know that his words are well thought through. His main point wasShow MoreRelatedCompare And Contrast The Old And New Imperialism1600 Words   |  7 PagesImperialism is the movement of colonizing people by gaining political and economic, cultural control of other regions. There are two types of imperialism happened in different time periods which are the old and new imperialism. The old imperialism occurred between the sixteenth and the eighteenth century. 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