Water Conservation Essay Example for Free

Water Conservation Essay Water is an integral part of land/soil productivity. Its misuse can cause both degradation and erosion of soils. Management of water resource is considered to necessary for well being of human life as well as crop yields. There is a gap between the seasonal availability of water and its equitable supply throughout the year. Accordingly the storage of water and passage through soils is very important. It is well known that about 70% area in this country is subject to varying degree of water stress. There are areas with heavy rainfall but water problems become predominant during non-monsoon periods. It is thus a matter of concern to create a redistribution system and requirements as and when it is needed. Although there are many methods for water management, the two important methods are mentioned as follows. (I) Watershed management (II) Rainwater harvesting (I) Watershed Management : A watershed is an area bounded by the divide line of water flow so that a distinct drainage basin of any small or big water course or stream can be identified. The rain falling over this area will flow through only one point of the whole watershed. In other words, the entire area will be drained only by one stream or water course. In this way we will have definitive water resource which can be assessed and analyzed for planning for the optimum utilization through ground water, wells, tube wells, small ponds, bigger tanks or reservoirs. Watershed management is very important for rainfall and resultant run-off. More than 900 watersheds of the flood prone rivers have been identified and are at present in operation. The development of delayed through propagation of water harvesting technology is also based on the concept of micro watershed. Himalayas are one of the most critical watersheds in the world. The damage to reservoirs and irrigation systems and misused Himalayan slopes is mounting as are the costs for the control measures during the flood season every year. The vast hydroelectric power potential can be harnessed from the Himalayas watersheds on a sustainable basis. (II) Rain water Harvesting : Water harvesting technologies have established the economic and practical feasibility for inclusion in integrated watershed management plans. A number  of such structures in the Hirakud catchment have revealed that these are desirable for protection of land, restoration of degraded land for creation of micro irrigation potential of reuse of water. This would also help in increased production based productivity for generation of employment of opportunities. The concept of watershed management has been extended to agro-industrial watersheds which take care of agro-industrial development.

“Stylistic Techniques in Kate Chopin’s The Story of an Hour” Essay

For centuries, American literature has served as indication on the power of words to articulate encouragement for change by creating a call to action. Indeed, literature â€Å"the art that expresses life in words† (Tanvir, Para. 4) has the ability to transform the comprehensive human race. Consequently, literature serves as a record of all the dreams that made such change a possibility throughout history. Each successive era, literature begins and ends with great writers communicating their own message to their intended readers. When skillfully written, enthusiastic, and engaging a piece of literature possesses the power to create a substantial contribution. One such great writer, Kate Chopin often wrote about an alternative way of thinking in regards to a women’s position in the 19th Century. Chopin was well known for some of the most shaping feminist stories and novels during her time. Accordingly, in her short story â€Å"The Story of an Hour† Chopin tells the tale of Mrs. Mallard’s reaction to the death of her husband, instead of fearing the forlorn widow years ahead of her; she falters upon a different comprehension all together. After hearing the news of her husband’s alleged death, Mrs. Mallard retreats to her bedroom in solitude. Although Mrs. Mallard is initially distraught by the news, she sits down, gawks out a window and astonishingly, it is spring and everything comes to life. As the reader takes an expedition with Mrs. Mallard on her revelation of true independence, Chopin’s strong word choice sheds light on and develops ideas that articulate, boost and deepen the content. Truly, her short story is comprehensible and clear-cut; Chopin plainly describes people and objects without wasting any words. While â€Å"The Story of an Hour† ... ...e of structural organization and powerful word choice work as a guide for the readers to gain a better understanding of Mrs. Mallard and an exploration of how she finds herself free after her husband’s sudden death. Works Cited Chopin, Kate. The Story of an Hour. Cummings Study Guide, 2006. Web. 10 Feb 2012. . Olson A. Gary et.al. Style and Readability in Business Writing: A Sentence-Combining Approach. Random House, 1985 Stepanek, Jennifer. "6 1 Trait Definitions." Education Northwest. Northwest Regional Educational Laboratory, 2012. Web. 11 Feb 2012. . Tanvir, Nabila. Chief Qualities of Literature. Online Library of Classic English Literature Books. 14 Aug. 2009. Taylor, Marilyn. Tips for Finding the Right Words. Writer 119.12 (2006).

English the Most Amazing Subject

English Class 8 Task 1 Reading exercise Read the novel, ‘The Boy in The Striped Pyjamas’ by John Boyne; Chapters 1- 4 Focus on: †¢ What themes are explored in the first four chapters? †¢ The relationship between Bruno and Maria. Task 2 Speaking and Listening Prepare a 2 minute talk to your class about something that really irritates you. It does not necessarily require a very formal language. Follow the steps below: 1. Decide on a topic. It’s always best to talk about things you actually know about and to express feelings you really have. . Structure your talk. It may be brief, but it still requires: †¢ An opening in which you quickly grab the audience’s attention and let them know what you’re going to talk about. †¢ A main body in which you give a couple of reasons or ideas to support your point. †¢ A conclusion in which you leave the listeners with a memorable phrase. Task 3 Grammar Practice adverbs and adjectives using the following websites: †¢ http://www. schoolexpress. com/fws/cat. php? id=2287 †¢ http://sites. google. com/site/jostombaugh/adjectivesadverbs Task 4 Spelling Learn the spellings of the following words: 1. Autumn 2. Knowledge 3. Development 4. Embarrass 5. Definite 6. Audible 7. Concentration 8. Assessment 9. Accommodation 10. Diamond 11. Beginning 12. Height 13. Queue 14. Business 15. Beneath 16. Tomorrow 17. Jealous 18. Questionnaire 19. Issue 20. Atmosphere 21. Continuous 22. Marriage 23. Imaginary 24. Improvise 25. Miscellaneous 26. Happened 27. Process 28. February 29. Forty 30. Separate 31. Straight 32. Success 33. Reference 34. Technique 35. Conscience 36. Murmur 37. Diary 38. Design 39. Column 40. Weird 41. Listening 42. Montague 43. Mantua 44. Capulet 45. Shakespeare 46. Idolatry 47. Adversaries 48. Nuptial 49. Forfeit 50. Foreshadowing 51. Shroud 52. Apothecary 53. Tybalt 54. Abram 55. Balthasar 56. Rosaline 57. Cemetery 58. Epitaph 59. Exile 60. Enmity ———————– NOTE: †¢ Students will be assessed on the given tasks when they return to school. †¢ Any queries regarding these tasks should be addressed to: [email  protected] com

The Legend of the Fifth Sun

The Aztec creation myth which describes how the world originated is called the Legend of the Fifth Sun. Several different versions of this myth exist, and this is for a few reasons. First is because the stories were originally passed down by oral tradition. Also a factor is that the Aztecs adopted and modified gods and myths from other tribes that they met and conquered. According to the Aztec creation myth, the world of the Aztecs at the time of the Spanish colonization was the fifth era of a cycle of creation and destruction—they believed their world had been created and destroyed four times before. During each of the four previous cycles, different gods governed the earth through a dominant element and then destroyed it. These worlds were called suns. In the Beginning In the beginning, according to Aztec mythology, the creator couple of Tonacacihuatl and Tonacateuctli (also known as the god Ometeotl, who was both male and female) gave birth to four sons, the Tezcatlipocas of the East, North, South, and West. After 600 years, the sons began to create the universe, including the creation of cosmic time, called suns. These gods eventually created the world and all the other deities. After the world was created, the gods gave light to humans. But to do this, one of the gods had to sacrifice himself by leaping into a fire. Each subsequent sun was created by the personal sacrifice of at least one of the gods. Thus, a key element of the story—like in all Aztec culture—is that sacrifice is required to begin renewal. Four Cycles The first god to sacrifice himself was Tezcatlipoca (also known as Black Tezcatlipoca), who leaped into the fire and started the First Sun, called 4 Tiger. This period was inhabited by giants who ate only acorns, and it came to an end when the giants were devoured by jaguars. The world lasted 676 years, or 13 52-year cycles, according to the pan-Mesoamerican calendar.The Second Sun, or 4-Wind Sun, was governed by Quetzalcoatl (also known as White Tezcatlipoca). Here, the earth was populated by humans who ate only pià ±on nuts. Tezcatlipoca wanted to be Sun, however, and turned himself into a tiger and threw Quetzalcoatl off his throne. This world came to an end through catastrophic hurricanes and floods. The few survivors fled to the tops of the trees and were transformed into monkeys. This world also lasted 676 years.The Third Sun, or 4-Rain Sun, was dominated by water; its ruling deity was the rain god Tlaloc, and its people ate seeds that grew in the water. This world came to an end when the god Quetzalcoatl made it rain fire and ashes, and the survivors became turkeys, butterflies, or dogs. It lasted just seven cycles—364 years.The Fourth Sun, the 4-Water Sun, was governed by the goddess Chalchiuthlicue, sister and wife of Tlaloc. Here, the people ate maize. A great flood marked the end of this world, and all the people were transformed into fish. Like the first and second suns, the 4-Water Sun lasted for 676 years. Creating the Fifth Sun At the end of the fourth sun, the gods gathered at Teotihuacan to decide who had to sacrifice him/herself for the new world to begin. The god Huehuetà ©otl—the old fire god—started a sacrificial bonfire, but none of the most important gods wanted to jump into the flames. The rich and proud god Tecuciztecatl—Lord of the Snails—hesitated, and during that hesitation, the humble and poor Nanahuatzin (meaning full of sores) leaped into the flames and became the new sun. Tecuciztecatl jumped in after him to become a second sun. However, the gods realized that two suns would overwhelm the world, so they threw a rabbit at Tecuciztecal and he became the moon—that is why you can still see the rabbit in the moon today. The two celestial bodies were set in motion by Ehecatl, the god of the wind, who fiercely and violently blew the sun into motion. The Fifth Sun The Fifth Sun (called 4-Movement) is ruled by Tonatiuh, the sun god. This fifth sun is characterized by the daysign Ollin, which means movement. According to Aztec beliefs, this indicated that this world would come to an end through earthquakes, and all the people will be eaten by sky monsters. The Aztecs considered themselves the People of the Sun, and therefore their duty was to nourish the Sun god through blood offerings and sacrifices. Failure to do this would cause the end of their world and the disappearance of the sun from the sky. The New Fire Ceremony At the end of each 52-year cycle, the Aztec priests carried out the New Fire Ceremony, or binding of the years. The legend of the five suns predicted the end of a calendar cycle, but it was not known which cycle would be the last one. The Aztec people would clean their houses, discarding all household idols, cooking pots, clothing, and mats. During the last five days, fires were extinguished and the people climbed on their roofs to await the fate of the world. On the last day of the calendar cycle, the priests would climb the Star Mountain, today known in Spanish as Cerro de la Estrella, and watch the rise of the Pleiades to ensure it followed its normal path. A fire drill was placed through the heart of a sacrificial victim; if the fire could not be lit, the myth said, the sun would be destroyed forever. The successful fire was then brought to Tenochtitlan to relight hearths throughout the city. According to the Spanish chronicler Bernardo Sahagun, the New Fire ceremony was conducted every 52 years in villages throughout the Aztec world. Updated by K. Kris Hirst Sources: Adams REW. 1991. Prehistoric Mesoamerica. Third Edition. Norman: University of Oklahoma Press.Berdan FF. 2014. Aztec Archaeology and Ethnohistory. New York: Cambridge University Press.Read KA. 1986. The Fleeting Moment: Cosmogony, Eschatology, and Ethics in Aztec Religion and Society. The Journal of Religious Ethics 14(1):113-138.Smith ME. 2013. The Aztecs. Oxford: Wiley-Blackwell.Taube KA. 1993. Aztec and Maya Myths. Fourth Edition. Austin: University of Texas Press.Van Tuerenhout DR. 2005. The Aztecs. New Perspectives. Santa Barbara, California: ABC-CLIO Inc.