Writing a Sample Essay For Training Funding

Writing a Sample Essay For Training FundingHave you been thinking about how to write a sample essay for training funding? Or have you already written one and now are wondering what to do with it? Here are some ideas to get you started.Use a problem statement. Make sure that you cover all of the core problems you need to address in your essay. Start with the obvious, such as, 'Help wanted.' If you don't mention that right away, include it as a point in your first paragraph. Include other details you need to address that will be pointed out later in the essay.Use a general statement. Don't list your qualifications too far down the page; use these to draw the reader's attention to your essay. Instead, make your paragraph specific about what you hope to accomplish by writing the essay. For example, instead of listing your educational background, you could use the space to state why you think the company needs your unique skills.Outline the essay. Don't start writing a specific paragraph without outlining it. Write the 'essay' portion of your essay in a chronological order. List your goals and ask yourself questions before you begin. A good outline will get your essay from a place of clarity to a place of self-expression. It's also helpful to do this in order of personal preference; for example, you might start at the beginning of your educational career, work through college and grad school, then follow that up with graduate school, and so on.List your achievements. Don't just list your education; let the writer know how your education prepared you for the career you are planning to pursue. Point out the steps you took to achieve your goals, the accomplishments you had, and how they were connected to your degree. If you feel you have unfinished business, write a summary of those accomplishments.List your expertise. Also, don't leave out the important details. The more you give away, the less they're going to be important later. The writer should have a sense of who you are. You want to be remembered as the expert, not as the expert who was just great at something.Don't rush through your essay. Let the writing breathe. Read the essay and let it absorb all of your thoughts. You can't force the writer to do anything other than agree with you. There's no right or wrong way to write an essay, but a few simple tips will go a long way.

Scarface (The Movie) essays

Scarface (The Movie) essays Stars: Al Picino, Steven Bauer, Michelle Pfeiffer, Mary Elizabeth Mastrantonio, Robert Loggia Al Pacino gives an unforgettable performance as Tony Montana, one of the most ruthless gangsters ever portrayed on film. Scarface follows the violent career of a small-time Cuban gangster who guns his way to the top of Miami's cocaine empire. It follows his rise to criminal wealth and thousands of immigrants arriving in Florida in the 1980s. Pacino, whose intelligence, guts, and ambition help him rise to the top of a criminal world but his paranoia and over protective desire to protect his kid sister, played by Mary Elizabeth Mastrantonio, prove to be his reasons for falling to the bottom, leading to his eventual murder. The films brutal violence and lack of positive characters still make it controversial and disliked by certain critics, especially make in the early 1980s when movies of such violence were rare. Michelle Pfeiffer plays Tonys coke-addicted trophy wife, and Steven Bauer is his concerned friend. F. Murray Abraham, Robert Loggia, and Paul Shenar are some of Tonys sl eazy business partners and potential killers. This movie shows the decade's drug of choice, and is very much a film of the 1980s in its portrayal of unstoppable ego-centrism. Genre of the Movie: Drama and Crime/Gangster Special Cinematic Techniques: I thought there were many well used cinematic techniques. A couple of the things that I noticed were how well the camera angles caught the action. There were plenty of fighting scenes in Scarface and I thought they captured them very well. The special effects were very good, especially for a movie in the early 1980s. I think that this movie was very well done from all aspects. Scarface magnificently captured the gruesome ...

Active Voice vs. Passive Voice Which is Best

Active Voice vs. Passive Voice Which is Best Active Voice vs. Passive Voice: Which is Best? You may have heard the terms â€Å"active voice† and â€Å"passive voice† before, but many people struggle with what they mean. More importantly, many are also unsure about when to use these grammatical voices in academic writing. However, since sorting out tricky grammar problems is what we do best, we’ve decided to set things straight with this (fairly) easy-to-follow explanation. Transitive Verbs We’ll start out with explaining what a transitive verb is, as these are the only verbs that can be used with the passive voice. Put simply, a transitive verb is one that takes an object. A sentence with a transitive verb typically takes the form of subject + verb + object: Subject Verb Object Keith†¦ †¦plays†¦ †¦the guitar. Here, â€Å"Keith† is the subject (i.e., the person acting), â€Å"plays† is the verb (i.e., the action being carried out) and â€Å"guitar† is the object (i.e., the thing Keith is playing). Some say he has been playing since the beginning of time. Active and Passive Sentences â€Å"Keith plays the guitar† is an active sentence, since it foregrounds the person performing the action. Most of the sentences we use in daily life are similarly constructed. The active voice is therefore useful when you want to emphasize the person (or thing) carrying out the action in a sentence. To make a passive sentence, we make the object the subject of the sentence instead, with the person performing the action identified by a prepositional phrase at the end: Subject Verb Prepositional Phrase The guitar†¦ †¦was played†¦ †¦by Keith. The passive voice even allows us to omit the subject of a sentence altogether, if required: Object Verb The guitar†¦ †¦was played. But who played this guitar? A passive sentence leaves the question unanswered. This is useful if you’re trying to create suspense by withholding information or distance yourself from your actions (such as when politicians say â€Å"Mistakes were made.†) Relations with that woman were not had. Active Voice or Passive Voice? So, which is best? The short answer is neither: Both active and passive voice sentences have a role to play in formal writing. The key is knowing when to use them. Some people discourage use of the active voice in academic writing since it sometimes involves using the first person (e.g., â€Å"I† or â€Å"we†), which can draw focus away from the subject matter. Using the passive voice can therefore give your work a more objective tone. If you were describing an experiment, for instance, you could use the active voice to say: Active Voice: I compared the results with those from a control group. However, you could also remove the â€Å"I† from this sentence by using the passive voice: Passive Voice: The results were compared to those from the control group. The second option here is usually better in an academic context. On other occasions, the active voice is better, since it’s typically clearer and more concise. It’s also worth noting that the passive voice isn’t the only way to eliminate the first person from your work. The following active, first-person sentence, for example: Active Voice: I conclude that the findings contradict the initial hypothesis. Could be changed to the passive voice to remove reference to the subject: Passive Voice: The initial hypothesis is contradicted by the findings. But you could achieve the same results by simply using â€Å"the findings† as the subject of an active sentence: Active Voice: The findings contradict the initial hypotheses. This preserves the objectivity of a passive sentence, but avoids the complicated sentence constructions that may result from using the passive voice too often.

The Role of Black Holes in the centers of Galaxies Essay

The Role of Black Holes in the centers of Galaxies - Essay Example In the Milky Way, the supermassive black hole is known as Sagitarrius A*, which is read as â€Å"A-star† (Naeye & Gutro, 2008). Sagitarrius A* is known to be â€Å"27,000 light years from the Earth [and] is four million times bigger than the Sun† (Ghosh, 2012). However, NASA reports Sagitarrius A* to be 26,000 light years away from the Earth, and not 27,000 (â€Å"A Mystery,† 2002). In fact, the existence of black holes has long been theorized by British astronomer Sir Martin Rees in 1974 and, according to him, â€Å"Supermassive black holes [or] ones with a million or even a billion solar masses might exist within the centers of some galaxies† (â€Å"A Mystery,† 2002). According to Durham University astrophysicist Ian Small, â€Å"The black holes [that we studied] are seen precisely at the point where they can have the most influence on the properties of the galaxies they reside in† (qtd. In Lovgren, 2005). This means that if the supermassiv e black holes are located at other points in the galaxy except the center, then it cannot exert equal influence on all parts of the galaxy. In short, for it to exert an almost equal gravitational force on every part of the galaxy, then it has to be at its center. The same principle works if the supermassive black hole is to release energy towards every part of the galaxy it is in, but this release of energy is merely hypothetical. According to Professor Richard Genzel of the Max Planck Institute for Extraterrestrial Physics, â€Å"The center of the galaxy was a â€Å"unique laboratory for the study of the strong gravity, stellar dynamics and star formation with a level of detail ‘never possible beyond our galaxy’† (qtd. in â€Å"Black hole,† 2008). This means that there must be one good reason for the supermassive black hole to eventually reside in the galactic center other than position. Genzel’s hypothesis is therefore the possibility that the ph ysics of the center of the galaxy is unusually different from the rest of its parts. Perhaps then there is a much stronger gravitational attraction as well as different principles of stellar dynamics and star formation towards the galactic center. Furthermore, according to Cain, the center of the galaxy, where the supermassive black holes reside, serves as the place where â€Å"every galaxy serves to focus and concentrate material as the galaxy was first forming† and it is also possible that this is the same exact point â€Å"where the black hole formed first, and collected the rest of the galaxy around it† (Cain, 2008). The aforementioned statement means that the possible origin of the galaxy may in fact be the exact point where the supermassive black hole is located and perhaps the galaxy still continues to grow from that central point. The implication of this theory is that, if it is true, then much constructive material is located in the black hole and that the gal axy is in fact never growing old and its parts constantly being replaced by these materials from the black hole. Another observation of Lovgren (2005) is that, according to scientists, â€Å"pairs of galaxies – and their black holes often merge together [thus producing] tidal forces [that] drive a lot of gas toward the center of the

The Meaning of Learning to Write Essay Example | Topics and Well Written Essays - 750 words - 1

The Meaning of Learning to Write - Essay Example Gradually I have become accustomed to noting down stories or encounters I suppose are worth my precious whiles and record, taking plenty of concrete and accurate details into account. In the process, I have felt a significant degree of improvement as I proceed writing with the spontaneous fluidity of thoughts. Since I typically make it a point to use a thesaurus and acquire constant engagement in reading literature, I keep discovering ways to write in a more creative manner. With an increased level of creativity and enriched vocabulary, I observe being capable of effective self-expression when conveying sentiments and ideas through writing. Such joy and fascination lead me to establish writing as a hobby or a form of diversion by which to escape into a world of wonders and possibilities yet unknown. To an extent, it has even brought me to find delight in composing essays and poems I savor reading as well. Currently, however, due to rapid growth in the field of information technology where further developments have continuously led to the expansion of social networking, I am at this stage of literacy confronted with a new set of challenges in writing. I see that the more I make electronic connections, the more that I gain access to various resources of learning. The diversity of the information obtained enables me to realize both my strong and weak areas in writing. Through the social networking site, for instance, I can often take the opportunity to view literary works by several different authors from whom to determine a certain standard or basis with which to evaluate my compositions and figure how else I may improve on my writing skills at the thought of present demands, trends, and whether former conventions can be made to suit our modern level of thinking and attitude. More exposure to the worldwide web means more insights from people all over the world who can surf the internet and share ideas that reflect the substance of their cultures. This way, I beli eve that there would be other perspectives available by which to equip me with rich knowledge pertaining to the language and literature of other societies or ethnic groups. I recall a friend whose writing style is nearly based on the general manner of her oral speech and there occurs much to be understood about her background just by looking at the narrative structure of her work via the peculiar use of terms and construction of sentences. It may be inferred herein that socio-cultural influences affect a person’s writing approach because then external factors bear an impact on the mind of a writer. In my case, I have had a number of attempts in experiencing techniques by other people and it appears, unless I feel or comprehend their situation, not a single strategy would work considering how our frames of references differ from each other.

Mechanised Infantry Past Present And Future History Essay

Mechanised Infantry Past Present And Future History Essay An armoured personnel carrier or an APC is a vehicle designed to carry men along with their weapons and equipment into the battlefield. It provides them limited protection against small arms and possesses some degree of fire support in the form of medium calibre weapons. Some of them are also referred to as Battle Taxis. In addition to these lightly protected versions there are also the heavily armed types commonly called the Infantry Fighting Vehicles. Armoured tanks, though lethal and well protected, are extremely vulnerable on the battlefield if operating independently. These threats range from the missiles launched from aerial platforms to the single infantryman carrying a hand held anti tank weapon. Therefore, a need was felt to group infantry along with the armoured tanks to provide them with protection against local threats while also allowing them to advance through areas cleared by this infantry element. To obviate the mobility differential between the two, this infantry was provided with vehicles to match the speed and reach of the tanks. This may be called the genesis of the APC or the Mechanised Infantry as it is now commonly referred to. The Mechanised Infantry has proved itself time again in various theatre of operations since its inception. Their importance has only been confirmed by their regular employment in a host of conflicts. Be it the Arab- Israel wars, the conflicts in Africa, the Soviet invasion of Afghanistan and the present day insurgencys in Iraq and Afghanistan, these vehicles have proved their mettle time and again. Despite their potential, in the context of the Indian army there is a reluctance to take this arm seriously. Though this may not be true in the upper echelons of the organisation, within the middle rung there is a lack of comprehension and confidence in the capability of the mechanised infantry to carry out their task. Having personally witnessed the effect a platoon of ICVs can have on a belligerent force in Congo it can be confidently averred that an ICV/APC is the best platform to be employed in such tasks without the threat of an escalation in the conflict spectrum. This article will t race out the history of the mechanised infantry, discuss it role and employment in the present context and the likely future trends. It will also discuss the relevance of this arm in context of the Indian army and the methods to increase its employability. Role of the Mechanised Infantry The role of the Mechanised Infantry has more or less remained the same since its origin. The Wehrmacht during the Second World War carried out an analysis of its Panzer force and identified certain weaknesses. To overcome the shortcomings the following regulation was framed for the collaboration of the tanks and Panzer grenadiers. the tank fights the enemy tank and destroys other weapons. The Panzer grenadier looks for hidden anti-tank guns and fires on them. He prevents close quarter attack on the tanks. Covered by the tanks, he clears the enemys position. Mutual assistance is essential. In good country, the armour moves by bounds from cover to cover, giving fire protection to the panzer grenadiers following. In wooded areas, the Panzer grenadiers precede the tanks. and destroy the enemy with the weapons they carry on their vehicles.  [1]   The same field service regulations further explained the role of the panzer grenadiers: Every other arm is dedicated to helping the tank advance Tanks cannot completely clear the enemy from captured ground, and scattered groups of the enemy may combine to continue the fight. The Panzer grenadiers regiments follow the tanks in elongated echelon, and, collaborating with the second armoured wave, annihilate enemy remnants as well as carrying out the tasks of guarding and securing the rear and flanks of the armoured units. Panzer grenadiers hold the areas captured by tanks. Where a tank is obstructed by difficult terrain or by artificial barriers, the Panzer grenadiers advance first. The conditions for this are: (a) attacking across rivers; (b) in heavily wooded areas, swamp or badly cut-up terrain; (c) minefields, anti-tank ditches and other tank obstacles: (d) when breaking through enemy anti-tank fronts. The tanks will give supporting fire to the Panzer grenadier advance. Once past the obstacles, the tanks resume the leadership of the advance .  [2]   The role, task and method of employment of the mechanised infantry have more or less remained the same since then with only refinements in the drills and tactics. However the equipment has evolved with time and what once a primitive machine with limited firepower and protection is today a weapon with tremendous destructive and capability and adequate protection to allow the infantry to operate with relative comfort and safety. History of Mechanised Infantry The history of the tank and the APC/ICV are entwined. They can be traced to the First World War with the development of the ____________. Though this is referred to as the first modern tank, history is replete with examples where commanders have utilised the concept of heavily armed soldiers on chariots and elephants provided with adequate protection taking on the enemy. Ziska, a great warrior of his days, employed the Wagon-Lagers during the Bohemian Wars of 1410-20 against the Catholic Crusaders. These wagon mounted cannons were extremely effective against the German armies. The Scots, in 1456, invented a wooden cart that encased its crew and protected them. Horses, enclosed in wood for protection, were used to propel these carts. However, it was only after the Battle of Somme in 1916 that the potential of the tank was realised and they began to be regarded as the deciding factors in combat engagements throughout the world. The introduction of the tank at the later stages of World War I did not bring about any change in the war fighting methods being employed. They were simply regarded as a means to end the indecisiveness of Trench Warfare. Large scale casualties with no tangible territorial gains led to the development of this weapon system, designed to cross the miles of barbed wire and torn up earth between the two opposing forces. Success in such form of warfare was also only achievable if the foot soldier could move over the inhospitable terrain with speed and protection and exploit the breakthroughs achieved. The tank was found to be the most suitable means of gaining the desired breakthrough. However, this too had it its inherent shortcomings, with the primary one being that of sustaining the success. Even though the tank was capable of gaining the initial foothold, it was by itself vulnerable to individual/ group of soldiers who could close in with it and destroy it. The British were the first t o realise it and developed the first armoured personnel carrier the Mark IX, essentially a redesigned and lengthened version of the Mark V Male tank. The initial idea was to provide some protection to the infantryman from the machine gun fire so as to allow them to cross the battle field and thereafter serve as the eyes and ears for the tanks as well as providing it with protection. Development of Mechanised Infantry The inter war years were a period of stagnation in the field of armoured warfare for the US and most of the European countries. They persisted with the employment of tanks as supporting arm for the infantry in a piecemeal manner. The Germans, under the guidance of Guderian, developed their own employment philosophy, that of Blitzkrieg. Accordingly they built the SdKfz25, a half track, to be used to carry the infantry behind the rapidly moving tanks. These combined task forces gave the Germans their famous victorys and changed the face of armoured warfare. They were referred to as the Panzer grenadiers, a forerunner of the present day Mechanised Infantry Concurrently, the US developed their M2 and M3 half tracks while the British made the Bren Carriers. Often, APCs were armoured cars with the capacity for carrying troops, but they subsequently evolved into purpose-built vehicles to suit the demands of motorised warfare of the Second World War. Thereafter, subsequent development of the Mechanised Infantry was done on the basis of the employment philosophy being followed by the respective countries. The US and the USSR went about developing their own versions of the APCs which differed in both design and use. USSR/Warsaw Pact Countries The USSR continued development on ICVs after the end of the world war and developed the vehicles as per their doctrine. Based on the experience of the World War, they identified the need for greater protection and firepower to the APC than the US and introduced the Infantry Fighting Vehicle The aim was to achieve a breakthrough to allow the infantry to get through with speed and exploit the available opportunity. The increased lethality of the anti tank missiles demanded greater protection to the infantry soldier sitting inside the vehicle. The soldier sitting inside was provided the ability to bring to bear his personal weapon while under fire. Accordingly, the BMP-1 was designed which catered for all the above requirements. It had a 73 mm gun, the Malutka anti tank missile and machine guns. There was also the provision of port hole in the stick compartment that allowed for use of the personal weapons while sitting inside the vehicle. The BMP intended to pin down the enemy soldiers while on attack and to provide fire support with the heavier weapons while the infantry was dismounted. The Israel-Arab conflict of 1967 and 1973 exposed some vulnerability in the vehicle which saw the development of the BMP-II. The 30 mm cannon replaced the 73 mm gun while the missile was upgraded to the second generation AT-4/5s. The commander was given additional protection and the strength of the section was reduced from 11 to 10. Thereafter, the Russian built the BMP-III which was less of an ICV and more of a light tank with a 100 mm gun, an additional 30 mm cannon and a gun barrel launched missile system. It enjoys better armour protection and is still light enough to be transported by air. NATO/US APCs The US developed their version of the vehicle on a different doctrine. Their concept involved the vehicle to provide mobility to its infantry while simultaneously protecting it. Emphasis is not on firepower as the same would be catered by the tanks moving ahead. Accordingly they built the Armoured Personnel Carrier or the APC. This operated on the concept of Battle Taxis. The vehicle was meant to carry the infantry into battle and thereafter was left out of battle. The most popular of these was the M113 box on tracks. They were introduced in service in 1960 and since then almost 80,000 of these have been built. They were used effectively for the first time in the Vietnam conflict. There were a number of variants build alongside the primary version. These were used as Command Posts, mortar carriers and ambulance APCs. Because of their versatility, these have been used very effectively used by commanders for tasks they were not designed for. For instance, M-113s were used to lead the a ttack on the Vietcong in the absence of tanks. This family was extremely popular among the US allies and a large number were inducted in almost 50 other nations. With the introduction of the BMP-1 in the Soviet army the US had to rethink their approach. The large number of A vehicles (tanks and ICVs) available with Russia forced the US army to concentrate on increasing their anti tank capability. They introduced the TOW missile into their force. However the TOW didnt possess any protection leaving the firer vulnerable to return fire while he tracked the missile to the target. The US built the M2 Bradley as a counter to the Russian BMP-I. They revised their existing philosophy and built a vehicle with heavy armament and armour protection. It was given a TOW missile launcher with the operator under armour. It had an additional 25mm Bushmaster cannon and portholes for the infantry to fire from. It was fairly heavy by the standards of an APC and was supposed to fight behind the infantry and not operate as a Battle Taxi. The Army believed that the Bradley, initially known as the MICV, was essential so the Army could adopt an armour doctrine that was similar to German doctrine and appropriate to a mechanised battlefield characterized by highly lethal modern weapons and numerical superiority of the enemy. They have proved their value in numerous theatres be it Kuwait, Iraq and Afghanistan. But these have been service since 1964 and the US army has been looking for an alternative. This led to the introduction of the Stryker family of vehicles. This is an eight wheel drive combat vehicle and the focus of the US armys Transformation. It provides enhanced protection to the soldiers from RPG and IED attacks. It has operated extensively in Operation Iraqi Freedom to the tune of six million miles. It is planned to enhance the armour protection by adding reactive armour modules. The US army plans to induct 2691 vehicles for the seven Stryker Brigade Combat Teams that it is r aising. Despite the performance of the Stryker, it does a have its share of detractors who warrant against the replacement of the M-113s and M2 Bradleys. The major disadvantage with the Stryker is the weight of the vehicle which reduces its strategic/tactical mobility. As a comparison, the C-17 can carry four combat ready M-113s against two Stryker vehicles. There are other inherent disadvantages with the Stryker family, however the US is keen to continue using them and there have been mixed reviews regarding their performance from the soldiers on ground. Other Nations The development of APC/ICVs has not remained with only the US and the Russians. Other nations have also built/ developed models base on their requirements and doctrines. The French army is using the Và ©hicule de lAvant Blindà © or VAB (Armoured Vanguard Vehicle in French). This is an extremely popular wheeled APC in service since 1974. Its popularity can be gauged by the fact that the US is using the same for their own police departments. One more vehicle that merits attention is the Israeli Achzarit which is based on the Soviet T-55 tank. The IDF modified the tanks they had captured from the Arab armies by removing the turret and modifying the chassis for troop carriage by adding a rear door. The engine was replaced and reactive armour installed. This design of APC was contrary to the existing philosophy of light vehicles. The IDF considered troop protection to be the primary factor and hence the heavy protection at the cost of weight. Availability of strategic mobility not being an imperative IDF could afford to build these heavy APCs. Mechanised Infantry for Indian Army The Indian army acquired its first Mechanised unit in 19__. Since then it has raised the Mechanised Infantry Regiment and converted the Brigade of the Guards to a mechanised profile. These units are primarily meant to operate in the Western Theatre, both in the desert and the plains sectors. They are trained to operate as per the new Indian Cold Start Doctrine which envisages the armour and mechanised infantry forming Integrated Battle Groups to launch into an adversary. However there is a school of thought within the army that questions the utility of the ICV. With better mobility available with the infantry, their being able to keep pace with the tanks is no longer an issue. In addition, the BMP-II does not have enjoy adequate protection against the adversarys anti- tank capability. Therefore, it may be argued that the infantry may be able to perform the tasks meant for the mechanised infantry. In any case, grouping an infantry battalion with the armour to carry out Encounter Cross ing on the water obstacle to overcome the shortfall of mechanised infantry is an option occasionally practised. If that be so, can the infantry replace the Mechanised Infantry outright? This line of though needs to be negated at the earliest. The more logical question that needs to be asked is that can the mechanised infantry do tasks traditionally associated with the armoured tanks. Before addressing that question let us first reemphasise the importance/relevance of the mechanised infantry. The mechanised infantry is traditionally expected to follow in the wake of the leading armoured column and thereafter clear/ mop up the remnants. This envisages the mechanised infantry moving close behind in relative safety. The ICVs though vulnerable to anti tank missiles provide adequate protection against aimed small arms weapons and artillery splinters in comparison to motorised infantry. Therefore it is unlikely that motorised infantry could replace the mechanised infantry. The employment of infantry for tasks such as Encounter Crossings on obstacles is due to the non availability of mechanised infantry and hence logically, there is a need to raise more units of the same. Both in plain and the desert sector, it is envisaged that certain built-up areas will have to be cleared to open the axis. This will entail the initial isolation/investment being done by the mechanised columns and thereafter the infantry soldier supported by tanks carrying out the physical clearance of the town/village. This tactics though possible in theory is unlikely to succeed in practise. This was best illustrated in Operation Iraqi Freedom where in the battle for the town of Fallujah the initial operations were carried out by the M1 Abrams and the Bradleys both, with the infantry man only being employed in the last phase. Based on this experience of fighting in built up area, it may be confidently averred that own mechanised infantry will have to be committed for the clearance of these areas which as of now do not factor in the troops to task. The mechanised infantry is relieved by the follow up infantry to allow them to reach the projection area at the earliest. Clearing of a built up area in the adversarys terrain is unlikely to involve fighting only regular enemy troops. The local population is likely to put up a resistance as well, similar to what is being seen in both Afghanistan and Iraq. If that be the case the ICV will assume greater importance and may have to be employed for a longer period to overcome the resistance. This merits a greater availability of mechanised infantry to allow for the dual task of fighting the Projection area battle while simultaneously clearing the inter objectives to open the axis at the earliest. Similarly, Corridor Protection will be of extreme importance and ICVs may have to be employed in larger numbers. All these only reinforce the requirement of a larger strength of mechanised infantry. India desires to be recognised as powerful global player both economically and militarily. The same has been reflected in the Army Doctrine which states Indias desire to be able to conduct Out of Area Contingencies. This capability requires the force to possess adequate strategic mobility. There is a need to have the air/sea assets to move this force in the envisaged time frame and adequately strong force to be put on ground capable of achieving its aim till such time the remainder force is built up. The sheer weight of the tank precludes it being available to such a force in the desired numbers. Therefore the next best alternative is the ICV which though much less destructive is still better than the unprotected infantry. Even the US faced this problem while deploying in Iraq despite having the best air assets in the world. Against an initial plan of a heavy infantry division of 15,000 soldiers and 1,500 armoured vehicles, they could only achieve 2000 airborne soldiers supported by less than two dozen Bradleys and M1 Abrams. This was primarily due to the absence of rapidly deployable light armoured vehicles.  [3]   India is not a rich country, it has to weigh its options, prioritise and then select the best compromise. It would be futile to expect a large increase in the number of mechanise infantry battalions. Similarly, keeping the constraints of finances, equipment management and training in mind, it would be difficult to have different vehicle for different roles. The best option would be to have a single family of vehicle capable of conducting multiple tasks. This leads us to the next question, is it time to replace the BMP-II with something better (if not better, then more suitable). I would like to suggest that it is time to phase out the BMP-II and replace it with the more superior BMP-3. The BMP-3 can be, at a stretch, grouped under the nomenclature of a light tank. With its 100mm cannon, barrel launched missile and an additional 30 mm cannon, it packs considerably more fire power than a BMP-II and only a little less than a tank. It has better armour and NBC protection than the BMP-II while being only marginally heavier (18.7 Tons against 14.4 Tons). It can easily be transported by air and on landing is adequately strong to perform in the absence of tank support. It is able to carry seven infantry soldiers, similar to the BMP-II. It is the most suitable vehicle for any Rapid Action Force that India plans to raise for conducting Out of Area operations. The Israel-Lebanon conflict of 2006 reinforced the vulnerability of armoured tanks in Low Intensity conflicts noticed in Iraq and Afghanistan. The high profile Merkava was targeted repeatedly by the Hamas insurgents along its vulnerabilities leading to material damage and loss in morale. In these circumstances, it is imperative that tanks operate in conjunction with infantry. The inherent disadvantage of a tank operating in a built up area is its lack of visibility and arc of fire, both vertically and horizontally. The BMP-3 can traverse vertically from -6 to 60 degrees which is a major requirement for clearing of h igh buildings. The presence of seven infantry soldiers moving in close proximity provide the requisite close protection, while the 100mm gun and 30 mm cannon are sufficient to destroy any target. It may be argued that the BMP-3 may preclude the requirement of a tank to be grouped along, thus freeing them for more important tasks. The BMP-3 has recently been tested in UAE against the US Bradleys and British Warriors. Their performance has been appreciated and the Arabs are looking to induct them though they have traditionally relied on the US and British for military equipments. The BMP-3 may be considered for induction in the Indian army to bridge the gap between the ICV and the heavy tanks thus filling a long felt absence of an interim vehicle. The next important aspect to be considered is the required increase in the number of mechanised infantry units. India has a large land boundary with different terrain features. Economics and world pressure do not allow it to increase the strength of its standing army. The next likely option is to convert more infantry units to a mechanised profile. This against has its disadvantages, as there would be lesser number of units available for standard infantry tasks along the Line of Control, the International Boundary and the Line of Actual Control. There would be greater pressure of the units and the present turn over period of 2-3 years would further reduce. There is, however, one more option worth considering. This option envisages ICVs to be considered as part of sector stores in the Western theatre. The infantry battalions would be dual trained i.e. holding ICVs when deployed in Plains/deserts while reverting to infantry in mountains leaving their mechanised equipment behind for the unit relieving them. Training a fully operational mechanised battalion takes time; therefore this is an option that will only work in a long run. There are likely to be equipment management issues as well for such an option. Feasibility of this can only be gauged after detailed analysis and study. In the meantime the mechanised infantry has to continue to function in its present form. Conclusion The importance of mechanised infantry cant be stressed upon more. It is an integral part of the mechanised forces and has its tasks delineated. For all the fire power and protection available to the tank, it still needs the infantry sitting inside the ICV to operate. The tanks have relied heavily on the mechanised infantry since Second World War for their survival. This reliance is stated in a memorandum by the German Oberkommando des Heers( OkH): There can be no doubt that, without the closest cooperation of the panzer grenadier and the tank, the latter is of limited value It is even said by some that commanders would prefer to lose tanks rather than their infantry..  [4]  Regardless of how the panzer grenadier arrived in the battle, these mechanised infantrymen were indispensable to the German concepts of combined arms and manoeuvre warfare as the Wehrmacht practiced them during the Second World War.  [5]  The tenets of mechanised warfare have not changed in the intervenin g years. Therefore what was true of mechanised infantry then remains so today. Instead of questioning the relevance of mechanised infantry, there is a need to increase its numbers and provide it with a better platform to allow it to perform its task better.

Management of Learning Disabilities

This semester we have spent the majority of our time learning about and discussing how we can best assist exceptional students. Many of these students are individuals with learning dissabilities. Although it would be difficult for every teacher to understand the distinctions, symptoms, weaknesses and strengths of every disability, it can be very helpful to have a general knowledge of the disabilities that may hinder a student†s ability to learn. Unlike other disabilities like paralysis and blindness, a learning disability (LD) is a hidden handicap. A learning disability does not disfigure or leave visible signs that would invite others to be understanding or offer support (Council for Exceptional Children (CEC),1999). Therefore as teachers it will be our responsibility to provide that understanding and support for those children already diagnosed and also be alert to the warning signs that may be symptoms of a previously undetected disability. The National Institute of Mental Health (NIMH) (NIMH, 1999) describes learning disabilities as follows: LD is a disorder that effects people†s ability to either interpret what they see and hear or to link information from different parts of the brain. These limitations can show up in many ways. As specific difficulties with spoken and written language, coordination, self-control, or attention. Such difficulties extend to school work and can impede learning to read or write or to do math. Learning disability can be lifelong conditions that, in some cases, affect many parts of a person†s life: school or work, daily routines, family life, and sometimes even friendships. In some people, many overlapping learning disabilities may be apparent. Other people may have a single isolated learning problem that has little impact on other areas of their lives (National Center for Learning Disabilities (NCLD), 1999). It is important to remember that the term â€Å"learning disability† does not apply to students who have learning problems that are primarily the result of visual or hearing problems, mental retardation, emotional problems, or disadvantaged due to their environment, culture or economic background (US Department of Education (USDE), 1999). Knowing what constitutes a LD is only the beginning. Diagnosing and treating a learning disability is not a diagnosis in the same sense as diabetes or chicken pox. These have a known cause, distinct symptoms and treatments. LD, on the other hand, is a very broad term that covers an array of possible causes, symptoms, treatments, and outcomes. There is no medication to â€Å"cure† a learning disability (NCLD, 1999). If seen listed, the number of disabilities may be daunting. However, The Diagnostic and Statistical Manual of Mental Disorders, 4th Ed. (DSM-IV) (DSM-IV, 1994) divides LD†s into three broad categories. The first category is Developmental Speech and Language Disorders. This includes disorders where children have trouble controlling their rate of speech and may be behind their peers in learning certain speech sounds. Difficulty being able to express oneself through speech as well as trouble understanding certain aspects of speech all fall within this category (Learning Disabilities Association of America (LDAA), 1999). The second category is Academic Skills Disorders. Under this category falls Developmental Reading Disorder, more commonly known as dyslexia. Reading disorders are believed to effect 2-8% of all elementary school children(The International Dyslexia Association (IDA), 1999). Developmental Writing Disorder, where a child has difficulty with vocabulary, grammar, hand movement or memory and Developmental Arithmetic Disorder where a child has difficulty recognizing numbers and symbols and understanding abstract concepts also fall under this category. The last category is known as â€Å"other† Learning Disabilities. The most commonly known are the attention disorders. Although Attention Deficit Disorder (ADD) and Attention Deficit and Hyperactivity Disorder (ADHD) are not actual learning disabilities they may have a major impact on the child†s ability to learn (CEC, 1999). Another aspect that separates a learning disability from other disabilities is that currently the cause is unclear. In the past it was believed that LD†s were the result of a single neurological problem. However recent research seems to indicate that most learning dissabilities do not stem from a specific area of the brain, but from difficulties in bringing together information from various regions of the brain (NIMH, 1999). There are several possible reasons how a child might develop these subtle disturbances in the brain. When the brain is developing as a fetus is highly vulnerable. If it†s development is disrupted early in the development that fetus may die or suffer from more severe dissabilities. If, however, the disturbance occurs later in development when the cells in the brain are becoming specialized (this is when areas associated with attention, thinking and emotion develop as well as processing sight, sound and other senses) then the result may show up as a LD as the child develops (NIMH, 1999). The use of tabacco, alcohol, or other drugs during pregnancy may also have damaging effects on the unborn child. Many drugs taken by the mother are passed directly onto the fetus. Babies born to mother who smoke for instance are more likely to have a low birth weight. Newborns born under weight tend to be at risk for a variety of problems one of which is a learning disability. Alcohol may distort the developing neutrons and if taken in large amounts may result in fetal alcohol syndrome, a condition that leads to intellectual impairment (NIMH,1999). Complications during pregnancy or delivery are another possible cause of a LD. In some instances the mother†s immune system will react to the fetus as a virus and fight it as if it were an infection. This may lead the forming brain cells to settle in the wrong places. Lack of oxygen during delivery can impair brain function and result in a LD as well (NIMH, 1999). It is also a fact the LD†s seem to run in families. This may indicate a genetic link of some kind. Although LD can run in the family, there is usually a slight difference in the disability. For example, a parent that may have a writing disorder may have a child that has difficulty expressing him/herself in speech (NCLD,1999). There could be another reason why LD†s run in the family. It is possible to attribute some learning difficulties to the family environment. For example, if a parent has a disability where s/he has difficulty expressing themselves through language then they are more likely not to talk as much to their children or the language they use may be distorted or they may use the wrong words often enough so that the child is unaware the s/he is using the wrong words also. The child lacking a good model to follow when acquiring language skills may then acquire a disability of his/her own (NCLD, 1999). Another possibility is that toxins in the child†s environment may effect the development of the child†s brain in early childhood. In a study conducted by the National Institute of Health, a connection was made between the amount of lead in the environment and learning disabilities (NIMH,1999). Though many of the possible reasons a child may have developed a learning disability can not be changed, environmental causes can. Many learning disabilities are not noticed until a child enters the formal learning environment (Council for Learning Disabilities (CFLD), 1999). Therefore, teachers are often the first to observe a child†s persistent difficulties in mathematics, reading or writing and must be knowledgeable about what to look for and how to identify a LD. A student with hyperactivity is relatively easy to identify due to there impulsive behavior and excessive movement, however, what about the child who is quiet and polite or the child with above average intelligence who has been able to maintain passing grades? These children are less likely do be identified and may go unnoticed and undiagnosed. Although some children reach developmental milestones (first step, first word, ability to write one†s own name†¦ etc. ) later than others, there are a few things to keep in mind when trying to informally identify a learning disability. If a milestone is already quite delayed, if there†s a history of LD in the family or if there are several delayed skills than a teacher should notify the students parents and relay his/her concerns (CEC,1999). At this time, parents have the opportunity to have their child tested free of charge through the local public school system or they may choose to have an outside evaluation. Documentation is then brought to the school and an Individualized Education Program (IEP) is created. It is a teacher†s responsibility to implement the goals and objectives of an IEP in the classroom. Due to the individuality of each student and his/her disability, accommodations may vary among students. There are several different strategies that may help children to succeed academically. For example, printing assignments on a certain color paper or encouraging a child to use a colored overlay may significantly help them to process written information. Older students with developmental writing disorders may benefit from bringing a lap top computer to class to take notes or use for any written assignments. It may also be necessary that a student has someone to take notes for them or have assignments read to them aloud. These are just a few of the possible accommodations that may help students learn more efficiently (LDAA,1998). Insuring each child receives the best education possible is a never ending task yet it is one each teacher takes on when s/he enters the classroom. By educating oneself about the different ways students learn, having the ability to notice when there appears to be a gap in a child†s intelligence and the skills s/he has achieved and being familiar and educated about what you can do to help each child fulfill his/her potential can only make for a better educator. Management of Learning Disabilities This semester we have spent the majority of our time learning about and discussing how we can best assist exceptional students. Many of these students are individuals with learning dissabilities. Although it would be difficult for every teacher to understand the distinctions, symptoms, weaknesses and strengths of every disability, it can be very helpful to have a general knowledge of the disabilities that may hinder a student†s ability to learn. Unlike other disabilities like paralysis and blindness, a learning disability (LD) is a hidden handicap. A learning disability does not disfigure or leave visible signs that would invite others to be understanding or offer support (Council for Exceptional Children (CEC),1999). Therefore as teachers it will be our responsibility to provide that understanding and support for those children already diagnosed and also be alert to the warning signs that may be symptoms of a previously undetected disability. The National Institute of Mental Health (NIMH) (NIMH, 1999) describes learning disabilities as follows: LD is a disorder that effects people†s ability to either interpret what they see and hear or to link information from different parts of the brain. These limitations can show up in many ways. As specific difficulties with spoken and written language, coordination, self-control, or attention. Such difficulties extend to school work and can impede learning to read or write or to do math. Learning disability can be lifelong conditions that, in some cases, affect many parts of a person†s life: school or work, daily routines, family life, and sometimes even friendships. In some people, many overlapping learning disabilities may be apparent. Other people may have a single isolated learning problem that has little impact on other areas of their lives (National Center for Learning Disabilities (NCLD), 1999). It is important to remember that the term â€Å"learning disability† does not apply to students who have learning problems that are primarily the result of visual or hearing problems, mental retardation, emotional problems, or disadvantaged due to their environment, culture or economic background (US Department of Education (USDE), 1999). Knowing what constitutes a LD is only the beginning. Diagnosing and treating a learning disability is not a diagnosis in the same sense as diabetes or chicken pox. These have a known cause, distinct symptoms and treatments. LD, on the other hand, is a very broad term that covers an array of possible causes, symptoms, treatments, and outcomes. There is no medication to â€Å"cure† a learning disability (NCLD, 1999). If seen listed, the number of disabilities may be daunting. However, The Diagnostic and Statistical Manual of Mental Disorders, 4th Ed. (DSM-IV) (DSM-IV, 1994) divides LD†s into three broad categories. The first category is Developmental Speech and Language Disorders. This includes disorders where children have trouble controlling their rate of speech and may be behind their peers in learning certain speech sounds. Difficulty being able to express oneself through speech as well as trouble understanding certain aspects of speech all fall within this category (Learning Disabilities Association of America (LDAA), 1999). The second category is Academic Skills Disorders. Under this category falls Developmental Reading Disorder, more commonly known as dyslexia. Reading disorders are believed to effect 2-8% of all elementary school children(The International Dyslexia Association (IDA), 1999). Developmental Writing Disorder, where a child has difficulty with vocabulary, grammar, hand movement or memory and Developmental Arithmetic Disorder where a child has difficulty recognizing numbers and symbols and understanding abstract concepts also fall under this category. The last category is known as â€Å"other† Learning Disabilities. The most commonly known are the attention disorders. Although Attention Deficit Disorder (ADD) and Attention Deficit and Hyperactivity Disorder (ADHD) are not actual learning disabilities they may have a major impact on the child†s ability to learn (CEC, 1999). Another aspect that separates a learning disability from other disabilities is that currently the cause is unclear. In the past it was believed that LD†s were the result of a single neurological problem. However recent research seems to indicate that most learning dissabilities do not stem from a specific area of the brain, but from difficulties in bringing together information from various regions of the brain (NIMH, 1999). There are several possible reasons how a child might develop these subtle disturbances in the brain. When the brain is developing as a fetus is highly vulnerable. If it†s development is disrupted early in the development that fetus may die or suffer from more severe dissabilities. If, however, the disturbance occurs later in development when the cells in the brain are becoming specialized (this is when areas associated with attention, thinking and emotion develop as well as processing sight, sound and other senses) then the result may show up as a LD as the child develops (NIMH, 1999). The use of tabacco, alcohol, or other drugs during pregnancy may also have damaging effects on the unborn child. Many drugs taken by the mother are passed directly onto the fetus. Babies born to mother who smoke for instance are more likely to have a low birth weight. Newborns born under weight tend to be at risk for a variety of problems one of which is a learning disability. Alcohol may distort the developing neutrons and if taken in large amounts may result in fetal alcohol syndrome, a condition that leads to intellectual impairment (NIMH,1999). Complications during pregnancy or delivery are another possible cause of a LD. In some instances the mother†s immune system will react to the fetus as a virus and fight it as if it were an infection. This may lead the forming brain cells to settle in the wrong places. Lack of oxygen during delivery can impair brain function and result in a LD as well (NIMH, 1999). It is also a fact the LD†s seem to run in families. This may indicate a genetic link of some kind. Although LD can run in the family, there is usually a slight difference in the disability. For example, a parent that may have a writing disorder may have a child that has difficulty expressing him/herself in speech (NCLD,1999). There could be another reason why LD†s run in the family. It is possible to attribute some learning difficulties to the family environment. For example, if a parent has a disability where s/he has difficulty expressing themselves through language then they are more likely not to talk as much to their children or the language they use may be distorted or they may use the wrong words often enough so that the child is unaware the s/he is using the wrong words also. The child lacking a good model to follow when acquiring language skills may then acquire a disability of his/her own (NCLD, 1999). Another possibility is that toxins in the child†s environment may effect the development of the child†s brain in early childhood. In a study conducted by the National Institute of Health, a connection was made between the amount of lead in the environment and learning disabilities (NIMH,1999). Though many of the possible reasons a child may have developed a learning disability can not be changed, environmental causes can. Many learning disabilities are not noticed until a child enters the formal learning environment (Council for Learning Disabilities (CFLD), 1999). Therefore, teachers are often the first to observe a child†s persistent difficulties in mathematics, reading or writing and must be knowledgeable about what to look for and how to identify a LD. A student with hyperactivity is relatively easy to identify due to there impulsive behavior and excessive movement, however, what about the child who is quiet and polite or the child with above average intelligence who has been able to maintain passing grades? These children are less likely do be identified and may go unnoticed and undiagnosed. Although some children reach developmental milestones (first step, first word, ability to write one†s own name†¦ etc. ) later than others, there are a few things to keep in mind when trying to informally identify a learning disability. If a milestone is already quite delayed, if there†s a history of LD in the family or if there are several delayed skills than a teacher should notify the students parents and relay his/her concerns (CEC,1999). At this time, parents have the opportunity to have their child tested free of charge through the local public school system or they may choose to have an outside evaluation. Documentation is then brought to the school and an Individualized Education Program (IEP) is created. It is a teacher†s responsibility to implement the goals and objectives of an IEP in the classroom. Due to the individuality of each student and his/her disability, accommodations may vary among students. There are several different strategies that may help children to succeed academically. For example, printing assignments on a certain color paper or encouraging a child to use a colored overlay may significantly help them to process written information. Older students with developmental writing disorders may benefit from bringing a lap top computer to class to take notes or use for any written assignments. It may also be necessary that a student has someone to take notes for them or have assignments read to them aloud. These are just a few of the possible accommodations that may help students learn more efficiently (LDAA,1998). Insuring each child receives the best education possible is a never ending task yet it is one each teacher takes on when s/he enters the classroom. By educating oneself about the different ways students learn, having the ability to notice when there appears to be a gap in a child†s intelligence and the skills s/he has achieved and being familiar and educated about what you can do to help each child fulfill his/her potential can only make for a better educator.