NEXT-IAS-Interview-Guide-Book-CSE
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
When Is an Agrarian Not an Agrarian? a Reading of Robert Penn Warren’S “The Rb Iar Patch” Clare Byrne
Robert Penn Warren Studies Volume 10 Robert Penn Warren Studies Article 2 2016 When Is an Agrarian Not an Agrarian? A Reading of Robert Penn Warren’s “The rB iar Patch” Clare Byrne Follow this and additional works at: https://digitalcommons.wku.edu/rpwstudies Part of the American Literature Commons, and the English Language and Literature Commons Recommended Citation Byrne, Clare (2016) "When Is an Agrarian Not an Agrarian? A Reading of Robert Penn Warren’s “The rB iar Patch”," Robert Penn Warren Studies: Vol. 10 , Article 2. Available at: https://digitalcommons.wku.edu/rpwstudies/vol10/iss1/2 This Article is brought to you for free and open access by TopSCHOLAR®. It has been accepted for inclusion in Robert Penn Warren Studies by an authorized administrator of TopSCHOLAR®. For more information, please contact [email protected]. When Is an Agrarian Not an Agrarian? A Reading of Robert Penn Warren’s “The Briar Patch” Clare Byrne King’s College, London Critics have tended to fall into one of two camps on the matter of Robert Penn Warren’s participation in the Southern Agrarian movement. They have either agreed with Hugh Ruppersburg that “Agrarianism is…the essential premise on which [Warren’s] American explorations have rested” (30), or with Paul Conkin that “never” did Warren “ever write a single essay in which he committed himself, philosophically, to any version of Agrarian ideology” (105). As a result, his literary output has often either been read as a direct expression of Southern Agrarianism, or exonerated from any connection to it. I propose that Warren’s relationship to Agrarianism was much more complex and conflicted than either of these positions allows, and that this is evident even in the essays he explicitly contributed to the movement. -
HARLEM in SHAKESPEARE and SHAKESPEARE in HARLEM: the SONNETS of CLAUDE MCKAY, COUNTEE CULLEN, LANGSTON HUGHES, and GWENDOLYN BROOKS David J
Southern Illinois University Carbondale OpenSIUC Dissertations Theses and Dissertations 5-1-2015 HARLEM IN SHAKESPEARE AND SHAKESPEARE IN HARLEM: THE SONNETS OF CLAUDE MCKAY, COUNTEE CULLEN, LANGSTON HUGHES, AND GWENDOLYN BROOKS David J. Leitner Southern Illinois University Carbondale, [email protected] Follow this and additional works at: http://opensiuc.lib.siu.edu/dissertations Recommended Citation Leitner, David J., "HARLEM IN SHAKESPEARE AND SHAKESPEARE IN HARLEM: THE SONNETS OF CLAUDE MCKAY, COUNTEE CULLEN, LANGSTON HUGHES, AND GWENDOLYN BROOKS" (2015). Dissertations. Paper 1012. This Open Access Dissertation is brought to you for free and open access by the Theses and Dissertations at OpenSIUC. It has been accepted for inclusion in Dissertations by an authorized administrator of OpenSIUC. For more information, please contact [email protected]. HARLEM IN SHAKESPEARE AND SHAKESPEARE IN HARLEM: THE SONNETS OF CLAUDE MCKAY, COUNTEE CULLEN, LANGSTON HUGHES, AND GWENDOLYN BROOKS by David Leitner B.A., University of Illinois Champaign-Urbana, 1999 M.A., Southern Illinois University Carbondale, 2005 A Dissertation Submitted in Partial Fulfillment of the Requirements for the Doctor of Philosophy Department of English in the Graduate School Southern Illinois University Carbondale May 2015 DISSERTATION APPROVAL HARLEM IN SHAKESPEARE AND SHAKESPEARE IN HARLEM: THE SONNETS OF CLAUDE MCKAY, COUNTEE CULLEN, LANGSTON HUGHES, AND GWENDOLYN BROOKS By David Leitner A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the field of English Approved by: Edward Brunner, Chair Robert Fox Mary Ellen Lamb Novotny Lawrence Ryan Netzley Graduate School Southern Illinois University Carbondale April 10, 2015 AN ABSTRACT OF THE DISSERTATION OF DAVID LEITNER, for the Doctor of Philosophy degree in ENGLISH, presented on April 10, 2015, at Southern Illinois University Carbondale. -
Rethinking Genocide: Violence and Victimhood in Eastern Anatolia, 1913-1915
Rethinking Genocide: Violence and Victimhood in Eastern Anatolia, 1913-1915 by Yektan Turkyilmaz Department of Cultural Anthropology Duke University Date:_______________________ Approved: ___________________________ Orin Starn, Supervisor ___________________________ Baker, Lee ___________________________ Ewing, Katherine P. ___________________________ Horowitz, Donald L. ___________________________ Kurzman, Charles Dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Cultural Anthropology in the Graduate School of Duke University 2011 i v ABSTRACT Rethinking Genocide: Violence and Victimhood in Eastern Anatolia, 1913-1915 by Yektan Turkyilmaz Department of Cultural Anthropology Duke University Date:_______________________ Approved: ___________________________ Orin Starn, Supervisor ___________________________ Baker, Lee ___________________________ Ewing, Katherine P. ___________________________ Horowitz, Donald L. ___________________________ Kurzman, Charles An abstract of a dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Cultural Anthropology in the Graduate School of Duke University 2011 Copyright by Yektan Turkyilmaz 2011 Abstract This dissertation examines the conflict in Eastern Anatolia in the early 20th century and the memory politics around it. It shows how discourses of victimhood have been engines of grievance that power the politics of fear, hatred and competing, exclusionary -
Member (Part-Time), TRAI Param Vishisht Seva Medal, Ati Vishisht
LT. GEN. NITIN KUMAR KOHLI Member (Part-Time), TRAI Param Vishisht Seva Medal, Ati Vishisht Seva Medal, Vishisht Seva Medal with Four Decades of Successful Career with Indian Army. Specialization: Strategic Management | General Administration | People Development | HRM Practices| Change Management |Cyber Security | Team Leadership A seasoned Indian Army professional with 40 years of rich and diverse experience in steering a host of Command, Instructional and Staff appointments across the career. Possesses strong leadership skills, effective communication and interpersonal skills. Signal Officer in Chief. Provided strategic leadership and operational expertise for setting up Indian Army’s Communication and Cyber Infrastructure on a PAN India basis. Overseeing operational and logistical arrangements of approximately 1 (One) lakh personnel of Corps of Signals. Implemented/processed telecommunication projects worth approximately 20000 crores Holds the credit for implementing Strategic Defence Communication Network (DCN) in 2016 and steering and fielding of the most talked about Network for Spectrum (NFS) i.e. laying of 60,000 kilometres of OFC in the entire country and creating Next Generation Networks, as also Mobile Cellular Communication System (MCCS) in the Northern Sector and numerous satellite Communication Systems. Strong knowledge about the cyber laws and the regulatory framework, established systems and processes for ensuring compliance with the organization’s security policy. Well versed with latest best practice and developments in the field of IT and Telecommunication. Director General (Manpower Planning and Personnel Services) Led the entire gamut of administrative and Personnel management functions which included Recruitment, Posting, Promotion, Pay & Allowances and various other terms and conditions including various welfare schemes for the Indian Army personnel (1.3 million) and retirees (1.8 million). -
National Cadet Corps
1 NATIONAL CADET CORPS SPECIALISED SUBJECTS SD/SW ALL WINGS Directorate General of NCC Ministry of Defence RK Puram, New Delhi,110066 By Order May 2013 Director General NCC 2 ARMED FORCES -1 BASIC ORGANISATION OF ARMED FORCES Code - AF-1 Period - One Type - Lecture Term - I ____________________________________________________________________________ Training Aids 1. OHP, Computer slides, pointer, screen, black board and chalk. Time Plan 2. (a) Introduction. - 05 mins (b) Command and control - 10 mins (c) Headquarters and formation headquarters - 10 mins (d) Navy and Air Force - 10 mins (e) Conclusion - 05 mins INTRODUCTION 1. As a Cadet of the NCC, it is very important to understand the basic organisation of the Indian Army at a macro level. A look at the command and control structure shows how finely it has been tuned to meet India‟s threat perception based on the major wars that it has fought and the present day geo-political scenario. AIM 2. To acquaint the cadets about basic organization of Armed Forces. PREVIEW 3. The lecture will be conducted in the following parts:- (a) Part I - Command and Control. (b) Part II - Headquarters and Formation Headquarters. (c) Part III - Navy and Air force 3 PART I-COMMAND AND CONTROL 4. Command. The President of India is the Supreme Commander of all the Armed Forces of the Country. The Chief of Army Staff is the head of the Indian Army and is responsible for the command, training, operations and administration. He carries out these functions through Army Headquarters. (Army HQ) of the 1.1 million strong force. A number of Staff Officers assist him, such as Principle Staff Officers(PSOs),Head of Arms and Services, etc. -
Keep on Moving: Studying African Americans Movements by Malaika
Keep on Moving: Studying African Americans Movements Malaika Rudolph-Fletcher Summer 2009 Dr. Gordon Education Policy and Leadership 834 An Interpretive History of African American Education Part II: 1950 to the Present 1 Purpose: The purpose of this year long theme is to challenge and empower young African American students for the future. It is my belief that academic achievement is related to a positive understanding of one’s identity and culture despite the majority’s attempts to malign and denigrate it through media stereotypes, majority perspectives, and lack of culturally representative texts. After reading several books in this class and much discussion, it became imperative for me to develop not just a unit for this class, but a theme that could be used for the entire year to engage my students. The title of this year long theme is “Keep on Moving” because as a group of people, African Americans have moved past obstacles and barriers to assert their position in America. Further, Peter Murrell (2002) stated that as part of the specific cultural practices in an African-Centered Pedagogy, teachers must employ a living curriculum, like a “movement history”, to help students address the historical and contemporary struggles of African American people. As Peter Murrell (2002) asserted there is a definitive cultural and intellectual history that has emerged from the collective experiences of African Americans…and it has an important relationship to what education truly means in the collective memory of descendants of Africans in America. -
Vmagwtr03 P30-59.Final (Page 30
By PAUL KINGSBURY, BA’80 The thorny legacy of Vanderbilt’s Fugitives and Agrarians Pride and Prejudice t’s one of the most famous and cherished photographs in Vanderbilt’s history. Allen Tate, Merrill Moore, Robert Penn Warren, John Crowe Ransom, Donald Davidson. Five balding white men, dressed impeccably in suits and ties, are seated outdoors, Iobviously posed by photographer Joe Rudis to appear as if lost in con- versation. Despite the artifice, the subjects seem relaxed and even playful, what with Moore practically sitting on Tate’s lap, Warren lean- ing in as if to insert a word edgewise, and the entire group looking to Allen Tate as if expecting a clever remark. It was a happy moment for the old friends. It was 1956, and after three decades of being ignored by the University, the Fugitives had returned to campus in glory for a colloquium devoted to their literary work. V anderbilt Magazine 31 Heroes Fugitives and Agrarians he five writers photographed in 1956 “Nothing in Vanderbilt’s history has come devoted to the Fugitives and Agrarians. The undergraduate courses on southern litera- were Vanderbilt graduates. They were anywhere close to the Fugitives and Agrari- 1956 reunion was followed by an Agrarian ture to these writers. On the graduate level, Donald Davidson (1893–1968) known as “Fugitives” after The Fugi- ans in giving it a national reputation,”con- reunion and symposium in 1980. That event, Kreyling says master’s and doctoral students BA’17, MA’22; Vanderbilt Ttive, the widely praised but little purchased firms Paul Conkin, distinguished professor though, seemed to mark a high tide for the in his department read them only occasion- English department, poetry magazine they self-published, along of history, emeritus, and the author of defin- Agrarians and Fugitives on campus. -
Padma Vibhushan, Padma Bhushan, Padma Shrl (Reverse - Left to Right)
Padma Vibh~ushan~ Padma Bhushan~ P~adma Shrl (obverse - left to right) Padma Vibhushan, Padma Bhushan, Padma Shrl (reverse - left to right) 28 PARAM VISHISHT SEVA MEDAL: In 1960, this decoration, then termed the "Vishisht Seva Medal, Class I", was created for award for "distinguished service of the most exceptional order." On 27 January 1967, this medal was renamed the Param Vishisht Seva Medal. All ranks of the Armed Forces are eligible for this award, inclu- ding the Territorial Army, Auxiliary and Reserve, and "other lawfully approved Armed Forces," including nurses. It should be noted that the illustration seen is of the Vishisht Seva Medal, Class I. The design is the same, except for the differing reverse inscription, which will be noted. The Param Vishisht Seva Medal is 35 mm in diameter and is made of solid gold gilt and has a five-polnted star on the ob- verse, the reverse bears the State Emblem and above that the name of the decoration in Hindi: ,~~x~ ~ ~ ,, The medal is suspended from a straight bar shspension from a 32 mm wide ribbon. The ribbon is gold, with a single narrow dark blue stripe down the middle. Subsequent awards are in- dicated by the addition of a bar to the suspension ribbon. Such a repeat award is shown on the ribbon bar by the addition of a metal miniature of the Param Vishisht Seva Medal. Vishisht Seva Medal, Class I As an example of the sort of service for whlch the medal is awarded, the citation for the award of 26 ~anuary 1961 to Rear Admiral Daya Shankar, IN, Controller-General for Defence Production, reads: Rear-Admiral Shankar~ as Director-General, Ordnance Factories, within a short time of two years revolutionized the work of the Ordnance factories with the result that a production of Rs. -
The Emergence of Formalist Criticism: an Overview
THE EMERGENCE OF FORMALIST CRITICISM: AN OVERVIEW SANDEEP KUMAR SHARMA Research Scholar Department of English Punjabi University, Patiala (Punjab) INDIA In their critical theories, the stress was laid only on the ideas and intellectual contents of the work of art. Early Victorians had emphasized the moral, social and religious uses of literature which had resulted in extrinsic approach to literature. As a reaction to these movements a 'new' movement appeared on the literary scene which propagated for the study of the 'form' and 'artistic' aspects of a work of art, and was named 'Formalist' school or a school of 'new' critics. They felt that the only course open for the literary criticism to avoid being exploited by industrialism, and save literature from history, sociology and science. The concentration on the form, structure, technique, images, metaphors rhymes and such other items was thought to be worthwhile as it was thought that it could give the analysis of a literary work wider depth of meaning and help the critic explore the real depth of meaning. Key Words: Structure, Formalist Criticism, New Critics, Aesthetic Sensibility. The writers and critics of America and England were very much dissatisfied at the turn of the twentieth century. The intellectuals of that period suffered from literary unrest because their hopes and expectations which they had from the new century were going to remain unfulfilled. Though in the wake of scientific advances, the whole atmosphere was pregnant with intellectual activity, the literary theoreticians thought that there had come a stagnation in the field of literary criticism. This feeling of stagnation in criticism sustained because there were many critical schools prevalent which approached a literary work from external standpoints only. -
9043 211 311 / 411 Tnpsc Current Affairs – April 2018
CHENNAI IAS ACADEMY – 9043 211 311 / 411 TNPSC CURRENT AFFAIRS – APRIL 2018 CHENNAI IAS ACADEMY Vellore & Tiruvannamalai ENGLISH MEDIUM www.chennaiiasacademy.com chennaiiasacademy Contact : 9043 211 311 / 411 1 CHENNAI IAS ACADEMY – 9043 211 311 / 411 Current Affairs For TNPSC Examinations April 2018 SI CONTENTS PAGE.NO .NO 1. TAMILNADU 01 – 04 2. NATIONAL 04 – 27 3. INTERNATIONAL 28 – 35 4. APPOINTMENTS & 35 – 47 RESIGNS 5. AWARDS 48 – 63 6. SCIENCE AND 63 – 72 TECHNOLOGY 7. ENVIRONMENT 72 – 73 8. BOOKS AND AUTHORS 73 – 74 9. SPORTS 75 – 84 10. IMPORTANT DAYS 84 – 91 11. PRACTICE QUESTIONS 91 – 94 2 CHENNAI IAS ACADEMY – 9043 211 311 / 411 Tamil Nadu Tamil Nadu government launched Amma Free will develop a strategic partnership. ShinMayway Wi-Fi zones in 5 cities of Tamil Nadu on US-2 is a unique aircraft. It is the only ‗in-service‘ 5th April 2018. open sea-capable amphibian aircraft with advanced This scheme was announced by former equipment suitable for rough sea operations. Tamil Nadu Chief Minister J.Jayalalithaa in September 2016. It was said that Wi-Fi zones will The four-day DefExpo begins Tenth edition of be set up in 50 spots, mainly in larger bus terminals, India‘s mega defence exhibition, DefExpo 2018 parks and commercial complexes. Amma Free Wi- began at Thiruvidanthai (on the outskirts of Fi zones have been introduced at the following five Chennai) on April 11, 2018. locations namely Labour Statue at Marina, Chennai, Central Bus stand at Salem,Central Bus stand at Tiruchirappalli, Gandhipuram Bus Stand in Coimbatore and Mattu Thavani Bus Stand in Madurai.Users of Amma Free Wi-Fi zones will be offered 20 minutes of free internet service per day. -
Indian Ministry of Defence Annual Report 2004
ANNUAL REPORT 2004-05 lR;eso t;rs Ministry of Defence Government of India Front Cover : BRAHMOS Supersonic Cruise Missile being launched from a Naval war ship. Back Cover: The aerobatic team of the Indian Air Force the Suryakirans demonstrating its awesome aerobatic skills. CONTENTS 1. The Security Environment 5 2. Organisation and Functions of the Ministry of Defence 17 3. Indian Army 25 4. Indian Navy 45 5. Indian Air Force 55 6. Coast Guard 61 7. Defence Production 69 8. Defence Research and Development 97 9. Inter-Service Organisations 115 10. Recruitment and training 131 11. Resettlement and welfare of ex-servicemen 159 12. Cooperation between the armed forces and civil authorities 177 13. National Cadet Corps 185 14. Defence Relations with Foreign Countries 197 15. Ceremonial, Academic and Adventure Activities 203 16. Activities of Vigilance Units 215 17. Empowerment and Welfare of Women 219 Appendix I. Matters Dealt by the Departments of the Ministry of Defence 227 II. Ministers, Chiefs of Staff and Secretaries 232 who were in Position from April 1, 2004 Onwards III. Summary of Latest Comptroller & Auditor General 233 (C&AG) Report on the Working of Ministry of Defence 1 THE SECURITY ENVIRONMENT Su-30 5 THE SECURITY ENVIRONMENT PHYSICAL ENVIRONMENT is bordered by the Arabian Sea, the Indian Ocean and the Bay of Bengal. 1.1 Connected by land to west, India is thus a maritime as well as central, continental, and south-east continental entity. This geographical Asia, and by sea, to the littoral states and topographical diversity, espe- of the Indian Ocean from East Africa cially on its borders, also poses to the Indonesian archipelago, India unique challenges to our Armed is strategically located vis-à-vis both Forces. -
Indian Army 19 4
Ministry of Defence Annual Report 2014-15 ANNUAL REPORT 2014-2015 Ministry of Defence Government of India Helicopter based small team operation C-130J, Hercules Aircraft of IAF in a fl ying formation C-130J, Hercules Aircraft of IAF in a fl Armour Fire Power LCA Tejas taking off at an Air Base Front Cover : Long Range Cruise Missile “Nirbhay” being launched (Clockwise) KASHIN Class Destroyer “INS RAJPUT” Back Cover : A Mig 29K aircraft approaching for Guns in action in High Altitude Area landing on board INS Vikramaditya Annual Report 2014-15 Ministry of Defence Government of India Contents 1. Security Environment 1 2. Organisation and Functions of the Ministry of Defence 11 3. Indian Army 19 4. Indian Navy 31 5. Indian Air Force 39 6. Indian Coast Guard 45 7. Defence Production 53 8. Defence Research and Development 71 9. Inter Service Organisations 93 10. Recruitment and Training 111 11. Resettlement and Welfare of Ex-Servicemen 133 12. Cooperation between the Armed Forces and Civil Authorities 143 13. National Cadet Corps 151 14. Defence Cooperation with Foreign Countries 159 15. Ceremonial and Other Activities 167 16. Activities of Vigilance Units 179 17. Empowerment and Welfare of Women 187 Appendices I Matters dealt with by the Departments of the Ministry of Defence 194 II Ministers, Chiefs of Staff and Secretaries who were in 198 Position from January 1, 2014 onwards III Summary of latest Comptroller & Auditor General (C&AG) 200 Report on the working of Ministry of Defence IV Position of Action Taken Notes (ATNs) as 213 on 31.12.2014 in respect of observations made in the C&AG Reports/PAC Reports V Results Framework Document (RFD) of Department of 214 Defence Production for the year 2013-2014 3 1 Security Environment 1 ndia’s defence strategy and policies aim at providing a Ipeaceful environment by addressing the wide spectrum of conventional and non-conventional security challenges faced by the country.