Essay --

Question 1: Based upon the accompanying INTSUM, OPREP-3, and Warning Order for the Bangladesh scenario provide a Combatant Commander's revised mission statement. Ensure that this statement includes the elements of "who, what, when, where, and why". (10 points) When directed, US Pacific Command employs joint forces in concert with coalition forces to conduct foreign humanitarian assistance operations in Bangladesh in order to alleviate the immediate loss of life and stabilize the humanitarian crisis caused by Cyclone Janari. Conduct of operations is in support of US Government lead agency (Department of State/USAID and the US Ambassador to Bangladesh) and in coordination with local government forces, nongovernmental organizations, and private voluntary organizations to provide rapid aid delivery while minimizing US and coalition forces footprint. On order, stabilize the Joint Operations Area, transition control to the Government of Bangladesh, and redeploy to home station. Question 2: The commander's intent identifies the purpose of the campaign and the endstate. Based upon the INTSUM, OPREP-3 and Warning Order provide the Combatant Commander's intent. (10 points) As the Combatant Commander, my intent is to support the Government of Bangladesh in stabilizing the immediate humanitarian crisis by conducting foreign humanitarian assistance (FHA) operations in the affected areas. We will conduct/lead combined operations with coalition forces, local government forces, interagency (Department of State/USAID and the US Ambassador to Bangladesh), nongovernment organizations (NGO), and private voluntary organizations (PVO) to the extent that the Government of Bangladesh can then provide adequate assistance to victims of Cyclone Jan... ... and emergence of cooperative activities allow for lesser state and non-state actors the ability to develop offensive and counterspace systems that can create a degraded environment. Therefore, US forces are compelled to develop mission-effective alternatives (e.g. nontraditional ISR platforms like targeting pods), establish access of partner capabilities, and build resilience in cost effective next space capabilities (hosting payloads on various platforms). For these reasons, The Air Force can best accept risk within the global integrated ISR capability. References: Campaign Planning Primer: AY 07 (Carlisle, PA: US Army War College, Department of Military Strategy, Planning, and Operations), 1-35. Deptula, D. Lesson 6, Reading 1. Dorsett, D. Lesson 13, Reading 4. Gates, R. Lesson 7, Reading 2. Rueschhoff, J. Lesson 2, Reading 4. Schwartz, N. Lesson 6, Reading 2.

Epitaph and Dreaming Black Boy

a) Compare the ways in which these two poems deal with the experience of oppression and racism. b) State which of the two poems you find more disturbing, and give reasons to support your answer. c) Identify and comment on TWO poetic devices used in each poem to highlight the workings of oppression or racism. â€Å"Dreaming Black Boy† and â€Å"Epitaph† are two poems which address the issues of oppression and racism. though they both deal with the same problem, it is handled and discussed differently. In † Dreaming Black Boy†, the persona, a young black boy in school, talks about his aspirations and dreams. He hopes for an end to racism. The persona tries to use his education to try to escape the harsh reality of racism. He not only mentions what is going on around him now, but also the past and even how he would like things to be in the future. He longs for acceptance, a good education, success, to travel and a break from mental slavery. He fails to grasp that despite his intelligence and physical maturity, the racist treatment will continue, thinking that what he experiences as a young boy is the worst, he has yet to find out how it is in the future. On the other hand, â€Å"Epitaph†, a significantly shorter poem, is about a black slave who was hanged, people stop what they are doing to watch the sight, yet the rest of the world continues to go on. The sugar cane continues to grow, unlike in â€Å"Dreaming Black Boy†, the persona in â€Å"Epitaph† is an adult, looking on a past occurrence and commenting on how these types of events have impacted on our lives today. â€Å"Epitaph† appears to be the most disturbing as it suggests that many of these slaves' deaths are forgotten. The idea or notion that life goes on after you die and all you are awarded is a â€Å"pause†. The images in â€Å"Epitaph† are also more graphic. In â€Å"Dreaming Black Boy†, the poet uses euphemism to down play the harsh reality of the young black boy. For example, â€Å"plotters in pajamas† is used to refer to the KKK, a group infamous for the terror they caused on the black race. The main literary device used in â€Å"Dreaming Black Boy† is allusion. The persona alludes to white supremacy groups, a famous singer etcetera, to express the things he would like to change about his reality. â€Å"Epitaph† uses the â€Å"apostrophe† to give a visual image f the black slave hanging and swinging as he is hanged. This metaphor is effective in showing also how the slave has taken on the problems of the black race as his own. And his death belongs to the blacks. It is their history. Racism and slavery are two of the most controversial and oppressive elements in human history. Though both poems differ in style and technique, both successfully describe the physical and emotional effects of racism and oppression (slavery). This success is achieved through the use of allusions, vivid images, symbolic language and even euphemism. ) Compare the ways in which these two poems deal with the experience of oppression and racism. b) State which of the two poems you find more disturbing, and give reasons to support your answer. c) Identify and comment on TWO poetic devices used in each poem to highlight the workings of oppression or racism. â€Å"Dreaming Black Boy† and â€Å"Epitaph† are two poems which address the issues of oppression and racism. though they both deal with the same problem, it is handled and discussed differently. In † Dreaming Black Boy†, the persona, a young black boy in school, talks about his aspirations and dreams. He hopes for an end to racism. The persona tries to use his education to try to escape the harsh reality of racism. He not only mentions what is going on around him now, but also the past and even how he would like things to be in the future. He longs for acceptance, a good education, success, to travel and a break from mental slavery. He fails to grasp that despite his intelligence and physical maturity, the racist treatment will continue, thinking that what he experiences as a young boy is the worst, he has yet to find out how it is in the future. On the other hand, â€Å"Epitaph†, a significantly shorter poem, is about a black slave who was hanged, people stop what they are doing to watch the sight, yet the rest of the world continues to go on. The sugar cane continues to grow, unlike in â€Å"Dreaming Black Boy†, the persona in â€Å"Epitaph† is an adult, looking on a past occurrence and commenting on how these types of events have impacted on our lives today. â€Å"Epitaph† appears to be the most disturbing as it suggests that many of these slaves' deaths are forgotten. The idea or notion that life goes on after you die and all you are awarded is a â€Å"pause†. The images in â€Å"Epitaph† are also more graphic. In â€Å"Dreaming Black Boy†, the poet uses euphemism to down play the harsh reality of the young black boy. For example, â€Å"plotters in pajamas† is used to refer to the KKK, a group infamous for the terror they caused on the black race. The main literary device used in â€Å"Dreaming Black Boy† is allusion. The persona alludes to white supremacy groups, a famous singer etcetera, to express the things he would like to change about his reality. â€Å"Epitaph† uses the â€Å"apostrophe† to give a visual image of the black slave hanging and swinging as he is hanged. This metaphor is effective in showing also how the slave has taken on the problems of the black race as his own. And his death belongs to the blacks. It is their history. Racism and slavery are two of the most controversial and oppressive elements in human history. Though both poems differ in style and technique, both successfully describe the physical and emotional effects of racism and oppression (slavery). This success is achieved through the use of allusions, vivid images, symbolic language and even euphemism.

Application Of Flexible All Graphite Paper Based Field...

Flexible All Graphite Paper based Field Effect Transistor for motion detection using strain sensing Srinivasulu Kanaparthi, Sushmee Badhulika* Department of Electrical Engineering, Indian Institute of Technology Hyderabad, Hyderabad, 502285, India. *Corresponding author: E-mail: sbadh@iith.ac.in; Telephone: 040-23018443; Fax: 04023016032 Abstract Here we report the fabrication of a flexible all carbon field effect transistor (FET) using a low cost, recyclable and biodegradable cellulose paper as both substrate as well as dielectric and pencil graphite as source, drain, channel and gate without using any other expensive, toxic or non-biodegradable materials. The electron and hole mobility’s of FET are observed to be 180 and 200 cm2v-1s-1 respectively which are comparable to the recently reported values of paper FET with polymer dielectric and cellulose composite dielectrics. The FET was utilized as a strain sensor which shows good sensitivity for low strains of both tensile and compressive type. The mobility of the FET increases with increase in compressive strain and decreases with increase in tensile strain. The sensitivity of the FET sensor increases with the increase in the gate voltage. HERE YOU CAN MAKE A COMMENT ON HOW THIS STRAIN SENSOR IS BETTER THAN SILICON STRAIN SENSORS IN PERFORMANCE. Further we investigated the performance of the sensor by integrating it with hand gloves to detect human motion. The results obtained indicate that the sensor can be utilized