Piaget and the Concrete-Operational Period Assignment

Piaget and the Concrete-Operational Period - Assignment Example The concrete operational stage, which is the element of focus, begins from seven and ends at around eleven years. It involves integration from preoperational stage and children in this stage are able to apply logical reasoning based on principles of conservation (Flavell, 1994). Beyond the concrete operational stage, a child is able o apply deductive techniques in reasoning and solving seemingly complex problems (Garcia & Nanez, 2011). The following is a play to elaborate the concept of a concrete operational period and involves four children (Adam, Isaac, Norah and Cynthia). Adam is six years eight months, Norah is seven years, Isaac is ten and Cynthia are 11 years. The mission of the play to investigate how the children were at different ages will determine or explain changes in the quantity of sugar poured in three different containers using one standard measuring container. An adult named James is going to guide the children through the play and ask questions as well as record observations. (James uses a cylindrical container of one kilogram, 10-centimetre diameter and 30 centimetres height to scoops a kilogram of sugar and pour into the three containers. The first container is cylindrical, 30 centimetres high and 40 centimetres diameter. The second container is cube and measures 20 centimetres length, 20 centimetres wide and 20 centimetres height. The container is also cylindrical in shape and measures 60 centimetres height and 5 centimetres diameter. Transfer of the sugar is such that all the contents of the scooping container fit into each of the three containers. James ensures that each child is attentive and observes the distribution process. James then asks each child to comment by showing container with most and least quantities, and explain their observations). Adam: The third container is taller than the rest and capable of holding more sugar.  In addition, the sugar has filled it near to the brim.     

Social Networking Essay Example for Free

Social Networking Essay The twenty first century is known to be the world of the ‘Internet’; it is the most efficient way to get connected to our friends, relatives and colleagues. Sites such as Facebook have become very common among our youth today and have influenced our modern lives in many aspects. Being enrolled at a school with over 1000 students you begin to notice the reliance that a majority of the students have on Social Networking. As a student myself I have always had an interest in the way people act and the effect that these sites have on both the social and psychological side of us; this led me to the question ‘How often does cyberbulying occur?’ Technology allows all of us immediate access to information, which can greatly benefit our lives1. However, it has also provided some people with the means to exploit the innocent, commit crimes, and inflict injury on others. This technology has allowed some teens to take bullying that thrives in school hallways into cyberspace1. Bullying refers to any kind of aggressive behaviour, which is normally intentional and entails an imbalance of strength or power1. Cyberbulying is also referred to as a social online cruelty which can be described as an intentional aggressive act which is carried out by an individual or a group of individuals against a victim, done repeatedly over a long period of time and sent through electronic contacts1. Research indicates that there are a variety of reasons as to why people bully2, * Cultural causes fascinated with winning, power and violence.2 * Institutional causes the place in which bullying takes place, whether the home, school or workplace is not of high standards for the way people treat each other bullying is more likely to occur.2 * Social issues the fact that one gets more social recognition for negative behaviours than positive one can also contribute to reasons as to why people bully.2 * Family issues families that are not warm and loving and in which feelings are not shared are more likely to have children who bully, either with in the family home or in other locations in which children meet others.2 In relation to why people bully, a survey was conducted from December 2006 till January 2007 by the members of Kids Help Phone which had over 2500 respondents3. This stated that more than 70% of respondents to the survey reported that they have been a victim of cyberbulying, while 44% said they have been the bully themselves. At least 38% reported having experienced cyberbulying within the last three months3. This was a major key finding as it is clearly evident that there are a large number of cyberbulying incidents that occur, considering that there were only 2500 respondents and 70% reported being a victim is a huge thing, not to mention that most cyberbulying incidents are not reported and go un-noticed. Having investigated this further studies show that almost most cyberbulying cases go unreported because a large number of youth and their parents think that cyberbulying is not a big deal4. However, it has been proven that a victim of this type of bullying can lead to serious disorders for the future, including suicide4. This indicates that when one becomes a victim of cyberbulying, they are a victim for life. Though the bullying itself may go away, the fear, the hurt and the memories scar the victim forever. In a survey that was conducted at Mount Gambier High School similar results were found5; 54.5% of students said that they had been a victim of cyberbulying, while 23% said they have bullied someone online. 81.8% say that whilst on these sites they have witnessed cruel behaviour, 33.3% say that they ignore this behaviour when and if it occurs5. This was an important finding as it is apparent that when and if cyberbulying occurs, teenagers who are a witness tend not to do anything about it. This relates to my previous findings because if people did something about the cruel behaviour they witness online, than the victim of bullying statistic (70%)3 wouldn’t be as high as it is. It just goes to show that teenagers have a power that they don’t quite realise nor understand. Cyberbulying is a major concern of young people. In 2010, it was ranked the third highest issue of concern for 11 to 14 year olds6. Over a quarter of this age group indicates it was a major concern, compared with 20% of 15 to 19 year olds and 16% of 20 to 24 year olds6. In an interview with a parent of two teenagers7 (Anonymous), it was evident that technology creates certain challenges for adults who are trying to keep up with the relationship problems among adolescents. It is clear that to an adolescent the primary influence are his/her peers and what they think; while physical assaults or bullying is bad, verbal or the relational aggression can be equally as bad for certain kids. Many adults don’t trust teens these days because they assume that they are engaging in bad behaviours. They believe that it is the teenager’s responsibility to demonstrate to the adults in their lives that they are using technology safely, responsibly, appropriately and for them to sort of take some ownership over that. It’s very important to have a discussion between parents and teens so the adults know that the vast majority of teens are doing the right thing online. On average 11% of teens talk to their parents about incidents of cyberbulying.8 Another interview took place9 with a student at Mount Gambier High school who clearly stated that she believes Social Networking sites such as Facebook are encouraging teenagers to bully, it is giving them more of an opportunity, as on the internet you can practically be whoever you want to be and there is less risk of getting caught. It is common for teenagers to use Social Networking sites such as Facebook to their advantage, having that availability to all those sites give teenagers more freedom with very little boundaries; therefore making it an unsafe place to be. The student said that whilst on these sites you don’t think about the risk factors, it’s more of a spur of the moment thing. She also stated that a majority of the time it’s more for entertainment or a joke without actually realising what effect it could have on a person.9 With this information at hand it is clearly evident that Social Networking sites are definitely encouraging teenagers to bully. Social networking sites encourage people to be more public about their personal lives, intimate details of our lives can be posted so easily and users are prone to bypass the filters they might normally employ when talking about their private lives. Whats more, the things they post remain available indefinitely. Facebook in particular, by far the most popular social networking medium is encouraging the ‘anonymous’ by making it easy and accessible to under 18’s. A Senior Research Associate from the School of Psychology at the University of Adelaide conducted a survey at Mount Gambier High School in 2012 as part of the South Australian Media Use Survey (SAMUS)10. The study employed the best available psychological measures of mental health-related issues; the survey helped the understanding on how youth use media and it’s interaction with mental health. A total of 523 students took part in the study and within that study it showed that 35% of males use the internet to escape from problems compared to 31% of females; male and females do not differ greatly in terms of their preoccupation and difficulty in regulating the use of the internet.10 The vast majority of students at Mount Gambier High School report having at least one close friend with symptoms of a mental health issue in which was connected to Social Networking.10 The known prevalence of depression among adolescents (12-18 years) is about one in five (20%)10. Taking this figure into account, the symptoms profiles across gender were close to the expected norm, although females tended to report more depressive symptoms than boys.10 In conclusion, with the expansion of the internet and social networking technologies cyber-bullying is becoming more common and more severe. The research presented clearly shows that cyberbulying is on an uprise with a majority of teenagers reporting that they have been a victim of cyberbully while the other small portion admitting that they see it happen yet don’t do anything about it. Within my study it was shown that the average school student has at least one friend with symptoms of a mental health issue which is connected to social networking. This research paper is to inform society about what has been going on lately. Cyberbulying is technology powered and will only get worse as technology becomes more widespread; hopefully this paper will help to inform today’s youth and parents. If you see any kind of bullying happening in front of you, stop it if possible, and then report it.

Global Development of the English Language

Global Development of the English Language Introduction In the 18 centurys mid, it was realized by people that English has the related potential to become one of the world language because of individuals belonging to foreign were gaining dominance in comparison to others. Within the Europe, it was becoming a fashion to learn English language. With the passage of time, Italians also started taking interest to learn English and hence because of geopolitical enhancement, English language initiated to gain maximum attention of persons of the global world. Hence, the colonization takes place because the territories of the world were speaking in the English language (Osterhammel, 2005). Similarly, in 1952 (the time of Elizabeth 2) most people were using English Language to communicate with each other and hence, this growth of English Language tremendously increases because of expansion of colonial of England towards territories in the global world. The different patterns of settlement The English language was continuously spreading and hence, with the passage of time different patterns of colonization arises based on geographical locations as well as reasons of sociopolitics respectively. However, some countries think to spread themselves as â€Å"settler colonial† territory. On the other hand, dependency territory patters also present. The settler colonies, including many countries such as USA, Australia, Canada, and New Zealand. Thus, the people of Europe move towards these countries (Curthoys, 2005). It was not easy for the locals to migrate; hence, the outsider who needs a settler colony came towards these countries. Moreover, some local persons did marriage with people that came after migration including Mexico persons. On the other hand, some of them did not married to these migrated people and living, as they were always living in initial duration. The other pattern of colonization namely dependencies that was done within the most powerful country. Thus, no settler did migration and hence the country if adopted colonization than they make certain administrators (an organization) who did control of these native people. However, this was done in India when the British Raj takes control over India. In this, the Netherland people (an organizations role taken) control over East India. Another pattern of colonization was plantation colonies. In this colony, the country that was maximum in powers grow different crops and take over the lands of those countries that are poor and not able to argue with others. Within these colonies, the poor country became slaves of the rich country and work, as they are their farmers of the land. It includes countries like Jamaica. As there were different, patterns present of colonization, so it also includes trading post. In this colony, export and import was done with freedom. This mostly happened within the country that was more powerful and was rich as well. Similarly, the trading post was set up so that they have easily traded, selling products and services and flourishing their businesses towards the international market and gaining maximum concentration of the rest of the world. As per this situation, the rich countries were setting their forces of military and incurring different rules and regulation within the countries that were colonized. People were influenced and ready to move towards other colonies because there were unemployment increasing within the England territory and hence, they think to move towards other colonies, which arises sociopolitical issues. Thus, people move to deal with unemployment issue as well as inflation. The overseas colonies were providing them job and fulfilling their needs. The linguistic consequences With time, the linguistic consequences arise for colonization in different and new forms the English in the globe (Mufwene, 2004). Similarly, in new varieties of the English arises and play a significant role. Within the new varieties of the development, five different stages came from the English (Seargeant Swann, 2012). The very first stage was foundation in which English came in a territory that was very new and no single person was aware of this language. Within this territory, the settlers introduce the language and hence communication initiated. The other stage is exonormative stabilization. Within this stage, the English was the main language that was already spoken by different administrators and purpose of education. The third stage named as nativisation in which traditional culture and politic alliances replaced by the new one. The new linguistic took place and people started practicing them. The other stage was endonormative stabilization. Within this stage, the English t erritory considered as the important one and people started following it. Hence, a political independent territory takes place and English language play an essential role within the territory. The last stage was differentiation in which the people living locally were established in advance manner. However, people belonging to internal linguistic started and adopted English language as per their own choices and shaped the language in their own style. British Isles or beyond along with one case of colonization and variation of the language Different colonies were present that speak English Language in the world. The expansion of colony, England made the language of English as an international one. Hence, the English language gain maximum development because of different settlers of Europe was English speakers. Taking the example of North America, which was founded in 1607. The settlement done within the country and the group was named as the Pilgrim Fathers. To attract settlers, North American colony played a vital role during 1620. Almost 25000 people shifted towards North America because of the attraction. These pilgrims get religious freedom to live easily and follow their religion as per their own choices. The southern colonization was very different from northern one, as people settling in southern got less freedom comparatively. However, there was a relationship made in between North American persons settlement and trading the slave which was complex enough (Seargeant Swann, 2013). With the passage of time, the difference takes place in between British English and American English. This difference, termed as colonial lag. Likewise, within the North America, variation occurs within the languages. With the linguistic differences, certain conflict arises in terms of economies, but hence gradually colonists take interest and settlement done. In 1783, similar like British gain full independence. Moreover, because of the colonization, a civil war also led in 1806 in which North America got the victory. The resulting categories of language speakers as per Kachru’s circles Different speakers for the English Language development present many models. However, Kachru’s Circle Model is one of the best, which describe colonization including different countries. In 1985, when the English was developed in the world, Kachru presented a model named as three-circle model intensifying its ways. This circle model consists of different phase include inner circle, the outer side circle and the last expanding circle (Schmitz, 2014). As the English used around the globe and hence became an important language. For this reason, the circles have reasons, including the type in which the circle is spreading, different forms and the acquisition of the language and function of the similar language that having cultures across the borders correspondingly. The inner circle of the model is representing the English usage in traditional ways, where the people believe that this English language is their mother tongue. Countries like the USA, UK, and New Zealand are falling within the inner circle of the model. The other part of the circle named as an outer side circle. This part of the circle consists of the language English within those countries where it is being used as a secondary language. The language here is believed as a developing norm and it includes countries like Malaysia and India. The last part of the circle is named as expanding circle. Within this phase, people learn most common language of the world that is the English language. There is no history of English present in time, however, they do learn because of communication purposes with international countries including territories USA, UK and others. The people of these countries learn English language because the English language is an international language and commonly speaking all over the world. In addition, countries like China, Poland, and Greece are coming into expanding circle phase as they have learned English for just communication purposes. It is believed that this model plays an important role to understand the English and its usage in different countries and territories. Moreover, this model helps to understand the English reality and its maximum belonging countries within the world. Conclusion The history shows the growth and continuous development of the English Language within the world. The process of expansion of English was initiated in the 18th century and still it is growing in current world. The need of English was realized from the 18th century, but still no one can stop this growth. The English language now plays a significant role within the world to communicate with one another on an international basis. From taking setup internationally, to getting an education, the English language is necessary for all and is present in all forms including written and verbal. The colonization helps to process and develop the English language and become the turning point present in the history. Similarly, a lot of development also done in the English language to prosper this in the world and hence in result Kachru presented a model for giving better understanding. References Curthoys, A., 2005. Transnational historiography. In: Connected Worlds: History in Transnational Perspective. s.l.:ANU E Press, pp. 7-9. Mufwene, S. S., 2004. Language Birth and Death. Annual Review of Anthropology, Volume 33, pp. 201-222. Osterhammel, J., 2005. Colonialism: A Theoretical Overview. s.l.:Markus Wiener Publishers. Schmitz, J. R., 2014. Looking under Kachrus (1982, 1985) three circles model of World Englishes: the hidden reality and current challenges. Scielo, 14(2). Seargeant , P. Swann, J., 2012. The linguistic consequences of colonisation. In: English in the World: History, Diversity, Change. Ney York: Routledge, pp. 107-109. Seargeant, P. Swann, J., 2013. English in the World: History, Diversity, Change. s.l.:Routledge.

An Inspector Calls :: English Literature

An Inspector calls is set in 1912 and was written for a 1946 audience. What can it have to offer an audience in 2002? An Inspector calls. 'An Inspector calls' was written by J.B. Priestly in 1945, and was first shown to an audience in 1946. It was set in 1912, before the Second World War had started, and was to be shown, after the Second World War had ended. 'An inspector calls' is a dramatic, moralistic thriller. It is set around the death of a young woman: Eva Smith. The play begins with the Birling family celebrating the engagement of their daughter Sheila, to the wealthy Gerald Croft. In this part of the play you learn a lot about the social system of that era, the way people acted, and the way they thought. The doorbell, and the arrival of an Inspector interrupt their 'celebration'. From now on the mood changes, contrasting the light-hearted and happy mood; it now becomes tense and serious. The Inspector reveals each characters involvement in the death of Eva Smith, side by side with the flaws and evils in each characters' personality. This slowly reveals to the audience that the Inspector is a lot more then he seems, and that the play is not only a 'murder mystery', but also resembles a moralistic play of the middle ages, but in it's own socialistic manner. It also shows the flaws in the social system at the times, which are displayed in each character, and in the consequences of their acts. The audience are shown how some people ignore the reality of their actions, and even after seeing the consequence of their actions, refuse to change. Mr and Mrs Birling are portrayed as selfish and ignorant of their actions, while Sheila and Eric, as a contrast, have fully realised their mistakes and have changed the way they think. The inspector is successful in changing two of the characters, but is not successful in the rest. Priestly is in a way playing the Inspector, to his audience, showing them the consequences of their actions, and what will happen if they do not change. 'An Inspector calls' has many underlying messages, most of which are still relevant to us today. The question as to whether 'An inspector calls' is out of date, is a long argued and debated question. Both sides of the argument have valid points, and in order to come to a fair decision, you must consider both these sides of the argument. I am going to consider three statements about 'An Inspector calls' and after studying each one, am gong to come up with a decision.

Portrayal of the Lower Class :: Sociology

Portrayal of the Lower Class When the words poverty comes up what are the first things that come to mind. Usually the first thing thought of is the perception of a man with a torn skiing cap, tattered plaid jacket, dirty gloves, no shoes and living under a bridge. This is, like most stereotypes the extremity of the problem. The homeless you see on the street does not exemplify everyone in poverty. Most live in a very small apartment or complex with some food and water. Poverty by definition is the state of having little or no money and few possessions. This definition even says that not all in poverty are without a home or food or even clothes, it simply states that it is not a substantial amount. So how is it that new and everyone that is shown in poverty is always shown in rags on the corner? One reason is for the exact reason these people are in this state, money. Relief Organization and Companies raise millions if not billions of dollars a year on the aid of the less fortunate. Is it really tangible to believe that every drop of this money is going straight to these people? No, some of the money has to be going to patrons or even the fundraisers themselves. Even no-profit organizations spend money on bettering their own facilities. These people are not taking out enough money for there to be a question, but money is lost in translation. I don't mean to sound like a pessimist, but most people in this world are looking to expedite there way into money. What better way than to pluck the strings of another ones heart and have them willingly give you money? You might ask yourself how this plays into the role of stereotyping, its falls into affect when the media and government gets involved. Media sets up a portrayal of people who are poor and misfortunate as having absolutely nothing so that generous people will want to give more. As seen in hurricane Katrina, the media only showed riots in the street, African Americans looting stores, and people will no clothes on standing in the middle of the street in knee-deep water. You might want to know how embezzlers, the government and the media both have an impact on the stereotype of poverty.

a past will haunt me :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  My lungs filled with thick, sticky fog at three o’clock in the morning. It made the morning look vile and shivering. My hands were cold as ice. I am just about to get in my boyfriend’s blue jetta. I had a feeling in my stomach that I shouldn’t have got in his car. Of coarse I denied my self-conscious. Drugs and alcohol are flowing through our tired bodies. I was so eager to get into my warm bed. My friend Kyle had to work in a couple of hours so I told him that we would give him a ride home. I sensed his jealousy escalating as soon as he started to drive. I decided to ignore him and that seemed to make the moment worst. As soon as we dropped off our friend Kyle he accelerated at full speed toward our next destination. At one point I became a victim of his anxiety. I didn’t know what to expect next. As he parked his car on the side of the road he yelled at me to leave his car at once. I refused.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Get out of my fucking car† he shouted with his eyes bulging out of his small head.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"No, why? What is wrong with you? Are you sick or something?† I replied showing confusion on my face.   Ã‚  Ã‚  Ã‚  Ã‚   With great speed, he reaches the handle of my door and tried to force me out of his car. I tried to show my strength so I decided to sit still and to manipulate him to tell me what was on his mind.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"If you don’t get out, I will go home and you’ll walk home in the dark in the cold alone.† He shouted angrily   Ã‚  Ã‚  Ã‚  Ã‚  Unsuccessful in trying to get me out of his car; he began to drive mystically and made a sharp left turn. My reaction was to reach and grab the wheel and turn left. Big mistake. This day will always haunt my memories.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"You fucking bitch. This is my car so get out† he punched the side of my head with great force. â€Å" No, not until you tell me what I did wrong† I screamed with tears building up in my eyes. I saw his fist once again heading toward my head. I was taut to never let the enemy away with victory so this time I did the same thing back to him as he has done to me.

Netaji Subhas Chandra Bose Essay

Known as Netaji (leader), Mr. Bose was a fierce and popular leader in the political scene in pre-independence India . He was the president of the Indian National Congress in 1937 and 1939, and founded a nationalist force called the Indian National Army. He was acclaimed as a semigod, akin to the many mythological heroes like Rama or Krishna, and continues as a legend in Indian mind. Subhas Chandra was born on January 23rd 1897 in Cuttack (in present day Orissa) as the ninth child among fourteen, of Janakinath Bose, an advocate, and Prabhavatidevi, a pious and God-fearing lady. A brilliant student, he topped the matriculation examination of Calcutta province and passed his B. A. in Philosophy from the Presidency College in Calcutta. He was strongly influenced by Swami Vivekananda’s teachings and was known for his patriotic zeal as a student. His parents’ wishes kept him away from the Indian freedom struggle and led him into studies for the Indian Civil Service in England. Although he finished those examinations also at the top of his class (4th), he could not complete his aprecentship and returned to India, being deeply disturbed by the Jallianwalla Bagh massacre. He came under the influence of Mahatma Gandhi and joined the Indian National Congress (a. k. a. Congress). Gandhiji directed him to work with Deshbandhu Chittaranjan Das, the Bengali leader whom Bose acknowledged as his political guru. Bose was outspoken in his anti-British stance and was jailed 11 (eleven) times between 1920 and 1941 for periods varying between six months and three years. He was the leader of the youth wing of the Congress Party, in the forefront of the trade union movement in India and organized Service League, another wing of Congress. He was admired for his great skills in organization development . The Influence of Bose Bose advocated complete freedom for India at the earliest, whereas the Congress Committee wanted it in phases, through a Dominion status. Other younger leaders including Jawaharlal Nehru supported Bose and finally at the historic Lahore Congress convention, the Congress had to adopt Poorna Swaraj (complete freedom) as its motto. Bhagat Singh’s martyrdom and the inability of the Congress leaders to save his life infuriated Bose and he started a movement opposing the Gandhi-Irvin Peace Pact. He was imprisoned and expelled from India. But defying the ban, he came back to India and was imprisoned again! Clouds of World War II were gathering fast and Bose warned the Indian people and the British against dragging India into the war and the material losses she could incur. He was elected president of the Indian National Congress twice in 1937 and in 1939, the second time defeating Gandhiji’s nominee. He brought a resolution to give the British six months to hand India over to the Indians, failing which there would be a revolt. There was much opposition to his rigid stand, and he resigned from the post of president and formed a progressive group known as the Forward Block (1939). The second World War broke out in September of 1939, and just as predicted by Bose, India was declared as a warring state (on behalf of the British) by the Governor General, without consulting Indian leaders. The Congress party was in power in seven major states and all state governments resigned in protest. Subhas Chandra Bose now started a mass movement against utilizing Indian resources and men for the great war. To him, it made no sense to further bleed poor Indians for the sake of colonial and imperial nations. There was a tremendous response to his call and the British promptly imprisoned him . He took to a hunger-strike, and after his health deteriorated on the 11th day of fasting, he was freed and was placed under house arrest. The British were afraid of violent reactions in India, should something happen to Bose in prison. The Mystery Begins†¦ Bose suddenly disappeared in the beginning of 1941 and it was not until many days that authorities realized Bose was not inside the house they were guarding! He traveled by foot, car and train and resurfaced in Kabul (now in Afghanistan), only to disappear once again. In November 1941, his broadcast from German radio sent shock waves among the British and electrified the Indian masses who realized that their leader was working on a master plan to free their motherland. It also gave fresh confidence to the revolutionaries in India who were challenging the British in many ways. The Axis powers (mainly Germany) assured Bose military and other help to fight the British. Japan by this time had grown into another strong world power, occupying key colonies of Dutch, French, and British colonies in Asia. Bose had struck alliance with Germany and Japan. He rightly felt that his presence in the East would help his countrymen in freedom struggle and second phase of his saga began. It is told that he was last seen on land near Keil canal in Germany, in the beginning of 1943. A most hazardous journey was undertaken by him under water, covering thousands of miles, crossing enemy territories. He was in the Atlantic, the Middle East, Madagascar and the Indian ocean. Battles were being fought over land, in the air and there were mines in the sea. At one stage he traveled 400 miles in a rubber dinghy to reach a Japanese submarine, which took him to Tokyo. He was warmly received in Japan and was declared the head of the Indian army, which consisted of about 40,000 soldiers from Singapore and other eastern regions. Bose called it the Indian National Army (INA) and a government by the name â€Å"Azad Hind Government† was declared on the 21st of October 1943. INA freed the Andaman and Nicobar islands from the British, and were renamed as Swaraj and Shaheed islands. The Government started functioning. Leader of Masses and the Military  Bose in INA Uniform 1943 Early Success and Tragic End Bose wanted to free India from the Eastern front. He had taken care that Japanese interference was not present from any angle. Army leadership, administration and communications were managed only by Indians. Subhash Brigade, Azad Brigade and Gandhi Brigade were formed. INA marched through Burma and occupied Coxtown on the Indian Border. A touching scene ensued when the solders entered their ‘free’ motherland. Some lay down and kissed, some placed pieces of mother earth on their heads, others wept. They were now inside of India and were determined to drive out the British! Delhi Chalo (Let’s march to Delhi) was the war cry. The bombing of Hiroshima and Nagasaki changed the history of mankind. Japan had to surrender. Bose was in Singapore at that time and decided to go to Tokyo for his next course of action. Unfortunately, the plane he boarded crashed near Taipei and he died in the hospital of severe burns. He was just 48. The Indian people were so much enamored of Bose’s oratory and leadership qualities, fealressness and mysterious adventures, that he had become a legend. They refused to believe that he died in the plane crash. The famous Red Fort trial wherein Bose’s generals and the INA officers were tried, became landmark events. Initially, the British Government thought of a court-martial, but there was a countrywide protest against any kind of punishment. For common Indians, Axis and Allied powers hardly mattered, but they could not tolerate punishment of fellow countrymen who were fighting for freedom. The British Government was in no position to face open rebellion or mutiny and a general amnesty for INA soldiers was declared. While Bose’s approach to Indian freedom continues to generate heated debate in the Indian society today, there is no denying of his burning patriotism, his tireless efforts to free India from inside and outside and his reckless adventures in trying to reach his goals. His exploits later became a legend due to the many stories carried by the disbanded INA soldiers who came from every nook and corner of our great country. Had he lived, Subhas Chandra Bose could have given a new turn to Independent India’s political history. But he lives on eternally in the Indian mind, more famous after his death.