Auschwitz Essay

What really did happen to all of the Jewish people and many others that were sent to Auschwitz? Almost all of the prisoners transported to the death camp were murdered or starved to death. Millions of people were tortured and killed at death camps just because of their religion. Established on April 27, 1940, in the middle of Poland, Auschwitz became the largest killing center during the Holocaust. Auschwitz was the largest death camp with three main camps and 45 sub-camps. Auschwitz I was where the laborers worked, Auschwitz II was the main killing center, and Auschwitz III was the housing for the prisoners.The 45 sub-camps were also for housing and labor work. In September 1941, the first gas chamber was conducted at Auschwitz. There were 850 malnourished and ill prisoners killed. Prisoners were put in shower like rooms where Nazi â€Å"Doctors† dropped Zyklon-B through little holes. Once the pellets came in contact with the air, it released a deadly gas that killed the pris oners in 20 minutes. Death by gassing became a daily routine. Captured Jews were transported to Auschwitz by train. They were unloaded and forced into two lines.Prisoners in the left line were sent to the gas chambers and killed immediately. The others in the right line were sent to work at labor camps. Most children, elderly, and handicap were also killed upon arrival. Out of all of the many Nazi â€Å"Doctors†, Josef Mengele was considered the worst. He mainly concentrated his studies on identical twins. Josef would drop chemicals into their eyes to change the color. He once sewed to twins together to make Siamese twins. He did all this without the use of anesthesia. The few survivors of is studies were executed.In January 1945, just 4 months away from the end of the war, the liberation of Auschwitz occurred. 7 tons of hair was collected and many other items. Mengele’s associates were sentenced to death or life in prison; he was not among them. 2. 5 million people we re killed at Auschwitz, and only 800,000 deaths were recorded by Nazis. Nine out of ten Jews were killed in gas chambers and many others throughout the camp. When the war was coming to an end, many people were burned alive to save time. 1. 2 million Jews and many others were tortured and murdered at Auschwitz during WWII, just for their looks and beliefs.

India and Southeast Asia, 1500 B.C.E.-600 C.E.

Ashley Thompson AP World History Ms Thurgood,1-3 Chapter 6: India and Southeast Asia, 1500 B. C. E. -600 C. E. P: *Around 1000 B. C. E the people were divided into kinship groups while the kings ruled over the tribes. Later under the Kings were military and civil officials, which dealt with records, income of the government and custom duties. During the Gupta empire there was a rather decentralized administration unlike the Mauryan Empire. *Brahmans and warriors were at the highest point in the Hierarchy and there were structural laws based on the caste system. Rulers in Southeast Asia used their Indian knowledge and personnel to increase their power. E: *Heavy taxes were imposed on common people during the Gupta Empire. India traded extensively with South East and East Asia. *One’s economic status in India could be compared to that of a capitalist society. This is because of the belief in reincarnation, and that whoever you were in your last life determined who you were in yo ur next life. These reincarnations were placed into a caste and whichever caste you were placed in depicted your social and economic status.Who you were and what you did depicted your well being. * The Funan (SE Asia) society was able to take control over the trade route between India and China by extending control over most of Indochina and the Malay Peninsula. R: *There was a spread and development of belief systems such as Vedism, Buddhism, Jainism, and Hinduism. *There were many religious texts such as: Mahabharata- The vast epic of the events leading up to a battle between kinship groups in early India.Bhagavad-Gita: A dialogue between the great warrior Arjuna and the god Krishna about the fate of the spirit. Vedas: Religious texts communicated orally by Brahmin priests that were eventually written down and are the main source of about the Vedic period. *Buddha played a major role in the spread of Buddhism, as he was the founder. S: *Class and Caste: The varna/jati was the main categories of social identity. The Varna contained the 4 major social divisions: Brahmin, Kshatriya, Vaishya, and Shudra.Underneath these were the Untouchables who were excluded from the class system. The jati were the regional groups of people who had common occupancy who generally interacted with the people from their group. *In terms with the patriarchal society women had little rights. In the Gupta Empire moreso women lost their rights to own and inherit property, and were banned from studying sacred texts and participate in sacrificial rituals. They also were married at a very early age. Some women escaped male control by joining Jainist and Buddhist communities. COT: Although women were never viewed as on the same level socially as men, their rights declined dramatically between 320 C. E. -550 C. E. I: *ca. 1500 B. C. E. there was a migration of Indo-European people into northwest India. There were interactions between Asia and India through trade. * In SE Asia Indian culture was received, what was useful to them was extracted and put into beliefs and values. A: Many statues, sculptures, and temples were built to honor Hindu deities and also to honor Buddha. important points: *ca. 500 B. C. E. – Siddhartha Gautama founds Buddhism; Mahavira founds Jainism. This is important because this was the beginning of two very important and influential religions of this time. *ca. 1500 B. C. E. – Migration of Indo-European people into northwest India. This was important because these people brought in outside influences, and they also started the prejudice of the Dasas by the Aryans, which led to the caste system. *550 C. E. – Collapse of the Gupta Empire.This was important because this was the end of an empire of poor economy and low status of women. Vocabulary *moksha: The Hindu concept of the spirit’s â€Å"liberation† from the endless cycle of rebirths. * â€Å" Great Vehicles† branch of Buddhism that focuses on reveren ce for Buddha and for bodhisattvas, enlightened people who have postponed nirvana to help others attain enlightenment. *Theravada Buddhism: â€Å"Way of the elders† branch of Buddhism that downplays the importance of the gods and emphasizes the individual’s search for enlightenment. Tamil Kingdoms: The kingdoms of southern India, inhabited primarily by speakers of Dravidian languages, which developed in partial isolation, that produced epics, poetry, and performance arts. *Funan: An early complex society in Southeast Asia between the 1st and 6th centuries C. E. It was centered in the rice-growing region of southern Vietnam. Comparative thesis: Although both India and Southeast Asia between 1500 B. C. E-300C. E. had apparent religion, India had a more structured system, while in Asia there was a more open influence on religion.

indopak history and relation Essays

indopak history and relation Essays indopak history and relation Essay indopak history and relation Essay indopak history and relation BY 122 PAK INDIA relations intro historical background current situation indo pak relations always remain hostile. from day one india is against pak existance. there were three major wars 1964,1971 , 1999. the continuity of hostile relation can be attributed to kashmir problem which is still unresolved. ln 1999 Nawaz sharif started dailouge with india but due to kargil war whole process was ruined. again in 2004 efforts were made to sort out problems and to devise a mechanism to resolve the problems a composite dailouge was started. hich include peace security (CBM) saichin sir creek ooler barrage terrorism drug trafficking but again due to mumbai attacks the process halted until 2011 . this time emphasis was laid on trade. ln 2013 the process was against perturbed by skirmishes on LOC until Nawaz Singh meeting in newyork where it was decided to convey meetings of DGMOs to resolve the hostile sitution and again move towards better ties. HISTORY : Here is a look at some highs and lows in relations between India and Pakistan. 1947 † The British Empire in the subcontinent is divided into two countries: India and Pakistan. The unexpected Partition and lack of proper arrangements for one of the reatest migrations of modern history led to skirmishes and bloodshed on both sides of the divide. 1947/48 † India and Pakistan go to war over Kashmir. The war ends with a I-IN-ordered ceasefire and resolution seeking a plebiscite for the people of Jammu and Kashmir to decide whether to become part of India or Pakistan. 1965 † India and Pakistan fight their second war over Kashmir. Fighting ends after the United Nations calls for a ceasefire. 966†Tashkand accord signed by Indias prime minister Lal Bahadur Shastri (who died the next day) and Pakistans president Ayub Khan, ending the 17-day war between Pakistan and India the parties agreed to withdraw all armed forces to positions held before Aug. 5, 1965; to restore diplomatic relations; and to discuss economic, refugee, and other questions. The agreement was criticized in India because it did not contain a no-war pact or any renunciation of guerr illa aggression in Kashmir. 1971 † A rebellion in East Pakistan and alleged interference from the Indian side lead the two countries to war for a third time. East Pakistan becomes independent Bangladesh. 1972 † Pakistani Prime Minister Zulfkar Ali Bhutto and Indian Prime Minister Indira Gandhi sign agreement in Indian town of Simla over principles meant to govern relations. Both countries decided to settle their differences by peaceful means through bilateral negotiations (2)Kashmir dispute is a bilateral issue and must be settled through bilateral negotiations (3)all always respect each others national unity, territorial integrity, political independence and 1989 † Separatist revolt starts in Indian-administered Kashmir. India accuses Pakistan of arming and sending militants into the region, which Pakistan denies. 1998 † India carries out nuclear tests. Pakistan responds with its own tests. February 1999 † Indian Prime Minister Atal Behari Vajpayee holds summit with Pakistani counterpart Nawaz Sharif in Lahore. known as BUS DIPLOMACY 1999 † India and Pakistan wage brief conflict in the mountains above Kargil on the Line of Control, the ceasefire line dividing Jammu and Kashmir. July 2001 † Summit between Pakistani leader General Pervez Musharraf and Vajpayee in Agra in India ends in failure. December 2001 † Militants attack Indian parliament. India blames Pakistan-based militants Lashkar-e-Taiba (LeT) and Jaish-e-Mohammad of launching attack. Tensions rise as one million troops are mobilised on either side of the border; war only averted months later in June 2002. 2003 † Pakistan, India agree ceasefire on the Line of Control. 2004 † The two countries launch a formal peace process. ( COMPOSITE DAILOUGE) November 2008 † Ten gunmen launch three days of multiple attacks in Mumbai, killing 166. India again blames Pakistan-based militants and snaps talks with Pakistan. June 2009 † Prime Minister Manmohan Singh and Pakistani President Asif Ali Zardari meet on the sidelines of an international gathering in Russia. Singh tells Zardari he wants him to ensure militants cannot operate from Pakistan. March Singh invites Pakistani Prime Minister Yousuf Raza Gilani to watch a historic 2011 † World Cup cricket match between the two sides and discuss reviving peace process. India beat Pakistan in the match. CRlCKET DIPLOMACY May 2011 † Indian and Pakistani troops exchange cross-border fire after an Indian soldier is killed by Pakistani troops in Kashmir. After talks, India and Pakistan break no ice on how to demilitarise the no-mans land above the Siachen glacier. November 2011 † Pakistan ecides to grant India Most Favoured Nation trade status. Singh and Gilani promise a new chapter in their history after discussions in the Maldives. 2011 † Pakistan takes further steps toward normal trade and travel ties with India, agreeing to open most commerce by February 2012 and ease visa rules. January 2013 † India accuses a group of Pakistani soldiers of barbaric and inhuman behaviour after two Indian soldiers are killed in a firefight in Kashmir and their bodies mutilated. Pakistan denies involvement. Peace talks stall and Indian Prime Minister Singh says there can be no business as usual. CURRENT RELATIONS TRADE RELATIONS in 1947 pakistan 70% trade was with india. in 1952 oak export to india was $113 million where as india exported $. 03million. balance of trade was in pakistan favour till 1965. from 1965 to 1975 there was no trade. After reopening of trade b/w pak india except first threee year again BOT was in pakistan favour in 1993 india changed its policy from socialist to capitalist mode and BOT was in favour of india in 1996 the ratio was 1:2 after india granted MFN status to Pakistan. In 2011 it rose to 1 granting MFN . The previous government of the Pakistan Peoples Party ad announced in early 2012 to grant MFN status to India by the end of that year. But it didnt follow through on its decision because of impending elections and pressure from certain industrial and farm lobbies. Indias failure to remove non-tariff barriers (NTBs) to ease the flow of Pakistani goods into its territory was also a major reason for Islamabads reluctance to grant MFN status for its next door neighbour. The Agreement (Safta) with zero tariff rates in 2016. The negative list was also to be phased out by the end of last year, but was delayed because of Indias refusal to emove NTBs to ease the concerns of Pakistani manufacturers of automobile and auto parts, pharmaceuticals, etc. The two-way trade volume has increased to about $2 billion in 2011-12, from $835 million in 2004-05. The size of trade held through third countries is estimated to be many times greater than that done through official channels. Some estimates suggest that bilateral trade could reach $10 billion in a few years, if business relations normalise between the two nations. KASHMIR covered in detaial WATER DISPUTE: covered detailed SIR CREEK Sir Creek is a 96 km marshy strip in the Rann of Kutch area lying between he southern tips of Pakistans Sindh province and Indian state of Gujarat, opening in the Arabian Sea. The dispute is related to the Rann of Kutch. During independence, Pakistan inherited the control of the whole of northern Rann of Kutch, but India occupied a part of it in 1956 . The 1914 resolution that awarded the whole of Sir Creek to Sindh, which in 1947 Joined Pakistan while Gujarat opted for India, should have been respected. The matter would have been amicably resolved, but two developments changed the Indian stance: firstly, the prospect of oil and gas being ound in the Sir Creek area and secondly, the advent of the 1982 United Nations Convention on the Law of Seas (UNCLOS) to which both Pakistan and India became signatories. The consequent Exclusive Economic Zone (EEZ) granted Pakistan and India rights under the convention over the sea resources up to 200 nautical miles in the water column and up to 300 nautical miles in the land beneath the column. Of all bilateral disputes between Pakistan and India, Sir Creek has the simplest solution and can be resolved as a confidence building measure (CBM), paving the way to settle the more complex ones. Political will is required. n 2011 and 2012 meetings were held in Islamabad and delhi and substantial development was seen but due to unfavoured ties it didnot proceded futher SAICHEN GLACIER. The Siachen Glacier The roots of the conflict over Siachen (the place of roses) lie in the non-demarcations on the western side on the map beyond NJ9842. The 1949 Karachi agreement and the 1972 Simla agreement presumed that it was not feasible for human habitation to survive north of NJ9842. Piror to 1984 neither India nor Pakistan had any permanent presence in the area. The conflict began in 1984 with Indias successful Operation Meghdoot during which it wrested control of the Siachen Glacier (unoccupied and not demarcated area). in 2012 GYARI sector incident it is clear that this dispute is futile and useless to stay there. prisoners : 2007 INDO PAK Judicial committe composed of retired eight Judges from both sides was formed to know numbers of prisoner on both sides . hey invistegated the condition of Jails and prisooners to obtain and facilitate release of prisoner. ln recent past prisoners were swapped from both sides. Visa regime in recent past new visa regime was signed by both countries hich include new visa regime, more concessions have been given to the businessmen from both the countries with giving them multiple entry one y ear visa with the exemption from the Police Report and with increasing the number of cities Group Tourist Visa has been introduced under which a group of 10 to 50 persons will registered tour operators from both the countries. Pilgrim Visa, under the new visa regime, pilgrim visas will be issued to pilgrims intending to visit religious shrines as per the 1974 protocol on visits to religious shrines, or any future revision to the protocol. errorism India claim that their is constant infiltration of militants trained by Pakistani intelligence into kashmir and are involved in mutiny. Mumbai Attacks. nterferance of indian army army,and support to Baloch separatist. there is concerns on both sides HOW TO NORMALISE SITUATION hot lines to remove misunderstanding people to people communication (culture exchange progs,visa relaxation,bus and rail service) trade relation political will, sincerity, ( put hardliners on both siades) constant dailouge and political solution for throny issues like kashmir and terrorisms.

WWI, A Buildup Up To WWII †History Essay

WWI, A Buildup Up To WWII – History Essay Free Online Research Papers WWI, A Buildup Up To WWII History Essay The aggressor in both World War One and World War Two in Europe was Germany. The causes of these two wars in several ways are similar; however, it can be seen that there were different reason the wars broke out. During the early 1900’s a use in nationalism in Europe took place. At this time Germany felt it was the natural leader of Europe. The Germans felt that Britain was restricting their power because Britain was supreme on the sea. Britain’s rule of the sea prevented Germany’s gaining colonies abroad. Colonies could supply Germany with resources needed to maintain her army and give Germany the prestige she wanted. Britain, on the other hand, did not want Germany to increase her power through the gaining of colonies. As a result, a strong rivalry developed between these two powerful nations. This rivalry was a long term cause of World War One. Nationalism also became a long term cause of World War Two. Both Germany and Italy were very angry with the terms of the Treaty of Versailles. Consequently, this treaty create ripe ground for the growth of nationalism in both Italy and Germany. Nationalism appeared in these two countries under fascism. In Italy the rise to power of Mussolini was bared on the idea that Italy could be the best country in Europe. Many Italians believe that Mussolini could create a nation as great as the famous Roman Empire had been. A similar feeling concerning greatness grew in Germany under the fascist leader Adolf. Hitler, who created the Nazis Party. The Germans, called Aryans, considered themselves to be a superior race both physically and mentally. Therefore, a feeling of nationalism or pride in their country quickly developed under fascist rule. Both Italy and Germany b ecame strong European powers as a result if nationalistic feelings. Their power rivaled the power of Britain. The Soviet Union and France Consequently, the development of nationalism in Germany and Italy became a long term cause of the Second World War. Militarism also was a cause of both WWI and WWII. Before the outbreak of war in 1914, Germany had developed an army that was powerful, efficient and successful in battle against Austria-Hungary (1860s) and even France (1870s). Because Germany had been highly industrialized she was able to maintain a strong army supported by military machines that rivaled anything Britain had. With this powerful force to rely on the Kaiser planned to expand his control our colonies. Militarism also became the cause of WWII. Japan was hungry for more land and natural resources to supply its war factories; it wanted to take control over all the countries and lands in the Pacific region. So they took action on December 7,1941, Japan launched an air raid from Japanese aircraft carriers against the US Naval headquarters at Pearl Harbor, and also 360 Japanese fighte r planes. The result was a disaster; altogether 2500 Americans were killed and 1200 were injured. The day after the attack on Pearl Harbor, the U.S declared war on Japan. The last similarities of the cases of the two wars is imperialism. In WWI, many countries had colonies: the French had a large stake in northern Africa and Indochina, Portugal held land in the East Indies, and Belgium had diamond interests in Africa. Germany only held few in Africa. Also in 1931 the first serious test of the League’s power occurred when Japan invaded Chinese province of Manchuria. China called for help to the League to stop Japan, but the League did nothing. Member countries were in the midst of the Great Depression and were occupied with their own economic problems. So, there was nothing done to stop Japanese imperialism and Manchuria came under its control. One difference of the causes between these two wars is alliance. Although nations of Europe looked at each other in less than favourable light, they also realized that alone they were vulnerable. By the end of the first decade of the new century the old alliances were shifting. England, France, and Russia, fearing the rise of Germany, signed an alliance, which was called Triple Entente. In response to this alliance, Germany formed the Triple Alliance with Austria-Hungary and Italy. The purpose of the alliances was to avoid war no country would dare to attack one member of an alliance because the other nations would come to help. But on the other hand, after WWI the American government returned to its policy of isolationism. It did not want to become involved in the affairs of other countries. It believed that any involvement would drag the US into wars that had nothing to do with its interests. This attitude of minding ones own business or isolationism was used by many countries and became a major cause of WWII. Another difference is in WWII the policy of appeasement was used to gain more territory and power, and the appeasement wasn’t used in WWI. The fear of communism made some people less critical of Hitler and encouraged some politicians to be sympathetic to his demands. Many politicians also viewed that the Treaty of Versailles was too harsh on Germany and that some of its lost territories should be returned. British Prime Minister Chamberlain was the strongest supporter of appeasement yet he was Hitler’s greatest political victim. Chamberlain firmly believed that the only way to prevent another world was to give in to some of Hitler’s demands. But at the end he realized that Hitler is not to be trusted. Research Papers on WWI, A Buildup Up To WWII - History EssayAppeasement Policy Towards the Outbreak of World War 2Assess the importance of Nationalism 1815-1850 EuropeAnalysis of Ebay Expanding into AsiaBringing Democracy to AfricaQuebec and CanadaGenetic EngineeringPETSTEL analysis of IndiaHarry Potter and the Deathly Hallows EssayDefinition of Export Quotas19 Century Society: A Deeply Divided Era

Punctuation Game

Punctuation Game Punctuation Game Punctuation Game By Sharon So you think you know your punctuation? Now you can put it to the test. Eats, Shoots and Leaves, reviewed by Maeve in July, has a punctuation game online. There are to questions on the placement of the apostrophe and comma, and at the end of the game you get a score showing how much of a stickler you are for correct punctuation use. Review our tips on punctuation, then take the quiz. Good luck! Come back and share your score in the comments. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:10 Rules for Writing Numbers and NumeralsWhat's a Male Mistress?Ulterior and Alterior

Historical Analysis of the Role of the Dollar in International Finance Research Paper

Historical Analysis of the Role of the Dollar in International Finance - Research Paper Example Dollars are illegitimate world money. But there is no international agreement that would constitute dollar in this capacity. This means that the U.S. does not carry the world community no responsibility for their actions in respect of its national currency, which is reflected directly on the world financial system. Similarly, the global community has no obligation with respect to the dollar. The world depends on the U.S. dollar and the management of monetary system, but in turn depends on the United States and the international community and on its relation to the dollar. All these relations are not regulated in any way, not legalized, not codified. It is impossible to build the global financial system in such a shaky foundation and it will be understood by the international community will sooner or later. This paper is one attempt to thinking about the dollar's role in the economy of the past and present. In the history of the 20th century, in the format of the financial and economi c transformation of areas of greatest interest is the process of becoming the world's reserve currency. In the early 21st century, the world's reserve currency is the dollar. The history of the dollar until 1913 is not a history of world currency. Until December 23, 1913 dollar is a common national currency. We distinguish the following dates transforming the U.S. dollar: -23 December 1913 - the creation of the Federal Reserve, now known as the Federal Reserve; -5 March 1933 - the third default of the U.S. economy; -1-22 July 1944 - Conference at Bretton Woods, which laid the perspective transformation dollar in the world's reserve currency - December 27, 1945 - the creation of the IMF, the supranational institution, designed to fully support the world's reserve currency - the dollar - August 15, 1971 - the fourth default of the U.S. economy. Refusal to convert dollars located abroad, in gold. Unilateral revision of international agreements, including the Bretton Woods;-90-years of the twentieth century - the emergence of "financial engineering" and global dominance of the "Washington consensus"; -23 March 2006 - the refusal of U.S. authorities to provide information on M3. This indicator shows the amount of dollars in circulation worldwide, 12 December 2008 - Fed refusal to provide information to Bloomberg about the recipients of more than $ 2 trillion in loans from the crisis of American taxpayers. Dollar decides the fate of the global financial system. But whether he has a legitimate and guaranteed execution of whether the United States of any obligations to the global economy? Consider the situation step by step transformation of the dollar in world currency, and the consequences of the situation. Perhaps the first place in the institutional framework regulating international monetary relations belonged and belongs to the International Monetary Fund (IMF). It is an intergovernmental multilateral monetary and credit organization with a specialized agency of the United Nations. International Monetary Fund established by the United Nations Conference on Monetary Affairs on 1 July 22, 1944 in the United States. Conference participants from 44 countries adopted the Final Act, which included the so-called Articles of Agreement of the International Monetary Fund, which act as its statutes. December 27, 1945 agreement on the establishment of the IMF

An investigation into the experience of international students Coursework

An investigation into the experience of international students studying in a UK university - Coursework Example This explains that their experience has been largely fulfilling. Being a traditional destination for higher education UK has been attracting students from all over the world for decades and henceforth has maintained a second position in the world in terms drawing international students following US. However, in the recent times, the government and higher education institution have had to face steep challenges to maintain the growth in the number of international students that they have been maintaining over the last decade or so (Zheng, 2012). It is believed that apart from the recent recession and competition from other countries, student’s experience while studying in UK can explain the reason for this challenge (Soo and Elliott, 2010). The relevance of this research lies in the explanation of international students’ experience while studying in UK, thereby commenting on the qualities and drawbacks of the education system. In addition to that, alongside explaining the experience of international students, this research will cater to highlight the educational framework implemented in the country that has been successful in rendering those experiences to the students. Aims and objectives The research paper will cater to fulfil the following aims and objectives: To do an in-depth analysis of experience of international students studying in a UK university. To comment on different aspects of the educational framework in UK those are responsible for providing such experiences. To highlight the challenges being faced by the government and educational institutions in maintaining the growth in the number of international students and its relationship with the experiences of international students. Literature review   Bennell and Pearce (2003), OECD (2004) and Zammuto (2008) have come to a common conclusion that globalization has not only manifested itself through international trade and foreign direct investment but also through the rising trend on in ternational student mobility in higher education. UK has been at the forefront receiving a pool of those international students migrating every year. According to Forland (2006), the rhetoric of internationalization suggests that, the underlying reason behind welcoming international students to UK higher education is to add benefits to the learning situation, to the students and to the institution as a whole. Most institutions now emphasize in internationalizing the student body and curriculum in order to provide them with world class experience. They believe that internationally focused educational perspective will enhance the learning experience of students. Surveys have shown that international students are largely satisfied with the study experience (Fernandez, 2011). However, some of them have regarded the experience of studying in UK as not of value for money. According to the author, international students are different in their own respect and they bring different prior expe riences along with them to UK (Fernandez, 2011). They have to get acquainted with the learning style and culture that prevails