US Intelligence

Research studies have proven that there was no sufficient intelligence applied by the Intelligence community before the advent of the Second World War. Even during the war, intelligence was handled in a casual and uncoordinated manner. According to the Federation of American Scientists (1996, par. 5), there was â€Å"insufficient attention to certain collection requirements†.Advertising We will write a custom critical writing sample on US Intelligence specifically for you for only $16.05 $11/page Learn More From the first post, it is evident that the intelligence techniques and methods used during the conflict years were ineffective and hence resulted into numerous failures characterized by surprise attacks. The Pearl Harbor attack by the Japanese in 1941 was a clear evidence of a weak national intelligence system of the United States. From the post, it is possible to discern that the Pearl Harbor attack prompted the US to enter a battlefield and declare war against Japan. The US saw the need to establish an effective intelligence system especially in the army and naval forces. Currently, there is â€Å"widespread trend toward incorporating government intelligence methodology into commerce and education† (Krizan 1999, 1). This post highlights that substantial intelligence capabilities were later created by the military to support the war. However, what were these capabilities and how were they effective in the battlefield? This post focuses a lot on the US intelligence during the Second World War and does not adequately discuss Operation Iraqi Freedom even though it had the greatest impact in the development of the United States Intelligence Community (IC) during the early 20th century. In other words, the post concentrates on the issues that affected the intelligence system in the 19th century. Therefore, it is necessary to consider other events such as the US war against Iraq and Afghanistan alongside the impacts of the war on the Intelligence Community. This post admits the fact that intelligence has evolved in various ways since the era of the civil wars to the present time. It is clear that intelligence is â€Å"gaining attention in the twenty-first century† (Breakspear 2013, 682). Before considering how much intelligence is required to guard a nation, it is worth to examine its necessity. The post highlights that intelligence crisis is over. However, how are we certain that the crisis has ended? Does it imply that the end of the Second World War was an indicator that the intelligence crisis ended? We are still facing myriads of security threats within the global society (Johnson 2005, 116).Advertising Looking for critical writing on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is true that the US has adopted an isolation approach to respond to international matters? Nonetheless, the approach seems not to be helpful to the In telligence Community. It could be factual that the Pearl Harbor attack was significant in the development of intelligence system. However, it does insinuate that previous attacks were not destructive. Moreover, if the harbor attack had gross effects on Intelligence, then there is need to expound them in details. Historical records show that the US first entered into war with Iraq in 1991 to drive its militias out of Kuwait. The US had to collaborate with NATO allies to achieve the goal. This disqualifies the assumption that the country has embraced an isolation approach to international affairs (Federation of American Scientists 1996, par. 14). This post confirms that there has been little development in intelligence since the end of major world wars and civil crises. Meanwhile, Iraq invaded Kuwait later on and after the US intervention, â€Å"leaders within the Intelligence Community began streamlining their agencies and reorienting toward new missions with a greater focus on tran snational threats† (Federation of American Scientists 1996, par. 15). This means that the operation in Iraq was one of the remarkable events that immensely affected the US Intelligence Community. References Breakspear, Alan. 2013. â€Å"A New Definition of Intelligence.† Intelligence and National Security 28, no 5 (July), 678-693. Federation of American Scientists. 1996. â€Å"The Evolution of the U.S. Intelligence Community-An Historical Overview.† Last modified February 23, 1996. Accessed from https://fas.org/irp/offdocs/int022.html Johnson, Loch. 2005. â€Å"Framework for Strengthening US Intelligence, A.† Yale Journal of International Affairs. 7, no.1 (June): 116-123. Krizan, Lisa. 1999. Intelligence essentials for everyone. Washington DC: Books for Business.Advertising We will write a custom critical writing sample on US Intelligence specifically for you for only $16.05 $11/page Learn More This critical writing on US Intelligence was written and submitted by user Emelia H. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

10 Analysis Essay Topics on the Archeological Record

10 Analysis Essay Topics on the Archeological Record While the field of archaeology can sometimes feel bone dry and difficult to write about, you’d be surprised how many interesting things there are to say about the archaeological record. With a little help on which facts to include in your essay writing, you’ll be inspired in no time. In this first guide, we include ten facts on the archaeological record that could be incorporated into an analysis essay, as well as the sources from which these facts are drawn. An essay is only as strong as the facts that it incorporates, so by using this guide you’ll be well on your way to an effective analysis essay. Our second guide outlines 20 topics for an analysis essay on the archaeological record, giving you ideas for how to weave together the facts included below. We also provide a sample essay on the archaeological record in order for you to see a model of how these different topics could be organized into a full analysis essay. Our third and final guide provides a set of instructions and tips for creating an analysis essay on the archaeological record. With help on the actual academic structure of your analysis essay, producing an outline and a full-length essay will come much more easily. So let’s get started! Here are ten verified facts on the archaeological record. The archaeological record includes anything that people have created or modified. This record is used in order to study past cultures and recreate to the best of our ability the lives that people lived in those past cultures and the conditions in which they lived those lives. The knowledge gained from studying the archaeological record gives us the opportunity to appreciate, preserve, and collectively share our common human heritage. The archaeological record, generally speaking, consists of the artifacts, residues, and other general remains of past cultures that have been discovered by archaeologists. More specifically, as is noted by famed archaeology professor Brian Fagan,2 the archaeological record often consists of those things that have been discarded or otherwise abandoned: garbage, scraps, litter, and anything that has been worn out, broken down, or left. Those things that were prized and used heavily often leave no remains. Archaeology attempts to discover past human culture. This refers to the characteristics specific to a particular civilization at a particular time, including the behaviors, beliefs, norms, and living style of that specific social group. The archaeological record cannot discover this directly, and instead represents what is called material culture.1 The material culture of a particular people group, in the absence of written language, is the best approximation we have of the culture of past human societies. As described in a 2013 book by professor Gavin Lucas called Understanding the Archaeological Record,3 there is currently a theoretical divide on how we should consider the truthfulness of the archaeological record. On one side sit the so-called â€Å"naà ¯ve empiricists,† who claim that the archaeological record is constituted purely by those things that have remained from past cultures and is truth given to archaeologists to discover. On the other side sit the â€Å"social constructivists,† who claim that that the archaeological record is a construction that archaeologists have created that may not necessarily represent the truth. As mentioned above, the archaeological record is generally defined as the historical legacy of those material things that people have acted upon. However, as argued in an article by Michael Water and David Kuehn,4 the archaeological record is also shaped by the same forces that act upon the landscape itself. Processes like erosion, severe weather, plate tectonics, natural disasters, and many other geological forces are constantly at work on the information preserved in the archaeological record. The archaeological record is always suspect to contamination and vandalism, whether intentional or accidental. According to an article published online,5 in various Middle Eastern countries it is becoming common practice to loot historically relevant sites and sell those items that are found for profit. Professional looters in the Americas are often referred to as â€Å"pot hunters.† Vandals who take pleasure in destroying valuable things are also in part responsible for the destruction of parts of the archaeological record. As described above, archaeology is best described as the study of the archaeological record. Therefore, any occupation dedicated to understanding the archaeological record falls under the professional heading of â€Å"archaeology.† However, in a quasi-experimental study published by archaeologist Ryan Sneiderman,6 it was demonstrated that a large percentage of people do not understand what archaeologists do, associating their work with fictional characters such as Indiana Jones. Addressing the idea that professional archaeologists do not live the life that characters like Indiana Jones portray in the movies, researchers Amy Ollendorf and Ian Burrow published a review of demographic information on professional archaeologists who joined the Register of Professional Archaeologists.7 Their results demonstrated that Registered Professional Archaeologists granted licensure from the years 2010-2012 included individuals from over 60 different fields of study, and were employed in a variety of different professions falling under the broad categories of private, academic, and government cultural resource management. Given the fragility of the archaeological record described above, archaeologists actively work towards ensuring the safety and preservation of sites that hold parts of the archaeological record. In a 2000 article, William Lipe,8 an anthropologist at Washington State University, argued that the conservation of major archaeological sites is necessary to prevent the illegal excavation and misappropriation of antiquities. Lipe argued that laws and governing bodies should be put in place to balance the economic interests that incentivize the destruction of sites central to the archaeological record. The artifacts and materials that represent the archaeological record differ widely on their age, location, size, and state of preservation. Different branches of archaeology are necessary for dealing with different parts of the archaeological record. Each branch may utilize different research techniques, may take interest in different time periods, and may represent different groups of scholars and archaeology professionals. These branches include prehistoric archaeologists, historical archaeologists, industrial archaeologists, ethno archaeologists, environmental archaeologists, experimental archaeologists, underwater archaeologists, and other branches defined by a particular time period.1 We hope these facts help you nail your assignment. Make sure to also check our guide on how to write an analysis essay on the archaeological record. References: Education Department, AIA (n.d.). Archaeology 101. Retrieved October 30, 2016, from https://www.archaeological.org/pdfs/education/Arch101.2.pdf Fagan, B. M. (1994).  Quest for the Past: Great Discoveries in Archaeology. Waveland Press Inc. Lucas, Gavin. (2012). Understanding the Archaelogical Record. Cambridge University Press. Waters, M. R., Kuehn, D. D. (1996). The Geoarchaeology of Place: The Effect of Geological Processes on the Preservation and Interpretation of the Archaeological Record.  American Antiquity, 483-497. Ojibwa, B. (2015, January 11). The Archaeological Record. Retrieved October 31, 2016, from dailykos.com/story/2015/11/1/1443070/-The-Archaeological-Record Seidemann, R. M. (2013). Maybe Indiana Jones Isn’t So Bad After All.  SAA Archaeological Record, 23. Ollendorf, A. L., Burrow, I. C. (2013). The Register of Professional Archaologists.  SAA Archaeological record, 40. Lipe, William D. (2000). Conserving the In Situ Archaeological Record. Conservation: The Getty Conservation Institute Newsletter 15(1):17-20.

What Implicit Bias Means and How It Affects Behavior

What Implicit Bias Means and How It Affects Behavior An implicit bias is any unconsciously-held set of associations about  a social group. Implicit biases can  result in the attribution of particular qualities to all individuals from that group, also known as stereotyping. Implicit biases are the product of learned associations and social conditioning. They often  begin at a young age, and most people are unaware that they hold them. Importantly, these biases do not necessarily align with personal identity. Its possible to unconsciously associate positive or negative  traits with one’s own race, gender, or background. The Implicit Association Test Social psychologists Mahzarin Banaji and Tony Greenwald first coined the term implicit bias in the 1990s. In 1995, they published their theory of implicit social cognition, which asserted that  individuals social behavior and biases are largely related to unconscious, or implicit, judgments. The term grew in popularity in 1998, when Banaji and Greenwald developed the well-known Implicit Association Test (IAT) to confirm their hypothesis. The IAT test assessed the strength of unconscious biases through a computer program. Subjects were asked to observe a screen that displayed a  series of faces from different racial backgrounds and a series of positive and negative words. Researchers told the subjects to click on the positive words when they saw a face from racial background X, and the negative words when they saw a face from racial background Y. Then, they reversed the association and had subjects repeat the process.   The researchers argued that clicking more quickly meant that the subject had a greater unconscious association. In other words, quickly clicking happy when viewing a certain face meant that the individual had a close unconscious association between the positive trait and the race. A slower click time means that the individual had more difficulty associating that the positive trait with the race. Over time, the IAT has been replicated successfully in multiple subsequent trials, demonstrating its efficacy in proving implicit bias. In addition to racial bias, the test has also been used successfully to assess implicit bias related to gender and sexual orientation. Effects of Implicit Bias Holding an implicit bias towards a particular social group can determine how you treat an individual from that group.  Implicit biases affect human behavior  throughout society, including in classrooms, workplaces, and the legal system. Effects in the Classroom Implicit bias  affects how teachers treat students in the classroom. Research conducted by the Yale Child Study Center found that black children, particularly black boys, are more likely to be expelled and suspended from preschool for challenging behavior than white children. The research also found that, when primed to look for such challenging behavior, teachers tended to look longer at black children, particularly boys. The results suggested that implicit racial bias affects educational access and achievement in the classroom. Implicit bias results in an effect called stereotype threat, which occurs when  an individual internalizes negative stereotypes about a group to which they belong. Researchers demonstrated this effect through a standardized test study. Black and white college students with similar SAT scores were given a 30-minute college-level standardized test. Half of the students were told that the test measured intelligence, while the other group was told that the test was a problem-solving activity that did not correspond to ability. In the first group, black students performed less well than their white peers; in the second group, black students performance was equal to that of their white peers. The researchers concluded that the first group had been affected by stereotype threat when the researchers stated that the test measured intelligence. Similar results have also been found when comparing female and male performance on math exams. Effects in the Workplace Although explicit forms of workplace discrimination are banned in most developed countries, implicit bias plays a significant role in the professional world. Studies have shown that identical resumes  receive a different number of callbacks depending on the name at the top of the document. Across all industries, resumes with a name commonly associated with black individuals received fewer callbacks than those with names associated with white individuals.  Comparable implicit bias has also been shown in relation to gender and age. Effects in the Legal System Implicit bias has a significant impact on the legal system. Evidence suggests that black defendants are more likely to be treated harshly in the courtroom than white defendants. Prosecutors are more likely to charge black defendants and less likely to offer them plea bargains. Plea bargains offered to white defendants tend to be more generous than those offered to black or Latino defendants. Furthermore, juries are more likely to exhibit bias against defendants of a race different from the racial background of the majority of the jury. IAT tests have shown implicit associations between the words black and guilty. Implicit Bias vs. Racism Implicit bias and racism are related concepts, but they do not have the same meaning. Implicit bias is an unconsciously held set of associations about a particular group. Racism is prejudice against individuals from a specific racial group and can be either explicit or implicit. Implicit bias can lead to implicitly racist behavior, like when a teacher disciplines black children more harshly than white children, but many individuals harbor implicit biases without ever displaying overt racism. By becoming aware of our own implicit biases and actively resisting them, we can avoid perpetuating harmful racist stereotypes and prejudices.   Sources Anselmi, Pasquale, et al. â€Å"Implicit Sexual Attitude of Heterosexual, Gay and Bisexual Individuals: Disentangling the Contribution of Specific Associations to the Overall Measure.† PLoS ONE, vol. 8, no. 11, 2013, doi:10.1371/journal.pone.0078990.Correll, Shelley, and Stephen Benard. â€Å"Gender and Racial Bias in Hiring.† Penn Office of the Provost, University of Pennsylvania, 21 Mar. 2006, provost.upenn.edu/uploads/media_items/gender-racial-bias.original.pdf.Greenwald, Anthony G, et al. â€Å"Measuring Individual Differences in Implicit Cognition: The Implicit Association Test.† Journal of Personality and Soclal Psychology, vol. 74, no. 6, 1998, pp. 1464–1480., faculty.washington.edu/agg/pdf/Gwald_McGh_Schw_JPSP_1998.OCR.pdf.â€Å"How The Concept Of Implicit Bias Came Into Being.† NPR, National Public Radio, Inc., 17 Oct. 2016, www.npr.org/2016/10/17/498219482/how-the-concept-of-implicit-bias-came-into-being.Kang, Jerry Bennett, Mark Carbado , Devon Casey, Pamela Dasgupta, Nilanjana Faigman, David D. Godsil, Rachel G. Greenwald, Anthony Levinson, Justin Mnookin, Jennifer.. â€Å"Implicit Bias in the Courtroom.† UCLA Law Review, vol 59, no. 5, February 2012, pp. 1124-1186. ResearchGate,  https://www.researchgate.net/publication/256016531_Implicit_Bias_in_the_Courtroom Payne, Keith. â€Å"How to Think about ‘Implicit Bias.’† Scientific American, Macmillan Publishers Ltd, 27 Mar. 2018, www.scientificamerican.com/article/how-to-think-about-implicit-bias/.â€Å"Stereotype Threat Widens Achievement Gap.† American Psychological Association, American Psychological Association, 15 July 2006, www.apa.org/research/action/stereotype.aspx.White, Michael J., and Gwendolen B. White. â€Å"Implicit and Explicit Occupational Gender Stereotypes.† Sex Roles, vol. 55, no. 3-4, Aug. 2006, pp. 259–266., doi:10.1007/s11199-006-9078-z.Wittenbrink, Bernd, et al. â€Å"Evidence for Racial Prejudice at the Implicit Level and Its Relationship with Questionnaire Measures.† Journal of Personality and Social Psychology, vol. 72, no. 2, Feb. 1997, pp. 262–274. PsychInfo, American Psychological Association, psycnet.apa.org/doiLanding?doi10.1037/0022-3514.72.2.262.Young, Yolanda. â€Å"Teachers Implicit Bias against Black St udents Starts in Preschool, Study Finds.† The Guardian, Guardian News and Media, 4 Oct. 2016, www.theguardian.com/world/2016/oct/04/black-students-teachers-implicit-racial-bias-preschool-study. Guardian Media Group

Discuss the female action heroine in 2-3 Hong Kong films. To what Essay

Discuss the female action heroine in 2-3 Hong Kong films. To what extent does she transgress conventional gender roles and to w - Essay Example Besides, the unique socio-cultural and political setting of Honk Kong deeply influences the foretold difference in gender roles. Thesis statement: The female action heroine in Hong Kong films transgresses conventional gender roles and does not simply conform to male fantasies (Special references to the star Brigitte Lin in the Hong Kong films: Swordsman II, Ashes of Time, Bride with White Hair). Prominence of women actors in Hong Kong action cinema The prominence of women actors in Hong Kong action cinema challenges the conventional mode of masculine power vested upon male actors. Kar, Bren and Ho (2004, p.109) state that ‘Historians of early Chinese cinema often regard Hong Kong as a cultural â€Å"branch† of the more sophisticated Shanghai’. An alternative version of masculinity can be seen among women actors in Hong Kong action cinema. Pang and Wong (2005, p. 137) state that ‘The ideological implications of masculinity can be radically re-examined by not simply looking at men exclusively but also mapping and recognizing the culture of a certain female type’. Within this perspective, masculinity is not fully vested upon male. Instead, masculinity is expressed through the search for one’s identity, especially by the female heroine. 1. Transvestite/Cross-dressing in Chinese (Hong Kong) films Transvestite/Cross-dressing in Chinese (Hong Kong) films creates sexual ambiguity and transforms gender identity from hero to heroine and vice versa. One can easily identify that cross-dressing in Chinese Operas deeply influenced the same process in films, especially the Hong Kong films. Vojkovic (2009, p. 43) states that ‘Here, we also have to consider the fact that Kung fu comedy as a genre makes much less of an appeal to authenticity, reminding us also that Kung fu comedy draws its origins from Beijing Opera’. Besides, cross-dressing indirectly challenges male primacy and patriarchy in the Chinese society. Generally, c ross-dressing helps the female heroine to hide her biological gender but the same will be exposed in front of the audience in the final unmasking scene. Garber (1997, p.45) makes clear that ‘Women who cross-dress must fall into two categories: the occasional, recreational cross-dresser who does not wish or try to pass and the transsexual’. Within the context of Chinese (Hong Kong) films, cross-dressing (assuming gender codes) lead to transvestism (transformation to opposite sex). In short, the Chinese (Hong Kong) films make use of cross-dressing as an innovative tool to challenge the hierarchy of power. 2. Transsexual/ Swordswomen in Chinese (Hong Kong) films The transsexual/ swordswomen in Chinese (Hong Kong) films are capable to demonstrate skill similar to their counterparts. But these transsexual/ swordswomen are not portrayed as independent warriors because they are attached to their male counterparts. Hunt (2003, pp.117-118) states that ‘But as Asian audienc es and critics were well aware, women warriors are nothing new in Chinese storytelling and have a much longer history than their western counterparts’. The unique socio-cultural and political setting within China, especially in Hong Kong unveils the feminine side of transsexual/ swordswomen. For instance, womenfolk in Chinese society uphold traditional

Personal reflection Essay Example | Topics and Well Written Essays - 250 words - 5

Personal reflection - Essay Example There is much reason that explain the perpetual social problem among coffee farmers. One of the main problem is the existent of middlemen in the coffee market (Francis). They buy coffee at a low price and sell at super profit. In addition, the coffee market is controlled by a few multinational companies that dictate the prices of coffee (Francis). For this reason, the farmer has no power to control the market, but they are reduced as price takers. And because the coffee multinational want to maximise their gain they buy coffee seeds at low price to the disadvantage of coffee farmers. This explains the perpetual circle of poverty among Ethiopian and other African countries that grow coffee (Francis). And because lack of hope in controlling the poor prices of coffee, the farmers are turning to chat farming because it attracts better prices in the local market. They argue that the only way out of poverty is to abandon coffee for other lucrative

Revolution :: essays research papers

The Revolutions of 1848 were a series of political and economic revolts that took place in Europe because of a recession and abuse of political power. The participants in the revolutions were the Poles, Danes, Germans, Italians, Czechs, Slovaks, Slovaks, Hungarians, Croats, and the Romanians. The Revolutions of 1848 did change that countries government but the changes didn't last long. Although the changes didn't last long the revolutions did demonstrate that people could undermine the government, and create liberalism & socialism. The Revolutions first started out in France 1848 where the people wanted universal suffrage which was led by Louis Blanc. King Louis Philippe was overthrown and Louis Blanc's revolution established the second republic. The February revolution in France gave ideas to other countries in Europe which in turn started other revolutions. The February revolution in France also gave to Liberals in the German states the idea to make a proposal for a unified German country with a national parliament. But the old order was restored because the provisional government couldn't decide on a constitution for the new government. The Italian states of Europe also had a revolution which made Pope Pius IX flee Italy. This gave a leader of unification, Gieuseppe Mazzini the chance to unify Italy. This plot of Mazzini was a failure because of the Italians overwhelming protectiveness of their independence. Within the Austrian Empire there was increased Nationalism among the Czechs, Hungarians, Germans, and other groups. This increased Nationalism in March of 1848 led to riots and the

Adult Education

.Democracy without education is meaningless. It is education and not freedom that makes a nation great but the situation as prevailing in our country in this respect is not only distressing but disgraceful. â€Å"A state may pass a law, making education compulsory but unless people accept such laws, no state can enforce them by military or police measures. National security depends upon the education of citizens, their knowledge of affairs, their character and sense of discipline and their ability to participate effectively in security measures So â€Å"Adult education is thus the foundation on which alone free India can build up a welfare state which will recognize the claim of both individual freedom and social security. To begin with, it waslimited to the teaching of literacy that is teaching illiterate adults how to read & write. With the passage of times merely literacy was considered insufficient. The concept of adult education was enlarged to include the knowledge of certain useful subjects such as hygiene, civics and the problems of every day life. A new concept emerged i. e. the concept of ‘Social education'. It is to be given on part time basis. The purposes of adult education are, Remedial of self respect, Development of physical health, Vocational development, Development of social skills, Self development and Recreational purposes. From the social point of view the aims of adult education are- Promotion of social cohesion Conservation and Improvement of national resources: i. . ; by creating new awakening among the adults. Building Co-operative groups Inculcation of social ideologyadult education brings a new hope for the illiterates. It widens the intellectual and political horizon of citizens and completes India’s political awakening and sets a new cultural tone. It has to be organized from the basic level itself on part time basis through youth clubs, or ganizations and of course by the govt. the govt should keep at least 2 officers- 1male and 1 female for adult education. It is only then our nation could improve jai hind! Adult Education .Democracy without education is meaningless. It is education and not freedom that makes a nation great but the situation as prevailing in our country in this respect is not only distressing but disgraceful. â€Å"A state may pass a law, making education compulsory but unless people accept such laws, no state can enforce them by military or police measures. National security depends upon the education of citizens, their knowledge of affairs, their character and sense of discipline and their ability to participate effectively in security measures So â€Å"Adult education is thus the foundation on which alone free India can build up a welfare state which will recognize the claim of both individual freedom and social security. To begin with, it waslimited to the teaching of literacy that is teaching illiterate adults how to read & write. With the passage of times merely literacy was considered insufficient. The concept of adult education was enlarged to include the knowledge of certain useful subjects such as hygiene, civics and the problems of every day life. A new concept emerged i. e. the concept of ‘Social education'. It is to be given on part time basis. The purposes of adult education are, Remedial of self respect, Development of physical health, Vocational development, Development of social skills, Self development and Recreational purposes. From the social point of view the aims of adult education are- Promotion of social cohesion Conservation and Improvement of national resources: i. . ; by creating new awakening among the adults. Building Co-operative groups Inculcation of social ideologyadult education brings a new hope for the illiterates. It widens the intellectual and political horizon of citizens and completes India’s political awakening and sets a new cultural tone. It has to be organized from the basic level itself on part time basis through youth clubs, or ganizations and of course by the govt. the govt should keep at least 2 officers- 1male and 1 female for adult education. It is only then our nation could improve jai hind!