Outline/Essay thesis Essay

Outline I. Setting A) â€Å"The Lottery† by Shirley Jackson: The setting of Shirley Jackson’s â€Å"The Lottery† takes place June 27th on a warm, sunny day in a small town, between ten in the morning and noon, specifically in the village square between the post office and the bank. B) â€Å"The Destructors† by Graham Greene: The setting of Graham Greene’s â€Å"The Destructors† takes place in a post-war period in a London town, more specifically in a lot of an old man, Old Misery’s, home. II. Irony A) â€Å"The Lottery†: In this short story, the town’s inhabitants are gathered in the town square for the lottery drawing. The word â€Å"Lottery† may have the reader thinking that there is to be some type of prize to be collected for one person out of the many townspeople. Yet, the lottery depicted in this short story is more horrifying. Each person is required to pick a slip of paper from an old black box, and if a person receives a slip of paper that has a bold black dot on it, they are closed in on and stoned to death. B) â€Å"The Destructors†: In this short story, one area involving irony may be between the characters Blackie and Trevor. Blackie is the original leader of the boys’ small gang. He controls what is done and how it is executed. Trevor rarely speaks, only voting yes or no to the gang’s plans, up until he mentions the plan to destroy Old Misery’s home. Also, Trevor is the son of an architect. Old Misery’s house was built by a famous architect, so it is ironic that he’d want to destroy the home. III. Symbols A) â€Å"The Lottery†: One symbol found in this short story is the black box from which the slips of paper are pulled. The box itself is black, possibly representing the oncoming death of the one who pulls the slip of paper with the black dot on it. The box was said to be worn down, meaning it had been used for many years now; A tradition that the people in the town were not willing to break. B) â€Å"The Destructors†: Old Misery’s home is settled in a  poverty and post-war stricken neighborhood, yet through the destruction stood his house, built by the famous architect Christopher Wren. Trevor knew who Wren was because the architect works with upper class people, being that he used to be one of them before the war took place. Thesis The short stories â€Å"The Lottery† by Shirley Jackson and â€Å"The Destructors† by Graham Greene hold as many similarities as well as differences, starting with each story’s settings. In â€Å"The Lottery†, the setting is a small town of no more than 300 people. It is a warm and sunny day, and the townspeople, both old and young. Have gathered in the village square to take part in this town tradition. In â€Å"The Destructors†, the setting is in a poverty and post-war stricken neighborhood, in the lot of Old Misery’s home, where the gang of young boys gathered every day. Around the neighborhood, as well as the town, lie ruins of homes and other buildings. Other aspects that stood out in these two short stories were the use of irony. In â€Å"The Lottery†, one would expect the word â€Å"Lottery† to have a good meaning, as if they had won something beneficial. Yet, the Lottery turned out to be more gruesome and inhumane than expected. In â€Å"The Destructors†, one of the most notable pieces of irony found was the switch of leadership roles between Blackie, the original gang leader, and Trevor, the quiet son of an architect. Trevor did not say much except when it came to voting on the gang’s doings, which usually required no more than a â€Å"yes† or â€Å"no†. A similarity that these two short stories had with one another were how they ended. Both stories did not end happily. Jackson’s â€Å"The Lottery† ended up with a woman being stoned to death by the entire townspeople, which included her children and her husband, as well as friends that had been made before the lottery had taken place. â€Å"The Destructors† ended with the gang successfully destroying Old Misery’s home after working diligently and skillfully to tear the house down from the inside.

Explain the Operational Issues in Relation to the Use of Business Information

In this assignment I will be explaining the operational issues in relation to the use of business information. Businesses have to store and manage lots of information. All information systems have two fundamental issues of ensuring that, one is the organisation receive information it requires and the other is that appropriate members of staff receive the information. A number of policies and procedures have to be put in place concerning security of information, backups, health and safety, organisational policies, business continuance plans, costs and increasing sophistication.Security of information can be an operational issue. It is all about maintaining the integrity and availability of organisational information and knowledge. Managers need to have the right information available at the right time to make good decisions. The reliance on technology to store information increases which means the risk posed by system failure and malicious attack from viruses also increases. IT securi ty policy should take into account common risks to information the business relies upon. This policy should include secure login id for IT systems and controls that limit access to information.Backups are also an operational issue these are stores on separate hardware from the live versions of the information. Health and safety can be an operational issue. There are many regulations concerning health and safety. The Health & Safety (Display Screen Equipment) Regulations 1992 this is the minimum requirements for work stations and includes the extent to which employers must ensure that workstations meet the requirements laid down in this schedules, the equipment, the environment and the interface between the computer and operator.Another is the Management of Health & Safety At Work Regulations 1992 this is that every employer shall provide his employees with comprehensible and relevant information on the risks to their health and safety, the preventative and protective measures and th e identity of the persons nominated by him in accordance with regulation. Another possible operational issue is organisation policies. These relate to the use of business information that can help make sure decisions affecting staff are understandable and consistent, they meet legal requirements, they take full account of their mpact and they contribute to productive working relationships.Manual Handling Training policies help make sure staff have guidance to help them comply with legislation. Business continuance plans can be an operational issue. These are the steps to make sure a company can survive a worst case scenario ensuring essential backups are kept. The business must consider natural disasters for example fires or floods or accidents for example malicious attacks or human error.As a result of the plan employees may need to change the way they work for example instead of saving on the company hard drive they should save it to a USB or external hard drive. Costs to the busi ness can be an operational issue. Many aspects of information can cost money; businesses must consider costs v benefits when deciding what policies to adopt and measures to take and whether the benefits are going to be worth the cost of it.They must take into consideration the cost of development and the additional resources needed. Another possible operational issue is increasing sophistication. Increasing reliance on technology and increasing complexity of technology means employees need to be trained to use equipment and software required to do their job. Without training, staff might not record customer contact correctly or may miss out information making a new system less effective.

Keats Yearned to Transcend the Human Condition Essay

â€Å"Keats yearned to transcend the human condition but could only find a temporary respite from mortality.† Discuss. Keats, through his poetry, has in effect risen above the mortality which was so prominent in his psyche both temporarily and permanently. Much of Keats’s poetry can be seen as an attempt to explore Keats’ acute awareness and musings on the transience of human life. Coloured by his experiences of life and death, and ironically captured in his own sickness and early demise, there is evidence in his poetry which displays moments of visionary understanding of imminent mortality; albeit interspersed within the ambiguous poetry of a man struggling to come to terms with one of life’s most complex mysteries. Keats life experience was of upmost importance in forming this awareness. Contacts with death such as the death of his brother Tom at a young age, as with other members of his family, had a profound impact on the poet. ‘To Autumn’ displays this heightened sense of time and its passing. The vivid description of the transition between the seasons gives the reader an almost snapshot like vision of a moment at the end of autumn with â€Å"all fruit with ripeness to the core;† (I. 6) However we are subtly reminded that this atmosphere of â€Å"fruitfulness† and â€Å"warm days† may soon be destroyed by the â€Å"winnowing wind† of the imminent winter. By the final stanza of the poem, we are given the harrowing reminder of the ready to be slaughtered â€Å"full grown lambs† (III. 30) and the â€Å"gathering swallows† which signify that the new season is pending. At these times it appeared he found a temporary respite through exploring his tortured nature through his poetry. Ward describes poems he wrote in the â€Å"dark months† where he contemplated the subject of death as: â€Å"the only release; poetry itself was a kind of communication with the immortal dead, or of the dead with one another, and the and the poet a birdlike figure who escapes who escapes the bonds of the earth to join them.† (Ward 40) Poetry in a sense provided a method of relief and catharsis for a man surrounded by and near to death. However, Keats yearned to achieve a much more extensive release from the human condition than that gained through the writing of poetry. A letter to George Keats after Tom’s death displayed how this experience congealed John Keats’ belief in immortality: â€Å"The3 last days of poor Tom were of the most distressing nature†¦ yet the common observations of the commonest people on death are as true as their proverbs. I have scare doubt of immortality of some nature or other- neither had Tom† (Walsh 57). A letter to Fanny exposes Keats’ longing to extend his being beyond that of a mortal life: â€Å"how short is the longest Life- I wish to believe in immortality. I wish to live with you forever.† (Ward 359) Keats’ own, soon to be fatal illness surely emphasised the transitory nature of life. The final line of Keats’ Last Sonnet provides additional evidence of this fixation with the capacity for immortality: â€Å"Still to hear her tender- taken breath,/ And so live forever – or else swoon to death† (13– 4). This refusal to accept death and the end of his life is replicated with a powerful allusion to Greek myth at the beginning of ‘Ode to Melancholy’: â€Å"No, no, go not to Lethe, neither twist/ Wolf’s- bane, tight- rooted, for its poisonous wine† (1- 2). Keats, immensely aware of his mortality sought to procure an escape, a means of escaping this doom. Where he was to subsequently find this was through the art of poetry. Ode to a Nightingale explores the relationship between arts and immortality. The nightingale’s song is used as a gateway into the immortal world; a world completely removed from the fleeting mortal one. With the song of the nightingale having been heard and admired by the human race for thousands of years, there is a sense of immortality in its melody which Keats envies: â€Å"Thou wast not born for death, immortal Bird,/ No hungry generations tread thee down† (VII. 70- 1). Keats’ heartfelt anguish towards the nightingale is based on the belief that while the individual bird is mortal the species’ artform, that is song, lives on. Likewise Ode on a Grecian Urn, based on an intense meditation on art by Keats, further explores Keats’ interest in mortality, and the capacity which some forms of art have to escape it. â€Å"The theme of what is gone before is the arrest of beauty, the fixity given by art to forms in life which are fluid and impertinent, and the appeal of art from the senses to the spirit† (Garrod in Fraser 68). The artefact which has survived and is being admired for 2,200 years in a sense has a mastery over time which Keats as a mortal does not: â€Å"Thou, silent form, dost tease us out of thought/ As does eternity.† This admiration for art and the artist is furthered at points in his poetry, including in his inferring to ‘Old Meg’ as an, albeit at a more unassuming level, artistic person who â€Å"with her fingers old and brown.. Plaited mats o’rushes.† However, the assumption of Keats holding a steadfast and absolute belief in the capacity for a human to, by some means, achieve a form of immortality may be questioned. Ambiguities and paradoxes in many poems may provide suggest that while there is an obvious interest in the power to retain some form of mortality; this belief is not as unconditional as this. He constantly wrestles with the idea. One critic states that: â€Å"He has found no haven in the world. He is not the fanatic who lives within the mortal security of his safety, which is the security of dogma. Nor is he the dreaming savage who is insecure in his mortality and can thus only guess at heaven† (Pollard 118). This more balanced interpretation of Keats’ opinions can be seen especially in the latter parts of poems which may have begun with a positive emphasis on immortality succeeding over the power of time. In the final stanzas of ‘Ode to a Nightingale’ the whole poem is revealed as effectively a deceit. The nightingale is after all mortal: â€Å"a deceiving elf.† Perhaps Keats’ desire to come in contact with a more sensuous and perpetual world is in fact materialising in a fantasy: â€Å"Was it a vision, or a waking dream?/ Fled is that music: – Do I wake or sleep?† (VIII 79- 80). Similarly while ‘Ode on a Grecian Urn’ at first admires the ability of art to have a sense of permanence, this viewpoint transforms in the latter stages. The figures on the urn are, however beautiful, only an artist’s attempt to capture the human nature and event’s portrayed. The paradoxical nature of the poem means that the probing questions asked ultimately have no satisfactory answers. In searching melancholically for synthesis, Keats is conscious of how the concept of eternity is, and always will be, a mystery to us. Ode on Melancholy is another such poem which may substantiate claims that Keats acceptance that art and beauty may not be an essence which has complete immortal qualities. Mayhead (96) argues that this is the case: â€Å"The Melancholy Ode accepts the impermanence of beauty and joy as inevitable†. Keats understands that in a sense â€Å"beauty must die† (III. 21); not all works of art will be able to withstand the test of time. However for Keats art is, if not an actual way to achieve a level of immortality, then the best option he believes he can attempt. This agnostic awareness of the temporary state of human life at this point was heightened by his illness and imminent death. One of his final poems, ‘Sonnet’, perhaps most obviously displays this yearning to transcend the human condition, and an almost prophetic mention of how the poet will find this exemption from mortality: â€Å"When I have fears that I may cease to be Before my pen has glean’d my teeming brain, Before high piled books† (1. 1- 3). Keats longs that his writing’s and creativity will, as a form of art, carry his existence to higher, almost platonic level. Whilst providing temporary respite the impermanence of the human conditions at points through his art, Keats through his works, has managed to further extend his influence far beyond his life on earth through his writings. Works Cited Fraser, G. S. ‘Part 3: Recent Studies.’ John Keats: Odes. London: MacMillan, 1971. Mayhead, Robin. ‘1: The Odes II.’ John Keats. London: Cambridge University Press, 1967. 95- 101 Pollard, David. The Poetry of Keats: Language and Experience. Sussex: The Harvester Press, 1984. The Complete Poems of John Keats. London: Wordsworth Editions Limited, 1994. Ward, Aileen. John Keats: The Making of a Poet . New York: Farrar, Straus and Giroux, 1986. Walsh, William. ‘3: The Development of Self.’ Introduction to Keats. London: Methuen and Co., 1981.

Financial Management in Nonprofit Organizations Essay - 4

Financial Management in Nonprofit Organizations - Essay Example wn that different objective of for-profit and nonprofit organizations are the major factor which requires the change in financial management processes. It has also found that financial management techniques may vary across for-profit and nonprofit organizations because of different governance mechanisms, tax treatment, stakeholders and accounting requirements. Therefore, for the financial health of nonprofit organizations and to facilitate them in achieving their aims, such changes have become necessary. A nonprofit organization offers public services without any intention of achieving any personal gain or self interest and these organizations are exempt from paying federal taxes (Zietlow, Hankin, & Seidner, 2007). Under the selection 501(c) (3) of the Code, the described organizations are charitable organizations and they are eligible to get tax-deductible contributions and earnings of organization may not inure to private shareholders or individuals (Credit Infocentre, 2006). Actually the number of nonprofit organizations is increasing vary rapidly and it is becoming important to control and monitor the financial practices of these organizations. Although these organizations can earn money however, the money earned has to be used for public service purpose only. Therefore, the differences in financial management techniques appear right from the difference in financial objectives of the two kinds of organizations. The primary financial objectives of nonprofit organizations found th rough a survey in 2002 highlight that most nonprofit organizations aims to achieve breakeven point, followed by those which aim to maintain a significant level of cash reserves and financial flexibility. Moreover, the other primary objectives identified include maximizing cash flow, net revenues, net donations and surplus and reducing costs (Zietlow, Hankin, & Seidner, 2007). Because of these financial objectives the financial management techniques of not-for-profit and for-profit

Firm Resources and Sustainable Competitive Advantage Research Paper

Firm Resources and Sustainable Competitive Advantage - Research Paper Example Since strategic management influences each and every department of the company it, therefore, takes each and every department into consideration while developing the hardcore organizational goals and policies. Thus from this we can gather that strategic management is basically used to give a sense of direction to the organization, it provides each and every department the goals that it needs to achieve and a policy to work towards these goals, such as the importance of strategic management for an organization and hence this is handled directly by the board of directors or the CEO and rightly so. Many a companies have failed to make it right to the top because they have placed lesser emphasis on strategic management and they have also overlooked the fact, most conveniently, that for different situations there needs to be different strategy altogether and since each and every firm is different, much like individuals, the difference in cost structures and other factors should be taken i n to consideration while developing a strategy. For this to be done the company must keep a keen eye on the competitor i.e. a competitor analysis should be done whenever the need arises this is extremely important because in certain market structures there exists a high level of interdependency and hence the decisions one's competitor makes is of great importance to the company itself. The company needs to indulge in self-evaluation as well because to ascertain where the company is heading and what the current situation within the company is, a self-evaluation is of great importance. Self-evaluation also pinpoints the choke points or the points where the company needs to focus and remove the hindrances in order to move forward. The third player in any market is the government or the economy of that particular area and hence to have a successful strategy it is extremely important that company evaluates the economy on the macro as well as the microeconomic scale. As far as the iron ore and steel industry are concerned it is extreme ly important that the carry out the macro and micro-economic studies because this industry is the provider of raw material to a number of other industries and hence if the macroeconomic situation is good enough then the company would do better and it should also be able to predict what is going to happen in the next 6-12 months and hence plan accordingly because a steep fall in demand can cause huge losses to an industry that is as large as this.  

Transforming for Success Assignment Example | Topics and Well Written Essays - 1750 words

Transforming for Success - Assignment Example Transforming for Success Based on Darling-Hammond's (2010) research there are five features of successful schools which make them ideal institutions designed for producing students ready for real world adaption. a. Small size learning communities within the school The size of learning groups matter and affect the success of learning outcome. Higher incidents of safety issues, decrease learning rate, impersonal teacher-student relation and disinterests are often the results of large learning groups. To organize for success, Darling-Hammond (2010) emphasizes on small size of school units. Small groups are manageable and allow opportunities for learning and experiencing education - they can be seen, heard, noticed and participate in any activity they want. She also emphasizes that "Overall, smaller high schools are associated with greater safety, more positive student attitudes about school, higher levels of student participation and attendance, much lower dropout rates, and...higher achievement" (Darling-Hammond 2010, p.245). Small learning units therefore create an environment that fosters positive student behavior towards education. With size, personalization also becomes effective. Small learning communities foster personalization and long-term relationship building among teachers and students. Large education systems cannot be effectively managed nor can their students enjoy positive learning experience. On the other hand, small learning units can easily incorporate advisory systems through counseling, academic support and family connections, and reduce loads for teachers to pay particular attention to individual student.

Finance is an important sector in the business environment Essay

Finance is an important sector in the business environment - Essay Example Limits to arbitrage A limit of arbitrage is the maintenance of price at non-equilibrium for a certain period due to the restriction of funds. The market sets prices for given products which when they go low due to mispricing traders experience a low-risk profit assumes that whenever the mispricing of the public stocks. Rational firms work with professional money management firms to ensure the proper management of other people’s money. The low risk profit generates from rational traders if the equilibrium. If firms engage in arbitrage in a reaction bid, it leads to a stock mispricing extending for a period. Clients withdraw from investing as they anticipate a loss by investing. To ensure the funds are delivered on time, a manager must anticipate a loss while stabilizing a sale. A threat of this action on the corporate society works with the finance industry to supply the stock, development, manufacture, and distribution. Corporate and shareholders work together to form an ancil lary business help in different stages in the supply. The finance industry deals with health hence it is about people. The industry is beneficial to the public hence remains important to the public. Products and services have saved millions of lives over the years. The profit expectancy increases with lowered losses by situations such as market fluctuations and poor investment planning (Davidson, Goldstein and Kenney 56). 2.1. Market efficiency Money put in the stock market is supposed to generate return on the capital invested. Investors try to make a profit while ensuring that they outperform the current market. Market efficiency comes with formulating efficient market efficiency. Market controls the new entrants in terms of products and services. Introduction of new products gives the option to people to live better lives enjoying a longer life. In developed countries, marketing has enhanced the spread of marketing methods such as sales people, and print advertising, which domina ted the advertising industry decades ago. The success of marketing growth attributes to the investments put into the industry. Businesses work with investment industry to offer investments care to clients. This is under the law as it involves business remains responsible for the stock market provided to the public. Segmentation of the drug market rates using geography and demography also assists individuals to reach available stock for sale. The profiles of markets in developing and developed countries offer a difference in the methods of analysis. Non-communicable products form a segment for businesses to invest in. investing in the medical areas brings a safe haven for patients. For instance, products in the medical industry such as diabetes, obesity and respiratory products, and cardiovascular products have different markets compared to other products including marketing and efficiency (Francis 117). 2.2. Theory The theory of efficient marketing in behavioral finance changes the thinking methodology towards investment. The studies affect the cognitive, emotional and social economic decisions made by individuals. Rationality and equilibrium in neoclassical economics is a vast understanding of both micro and macroeconomics. The reaction of individual and firms towards purchase highly depends on the capability to provide vast information on the given trends. The paper will give a detailed study on

Did women have a Renaissance Term Paper Example | Topics and Well Written Essays - 750 words

Did women have a Renaissance - Term Paper Example It is also pertinent to note that the female gender saw an increase in educational opportunities during the renaissance. Though, this was actually slight when compared to the opportunities that came the way of men during this period, but the fact remains that the women saw an improvement in the educational opportunities that came their way during the renaissance especially the women in the upper class. The renaissance was a period when the world had more women from rich families attending private lessons at home or schools of the royal court. However, there was a limitation in this regard as the women were only made to study subjects that are suited for them. Subjects such as: art, dancing, music, needlework, and poetry were the ones that people felt should be studied by women. According to Matthews & Platt, â€Å"Work was increasingly divided according to gender, with women being assigned domestic duties and subordinated and restricted within the economic, social, legal, and cultur al system.† (120). Hence, women had restrictions in the area of education during the renaissance. It could then be right to argue that women did not have a total renaissance, but a partial one. The middle and lower class women were not given the kind of privilege that was given to the upper-class women as they limited them, especially the rural peasants to training in household duties such as sewing and cooking. However, there are several women that had the kind of privileges that was given to men and one of them is Isabella d'Este. She was born in 1474 and died in 1539. Isabella was an assiduous woman and a highly intelligent diplomat. Isabella received male education and she collected works of art from foremost artists of the century she lived through. The case of Isabella is just one out of several thousands of women. The fact that Isabella Este rose to the heights that was deemed impossible for women to reach does not necessarily mean that women really had a significant re naissance, but it could be argued that some women showed that what men can do, women can even do far better. The educational status that was attained by Isabella could only be attained by women that were given the kind of educational opportunity that Isabella had. It should also be noted that the education that women received were dominated by the males, hence they could only learn the things that the males allowed them to learn. Hence, women still played second fiddle to their male counterparts in the area of education (Cairns). There were also well-grounded female scholars that were writing during the period of the Renaissance. Women began to participate freely during the Renaissance as this period saw an increase in the number of female artists, musicians and poets. Though, the period of Renaissance saw more women entering the intellectual life, but they did play any significant role when compared to the roles that the men played during this period. Some women actually proved to their male counterparts that they were capable of holding political powers during the Renaissance period. One of them was Queen Elizabeth I of England. The manner at which Queen Elizabeth ruled her kingdom showed that women were ready to take over key leadership roles from their male counterparts. The impact made by Elizabeth as a woman did not really change the

Strategic Management in Steel Industry Dissertation

Strategic Management in Steel Industry - Dissertation Example With this understanding, it might appear that the evident differences in economic and social policies among OECD governments are explicable as rational responses to the real world, based on democratic political choice, free of overriding concerns to liberalize national economies". In order to run the steel making and the steel selling business profitably-which often is set up at massive deployment of capital and manpower requiring setting up of large scale steel plants ;it has become virtually necessary to plan the operations and policy along the strategic lines. In fact strategic management gives a way of approaching the various issues in any business along scientific lines so that business objectives are attained in an orderly and timely manner. Some businesses are simple, involving easily understood stages involved right from production to marketing to financial aspects; whilst others -like steel industry- are so very complex that one section of business may not even appreciate the complexities involved in the operations of another section of the business, not to talk about keeping in sync with policy thrusts and strategic orientations of the two sections. Strategic management provides answers readily in such complex business situations by offering a model of identifying the strategic areas where attention and focus is required. This paper approaches the issue of strategic management in steel industry through a thorough literature review exploring the concept of strategic management as it is theorized and practiced in steel industry and attempts to find an empirical support for the same through questionnaire survey of policy making and decision making executives in the randomly chosen steel makers.... From the dissertation, it is clear that the concentration witnessed among the steel industry’s customers is still more marked among its suppliers. In the seaborne iron ore trade, three companies control more than 70 percent of the world market. In coking coal, five suppliers control nearly 60 percent of all exports. The merged entity will immediately achieve industry leadership with a production capacity of approximately 130 million tons a year and around 10 percent of world steel output. The new group will have leading positions in the high-end segments of North America and Western Europe with low-cost production in high-growth, developing economies. In conclusion, Mittal Steel has low-cost operations in the developing economies of Central and Eastern Europe, Asia and Africa; Arcelor has low-cost slab manufacturing in Brazil as well as other South American facilities. For its part, Mittal Steel will contribute sizeable captive supplies of raw materials – enabling the combined entity to have strong positions at every step of the value chain. Mittal Steel is approximately 50 percent self-sufficient in iron ore and coal and in 2004 produced more direct reduced iron (DRI) and coke than it consumed. It intends to invest in lifting raw material production, particularly at its major mines in the Ukraine and Liberia. The combination of Mittal Steel and Arcelor will result in a steelmaker more than three times larger than its nearest competitor and with every chance of reaching a production capacity of between 150 million tons and 200 million tons within ten years.

Current trends in the market from risk management prospective Essay

Current trends in the market from risk management prospective - Essay Example The Most Important Trends in Global Financial Crisis That Have Affected Financial Markets, Institutions and the Economy from 2007 To 2009 Important lessons that can be learnt from the recent global economic crisis are purely based on risk prepared and management practices capable of averting any financial challenge. A general reluctance to handle risk with caution can be translated by all facts to have been the cause of economic downturns observed from 2007. According to Hubbard (p6)1 reluctance to employ the best risk assessment techniques prevents the management from realizing how potent and hazardous a risk would be. The author therefore attributes failure to mitigate risk to wrong technique for measuring the risk and its gravity. To illustrate this position, the author finds fault with the manner in which top risk management firms and federal agencies conducted their risk assessment resulting in wrong approach to mitigate the risks. A cascade of ill-informed interventions could o nly worsen the case for the economic crisis that hit the financial markets for the better part of 2008 through 2009 and whose impact is still being felt to date. It is clear that the most important trend in the modern economic world entails risk assessment, which must be done right at all cases to avoid miscalculations resulting into multiplier disasters. House ownership was at the centre of interest for the financial markets, having been established in the USA to such low risk levels that the major global financial players willingly ventured in it. As Fraser and Simkins (p272)2 observe, a high demand for housing attracted high prices and supply was fast catching up to share in the benefits. The Federal Reserve was allowing the lowest interest rates for the first time in the history of the market. The homeowner society of Japan which has been prone to stagnation for long is being affected by economic crisis resulting from globalization. In most of the developed countries where capit al market is deregulated by neo-liberal policies, their financial institutions are facing great effects from the global financial markets. For instance for these countries to maintain their market for their goods they have to maintain strong relations with the particular countries which provide market for their goods. This may lead to a financial crisis in that the developing countries may end up accruing debts which may affect the market. Global financial crisis through the economic turns of the overseas countries have damaged the export-based macroeconomics of Japan ACCORDING TO Forrest and Yip (p199). As the global financial crisis around the world has affected the economy and thus has brought about significant drops in stock markets. The downfall of the United States sub-marine mortgage market followed by the reversed housing boom of the industrialized countries economy has had a diverse effect around the globe. The sub-marine crisis resulted from financial assets such as securi ty assets which involved banks transferring their loans into purchasable assets. This results to banks off-loading loans which are risky onto other financial institutions. The crisis have also been on the increase because of the fact that banks are engaging in huge risks which in turn increase their exposure to financial problems. Collapsing banks suck funds from the economy in their

Stereotype and Prejudice Marjorie Essay Example for Free

Stereotype and Prejudice Marjorie Essay Abstract Our discussion is about how does society confirm prejudicial attitudes? How does ones social identity contribute to prejudice? How do emotions encourage prejudicial attitudes? What cognitive processes influence prejudice? Our text has explained competition; competition is an important source of frustration that can fuel prejudice. When two groups compete for jobs, housing, or social prestige, one group’s goal fulfillment can become the other group’s frustration. Prejudice Society confirms prejudice by what you possess and how much money you have. If you are not in a certain bracket such as (high class or middle class), you are considered poor. Prejudice helps justify the economic and social superiority of those who have wealth and power. Of course they will not give a chance at credit to buy a house, car, or start a business. Society, also confirm prejudice by the way you dress or the car you drive. Society confirms prejudicial attitude by focusing on personal individuality and Independence, as opposed to becoming a team with neighbors and friends. I am so glad that God looks at the heart and man looks at the outer appearance. Ones social identity contributes base on a realization of limited environmental control. The more you believe that you can impact your environment or social status, the less roll social identity plays Emotions really affect prejudicial attitudes because most of the time people make decisions based on their emotions. Emotions of fear and sadness or joy and gladness, which can cause you to project feelings in a hurtful way, rather than in a helpful manner Cognitive process influence prejudice through stereotyping, which cause prejudice. This can be a result of the normal ways in which we simplify and organize the world. Stereotypes are the social scripts we have in our heads about others and the roles we believe they should play in our socially constructed world. It is important to have the understanding of the basic concepts of prejudice and racism, and how to lessen their destructive effect (Rosado, 1995-2012). Reference Rosado, C. (1995-2012). Critical Multicultral Pavilion Research Room. Retrieved from http://www. edchange,org/multicultral/papers/caleb/racism. html.

War Poetry Coursework Essay Example for Free

War Poetry Coursework Essay Peoples attitudes towards war changed as the war progressed and this is shown in the war poetry which reported about war to the civilians back in Britain. At first these war poems praised war, but when the soldiers realised the truth about war, their poetry changed to show the horrors of war. Eventually poets began writing to ask for the war to stop. The early World War One poetry was written in praise of war. This is because the poets had not yet experienced the horrors of war. They believed the propaganda which led them to believe that war was glorious. Two examples of such poetry are The Soldier and The Dead both by Rupert Brooke. Both of the poems are sonnets. Sonnets are traditionally love poems so through using this form Brooke shows his love for his country. The poems say that it is glorious to die at war: Dying has made us rarer gifts than gold, The Dead This means that the people who die at war are more precious than gold because of their sacrafice. Brooke believes that they have become better people through dying for a cause. The Soldier glorifies death at war by saying If I should dieTheres some corner of a foreign field that is forever England. Brooke cares more about the glory of England than for his own life. Brooke regards death at war as a glorious thing although the word If shows that he does not expect to die. Each poem uses personification. The Dead personifies the Dead by giving the word Dead a capital letter showing respect. The soldier personifies England by calling it her. This also shows patriotism because Brooke thinks of England as a person. The Soldier repeats the word England and English throughout the poem showing Brookes patriotism. The sestet of The Soldier portrays an English Heaven showing patriotism. Rupert Brooke writes as if England was his mother: A dust whom England bore, shaped, made aware. This shows why he is so patriotic; England has helped him so much he is repaying the country by risking his life for it, he does not care if he dies for England because he believes that without England he would not have lived in the first place. The Dead displays patriotism because it mentions heritage showing he is proud of Englands military past. Rupert Brooke is naà ¯Ã‚ ¿Ã‚ ½ve as he thinks he will not die at war. However, he believes that if he does die at war it will be a glorious and beautiful event. In The Dead he starts off the poem with the words Blow out, you bugles! Over the rich dead. Brooke is celebrating the fact that they have died. This conveys how much he believed death at war was good because he celebrated it. The word Rich suggests that the dead have gained from dying. Poetry written on the front line expressed the differences between the fake image of war which the propaganda created and the truth. The poems described the poor conditions and the number of casualties on the front line. Two examples of such poetry are A Working Party by Siegfried Sassoun and Dulce Et Decorum Est by Wilfred Owen. These poems use irony to show how different reality was to the image of war created by propaganda. Sassoun says that there are nimble rats in the trenches. This shows that the rats have more energy than the exhausted soldiers. It also indicates that the conditions must be poor in the trenches for rats to be thriving. Dulce Et Decorum Est has an ironic tile. It is taken from a Latin saying meaning it is sweet and fitting to die for your country. It is an ironic title because the poem shows that it is far from sweet and fitting to die at war. In these poems the irony contrasts emphasises the contrast between the propaganda and reality. Both the poems show the disabling effects of war and how the conditions are dehumanizing for the soldiers. Sassoun uses strong words such as blundered and wretchedly to show how the men have been disabled by war. The word grunt conveys how the conditions have caused them to become animalistic. Owen describes how war has had a disabling effect on the men in the opening lines of the poem. Owen decribes the men as Bent double, like old beggars under sacks. / Knock-kneed, coughing like hags, we cursed our way through sludge. This shows how the soldiers have been transormed into sick, angry old men by the war. They are described as drunk with fatigue because they are so tired and overworked that they cannot work or behave normally, but act as if they were drunk from alcohol. Owen and Sassoun make use of direct realism and show panic in emergencies. In Dulce Et Decorum Est the soldier shouts Gas! Gas! Quick, boys! The monosylabic words and exclamation marks show the panic when the gas shell explodes. The speech comes suddenly after a slower description of the trenches and soldiers. This takes the reader by surprise and makes us feel the soldiers surprise when the gas bomb came. In A Woring Party the soldiers say Keep to your right make way!. This shows that the trenches were crowded. The short sentences and monosybalic words show urgency. The exclamation mark emphasises the urgency and frustration of the men as they hurry to get through a trench. The poems have bitter and angry tones. This shows the poets anger at having to go to war. The anger and bitterness is shown in the negative words used throughout the poems. Sassoun uses negative words to descirbe the conditions and feelings of the soldiers such as sodden, wretchedly and chilly. He shows the soldiers individual anger at the war when he says that a soldier stooped and swore / Because a sagging wire had caught his neck. This angry the soldiers are that they will swear at something so little as a sagging wire just to release some of the anger. Wilfred Owen is also angry and bitter at the war. He uses negative words to show this such as haunting, blood-shod, and Bitter as the cud. Owen also shows the mens anger at war by saying they cursed through sludge. Both the poems use repetition to emphasise certain points. A Working Party uses repetition to emphasise how quickly a soldier can die. The poem starts off with the words Three hours ago he blundered up the trench. Half way through the poem the Sassoun repeats this using the word stumbled instead of blundered. The repetition halfway through reminds us how short ago it was when the soldier was alive. Dulce Et Decorum Est also uses repetition. The word drowning is repeated to emphasise the death of the soldier. Both the poems show how qucikly the soldiers die. Sassoun saysthat the man was alive Three hours ago. Owen describes the mans death as it happens in a few seconds when gas kills him suddenly. Owen and Sassoun show that in reaity there is no honour in death at war. In Dulce Et Decorum Est Owen describes how the dead corpse is flung into the wagon. Owen describes the mans white eyes writhing in his face,/ His hanging face like a devils sick of sin. The dead is not treated like a hero but like he is merely another casualty of many in the war. He is not treated with respect but he is treated like a peice of rubbish in a dump. In A Working Party the mans death is not glorious. We know he did not want to die because he thougth of getting bakc by half-past twelve He was stacking sand bags when a shell exploded nearby causing his head to split open. This is not the gloriouus death that we would expect from earlier poems. He is not killed while shooting down enemy troops or in some other glorious heroic way but he is killed stacking sand bags. The Poems have pathos. They both focus on just one death making it stand out from the millions of other casualties. The pathos is extremely effective in A Working Party because Sassoun describes the mans life in Britain: He was a young man with a meagre wife And two small children. This makes us pity him more becasue he had family that he has left behind. Sassoun also describes the mans character. He was a decent chap who did his work and hadnt much to say. This makes the man seem more of an innocent victim than he would if he hadnt been described at all. The mans actions leading up to his death are also described. Irony is used to make us symathise with him because He thought of getting back by half-past twelve. Wilfred Owen also describes just one death but also focuses on the effect is has on Owen. There is a gas attack on a group of men. All the others manage to get away but someone still was yelling out and stumbling. this makes us pity the one man more because he dies alone. Owen tell us the effect the death had on him: In all my dreams before my helpless sight / He plunges at me, guttering, choking, drowning. This makes us pity not only the man who died but also Owen. It also shows that death was such a terrible thing that it had more than one victim, it traumatised the living who would carry the memory for the rest of their lives. As the war progressed the poetry became increasingly bitter. Poets became determined to show the truth of what went on at the front line. They wanted to stop people believing the false image the propaganda had given them so that they would think twice about enlisting. Two of these poems were Disabled by Wilfred Owen and Does it matter? by Seigfried Sassoun. At the time the poems were written many people believed that if they were disabled at war they would be treated as heroes but these poems show that in reality there was no glory in being disabled at war. Seigfried Sassoun shows that there is no glory through his sarcastic tone. The poem asks does it matter? losing your legs? / For people will always be kind. This will make the reader realise that even if people are always kind, it is little compensation for having no legs. The third stanza is about the psychological scars of war. The poem suggests sarcastically that it would not matter to go mad as a result of the war because people wont say that youre mad; For theyll know you fought for your country / And no one will worry a bit. This will make the reader see that the idea of people treating you with respect if you are disabled by war is an unrealistic one. The words And no one will worry a bit are effective because the sarcasm suggests they wont worry because they know why you are disabled and will respect you, whereas in reality people wont worry about you because people wont care. In Disabled the soldiers welcome home is far from heroic. Owen writes: some cheered him home, but not as crowds cheer goal. Only a solemn man who brought him fruits. The man is not welcomed back as a hero but is greeted by just one solemn man. He will not be treated as a hero. Instead he will spend a few sick years in institutes. He is lonely and abandoned now shown by the last lines of the poem which ask Why dont they come? Owen and Sassoun show that disabled soldiers rely on pity. They would have expected to have relied on respect after they return but people no longer respect them, they pity them. They rely on peoples kindness as they cannot look after themselves anymore. Sassoun writes that people will always be kind. This is a sarcastic statement because they wont always be kind and if they are it is for the wrong reasons. Disabled shows that the man is abandoned by society. The man is lonely as he sat in a wheelchair waiting for dark. If he was a hero he would be attractive to girls, but instead they touch him like some queer disease. He is neglected as he wants to go to bed but no one comes leaving him on his own, asking Why dont they come? Each poem compares the disabled men to able bodied men showing the contrast between what they are and what they were. Does It Matter? says about the activities the other men take part in which the disabled man cannot participate in: The others come in after hunting to gobble their muffin and eggs. This makes the reader pity the disabled man more because he is left out and forgotten while the able bodied men are having fun. Disabled contrasts the man in the wheelchair with the boys in the park. The man is also contrasted with the way he was before he went to war: There was an artist silly for his face, For it was younger than his youth, last year. Now, he is old. This shows how in just one year he has turned from a handsome young boy into an elderly man. Both A Working Party and Does It Matter use rhetorical questions to encourage the reader to think. Sassoun asks Does it matter? Losing your legs?, Does it matter? Losing your sight? and Do they matter? Those dreams from the pit? After each question there is a pause to make the reader think. These questions are sarcastic becasue they make it seem like it doesnt matter when the poem shows that in reality it does matter. By repeating the question Does it matter? the reader is constantly reminded that it matters a lot to be disabled by war. Disabled repeats a question at the end: Why dont they come And put him to bed? Why dont they come? By making the question the last part of the poem the reader is left thinking about it. By repeating the question it emphasises the lonliness and despair of the soldier. Both the poems are angry at the war and at the attitudes of people in Britain. Wilfred Owen is angry that the army recruited a man who was drunk and underage. The poem says smiling they wrote his lie; aged nineteen years. The fact that the men were smiling makes them seem evil as they were sending a boy off to war. Owen is angry at the war. He see the war as pointless because the boy threw away his legs suggesting that he did it for no good reason. Sassoun is angry at the attitudes of British civilians towards the war and towards the disabled. This is shown in his angry sarcastic tone. The poems show the disabled men remembering when they were able bodied. This shows that remembering better days is all they can do now as they will never have those happy experiences of their youth again. In Disabled the man remembers when he was poular with girls, he remembers playing football and he remembers why he signed up for the war in the first place. He remembers when the town used to swing so gay. In Does It Matter? Sassoun says if you lose your sight you can sit on the terrace remembering. This shows that if you lose your sight all you will have to go by is memories of vision. Disabled and Does It Matter? both focus on the disabling effects after a soldier returns to Britain. Does It Matter? shows how you can lose limbs, lose your sight and be psycholigally affected by war. Disabled shows how a single man has been affected by losing his legs and one arm at war. Towards the end of the war the poets began to ask for the war to stop. They prayed to God for an end to the violence. Two examples of such poetrry are Futility by Wilfred Owen and How Long O Lord by Robert Palmer. They both use rhetorical questions to make the reader think about the purpose of the war. Robert Palmer makes the title of his poem a rhetorical question. Palmer asks God twice in the poem how long the war will last. He asks How long, O Lord, how long, before the flood / Of crimson-welling carnage shall abate. He also asks How long / Shall Satan in high places lead the blind / To battle for the passions of the strong? This is the same question but in each one war is decribed differently to show that there are so many bad things about war. The questions show how desperate Palmer is for the war to end. Wilfred Owen also uses rhetorical questions. He asks Are limbs so clear achieved, are sides Full nerved still warm too hard to stir? He is asking that if the sun once brought life to the earth why it cant bring life to the dead soldier. Owen hopes that if he moves the dead body into the sun it owould bring him back to life. This shows how desperate Owen was that he was willing to try to wake the dead this way. Owen asks a second rhetorical question. He asks Who is it for the day grew tall, O what made fortuous sunbeam toil To break earths sleep at all? This question shows how war has caused Owen to give up hope and ask what was the point in God creating the world if he would only let it be destroyed by war. The poems are both asking for miracles. Owen is asking for the sun to awake a dead man. Palmer is asking for God to end the war. Both the poems use personification. Robert Palmer personifies feelings of hate and pride: Hate their most hateful, pride their deadliest foe. This means that the soldiers biggest enemy is not the Germans but it is their own hate and pride. If they did not have hate for the Germans there would be no war. If they did not have pride they would not have signed up for the war. Owen personifies the kind old sun. This shows that the sun is the only thing Owen has to be thankful for during the war, he looks to it like a friend as he desperately wants the man to awake. Thus to conclude during the four years of World War One the poetry changed to reflect the changing attitudes of the soldiers. At first poets glorified war, as the war progressed they wrote about how they had been lied to by propaganda and about the terrible reality of war. The poetry became increasingly bitter throughout the war and eventually the same poets who glorified war began pleading for the war to stop.

A Study On Space And Time Media Essay

A Study On Space And Time Media Essay The ability of humans to create, change, adapt to and enhance their surroundings, their interactions, and their lifestyle has been an incredible feat throughout mankinds existence. Even ancient inventions such as the wheel or the discovery of fire have propelled humans forward, enabling them to build tremendous, continuously developing infrastructures throughout the world. With these ever-developing infrastructures in place, the rapidity of movement and communication has been constantly increasing. They have effectively shortened the time it takes to cross a certain distance. Time and space are the main factors of being; our movements, daily routines and interactions are entirely based around them. However, with technologies ranging from telegraphic communication to the internet and the mobile phone, time is, in some aspects of social live, not only being shortened but is becoming detached from space itself causing us to reconsider how time and space are actually related to each othe r. The concepts and parameters of time and space are particularly hard to define due to their complexity as Harvey (1989: p.203) states: â€Å"the objective qualities of physical time-space cannot be understood, therefore independently of the qualities of material processes.† We have learned to measure them and therefore have given them a basic characterization, so that there is a certain logical feeling to time and space, a sense of passive control. Without matter, time and space have no importance. Modern existence has revolved around understanding and ultimately decreasing time in order to shorten space. Due to mobility inventions starting with the horse cart and ending with the jet plane, the space we move backwards and forwards in has become compressed, while the measurements of space itself has not changed. Time was until the invention of the clock, hard to pin down. Obviously individuals were able to make out periods of a day (morning, midday, night), but there were no pro per time periods, no sense of timely organization. With the clock, society became more structured. Employees were allocated work hours, social meetings could be allocated to a specific hour in the day and a clear timely division between work time and recreational time was put in place. During the industrialisation and even nowadays, this time control has put an exact time structure for allocated movements in an allocated space. It allowed bureaucratic systems to emerge, with which control and structure was implemented into social live. The clocks effect is immense, possibly just like the internet is having an effect on society in post modern society. Space on the other hand is more straightforward for individuals to perceive. Harvey describes space in a social context as â€Å"‘stations (places where certain activities like working, shopping etc. occur) and ‘domains where certain social interactions prevail† (Harvey, 1989: p.211) However, defining space as station s and domains, could also be seen as an oversimplification of space itself. This definition, as Harvey even states himself â€Å"makes no attempt to understand why certain social relations dominate others, or how meaning gets assigned to places, spaces, history, and time.† (Harvey, 1989: p. 212) This simplification and Harveys contradiction to it, shows that there is more to space than just simple stations or domains. Space is not necessarily easily definable. Space and our perception of it are under constant fluctuation, causing us to observe different spaces different. There are private spaces, public spaces, restricted spaces, spaces controlled by a specific group of people. Time and space are intertwined with our social actions and social statuses. There are two important theories of how time and space relations are changing throughout modernity and post modernity; Giddenss time-space distanciation and Harveys idea of time-space compression. Giddens refers to a development â€Å"which tears space away from place by fostering relations between ‘absent others, locationally distant from any given situation of face-to-face interaction† (Giddens 1990, 18) as well as â€Å"lifting out of social relationships from local contexts of interaction and their restructuring across time and space† (Giddens 1990, 21). Giddens calls this disembedding. This means that time and space distance themselves from each other, furthermore we ourselves are lifted out of time and space in a social and communicative context. The need for a physical space to communicate is becoming less central. Harveys idea of time-space compression on the other hand touches upon the fact that with a globalising world, individuals who live in very dista nt places are able to experience the same things at the same time. In essence, this means that they live in the same space, having the same experiences during the same time period. Harvey thus points out that due to our constant development of new communication technologies; the space we move around in and the way we communicate, becomes compressed because we are able to cover the same distance in less time or in no time at all. Both of these two theories about rethinking time-space relations state the fact that information and communication technological advances are central to creating a world that in all places is synchronized. However, a completely electronically synchronised world is far from becoming an actual reality. How can time and space be understood in a postmodern era, where due to new media technologies time and space have changed? As stated earlier, communication changed due to the emergence of immediate communication. The telegraph has changed the idea and concepts of real time. There no longer was the need for oral communication in the same space, and written communication was replaced by the immediate communication technologies. Written communication, took long periods of time to move from sender to recipient, while the telegraph was able to overcome these time ‘gaps. Capitalism, with its need for ‘speeding up time to thus reducing space to increase production and consumption, media technologies, such as the telephone, television, the mobile phone and ultimately the internet have all caused the diminishment and perception of space further than the telegraph, and increased production and consumption due to its increased outreach without the hindrance of space. Space, as state d before plays an integral role in shaping society, and with it constantly being challenged by new emerging media and technologies, the way we see space changes. In a modern capitalist society, companies, who at first were only capable of reaching people in a confined space, are able to advertise and reach targeted consumers globally. A perfect example of a diminishing space rift is Coca Cola. Due to a globalising world, and the achievement of immediate worldwide communication, they were able to market their product worldwide, produce it worldwide. We no longer perceive a person that lives halfway across the globe unreachable. We are able to communicate with them instantly with the new media mediums being put to use. A good example of this are the call centres based in India, who do not actually cater to the Indian public, but to the British, who often are not even aware of the fact that they are making a call across the globe. This is evidently a space and time reduction. â€Å"Sp ace appears to shrink to a ‘global village of telecommunications and a ‘spaceship earth of economic and ecological interdependencies† (Harvey, 1989: p.240) The more technological advances occur, the more are needed, thus the rate at which they are researched and put to use gradually increases, which also in turn causes time to speed up at the same rate. The capitalistic need of ‘instant noodle products constantly advances. Ultimately the internet, since its emergence has become an extension of our space, and a shortcut through time. The internet has replaced post mail, bulletin boards, shopping catalogues, libraries, video rentals, etc. It has not only replaced all these, it has reduced the time needed to access them and use them. Modern communication has become time based rather than space based. With mobile phones, instant messaging and social networking sites, we no longer have the need for space for communication. Our communication has made space, in a social context, physically redundant. In premodern society on the other hand, the need for space was vital for communication, due to the lack of communication technologies. Space and time in that case were equally important. Here it must be understood, that space itself is a hurdle that has to be overcome in order for human interaction to take place. Surveillance and new media technologies are closely interlinked. This idea touches upon Foucaults panopticon, where prisoners, workers, schoolchildren etc. are able to be watched and surveyed from a single point. The idea of this social control has taken a new turn. Society can now be under constant observance, CCTVs and other monitoring devices can be installed anywhere in a country or even abroad, and can be immediately be viewed hundreds of kilometres away. Thus the idea of social control in coordination with time and space has changed as well. Are the virtual spaces that we have created the same space as we occupy? Considering that these virtual spaces are not actually physical. We know that the space we occupy physically exists, because of our ability to sense (hearing, smell, touch, sight and taste). Social movements and interaction, has until recently been entirely confined to this ‘space. With the emergence of the electronic virtual space, we have created a dimension which we cannot touch or smell. However, we are able to see and hear it. We are able to use this virtual space from the space that we occupy. We create avatars, to represent ourselves in this virtual space. Or is this virtual space, actually part of our space? Has it caused us to understand time and space differently? While we cannot be physically present on the internet, we have used it to extend and at the same time change our social space. The internet, as well as other electronic media, changes our social surroundings. We no longer have to meet a friend, colleague or family member in a physical space; due to the internet we have the ability to not change our spatial location, but can simply contact them via social networking sites, instant messaging software or other internet or telecommunication based means. Furthermore, touching upon capitalism again, in reference to the internet, consumption is changing. The internet enables us to shop, without moving further than our doorstep to pick up a parcel delivery. We can order any item imaginable, ranging from groceries to electronics to cars to land. We can buy them directly from retailers or take part in auctions on eBay. Giddens asks the question â€Å"Why is the separation of time and space so crucial to the extreme dynamism of modernity?†(Giddens, 1990: p.20) Giddens then proceeds to answer the question and argues that the separation of time and space is the â€Å"prime condition of disembedding† (Giddens, 1990:p.20). Disembedding is not only the removal of individuals from the boundaries of time and space, but also the disembedding of entire institutions. This shows that time-space distanciation happens on a much larger scale. It is not only the communication between single individuals, but the communication of entire companies, institutions, and even entire countries. The disembedding that Giddens mentions, is the product of new media technologies. Furthermore, this affects the basis of contemporary social life. The societies we live in nowadays are highly globalised. This is not only due to the fact that people of different origins live in the same country, but that people can by t he click of a button, order products, programs, or receive information on and from any other country. The relations between time and space, has definitely changed with every communicative technology. Due to new media technologies such as the internet and the mobile phone, we are now able to communicate without having to be in a designated space. We can be in the most public of places, yet be able to talk to someone that was not even in that area. The internet allows us to receive information, communicate with literally anyone instantly, no matter where they are without having to be physically present. It has enabled the emergence of multinational corporations, the intertwining of cultures. Time and spaces relation however, has always been under constant change and will continue to change with every technological advancement we make.

Why the Cold War developed by 1949 Essays -- essays research papers

By 1949, the Cold War had developed in many ways since 1945. The most significant factor to the development of the Cold War since the end of World War II, was the building of the Iron Curtain in 1946 which divided the communists countries of Eastern Europe from the non-communist countries of the West and considerably contributed to the hostilities between the West and the USSR. Other reasons why Cold War had developed by was because of the different ideology to begin with, the Marshall Plan and Truman Doctrine, the Berlin Blockade, the sphere of influence and the NATO, which united the Western powers. The most important reason why the Cold War had developed by 1949 was because of the building of the Iron Curtain, which divided the Communist east, from the non-communist West. This was significant because it was the first huge action adding to the growing opposition between the USA and the USSR and made it impossible for the West to intervene in Stalin?s Communist plans. Stalin was able to gain such control behind the Iron Curtain because the West had agreed to the ?Sphere of Influence? and most of the countries were war-torn, poor and chaotic and communists were already there. This lead to the making of the Truman Doctrine and Marshall Act. The Truman Doctrine was relatively significant in developing the Cold War, and came about because of the worry about Stalin taking over Eastern Europe. The Truman Doctrine was a rule made in 1947 in response to the recent communist takeover of Eastern Europe, to contain communism. This meant that the USA would support any nation who was in danger of being taken over by communism, with money, equipment and advice. The financial side of the Truman Doctrine was agreed in the Marshall Plan i... ...ngthened the Western side and meant that if an attack was made on the West, the countries would support each other. However, although this weakened the Eastern side, between 1948 and 1949, the Soviet Union successfully tested its first atomic bomb, meaning that the arms race was about to begin. In conclusion, in between 1945 and 1949, the Cold War had significantly developed mainly because of the increasing hostilities between the East and West. By 1949, the arms race had begun and Stalin had created the Iron Curtain to divide Communist Eastern Europe and non-communist Western Europe. The three sectors of Germany had united and had gained a good reputation for helping the Berliners in the Berlin Blockade. The Marshall Plan lead to the forming of Cominform and this retaliation sets the pattern for the rest of the Cold War, because of the idea of ?one-upmanship?.

Life of Octopus Dofleini :: essays research papers

Life of Octopus Dofleini Introduction   Ã‚  Ã‚  Ã‚  Ã‚  This is a research report on octopuses in general, however will focus in on a particular species of octopus, the North Pacific Giant or octopus dofleini , which is a bottom dwelling octopus that lives on coasts of the pacific ocean, from California to north Japan. This report will cover the habitat, and lifestyle of this amazing mollusk, that is so often misunderstood. The octopus is a very intelligent, and resourceful invertebrate whose natural abilities should make this a fairly interesting reading. REPRODUCTION OF O. DOFLEINI   Ã‚  Ã‚  Ã‚  Ã‚  The spawning of the giant pacific may occur at any time of the year, however the mating of the octopus peaks in the winter months, with the peak of egg laying in April and may. Octopuses reproduce sexually, and have both male and female octopuses. Reproduction takes place as follows: The male octopus uses his tentacle to take a mass of spermatophore from within his mantle cavity, he then inserts it into the oviduct, in the mantle cavity of the female. This process occurs at depths from 20-100m and, lasts hours. With female octopuses receiving spermatophore up to 1m long.   Ã‚  Ã‚  Ã‚  Ã‚  Female octopus seem to prefer larger males as mates and male octopus may mate with more than one female in their life span, however the male octopus only lives a few months after breeding, and the female will die shortly after the eggs hatch.   Ã‚  Ã‚  Ã‚  Ã‚  Incubation can take from 150 days to seven or more months. The female may produce any where from 20,000 to 100,000 eggs over a period of several days. During incubation the female octopus will take to cleaning and aerating the eggs. This takes place at a depth of less than 50 meters LIFE SPAN OF O.DOFLEINI   Ã‚  Ã‚  Ã‚  Ã‚  After hatching, the baby octopus (or larvae) take on the role of plankton, drifting around the ocean feeding on neuston (dead food) as opposed to hunting live prey. This stage on an average lasts for 30-90 days.   Ã‚  Ã‚  Ã‚  Ã‚  Without mating the octopus may survive up to five years, and Giant Pacific octopus have been found to reach a weight of 600 pounds, and an estimated width of over 31 feet, But the average size is only 100 pounds and 3m, still weighing in as the largest species of octopus.   Ã‚  Ã‚  Ã‚  Ã‚  During their life span, many octopus fall victim to fatal, and non-fatal predation. Therefore a high percentage of octopus are mutilated or missing arms, this percentage increases in octopus that live in deep water, perhaps this is because older octopus tend to occupy deeper waters and would naturally have more battle scars. However larger octopus are less prone to these injuries.

Reading Between the Lines of Life :: Personal Narrative Essay Example

Reading Between the Lines of Life    Two years ago I was selected from a group of over fifty applicants to become an exchange student. It was not until later that I learned that Germany was where I was to be sent. Although at first I was apprehensive to go to Germany because I didn't yet know the language or much about the country itself, I soon discovered by living there that it was one of the best things that could possibly have happened to me. There were large changes that occurred in my life, but probably the most important and dramatic of these changes was the one that occurred most slowly.    Over the course of my time in Germany I learned to see that people think differently and have ideas that differ from my own. I learned not to be selfish and think that the only right is what I think -- but rather that others may also have ideas that are just as good and deserve to be more carefully looked at.    When I arrived in Germany I was overcome with a sense of awe mixed with anticipation for what was to happen. I saw all about me different scenes and one acts of the daily life which was constantly playing around me. Everything, which the Germans did, was so different, especially when it came to driving. I feared that I would not even survive the trip from the airport.    I did survive the trip to my host family's house. That is where I began to learn that people solve problems in a way that best suits their predicament. Due to the limited space at my first house they had a shared communal garden. They ate different foods than we Americans, they spoke in a different manner, and they even dressed slightly differently. All these differences, I later learned, stem from a difference in the way they thought. While at first these differences seemed uncomfortable I later learned to accept them for what they were.    I feel that my acceptance of the fact that we all have differences, was a major turning point in the way that I think. I saw that although opinions may differ that one person isn't necessarily right and the other wrong. Sometimes it is important to realize that people differ as do their ideas, but the most important fact is that we be able to work out our differences and realize that we are truly all working together.

Travel and tourism

Student Name: Cheryl Facial Define Tourism: Tourism is when someone travels within their own country or to another country such as Spain, weather it is for leisure or business reason and for all other purposes. Types of Tourism Description: Example: Describe Domestic: A domestic holiday Is where someone who lives In the UK travel to another part of the LIKE. An elderly couple who lives Bradford goes on a two week holiday to Scarborough. Describe Outbound: An outbound holiday is when someone who travel out of the UK to a different entry.A group of friends from Liverpool goes on holiday to Pizza to have fun. Describe Inbound: An inbound holiday is when someone who live in a different country that comes to the I-J. A Chinese doctor travel to London for a medical convention. VISITOR TYPE Identify Tourism type (domestic/inbound/outbound. When someone goes on holiday to relax and have fun. A family of five goes to Disneyland Paris. This is an outbound holiday. When someone stays in they ow n country or goes to another country for a business eating.A business woman from London travel to Paris for meeting This Is an outbound holiday. 1 OFF When someone travels to visit family and friends. A girl from Bradford goes to London to visit her auntie. This is a domestic holiday. EDUCATION When a group of school student goes on an educational trip. To Normandy for a history trip. SPORT Year ten student goes When someone goes to a sporting event trip such as football. A football fan from Spain come to the I-J to watch the final of the champion league This is an inbound holiday.

Oops (Bca)

Punjab Technical University Jalandhar Syllabus Scheme (1st to 6th Semester) For Bachelors in Computer Applications (BCA) Applicable from August 2005 & Onwards STUDY SCHEME FOR BCA SEMESTER -1 Code BCA-101 BCA-102 BCA-103 BCA-104 BCA-105 BCA-106 BCA -107 BCA -108 TOTAL SEMESTER -2 Code BCA-201 BCA-202 BCA-203 BCA-204 BCA-205 BCA -206 BCA -207 TOTAL Subject Principles of Management System Analysis & Design Math-I (Discrete) Data Structures Digital Ckt. & Logic Design Hardware Lab-I (BC -205) Software Lab-III (BC-204) L 48 48 48 24 32 200 P 0 0 0 24 16 40 TOTAL 48 48 48 48 48 240 INT. 5 25 25 25 25 25 25 175 EXT. 75 75 75 75 75 75 75 525 TOTAL MARKS 100 100 100 100 100 100 100 700 Subject Introduction to Information Technology Math (Bridge Course) Basic Accounting Programming in C Communication Skills (Business Communication) Communication & Soft Skills Software Lab –I(BC-101 & 103 Software Lab –II(BC-104) L 24 48 32 24 48 30 206 P 24 0 16 24 0 64 TOTAL 48 48 48 48 48 30 2 70 INT. 25 25 25 25 25 50 25 25 225 EXT. 75 75 75 75 75 75 75 525 TOTAL MARKS 100 100 100 100 100 50 100 100 750SEMESTER – 3 Code BCA-301 BCA-302 BCA-303 BCA-304 BCA-305 BCA -306 BCA -307 TOTAL SEMESTER -4 Code Subject L P TOTAL INT. EXT. TOTAL MARKS Subject Math-II (Computer Oriented Methods) Management Information Systems Software Engineering Object Oriented Programming in C++ Introduction to Microprocessor Software Lab –IV (BC-304) Hardware Lab –II (BC-305) L 30 40 40 32 32 174 P 18 0 0 32 16 66 TOTAL 48 40 40 64 48 240 INT. 25 25 25 25 25 25 25 175 EXT. 75 75 75 75 75 75 75 525 TOTAL MARKS 100 100 100 100 100 100 100 700 BCA-401 BCA-402 BCA-403 BCA-404 BCA -405 BCA -406 BCA -407Computer Networks Data Base Management System Computer System Architecture Operating System Workshop on Visual Basic Software Lab –V (BC-402) Software Lab –VI (BC-405) Unix /Linux 36 40 48 36 24 144 0 20 0 12 24 96 36 60 48 48 48 240 25 25 25 25 100 25 25 250 75 75 75 75 0 75 75 450 100 100 100 100 100 100 100 700 SEMESTER -5 Code BCA-501 BCA-502 BCA-503 BCA-504 BCA -505 BCA -506 BCA -507 TOTAL Subject Internet Applications and Java System Software Computer Graphics Operation Research Software Lab –VII (Major Project I) Software Lab –VIII (BC-501) Software Lab –IX (BC-503) 148 L 36 36 36 40 P 36 0 12 0 44 92 TOTAL 72 36 48 40 44 240 INT. 5 25 25 25 25 25 25 175 EXT. 75 75 75 75 75 75 75 525 TOTAL MARKS 100 100 100 100 100 100 100 700 SEMESTER -6 Code BCA-601 BCA-602 BCA -603 BCA -604 BCA -605 BCA -606 BCA -607 TOTAL Subject Artificial Intelligence Handling Operating Systems Software Lab –X (Major Project II) Software Lab –XI (Web Designing) Software Lab –XII (BC-602) Seminar (BC-603) Comprehensive Viva-Voce L 48 48 96 P 0 48 80 16 144 TOTAL 48 96 80 16 240 INT. 25 25 25 25 25 100 225 EXT. 75 75 75 75 75 100 525 TOTAL MARKS 100 100 100 100 100 100 100 700 SEMESER -1 BCA-101 .Introduction to Information Techn ology INSTRUCTIONS FOR PAPER-SETTER The question paper will consist of Two parts, A and B. Part A will have 15 short answer questions (40-60 words) of 2 marks each. Part B will have 12 long answer questions of 5 marks each. The syllabus of the subject is divided into 3 sections I, II and III. The question paper will cover the entire syllabus uniformly. Part A will carry 5 questions from each Section Ind Part B will carry 4 questions from each section. INSTRUCTION FOR CANDIDATES Candidates are required to attempt all questions from Part A and 9 questions of Part B out of 12. ____________________________________________________________________ Section I Computer Fundamentals: Number Systems, History of Computers, Block diagram of computer & detailed significance of each part. Study of I/O devices : Keyboard, Hard disk, Floppy disk, CD-ROM, DVD, Plotters, Scanners, mouse, Printers: Dot matrix, Laser, Thermal Inkjet, VDU. Section II Primary & secondary memories. Introduction to Operatin g Systems & its functions Definition of Simple batch processing, multiprogramming, multiprocessing, real-time, time-sharing systems, Concept of Spooling, Section III Typical DOS commands, making simple batch files.Application of Computers in various fields : Defense, Industry, Management, Sports, Commerce, Internet. omputer and communication: Single user, Multi-user, Workstations, and Overview of LAN, WAN: Overview of modem, E-Mail, Fax Internet facilities through WWW BCA-102. BRIDGE COURSE IN MATHEMATICS INSTRUCTIONS FOR PAPER-SETTER The question paper will consist of Two parts, A and B. Part A will have 15 short answer questions (40-60 words) of 2 marks each. Part B will have 12 long answer questions of 5 marks each. The syllabus of the subject is divided into 3 sections I, II and III.The question paper will cover the entire syllabus uniformly. Part A will carry 5 questions from each Section Ind Part B will carry 4 questions from each section. INSTRUCTION FOR CANDIDATES Candidates are required to attempt all questions from Part A and 9 questions of Part B out of 12. _____________________________________________________________________ Section I Set relations and functions: elements of a set, methods of describing a set, types of set, Venn diagram, operations on sets, union, interSection Ind difference of set, Duality, partioning of a set, trigonometric functions.Section II Binomial theorem and principle of mathematics induction Introduction to matrix, properties of matrix; evaluation of determinant, minor and cofactors and properties of determinant Section III Statistics: introduction to statistics, collection, and tabulation of data, mean, median and mode. BCA-103. Basic Accounting Section I Basic Accounting: Introduction, importance and scope, concepts and conventionsGenerally accepted accounting principles-double entry framework Basic concepts of Journals, ledgers, purchase book, sales book, cashbook. Section II Preparation of financial statements: Profit and loss account and balance sheet.Nature, scope, advantage and limitations of management accounting. Section III Sources of raising of capital in corporate undertaking –simple treatment to issue of shares, forfeiture of shares and re – issue of forfeited shares. Application of computers in accounting. BCA-104. Programming in ‘C’ INSTRUCTIONS FOR PAPER-SETTER The question paper will consist of Two parts, A and B. Part A will have 15 short answer questions (40-60 words) of 2 marks each. Part B will have 12 long answer questions of 5 marks each. The syllabus of the subject is divided into 3 sections I, II and III. The question paper will cover the entire syllabus uniformly.Part A will carry 5 questions from each Section Ind Part B will carry 4 questions from each section. INSTRUCTION FOR CANDIDATES Candidates are required to attempt all questions from Part A and 9 questions of Part B out of 12. _______________________________________________________________ ______ Section I Fundamentals: Character set, Identifiers & Keywords, Data Types, constants, set, constants, variables, expressions, statement, symbolic constants. Operations and expressions: Arithmetic operators, unary operators, relational and logical operators, assignment and conditional operators, and library functions.Data input and output: Preliminaries, single character input, single character output, entering input data, more about the scanf function, writing output data, more about printf function, the gets and puts function, interactive programming. Section II Control statements: Preliminaries, while, do-while and for statements. Nested loops, if else, switch, break continue statement. Functions: Brief overview, defining accessing function, passing perimeters to function, specifying argument data types, function prototype and recursion.Program structure: Storage classes, automatic, external, and static variables, more about library functions. Array: defining and processing an array, passing pointers to a function, pointer and one dimensional arrays, operations on pointers, passing functions multidimensional arrays of pointers, passing functions to the other functions, more about pointer declarations. Section III Structure And Unions: Defining and processing a structure, user defined data types, structure and Pointers, passing structure to function, self-referential structures, and unions.Data files: Opening, closing, creating, and processing and unformatted data field. C-programming applications: Sorting (Bubble sort, Selection sort), Searching (Binary search, Linear Search). BCA-105. COMMUNICATION SKILLS (BUSINESS COMMUNICATION) INSTRUCTIONS FOR PAPER-SETTER The question paper will consist of Two parts, A and B. Part A will have 15 short answer questions (40-60 words) of 2 marks each. Part B will have 12 long answer questions of 5 marks each. The syllabus of the subject is divided into 3 sections I, II and III. The question paper will cover the enti re syllabus uniformly.Part A will carry 5 questions from each Section Ind Part B will carry 4 questions from each section. INSTRUCTION FOR CANDIDATES Candidates are required to attempt all questions from Part A and 9 questions of Part B out of 12. _____________________________________________________________________ Section I Introduction to Business Communication: Meaning and Definition, Process and Classification of communication, Elements & Characteristics of communication. Corporate communication: Formal and Informal Communication, Grapevine, Communication barriers, Importance of communication. Section II Principles of Effective Communications: 7 Cs ConceptWritten communication: Meaning, objectives and essentials of effective written communication, media or types of Written communication. Non – Verbal Communication: Importance, forms or Media, Kinesics. Effective Listening: meaning, nature and importance of good listening, types of listening Principles of effective listen ing, factors affecting listening, barriers in listening, difference between hearing and listening. Section III Writing Skills – Short Compositions: Classified Advertisements, Situation Vacant, Situation wanted, Career Guidance, Counseling, Lost and found, Sale / Purchase, To – let.Notices – General / Public Notices, Tender Notices, Auction Notices. Letter Writing: Official letters, Placing orders, Sending Replies, Letters to Editors, Application for job. Comprehension Passages (From text book only comprehension question should be asked, No general question) BCA-106. COMMUNICATION AND SOFT SKILLS Essentials of Grammar: Parts of Speech, Punctuation, Vocabulary Building, Phonetics Office Management : Types of Correspondence, Receipt and Dispatch of Mail, Filing Systems, Classification of Mail. Role & Function of Correspondence, MIS, Managing Computer Letter & Resume Writing: Types of Letters-Formal / Informal, Importance and Function, Drafting the Applications, Ele ments of Structure, Preparing the Resume, Do’s & Don’ts of Resume, Helpful Hints Presentation Skills: Importance of Presentation Skills, Capturing Data, Voice & Picture Integration, Guidelines to make Presentation Interesting, Body Language, Voice Modulation, Audience Awareness, Presentation Plan, Visual Aids, Forms of Layout, Styles of Presentation.Interview Preparation: Types of Interview, Preparing for the Interviews, Attending the Interview, Interview Process, Employers Expectations, General Etiquette, Dressing Sense, Postures & Gestures Group Discussion & Expressions, Evaluation Presentation: Definition, Process, Guidelines, Helpful (Note: Every student shall be given 15 minutes. of presentation time & 45 minutes of discussion on his/ her presentation. ) The student will be evaluated on the basis of : his / her presentation style Feedback of Faculty & Students General Etiquette Proficiency in Letter Drafting / Interview PreparationThe paper is internal and at leas t 3 tests will be taken. Best 2 of 3 shall account for final grades (70% Test & 30% Presentation) SEMESER -2 BCA-201. PRINCIPLES OF MANAGEMENT INSTRUCTIONS FOR PAPER-SETTER The question paper will consist of Two parts, A and B. Part A will have 15 short answer questions (40-60 words) of 2 marks each. Part B will have 12 long answer questions of 5 marks each. The syllabus of the subject is divided into 3 sections I, II and III. The question paper will cover the entire syllabus uniformly.Part A will carry 5 questions from each Section Ind Part B will carry 4 questions from each section. INSTRUCTION FOR CANDIDATES Candidates are required to attempt all questions from Part A and 9 questions of Part B out of 12. _____________________________________________________________________ Section I Forms of business organizations and ownership: Sole proprietorship, Partnership, Joint stock company, Public & Private undertakings, Government companies. Management: Meaning & definition of managemen t, nature, scope and its various functions.Section II Planning : nature and purpose, types, steps in planning ,decision making : Strategic , tactical and operational decision, decision making process, rationality in decision making. Organizing : nature, importance, the organizing process, organizational objectives, formal and informal organization, organization chart, span of management : factors determining effective span, Departmentation : definition, departmentation by function, by territory, product/service customer group ; management by objectives (MBO), Delegation, Decentralization v/s centralization.Section III Staffing : definition, manpower management, factors affecting staffing, Recruitment and selection , Performance appraisal . Motivation: theories of Motivation; hierarchy of needs theory, theory of X and theory of Y. Leadership : styles, theories of leadership : trait approach and situational approach, managerial grid. Controlling : meaning & nature , steps in controlli ng , essentials of effective control systems. BCA-202. SYSTEM ANALYSIS AND DESIGN INSTRUCTIONS FOR PAPER-SETTER The question paper will consist of Two parts, A and B. Part A will have 15 short answer questions (40-60 words) of 2 marks each.Part B will have 12 long answer questions of 5 marks each. The syllabus of the subject is divided into 3 sections I, II and III. The question paper will cover the entire syllabus uniformly. Part A will carry 5 questions from each Section Ind Part B will carry 4 questions from each section. INSTRUCTION FOR CANDIDATES Candidates are required to attempt all questions from Part A and 9 questions of Part B out of 12. _____________________________________________________________________ Section I System Concepts: Definition, characteristics, elements & types of system.System development life cycle: Recognition of need: Feasibility study Section II system analysis-introduction, information collection, interviews, questionnaires, observation, record searc hing and document analysis, analysis tools, data flow diagram, data dictionary, decision tree, structured English and decision table. Section III System Design: The process and stages of systems design, input/output and file design; System Implementation: System implementation, system testing, implementation process and implementation methods; system maintenance. BCA-203.MATH-I (DISCRETE MATHS) INSTRUCTIONS FOR PAPER-SETTER The question paper will consist of Two parts, A and B. Part A will have 15 short answer questions (40-60 words) of 2 marks each. Part B will have 12 long answer questions of 5 marks each. The syllabus of the subject is divided into 3 sections I, II and III. The question paper will cover the entire syllabus uniformly. Part A will carry 5 questions from each Section Ind Part B will carry 4 questions from each section. INSTRUCTION FOR CANDIDATES Candidates are required to attempt all questions from Part A and 9 questions of Part B out of 12. ________________________ ____________________________________________ Section I Set theory. Relations and functions: Set notations and description, subsets, basic set operations. Venn diagrams, laws of set theory, partition of sets, min sets, duality principle, basic definitions of relations and functions, graphics of relations, properties of relations; injective, surjective and bijective functions, composition. Section II Combinations: Rule of products, permutations, combinations.Algebra of Logic: Propositions and logic operations, truth tables and propositions generated by set, equivalence and implication laws of logic, mathematical system, and propositions over a universe, mathematical induction, quantifiers. Recursion and recurrence: The many faces of recursion, recurrence, relations, and some common recurrence relations, generating functions. Section III Graph theory: Various types of graphics, simple and multigraphs, directed and undirected graphs, Eulerian and Hamiltonian graph, graph connectivity, t raversals, graph optimizations, Graph coloring, trees, spanning trees, rooted trees, binary trees.BCA-204. DATA STRUCTURES INSTRUCTIONS FOR PAPER-SETTER The question paper will consist of Two parts, A and B. Part A will have 15 short answer questions (40-60 words) of 2 marks each. Part B will have 12 long answer questions of 5 marks each. The syllabus of the subject is divided into 3 sections I, II and III. The question paper will cover the entire syllabus uniformly. Part A will carry 5 questions from each Section Ind Part B will carry 4 questions from each section. INSTRUCTION FOR CANDIDATES Candidates are required to attempt all questions from Part A and 9 questions of Part B out of 12. ____________________________________________________________________ Section I Introduction to Data Structure: Basic concept of data, Problem analysis , algorithm complexity, Big O notation and time space trade off. Stacks & Queues : Basics of stacks and queues, Recursion, Polish notation, circular Queues, priority Queues. Section II Linked Lists : Single linked list, circular linked list, doubly linked list and dynamic storage management, generalized list, Garbage Collection. Trees : Definition & Concepts, Basic trees, Binary tree representations, threaded storage representation, binary tree traversals, and application of trees.Section III Searching and sorting : use of various data structures for searching and sorting, linear and binary search, insertion sort, selection sort, merge sort, bubble sort, quick sort, Heap sort. BCA-205. DIGITAL CIRCUITS & LOGIC DESIGN INSTRUCTIONS FOR PAPER-SETTER The question paper will consist of Two parts, A and B. Part A will have 15 short answer questions (40-60 words) of 2 marks each. Part B will have 12 long answer questions of 5 marks each. The syllabus of the subject is divided into 3 sections I, II and III.The question paper will cover the entire syllabus uniformly. Part A will carry 5 questions from each Section Ind Part B will carry 4 questions from each section. INSTRUCTION FOR CANDIDATES Candidates are required to attempt all questions from Part A and 9 questions of Part B out of 12. _____________________________________________________________________ Section I Introduction : Overview of number system and codes. Elements and functions of digital Logic gates, Gate propagation delay time, logic gates, Gate propagation delay time, and logic gate applications.Boolean algebra: Boolean operations, SOP and POS forms, and simplification using karnaugh maps, Realization of expressions using goals. Section II Combinational logical circuits: design of Binary Adder-Serial, Parallel, Carry look ahead type. Full subtractor, code converters, MUX and DEMUX, encoders and encoders. Sequential logic circuits: Flip flop: R-S, J-K, Master slave J-K, D and T flip-flops using nand gates. Section III Counters: Design of asynchronous and synchronous, updown and programmable counters. Registers: shift registers, various types and the ir applications.Detection and correction codes, detecting and correcting an error. SEMESER -3 BCA-301. MATHS – II (COMPUTER ORIENTED METHODS) INSTRUCTIONS FOR PAPER-SETTER The question paper will consist of Two parts, A and B. Part A will have 15 short answer questions (40-60 words) of 2 marks each. Part B will have 12 long answer questions of 5 marks each. The syllabus of the subject is divided into 3 sections I, II and III. The question paper will cover the entire syllabus uniformly. Part A will carry 5 questions from each Section Ind Part B will carry 4 questions from each section.INSTRUCTION FOR CANDIDATES Candidates are required to attempt all questions from Part A and 9 questions of Part B out of 12. _____________________________________________________________________ Section I Matrix Algebra: Introduction of a matrix, its different kinds, matrix addition and scalar multiplication, Multiplication of matrices, Square matrix, Rank of a matrix, Transpose, Adjoint and Inve rse of a matrix Solving simultaneous equations using Gauss elimination method, Gauss Jorden Method and matrix inversion method Section II Statistics : Measures of central tendency.Preparing frequency distribution table, arithmetic mean, geometric mean, harmonic mean, median and mode. Measures of dispersion: Range, mean deviation, standard deviation, co-efficient of variation, moments, Skewness and Kurtosis Differential Calculus: Introduction, Differentiation, Derivative of a Function of One Variable, Power Function, Sum and Product of Two Functions, Function of a Function, Differentiation by method of substitution, Maxima and Minima Section III Integral Calculus: Indefinite Integral, Integration by substitution, integration by parts,, Integration by partial fractions, definite integral.Numerical integration : Trapezoidal method, simpson's 1/3 rule, simpson's 3/8 rule. BCA-302. MANAGEMENT INFORMATION SYSTEM INSTRUCTIONS FOR PAPER-SETTER The question paper will consist of Two parts, A and B. Part A will have 15 short answer questions (40-60 words) of 2 marks each. Part B will have 12 long answer questions of 5 marks each. The syllabus of the subject is divided into 3 sections I, II and III. The question paper will cover the entire syllabus uniformly. Part A will carry 5 questions from each Section Ind Part B will carry 4 questions from each section.INSTRUCTION FOR CANDIDATES Candidates are required to attempt all questions from Part A and 9 questions of Part B out of 12. _____________________________________________________________________ Section I Introduction to Systems and Basic Systems Concepts, Types of Systems, The Systems Approach, Information Systems: Definition & Characteristics, Types of Information, Role of Information in Decision – Making, Sub – Systems of an Information system: EDP and MIS, management levels, EDP/MIS/DSS.Section II An overview of Management Information System: Definition & Characteristics, Components of MIS, Frame Wor k for Understanding MIS: Robert Anthony's Hierarchy of Management Activity, Information requirements & Levels of Management, Simon's Model of decision- Making, Structured Vs Un-structured decisions, Formal Vs. Informal systems. Section III Developing Information Systems: Analysis & Design of Information Systems: Implementation & Evaluation, Pitfalls in MIS Development. Functional MIS: A Study of Marketing, Personnel, Financial and Production MIS. BCA-303.SOFTWARE ENGINEERING INSTRUCTIONS FOR PAPER-SETTER The question paper will consist of Two parts, A and B. Part A will have 15 short answer questions (40-60 words) of 2 marks each. Part B will have 12 long answer questions of 5 marks each. The syllabus of the subject is divided into 3 sections I, II and III. The question paper will cover the entire syllabus uniformly. Part A will carry 5 questions from each Section Ind Part B will carry 4 questions from each section. INSTRUCTION FOR CANDIDATES Candidates are required to attempt all q uestions from Part A and 9 questions of Part B out of 12. ____________________________________________________________________ Section I Software: Characteristics, Components, Applications, Software Process Models: Waterfall, Spiral, Prototyping, Fourth Generation Techniques, Concepts of Project Management, Role of Metrics & Measurements. S/W Project Planning: Objectives, Decomposition techniques: S/W Sizing, Problembased estimation, Process based estimation, Cost Estimation Models: COCOMO Model, The S/W Equation, Section II System Analysis: Principles of Structured Analysis, Requirement analysis, DFD, Entity Relationship diagram, Data dictionary.S/W Design: Objectives, Principles, Concepts, Design methodologies: Data design, Architectural design, procedural design, Object -oriented concepts Section III Testing fundamentals: Objectives, principles, testability, Test cases: White box & Black box testing, Testing strategies: verification & validation, unit test, integration testing, v alidation testing, system testing BCA-304. OBJECT ORIENTED PROGRAMMING USING C++ INSTRUCTIONS FOR PAPER-SETTER The question paper will consist of Two parts, A and B. Part A will have 15 short answer questions (40-60 words) of 2 marks each. Part B will have 12 long answer questions of 5 marks each.The syllabus of the subject is divided into 3 sections I, II and III. The question paper will cover the entire syllabus uniformly. Part A will carry 5 questions from each Section Ind Part B will carry 4 questions from each section. INSTRUCTION FOR CANDIDATES Candidates are required to attempt all questions from Part A and 9 questions of Part B out of 12. _____________________________________________________________________ Section I Introduction: Object oriented programming, characteristics of object orientated languages, classes, C++ basics: Program Statements, Variables and constants, Loops and Decisions.Functions: Defining a function, function arguments & passing by value, arrays & point ers, function & strings, functions & structures. Section II Classes & Objects: Defining class, class constructors and destructors, operator overloading. Class Inheritance: Derived class & base class; Virtual, Friends and Static functions; Multiple inheritance, Polymorphism. Section III Input/output files: Streams, buffers & iostreams, header files, redirection, file input and output. BCA-305. INTRODUCTION TO MICROPROCESSOR INSTRUCTIONS FOR PAPER-SETTER The question paper will consist of Two parts, A and B.Part A will have 15 short answer questions (40-60 words) of 2 marks each. Part B will have 12 long answer questions of 5 marks each. The syllabus of the subject is divided into 3 sections I, II and III. The question paper will cover the entire syllabus uniformly. Part A will carry 5 questions from each Section Ind Part B will carry 4 questions from each section. INSTRUCTION FOR CANDIDATES Candidates are required to attempt all questions from Part A and 9 questions of Part B out of 12. ____________________________________________________________________ Section I Introduction to Microprocessor, its historical background and its applications. INTEL 8085 Introduction, Microprocessor Architecture and its operations, 8085 MPU and its architecture,8085 instruction cycle ,8085 Instructions :Data Transfer instructions, Arithmetic instructions, logical instructions, Branch instructions,RISC v/s CISC processors. Section II INTEL 8086 Introduction, 8086Architecture,real and Protected mode memory Addressing, Memory Paging Addressing Modes. Various types of instructions: Data movement, Arithmetic and logic; and program control.Type of instructions, Pin diagram of 8086, clock generator (8284A) Section III INTERRUPTS: Introduction, 8257 Interrupt controller, basic DMA operation and 8237 DMA Controller, Arithmetic coprocessor, 80X87 Architecture. SEMESER -4 BCA-401. COMPUTER NETWORKS INSTRUCTIONS FOR PAPER-SETTER The question paper will consist of Two parts, A and B. Part A will have 15 short answer questions (40-60 words) of 2 marks each. Part B will have 12 long answer questions of 5 marks each. The syllabus of the subject is divided into 3 sections I, II and III. The question paper will cover the entire syllabus uniformly.Part A will carry 5 questions from each Section Ind Part B will carry 4 questions from each section. INSTRUCTION FOR CANDIDATES Candidates are required to attempt all questions from Part A and 9 questions of Part B out of 12. _____________________________________________________________________ Section I Data communications concepts: Digital and analog parallel and serial synchronous and asynchronous, simplex, half duplex, duplex, multiplexing. Communication channels: Wired transmissions: Telephone lines, leased lines, switch line, coaxial cables-base band, broadband, optical fiber transmission.Section II Wireless transmission: Microwave transmission, infrared transmission, laser transmission, radio transmission, and satellite tran smission. Communication switching techniques; Circuit switching, message switching, packet switching. Network reference models; Network topologies, OSI references model, TCP/IP reference model, comparison of OSI and TCI reference model. Section III Data link layer design issue: Services provided to the network layer, framing, error control, flow control HDLC, SDLC, data link layer in the internet (SLIP, PPP).MAC sub layer: CSMA/CD, IEEE standards, FDM, TDM, CDMA. The Network Layer: Design Issues, Routing Algorithms: Optimality principled, shortest path routing, Concept of Internet Working. BCA-402. DATA BASE MANAGEMENT SYSTEM INSTRUCTIONS FOR PAPER-SETTER The question paper will consist of Two parts, A and B. Part A will have 15 short answer questions (40-60 words) of 2 marks each. Part B will have 12 long answer questions of 5 marks each. The syllabus of the subject is divided into 3 sections I, II and III. The question paper will cover the entire syllabus uniformly.Part A will car ry 5 questions from each Section Ind Part B will carry 4 questions from each section. INSTRUCTION FOR CANDIDATES Candidates are required to attempt all questions from Part A and 9 questions of Part B out of 12. _____________________________________________________________________ Section I An overview of the DBMS: Concept of database system, Database Administrator and his responsibilities. Physical and Logical data independence. Three level Architecture of database system: the external level, conceptual level and the internal level.Introduction to Data Models: Entity Relationship Model, Hierarchical, Network and Relational Model. Comparison of Network, Hierarchical and Relational Model. Section II Relational data model: Relational database, relational algebra and calculus, SQL dependencies, functional, multi-valued and join, normalization. Section III Database protection: Recovery, concurrency, security, integrity and control. Distribute database: Structure of distributed database, design of distributed databases. BCA-403. COMPUTER SYSTEM ARCHITECTURE INSTRUCTIONS FOR PAPER-SETTER The question paper will consist of Two parts, A and B.Part A will have 15 short answer questions (40-60 words) of 2 marks each. Part B will have 12 long answer questions of 5 marks each. The syllabus of the subject is divided into 3 sections I, II and III. The question paper will cover the entire syllabus uniformly. Part A will carry 5 questions from each Section Ind Part B will carry 4 questions from each section. INSTRUCTION FOR CANDIDATES Candidates are required to attempt all questions from Part A and 9 questions of Part B out of 12. _____________________________________________________________________Section I Computer Organization & Design: Instruction codes, op-codes, Computer Registers, Computer Instructions, Timing and Control, Instruction Cycle, Memory reference instructions, CPU: Stack Organization, Instruction format, Addressing Formats. Section II Control Unit Architectu re, I/O Architecture: Transfer of Information among I/O devices, CPU, Memory and I/O ports. Section III Memory System: Storage technologies, Memory hierarchy, Memory mapping, Main memory and Auxiliary memory, Associative and Cache memory Introductory study of 8-bit Microprocessor BCA-404.OPERATING SYSTEMS INSTRUCTIONS FOR PAPER-SETTER The question paper will consist of Two parts, A and B. Part A will have 15 short answer questions (40-60 words) of 2 marks each. Part B will have 12 long answer questions of 5 marks each. The syllabus of the subject is divided into 3 sections I, II and III. The question paper will cover the entire syllabus uniformly. Part A will carry 5 questions from each Section Ind Part B will carry 4 questions from each section. INSTRUCTION FOR CANDIDATES Candidates are required to attempt all questions from Part A and 9 questions of Part B out of 12. ____________________________________________________________________ Section I Introduction to Operating System, it s need and Operating System services; Operating System classification – single user, multi-user, simple batch processing, Multiprogramming, Multitasking, Parallel system, Distributed system, Real time system. Process Management : Process Concept, Process scheduling, Overview of InterProcess communication, Section II CPU Scheduling : Basic concepts, Scheduling Criteria, Scheduling Algorithms.Memory Management: Logical Versus Physical address space, Swapping Partition, paging and segmentation, concepts of Virtual Memory. File Management: File concept, access methods, Directory Structure, file protection. Allocation methods: Contiguous, linked and index allocation. Section III Deadlocks: Deadlock Characteristics, Prevention, Avoidance, Detection and Recovery, critical section, synchronization hardware, semaphores, combined approach to deadlock handling. Security: Authentication, Program Threats, System Threats, and Encryption. BCA-405.WORKSHOP ON VISUAL BASIC Develop an Applicat ion using Visual Basic Bank transactions management Hotel Management Gas agency management Office automation Railway reservation Computerisation course registration Hostel management Hospital management Inventory management Competitive examination database Air line reservation Transport management College admission Library management Note: Any Relational Database System can be used as back end. SEMESER -5 BCA-501. INTERNET APPLICATIONS AND JAVA INSTRUCTIONS FOR PAPER-SETTER The question paper will consist of Two parts, A and B.Part A will have 15 short answer questions (40-60 words) of 2 marks each. Part B will have 12 long answer questions of 5 marks each. The syllabus of the subject is divided into 3 sections I, II and III. The question paper will cover the entire syllabus uniformly. Part A will carry 5 questions from each Section Ind Part B will carry 4 questions from each section. INSTRUCTION FOR CANDIDATES Candidates are required to attempt all questions from Part A and 9 quest ions of Part B out of 12. _____________________________________________________________________ Section I Introduction: Internet Architecture board, understanding the internet.Concept: Working, Surfing and security on the internet. Internet protocols Internet addressing, internet routing protocols internet message protocol, internet group management protocols, internet mail protocol. Internet applications: E-mail, multi cost backbone, net news. Web: World Wide Web advantages of web, web terminology, web access using web browser, locating information on the web. Section II Introduction to Java: Applets, application & JDK, different b/w Java & C++, working with Java objects: Encapsulation, inheritance & polymorphism, constructors.Garbage collection & finalisers, data types, modifies & expressions, array & flow control statements. Section III Exception handling threads, event handling, network programming & Java virtual machines, Java & databases. BCA-502. SYSTEM SOFTWARE INSTRUCTIONS FOR PAPER-SETTER The question paper will consist of Two parts, A and B. Part A will have 15 short answer questions (40-60 words) of 2 marks each. Part B will have 12 long answer questions of 5 marks each. The syllabus of the subject is divided into 3 sections I, II and III. The question paper will cover the entire syllabus uniformly.Part A will carry 5 questions from each Section Ind Part B will carry 4 questions from each section. INSTRUCTION FOR CANDIDATES Candidates are required to attempt all questions from Part A and 9 questions of Part B out of 12. _____________________________________________________________________ Section I Introduction to software processors; elements of assembly language programming; assembly scheme, single pass and two pass assembler; general design procedure of a two pass assembler. Section II Macros and Macro processor: macro definition, macro expansion, and features of macro facility, design of macro processor.Overview of compilers – memory all ocation, lexical analysis, syntax analysis, Intermediate code generation and optimization – local and global optimization, code generation. Section III Loaders and linkage editors: Introduction to Loading, linking and relocation, program linking, linkage editors, dynamic linking, bootstrap loader. Other system software: Operating System, DBMS, Functions and structure of Text Editor. BCA-503. COMPUTER GRAPHICS INSTRUCTIONS FOR PAPER-SETTER The question paper will consist of Two parts, A and B. Part A will have 15 short answer questions (40-60 words) of 2 marks each.Part B will have 12 long answer questions of 5 marks each. The syllabus of the subject is divided into 3 sections I, II and III. The question paper will cover the entire syllabus uniformly. Part A will carry 5 questions from each Section Ind Part B will carry 4 questions from each section. INSTRUCTION FOR CANDIDATES Candidates are required to attempt all questions from Part A and 9 questions of Part B out of 12. ___ __________________________________________________________________ Section I Input devices: Keyboard, Touch panel, light pens, Graphic tablets, Joysticks, Trackball, Data glove, Digitizers, Image scanner, Mouse, Voice & Systems.Hard copy devices: Impact and non impact printers, such as line printer, dot matrix, laser, ink-jet, electrostatic, flatbed and drum plotters. Section II Video Display Devices Refresh cathode -ray tube, raster scan displays, random scan displays, color CRT-monitors, direct view storage tube, flat-panel displays; 3-D viewing devices, raster scan systems, random scan systems, graphics monitors and workstations. Scan conversion algorithms for line, circle and ellipse, Bresenham's algorithms, area filling techniques, character generation.Section III 2-dimensional Graphics: Cartesian and Homogeneous co-ordinate system, Geometric transformations (translation, Scaling, Rotation, Reflection, Shearing), Two-dimensional viewing transformation and clipping (line, polygo n and text). 3-dimensional Graphics: Geometric transformations (translation, Scaling, Rotation, Reflection, Shearing), Mathematics of Projections (parallel & perspective). 3-D viewing transformations and clipping. BCA-504. OPERATION RESEARCH INSTRUCTIONS FOR PAPER-SETTER The question paper will consist of Two parts, A and B. Part A will have 15 short answer questions (40-60 words) of 2 marks each.Part B will have 12 long answer questions of 5 marks each. The syllabus of the subject is divided into 3 sections I, II and III. The question paper will cover the entire syllabus uniformly. Part A will carry 5 questions from each Section Ind Part B will carry 4 questions from each section. INSTRUCTION FOR CANDIDATES Candidates are required to attempt all questions from Part A and 9 questions of Part B out of 12. _____________________________________________________________________ Section I Origin & development of O. R. , Nature & Characteristics features of O. R. Models & Modeling in Opera tion Research. Methodology of O. R. , General methods for solving O. R. Models, O. R. & Decision making, Application, Use & Limitations of O. R. Section II Linear Programming: formulation, Graphical, Big MMethod & Simplex Method, Duality in L. P. : Conversion of Primal to Dual only Transportation Problems: Test for Optimality, Degeneracy in Transportation Problems. Unbalanced Transportation, Assignment Problems, Traveling Salesman Problem. Section III Decision Making : Decision Making Environment, Decision under uncertainty, Decision under risk, Decision tree Analysis.Integer Programming and Dynamic Programming: Concept and Advantages only. SEMESER -6 BCA-601 ARTIFICIAL INTELLIGENCE Section I Introduction to AI: Definitions, AI problems, the underlying assumption, and AI techniques, Level of Model, Criteria for Success. Problems, Problem Space and Search: defining the problem as a state space search, Production System, Problem Characteristics, Production System Characteristics, issu es in design of search programs. Section II Knowledge Representation Issues: representation and mapping, approaches to knowledge representation, issues in knowledge representation, the frame problem.Knowledge representation using predicate logic: representing simple facts in logic, representing instance and is a relationships, resolution Section III Weak -slot and -filler structures: semantic nets, frames as sets and instances. Strong slot and filler structures: Conceptual dependency, scripts, CYC. Natural language processing: syntactic processing, semantic analysis, discourse and pragmatic processing. BCA-602. HANDING OPERATING SYSTEMS INSTRUCTIONS FOR PAPER-SETTER The question paper will consist of Two parts, A and B. Part A will have 15 short answer questions (40-60 words) of 2 marks each.Part B will have 12 long answer questions of 5 marks each. The syllabus of the subject is divided into 3 sections I, II and III. The question paper will cover the entire syllabus uniformly. Part A will carry 5 questions from each Section Ind Part B will carry 4 questions from each section. INSTRUCTION FOR CANDIDATES Candidates are required to attempt all questions from Part A and 9 questions of Part B out of 12. _____________________________________________________________________ Section I Handing Novel NetWare: Introduction, Installation, configuration, managing resources and users.Granting access rights to users. Handing Windows NT Server: Planning: Comparison of Microsoft OS (Windows 95, 98 NT workstation), Workgroups & Domains, choosing disk configuration, choosing Window NT protocols. Section II Installing & configuration Installing windows NT Server, Windows NT & registry, control panel, configuration protocols & bindings, network adapters, peripherals & devices, hard disk, printing & its client computer. Section III Managing resources: Managing users & group account, policies & profiles, system policy with system policy editor, disk resources, working with windows NT, the resources, UNC.Connectivity: Inter operating with NetWare, Configuring remote access service. BCA-603 . Software Lab – X (Major Project Phase – II) Continuation of Major Project started in V semester (Code Generation, system testing, Installation and operations & maintenance) BCA-607. Comprehensive Viva Voce Viva of Full syllabus studied under BCA course. Format of Project Report †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Title Cover Certificate from organozation about your stay (Project Duration) at that place and about submission of work done under external guide at the place of training.Certificate from your guide about the submission of work done under his/her guidance, Internal Supervisor. Table of Contents, abstract of the project (abstract of actual workdone). A brief overview of the organization (regarding function area, location, division in whi ch you are working, turnover) Profile of problems assingned. Study of existing system, if any. System requirements Product Definition Problem Statement Function to be Provided Processing Environment: H/W, S/W.Solution Strategy Acceptance Criteria Feasibility Analysis Project Plan Team Structure Development Schedule Programming Languages And Development Tools †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ System Requirement Specifications Developing / Operating / Maintenance Environments External Interface And Data Flows User display and report format, user command summary High level DFD and data dictionary Functional and performance specifications Design Detailed DFD’s and structure diagrams Data structures, database and file specifications Pseudocode Test Plan Functional, Performance, Stress tests etc.Implementation / Conversion Plan Project Legacy Current status of project Remaining areas of concern Technical and managerial lessons learnt Future recommendations Bibliography Source Code (if available) Note: – The above is meant to serve as a guideline for preparation of your project report. You may add to, modify or omit some of the above-mentioned points depending upon their relevance to your project. You may also consult your internal supervisor for the same.