Human Trafficing

CAUSES (Why does this problem exist? What situations have brought it about? Who or what is responsible? ) 1. Similar to traditional slavery; owner has complete control over the person. SOURCE (Author's last name and page number where you found the information on – just put web if found online. Put the â€Å"Title† if no author): Cullen-DuPont 7 2. Debt cause people to go towards this SOURCE (Author's last name and page number where you found the information on – just put web if found online. Put the â€Å"Title† if no author): Cullen-DuPont 7 3. 35,000 minor girls in prostitution in ThailandSOURCE (Author's last name and page number where you found the information on – just put web if found online. Put the â€Å"Title† if no author): Cullen-DuPont 12 4. purpose of exploitation(prostitution, forced labour/slavery and the removal of organs) SOURCE â€Å"What is Human Trafficking? † web 5. CST(child sex tourism)- when men and women travel to have intercourse with children SOURCE (Author's last name and page number where you found the information on – just put web if found online. Put the â€Å"Title† if no author): : Cullen-DuPont 13 6. traders take advantage of women by gaining trust; abroad jobs or boyfriends’ take them on vacation. SOURCE (Author's last name and page number where you found the information on – just put web if found online. Put the â€Å"Title† if no author): Cullen-DuPont 10 7. anchorage man used cocaine, and abuse to obtain his victims to stay as prostitutes SOURCE â€Å"Human Trafficking: Today’s Slave Trade† web CAUSES (Why does this problem exist? What situations have brought it about? Who or what is responsible? ) 8. Organized crime SOURCE â€Å"What Is the Role of Transnational Organized Crime Groups in Human Trafficking? † web 9. ifferent from smuggling, but like it SOURCE â€Å"How is Human Trafficking Different from Migrant Smuggli ng? † web 10. Trafficking victims are often hidden in plain sight SOURCE â€Å"Human Trafficking† web 11. some employers instruct the victim on what to do when the police come SOURCE â€Å"Human Trafficking† web 12. guards and cameras to make sure no one escapes SOURCE â€Å"Human Trafficking† web 13. victim can’t usually attend social stuff and religious sermons SOURCE â€Å"Human Trafficking† web 14. Florida 3rd for human trafficking SOURCE â€Å"Human Trafficking Bill Clears Legislature† webCAUSES (Why does this problem exist? What situations have brought it about? Who or what is responsible? ) 15. Prosecutions rare; victims are afraid to come forward SOURCE â€Å"Human Trafficking Bill Clears Legislature† web 16. Human smuggling- illegal entry of a person across a border SOURCE â€Å"Distinctions between Human Smuggling and Human Trafficking 2006† web 17. Human smuggling sometimes involved in human trafficking SOURCE â€Å"Distinctions between Human Smuggling and Human Trafficking 2006† web 18. gender inequality is used to obtain women SOURCE Cullen-DuPont 25 19.Belgium Germany Greece Israel Italy Japan and Netherlands all very high trafficking places SOURCE Cullen-DuPont 25 20. many men buy their wives SOURCE Cullen-DuPont 25 EFFECTS / NATURE OF THE PROBLEM (DESCRIBE THE PROBLEM ; HOW IT AFFECTS PEOPLE. ) 1. slaveholder has complete control SOURCE (Author's last name and page number where you found the information on – just put web if found online. Put the â€Å"Title† if no author): Cullen- DuPont 7 2. recruiting, transporting or receiving a person by force, coercion or other mean to exploit them SOURCE â€Å"What is Human Trafficking? † web 3.Threat or use of force, abduction, fraud, deception, abuse of power giving payments to control victim SOURCE â€Å"What is Human Trafficking? † web 4. in Thailand girl went into prostitution to obtain money for her pare nts SOURCE (Author's last name and page number where you found the information on – just put web if found online. Put the â€Å"Title† if no author): Cullen-DuPont 13 5. this effects every country in the world SOURCE â€Å"Which Countries are affected By Human Trafficking? † web 6. Asia has the most problems SOURCE â€Å"Which Countries are affected By Human Trafficking? † web 7. Mostly womenSOURCE â€Å"What Is The Most Commonly Identified Form Of Human Trafficking? † web EFFECTS / NATURE OF THE PROBLEM 8. 1,000,000 people a year 20,000 of them in USA SOURCE â€Å"HUMAN TRAFFICKING AND SLAVERY† web 9. Victims are put into isolation SOURCE â€Å"Distinctions between Human Smuggling and Human Trafficking 2006† web 10. sex trafficking- when victim forced prostitution SOURCE â€Å"Human Trafficking† web 11. STDs can be spread rapidly SOURCE Victims of Trafficking and Violence Protection Act of 2000. 22 USC 7101 12. Asian countries (India Philippines and Thailand) all use child sex tourismSOURCE Cullen-DuPont 13 13. 4 year olds are taken into trafficking SOURCE Cullen-DuPont 13 14. kids kidnapped by strangers. SOURCE Cullen-DuPont 12 EFFECTS / NATURE OF THE PROBLEM 15. kids vulnerable to forced labor SOURCE Cullen-DuPont 21 16. Sexual exploration counts a forced labor SOURCE Cullen-DuPont 20 17. forced labor not categorized as sexual exploration SOURCE Cullen-DuPont 20 18. considered fastest growing criminal industries SOURCE â€Å"Human Trafficking† web 19. about 100,000 kids in trafficking each year SOURCE â€Å"Human Trafficking† web 20. forced labor in storesSOURCE â€Å"Human Trafficking† web SOLUTIONS (How are people helping right now? What theories exist about how to help? What organizations and people are working for this cause? What laws exist to help? ) 1. UNODC(United Nations Drug Control Programme and the Centre for International Crime Prevention) helping US with problem SOURC E: â€Å"What is Human Trafficking? † web 2. UNODC wants to end Human Trafficking SOURCE : â€Å"What is Human Trafficking? † web 3. Number of caught convicts is increasing SOURCE â€Å"Do Many Traffickers Get Caught and Convicted? † web 4. . Trafficking Victims Protection Act of 2000 (TVPA)SOURCE â€Å" Anti-Trafficking in Persons† web 5. T-Visa created for victims of trafficking in US SOURCE â€Å"Human Trafficking and Slavery† web 6. 22 USC 7101- defines sever forms of trafficking SOURCE: â€Å"Distinctions between Human Smuggling and Human Trafficking 2006† web 7. the declaration of independence states how everyone is worthy SOURCE Victims of Trafficking and Violence Protection Act of 2000 22USC 7101 SOLUTIONS 8. laws fail to help HT for most are illegal immigrants SOURCE Victims of Trafficking and Violence Protection Act of 2000 22USC 7101 9. weak penalties of HT in the USSOURCE Victims of Trafficking and Violence Protection Act of 2000 22USC 7101 10. HT includes violations of many laws of rape SOURCE Victims of Trafficking and Violence Protection Act of 2000 22USC 7101 11. US agrees that HT is against human rights SOURCE (Victims of Trafficking and Violence Protection Act of 2000 22USC 7101 12. some countries also hinder penalties against HT SOURCE Victims of Trafficking and Violence Protection Act of 2000 22USC 7101 13. public service announcements are made to warm people of HT SOURCE â€Å"Prevention â€Å"web 14. Global Report on Trafficking in Persons- February 2009SOURCE â€Å"Prevention â€Å"web SOLUTIONS 15. Community Vigilance project- this is found in many villages to prevent HT SOURCE â€Å"Prevention â€Å"web 16. in 2009 202 convicts were arrested, these numbers are increasing SOURCE â€Å"Human Trafficking: Putting a Stop to Modern-Day Slavery† web 17. Human Trafficking Initiative in 2005- FBI SOURCE â€Å"Human Trafficking: Putting a Stop to Modern-Day Slavery† web 18. Project t o End Human Trafficking- found 2004 SOURCE â€Å"About Us† web 19 educating the public about HT SOURCE â€Å"Mission Statement† web 20. mental doctor s to help victims SOURCE â€Å"Mission Statement† web

MR Amin

Introduce yourself in an online discussion board. Due: Friday 1/8/2014 1. Go to the â€Å"49002 Managing Projects (Distance Mode)† section of Outselling 2. Post a short biography introducing yourself in the discussion board â€Å"Introductions for Distance Education students†. 3. Your description should include: a. Any project management experience (years and types of projects) Level of education and any bachelor degrees held What you hope to get out of the subject. B. Horn description of one of your most interesting projects. C. A Joke. Step 2 Select your study group members. Due: Monday 4/8/2014 4. Read all the introductory posts in the discussion board 5. Find 3 people with whom you have something in common 6. Comment on their posts providing a short explanation of the connections with your own introduction and why this might be the basis for a good group interaction. Step 3 Enroll in your group in TTS online Due: Tuesday 5/8/2014 1 . Self-enroll in one of the Groups (Group 1 Distance†¦Group 8 Distance) with three other students you have met on the discussion board. Step 4 Discussion on Assignment 2. Due: Wednesday 6/8/2014 1 . Create a new thread in your group discussion board called â€Å"Assignment 2†. 2. Identify the elements of the assignment that need to be completed before the due date. 3. At the end of this discussion (Step 4) complete the first survey in SPARK. You can access SPARK via the link in the left column on TTS online titled â€Å"SPARK† 1 .

Accidents Happen All the Time

It involved a car border line illegal with balding tires, and brakes set on suicide mode. The person driving the vehicle of doom was a struggling college student, with little and or no money. The lady driving a car right off the lot spoke with thick New York accent and had the temper to match. It’s funny how at any moment, thoughts turn into actions, actions turn into events, and suddenly were left to face the aftermath. That day specifically was a mess of intertwining events that lead to two people meeting in unfavorable circumstances. Everyone gets involved in accidents, whether they’re cautious or reckless. The driver of a black kia death machine was especially cautious considering she knew it was not the best in regards to safety. She knew it wasn’t long before some freak accident would cross his path, but she would try to avoid it like hell. The fact is life is a recycling wheel, in which past leads to present, and every action has its foot print in the future. It was early in the morning, around 7:30 and the streets were busy with stop and go traffic in every direction. The sky was overcast, gray clouds blocking all sunlight, with rain pouring down in scatters. The streets were glossy with rain, and the reflection of the lights shone on the surface. Traffic was absolutely ridiculous and early commuters are often aggressive if not outright maniacs. The young woman was driving her way home from a late night with friends, still a little groggy since she wasn’t use to being up so early. She had driven down that road a million times and never had any issues with the morning flow. She was just about to merge into the next lane, since the turn for the highway was coming up further ahead. She started to drive over and saw the car ahead break lights shining brightly through the light rain. She began to pump the breaks, when suddenly the car didn’t slow down as expected. The car ahead seems to being nearing quickly, and her heart started to race. She pulls the emergency break and feels the drive of the car as it pushes forward regardless. In mere moments a normal drive home turned into a scary event. The sound of screeching tires pierced the air, a loud thud broke the morning silence, and what followed can be described as an atmosphere of confusion and anger. The driver in the black kia didn’t know what to do. She had just hit a car from behind, and she knew he had to get out and confront the other driver. It was raining, which made it entirely more uncomfortable, and all around him cars honked and whizzed by in frustration. She opened the door cautiously with shaking hands. A head a lady comes at her with craziness in her eyes, staring directly at her. â€Å"You little punk, are you freaking blind†. The lady that hit the car was trying to stay calm saying â€Å"Lady, get a grip. Your car is still drivable†¦ my bumper is sitting on the ground†. The lady was furious; she screamed for 5 minutes before she noticed the other driver wasn’t saying anything and then she apologized. The two began to explore the damage, which inflicted much more harm on the kia then the new 2013 escalade. The new car had a few scratches, but the young college student’s car looked like it had a head on collision with a semi-truck. It wasn’t even the worst Part of everything because the faulted driver had no insurance, and she knew she was going to get totally screwed by the man in blue because she has zero car insurance. The cops arrived on scenes approximately two hours later. The thought of fleeing the scene had cross the faulted drivers mind more than a few times. If it weren’t for a bumper half on the ground, and an exchange of information holding her back, she has been half way home and scott free. Three hundred dollars in fines, and lawsuit pending, that young driver figured something crucial out. Don’t drive without insurance, and if you are don’t do it with a car with bad breaks because you will inevitably screw your life over and get into an accident. Accidents Happen All the Time It involved a car border line illegal with balding tires, and brakes set on suicide mode. The person driving the vehicle of doom was a struggling college student, with little and or no money. The lady driving a car right off the lot spoke with thick New York accent and had the temper to match. It’s funny how at any moment, thoughts turn into actions, actions turn into events, and suddenly were left to face the aftermath. That day specifically was a mess of intertwining events that lead to two people meeting in unfavorable circumstances. Everyone gets involved in accidents, whether they’re cautious or reckless. The driver of a black kia death machine was especially cautious considering she knew it was not the best in regards to safety. She knew it wasn’t long before some freak accident would cross his path, but she would try to avoid it like hell. The fact is life is a recycling wheel, in which past leads to present, and every action has its foot print in the future. It was early in the morning, around 7:30 and the streets were busy with stop and go traffic in every direction. The sky was overcast, gray clouds blocking all sunlight, with rain pouring down in scatters. The streets were glossy with rain, and the reflection of the lights shone on the surface. Traffic was absolutely ridiculous and early commuters are often aggressive if not outright maniacs. The young woman was driving her way home from a late night with friends, still a little groggy since she wasn’t use to being up so early. She had driven down that road a million times and never had any issues with the morning flow. She was just about to merge into the next lane, since the turn for the highway was coming up further ahead. She started to drive over and saw the car ahead break lights shining brightly through the light rain. She began to pump the breaks, when suddenly the car didn’t slow down as expected. The car ahead seems to being nearing quickly, and her heart started to race. She pulls the emergency break and feels the drive of the car as it pushes forward regardless. In mere moments a normal drive home turned into a scary event. The sound of screeching tires pierced the air, a loud thud broke the morning silence, and what followed can be described as an atmosphere of confusion and anger. The driver in the black kia didn’t know what to do. She had just hit a car from behind, and she knew he had to get out and confront the other driver. It was raining, which made it entirely more uncomfortable, and all around him cars honked and whizzed by in frustration. She opened the door cautiously with shaking hands. A head a lady comes at her with craziness in her eyes, staring directly at her. â€Å"You little punk, are you freaking blind†. The lady that hit the car was trying to stay calm saying â€Å"Lady, get a grip. Your car is still drivable†¦ my bumper is sitting on the ground†. The lady was furious; she screamed for 5 minutes before she noticed the other driver wasn’t saying anything and then she apologized. The two began to explore the damage, which inflicted much more harm on the kia then the new 2013 escalade. The new car had a few scratches, but the young college student’s car looked like it had a head on collision with a semi-truck. It wasn’t even the worst Part of everything because the faulted driver had no insurance, and she knew she was going to get totally screwed by the man in blue because she has zero car insurance. The cops arrived on scenes approximately two hours later. The thought of fleeing the scene had cross the faulted drivers mind more than a few times. If it weren’t for a bumper half on the ground, and an exchange of information holding her back, she has been half way home and scott free. Three hundred dollars in fines, and lawsuit pending, that young driver figured something crucial out. Don’t drive without insurance, and if you are don’t do it with a car with bad breaks because you will inevitably screw your life over and get into an accident.

Issue in contemporary auditing Essay Example | Topics and Well Written Essays - 3000 words

Issue in contemporary auditing - Essay Example Governance Reporting Reporting is a vital way of sharing financial information. Therefore, it will be our responsibility to report to you on whether the financial accounts have been arranged according to the accounting strategies as stated by you. Furthermore, we would report according to auditing process undertaken by us, on whether anything has emerged to our consideration for specifying that the revenue figure described in financial reports has not been appropriately extracted from book of records, or book of records do not record and clarify the transactions, with respect to the understanding of activity. Scope of Work Our auditing process will include those activities we consider essential to allow us to report on the aspects of financial reporting and will comprise evaluating information and descriptions provided to us for conducting such investigations about the managers as we believe essential. It is to clarify you that we are not liable for the maintenance of bookkeeping rec ords of the business, however we shall be pleased to advise on these aspects if required. The financial statements will have a declaration for your approval for having every relevant accounting record. As a consequence of our tasks, we can be capable of providing suggestions on improvements that can be made to the accounting records. Nevertheless, our work must not be dependent on the disclosure of misdeeds. However, if an examination is required particularly to detect misdeeds, it can be independently conducted on request (The Institute of Certified Public Accountants in Ireland, 2003). Applicable Legislation The engagement letter will be administered by and construed according to International Standards on Auditing (ISA) 540 and pertinent national standards and practices. ISA deals in duties of auditors with respect to fair value bookkeeping and associated financial disclosures. These standards necessitate that we plan and perform the audit in order to attain practical assurance r egarding if the prepared financial statements determined to be are free from misstatements or not. Restriction on Audit Liability Due to the characteristics of audit and other inherent restrictions, there is always inevitable risk of financial mistreatments to remain undiscovered (Financial Reporting Council, 2012). Agreement on Terms We will look forward towards complete collaboration with your employees and we believe that they will provide us whatever we require to accomplish our tasks. The fees will be based on the time required for addressing the required tasks along with other additional expenses. Once these terms are agreed, the letter would be effective until it is changed. Please confirm us about your agreement with the provided terms by signing this letter and returning to us. Yours Sincerely, Loughran and Shrives Chartered Accountants Acknowledged on behalf of Land Securities Group Plc by Signature: Date: Ethical Issues Leaflet The leaflet deals in legal and ethical impli cations of audit. It provides the standards to which we are committed to maintain utmost professional and ethical standards in order to assist our clients about quality auditing. Integrity The first ethical issue is integrity. It states that we will undertake the auditing tasks and responsibilities with the utmost level of intelligence and integrity. Our work will be

Operational Research Essay Example | Topics and Well Written Essays - 1500 words

Operational Research - Essay Example The numerous techniques of operations research include mathematical optimization, statistical analysis and mathematical simulation. Because of their capability to assist in decision making, operations research techniques are more often employed in manufacturing companies. These techniques have been employed to determine the most suitable places to locate new facilities such as a factory or a warehouse, identifying appropriate development paths for sections of the telecommunications. One of the most applied operations research techniques is linear programming. The use of linear programming was first proposed in 1951 to institute least-cost mixtures of livestock rations and food stuffs. This linear program reduces the expense of the mixture while some identified levels of nutritional necessities symbolize the model’s constraints. Additionally, in 1954, linear programming was proposed as a way of solving crop rotation problems (Hayashi, 2007: 21). In this case, the objective func tion symbolizes the gross margin linked to the cropping pattern while constraints link to the accessibility of capital such as land, machinery, and working capital. The idea of the use of linear programming has been used extensively in planning and managing agricultural resources on a farm. Extension of linear programming engross binary and integer platforms for applications in which it is not reasonable to allocate incessant values to the decision variables, for instance, the number of tractors and labour workers. The inter-temporality essential to many agricultural resolutions, particularly those entailing perennial crops, has necessitated the use of multi-period models. Risk and uncertainty calls for methods such as dynamic programming, Markov chains and Monte Carlo Simulation (Cheema, 2005: 43). Brazil is a huge producer of sugarcane, alcohol fuel and sugar. In order to keep the production

Chapter 8 Essay Example | Topics and Well Written Essays - 500 words - 3

Chapter 8 - Essay Example The author here is asserting that, from the time we enter this world, none of us has the guarantee of leading a life free from suffering. Suffering and pain do not discriminate between the rich and the poor, the powerful and the common man, young and old, or male and female. However, Kushner also gives hope to his readers by stating that at least we can have faith in a higher power that provides us with the strength and courage we require to bear the numerous challenges and obstacles that life is constantly throwing at us. In my career as a nurse, I constantly encounter patients suffering from various incurable diseases or devastating injuries, which make many of them, lose the motivation to continue pushing on with their lives. Many of them slide into depression, and just as many develop suicidal tendencies. Empowerment and support provision are two essential nursing concepts which enable nurses to provide patients with the desire to persevere through their challenges, and to acquire the urge to live a normal life once again. A nurse is the most accessible healthcare professional that patients can access in a healthcare setting which has the capacity to cater to terminally ill patients. Therefore, the nurse has to be someone that terminally ill patients can obtain inspiration from when they have lost hope of recovering. Many patients belong to a mainstream religion, which could be Christianity, Islam, Hinduism, Buddhism, or other little known religions. Thus, when afflicted with incurable diseases or those that are difficult to cure, they tend to turn to their religious beliefs in search of faith healing. A nurse can do a lot to relieve them from their suffering by reinforcing their religious beliefs and assuring them that suffering does not choose its victims but rather, it is God’s will and purpose. As Kushner asserts, the various ways through which God works are beyond human understanding, but through faith, we believe that all of it is

Business to Business Assignment Example | Topics and Well Written Essays - 2250 words

Business to Business - Assignment Example The paper tells that trade or business has always been one of the vital factors that have regulated the growth and development of any civilization. It has not only helped in the advancement of civilization but also been instrumental in the process of globalization. However, with the passage of time, the process of globalization and modernization has brought significant changes in the social, cultural and economic aspects of human race. The most significant change can be observed in the field of technology which has dramatically altered and influenced the business activities. The process of globalization and modernization has made the global business environment very attractive with business organizations being able to access overseas markets with least constraints compared to earlier times. However, on the other hand, due to globalization, the global business environment has become much more competitive with the introduction of free trade policies. . In this regard, Hope and Maeleng have identified free trade policy as a â€Å"competition-enhancing device†. In order to cope with this increase in competition, business organizations are constantly trying to bring in a number of improvements in their business activities and hence, they clearly identify the importance of business activities and associated stakeholders. Business related transactions can happen between any two individuals, or government and non-government organization. In this age of technological advancements, business organizations are trying to maintain transactions in electronic medium. The use of internet backed technologies like e-commerce has revolutionized all types of business transactions, be it business to business or business to customer transactions3. Relevant Literature In the post-modern business scenario, business models have been transformed with the changing nature of the business environment. In order to survive in the market, business organizations are constantly trying to incorporate technological advancement in their business process. E-commerce and e-business are two most vital technological advancements in this field. There are a number of reasons that has initialized such technological advancements. Barbara Parker has identifies major factors that brought such technological changes in the business process. Some of them are like increased process of innovation through research and developments; necessity of developed working process and lifestyles; demand for better interconnectivity in global market etc4. Due to these initiatives, the business organizations are currently enjoying better leverage for growth and development. The nature of the business model in an organization depends on the nature of commercial activities that they are engaged in. A business to business transaction is one in which a business organization interacts with another business organization. Example, in the case of manufacturers of automobile parts, they will be dealing wit h other automobile manufacturers who directly supply finished products to the market for sales... However, the company that buys automobile parts from another company and delivers the final product to the customer, is engaged in both commercial transactions, business to business and business to consumers. The primary focus of this paper is on the business to business commercial transaction and hence, the analysis and discussion aim to cater the same. Many post-modern organizations are incorporating latest technologies to enhance the value of their business by offering better customer services. In the process of business to business transactions, technologies like e-business and e-commerce influence the value chain of the company as the traditional value chain transforms to a new upgraded one. Value chain of a business includes its primary and supporting activities. The incorporation of e-business technologies in

Marketing mix elements of Starbuck and British airways Essay

Marketing mix elements of Starbuck and British airways - Essay Example The British Airways which is located London, UK provides transport services as their commodity of trade across the globe. The pricing of their services provides the customer with a choice to get what they can afford. This therefore enables them earn profits and beat competition in the market. The prices of British Airways also promote their business. This is backed up with promotional offers during Christmas. They have also expanded their persuasive communication to customers to enable them proof the existence. This airline also has an e-business which has then enabled them to access a very wide market all over the world.According to Ambler (2004), comparing Starbucks and British Airways businesses, one of their differences is that Starbucks is a product business while the British Airways is a services business. The pricing of the two businesses also differ. British Airways offers low prices for their services while Starbucks prices are relatively higher than those of their competito rs. The process of service provision used by the British Airways is that of direct access to the customers while Starbucks Corporation uses other business intermediaries to run their businesses in other countries that their coffee stores are located. Starbucks target market was university students while British market target is people from all over the world.McDonald and Keegan (2002) explain that Starbucks offers Wi-Fi to their customers while British Airways use their pricing and other online services to promote their business.

Corporate Social Responsibility Research Paper Example | Topics and Well Written Essays - 1000 words - 1

Corporate Social Responsibility - Research Paper Example This essay stresses that for a long time the key areas of corporate social responsibility haves been the well-being of the company’s employees and the protection of the environment. The civil society and the surrounding community focus on corporate social responsibility. The idea behind corporate social responsibility is that companies should not operate in isolation and detached from the broader society in their economic processes. This implies that such views as profitability, competition and survival that traditionally drove business missions are slowly losing ground to corporate social responsibility. New drivers have come because of CSR. It is necessary to explore some of these drivers and analyze how they affect business enterprises. This paper declares that the government’s diminishing role in businesses is one great driver. In many jurisdictions, citizens rely on their governments to provide the relevant regulations and legislations for the delivery of environmental and social objectives among the business communities. However, over the foregoing decades, most countries have witnessed the shrinking of their administration resources and distrust of the regulations set aside. Consequently, companies have resorted to carry out their own exploration non-regulatory and voluntary initiatives for restoring their confidence to the communities of operation. Customers have increasingly developed an interest for accountability and responsibility assumption by business enterprises. ... Customers have increasingly developed an interest for accountability and responsibility assumption by business enterprises. It is evident that the companies’ ethical conduct plays a big role in influencing the customer’s purchasing decisions. It is evident that more than 20 per cent of a company’s clients will likely to reward or punish them based on their perception on the company’s social performances. Besides, there has been an increasing pressure from investors. Lately, many investors assess the performance of companies on matters of ethical concerns before making their decisions on whether to work with the company. According to a report by the Social Investment Forum, there were assets worth more than $2 trillion that were invested in business portfolios that had social and environmental responsibility screens in the year 1999. Besides, more than 25 per cent of American customers considered ethical considerations of a company before purchasing or sell ing stocks with them. This was a survey by the Environics International. The labor market is also very competitive. Nowadays, most qualified and competent employees have increasing focusing on extra benefits beyond their paychecks. In the end, they seek out employers with operating practices and philosophies that coincide with their own doctrines. For a business enterprise to employ and retain these kinds of skilled and competent employees, they are left with no option other than improving their working conditions in terms of corporate social responsibility. Corporate social responsibility is also for the improvement of relations between supplies and business enterprises. This is because stakeholders are increasing

The business of water Essay Example | Topics and Well Written Essays - 2500 words

The business of water - Essay Example Investopedia defines it as a corporate proposal to both assess and take blame for effect of company’s activities on social welfare and environment. This term usually applies to the efforts made by a company that steer away further and may be needed by environment protection groups and regulators. The Corporate social responsibility may also be known as â€Å"corporate citizenship† and can take into account sustaining short-term costs that do not give a direct financial gain to company but foster positive environmental and social change (Investopedia, 2013). Most of the companies enjoy immense power in community and national economy. They organize many of their assets and have billions of dollars at their disposal for social investments for the purpose of corporate social responsibility. ... The aims of this assignment are to critically assess various theories pertaining corporate social responsibility based on CSR four part model in accordance with Business of water case; and to critically evaluate the affect of demand and supply of water on corporate social responsibility initiatives such as Partnership agreements as mentioned in the case (Investopedia, 2013). Task 1 In 1979, Carroll classified Corporate Social Responsibility in a paper on performance of corporate culture in which he gave out four theories of corporate social responsibility: legal, ethical, discretionary, and economic. These four layers show that business history gives a premature emphasis on legal and economic aspects first and then on discretionary and ethical aspects of CSR. In 1991, he first presented this model of CSR in the form of a pyramid as the following figure represents. It was proposed that even though all the components are not found to be mutually exclusive, it assists the manager to vis ualize the varying kinds of duties which are in relevance to each other (CSRQuest, 2013). (CSRQuest, 2013) In 2004, Carroll tried to take into consideration the stakeholders’ viewpoint. Economic responsibility holds the idea that one should do what global capitalism asks him to go. Legal responsibilities contain that company’s usually only do what global stakeholders want them to do. Ethical responsibility says that do what global stakeholders expect you to do. The philanthropic responsibility however believes that do what global stakeholders require you to do. This was the overall emphasis by Carroll (CSRQuest, 2013). This four-part model of CSR has been immensely cited and used in literature. Some reasons

Hills Like White Elephants Essay Example for Free

Hills Like White Elephants Essay In ‘‘Hills Like White Elephants,’’ Ernest Hemingway reformulates and reassesses his own experiences in terms of male-female relationships and decisions about childbearing. The story bears clear marks of autobiographical inspiration, and Hemingway chose a rather odd time to write it: his honeymoon with his second wife Pauline. The author would marry four times in total during his sixty-one years, and ‘‘Hills With White Elephants’’ reveals some of his inner conflicts about intimacy. Hills Like White Elephants by Ernest Hemingway is a short story that provokes not only the readers intellect but also his/ her moral stand. There were critical moral issues addressed in this story; abortion, teenage pregnancy, and morality to name a few. hemingway also used symbols to enrich the text. The color-white, elephants and hills basically emphasized the PREGNANCY issue in the story. Also, we can say that the setting and the conversations added the beauty of the work. It may sound so simple but Hemingway has his way of simplicity. Keep in mind the era in which the story was written: the 1920s. Social mores were much more conservative then, and there was little public or private aid for unwed pregnant women or single mothers. Spain in the 1920s was strictly Roman Catholic, and the only acceptable options for Jig would have been marriage or adoption. Another issue is abandonment. The man is an American, but is Jig? Does Hemingway tell us? Even if she persuades him to marry her, there is the possibility that he may just leave her. What kind of life would the child have if the couple did marry and have the baby? Would the parents drink too much? Would they argue and fight? Would the man resent the child and make his feelings obvious? I hope these musings help you! (cited in e-notes. com) In typical Hemingway fashion, this short story leaves much room for interpretation and most critical details regarding character and plot unstated. Clearly, through the dialogue (the one messenger the reader has to this couples relationship) we realize that they are at odds over the issue of an impending abortion. As for other social issues, the language speaks to the unrestricted life of the hedonistic, ex-patriot era that many Americans enjoyed in Europe. Jig, the female, mentions that none of this is ours anymore, referring to the easy life of traveling without responsibilities or restrictions. For her, things will change; for the boyfriend, who is rationalizing the procedure as something simple and easy (nothing at all) theyll go right back to their vagabond ways and everything will be fine. On a more basic level, the stereotypical view that some men have (especially young, selfish men) about abortion being a quick fix, while women see it as a brief, yet permanently life changing decision could be another social issue. Again, Hemingway suggests, but never outright states. (cited in e-notes. com) The subject the man and the girl are discussing is that of an abortion. The fact that they discuss the operation without calling it an abortion relays a lot about the couple and their relationship. By not naming the operation, they are attempting to trivialize the seriousness of the situation. Clearly, the relationship has many flaws, seen in the way they are dealing with the subject. It is not a straightforward or honest conversation, especially on the part of the man. The man clearly wants the girl to have the abortion. He makes light of the seriousness and psychological impact it would have for the girl. He attempts to sway her by telling her it would damage their relationship. The girl is torn in trying to make a decision. She realizes that it is not nearly as simple a decision as her lover is making it out to be. A part of her wants her baby, and another part of her wants to hang on to her lover. The end of the story does not give a resolution to the decision that is finally made. It is up to the reader to draw a conclusion. The man also attempts to trivialize the abortion by making it sound simple, but abortion in Spain was not legal at the time. It wasnt made legal in Spain until 1985, and sometimes women died. Many doctors were not willing to risk their careers on being caught performing illegal abortions. Many times, the only doctors who performed them were doctors who werent very good or whose offices were less than sanitary. The man wants Jig to have the abortion, but she looks at the situation realistically. The man might leave her anyway, and she might be physically and psychologically scarred from the abortion, even if nothing goes wrong. The subject of the abortion isnt specifically named, but is alluded to. An elephant in the room is when you have a situation or topic of major importance that no one wants to talk about, but the topic is there nonetheless. It cant be ignored, but no one wants to deal with it because they dont know how. Jig tries to deal with it, but the man refuses to. He just wants her to have it, so his responsibility is ended. This is the allusion that leads to the title. The elephant in the room is the abortion. (cited in e-notes. com) The story was first published in 1927, so another issue besides abortion is societal attitudes toward unwed mothers. There was no such thing as government aid back then, so Jig would have had a tough time raising a child without a father. Unless she was independently wealthy, she would have had a hard time finding a job. The issue of illegitimacy would have arisen as well. Her child would have been branded a bastard in 1927. If the father refuses to fulfill his responsibility, the only choices open to her were abortion, adoption, or illegitimacy. (cited in e-notes. com) WORK CITED ALLEN-LINDA,CRITICAL ISSUES-HILLS LIKE WHITE ELEPHANT,University of North Carolina, Chapel Hill AMY-LEPORE,Freelance author ,University of Central Florida BMADNICK,Belen, NM

Bilingual Acquisition in Early Childhood

Bilingual Acquisition in Early Childhood Are bilingual children two monolingual children in one? Discuss. Research into bilingual acquisition in early childhood has investigated whether infants and toddlers brought up in bilingual settings can be said to have a single language system during the initial stages of language acquisition or whether these early bilinguals develop two separate language systems from the start. If the latter can be shown to be the case, it could be argued that bilingual children are indeed two monolingual children in one. However, there has been considerable debate over the merits of both claims for some period of time. This essay will consider the arguments and some of the evidence put forward in support of both points of view. Researchers differentiate between two languages acquired from birth (simultaneous bilingual acquisition) and the acquisition of a second language during early childhood. Research, intending to address the question of developing bilingual language systems in the infant, focuses on simultaneous bilingual acquisition. Although as Lanza points out it isn’t always easy to decide on â€Å"the cut-off point between first language acquisition and early second-language acquisition.† [1] The language environment, with both parents speaking both languages or the adoption of a one language one parent approach, is also a consideration. It is often pointed out that bilingual children acquire their languages in much the same way as monolingual children acquire theirs. Pearson and colleagues testing the acquisition of vocabulary found that â€Å"differences in average vocabulary size (between the bilingual and monolingual children in their study) across the age range tested were relat ively small.†[2] Studies of childhood bilingual development have shown that in almost all cases, children mix elements from the two languages they are acquiring. This has lead to claims that in the early stages of acquisition bilingual children have a single language system. Code mixing may involve any aspect of the child’s language system i.e., phonetic, lexical, phrasal, syntactic, semantic and pragmatic. Code mixing is not limited to children. Many researchers have investigated the phenomenon of code mixing or switching in adult bilinguals. However, there are important differences between the two. Adult code switching is rule governed. â€Å"What is thought to distinguish bilingual children’s mixing from adult mixing is the lack of systematicity or compliance to linguistic rules in the case of children.† [3] The fact that mixing declines with age has been cited as evidence that the child originally had one system that gradually separates into two. The period of mixing is followed by language differentiation sometime during the bilingual child’s third year. Volterra and Taeschner’s seminal paper interpreting code mixing in terms of a three-stage model of a single language system has had numerous supporters and critics. [4] A growing number of researchers have published papers in the past couple of decades supporting a two-language system. In 1985 Vihman looked at a bilingual Estonian/ English child. Having pointed out that there was insufficient data concerning the child’s comprehension skills in both languages to confirm whether or not he had a single system: â€Å"It seems likely that two receptive stores did exist in a rudimentary form even at this earliest stage, however, since comprehension appeared to develop rapidly in both English and Estonian contexts well before the development of a wide-ranging productive vocabulary.† [5] Considerable research has shown that monolingual children develop comprehension before production skills. The author agreed with Lindholm and Padilla[6] that â€Å"bilingual children are able, from an early age, to differentiate their two systems†. [7] Genesee also found evidence of â€Å"differentiated underlying language systems† in his study of early bilinguals. He argued that â€Å"bilingual children are able to differentiate their language systems from the beginning and that they are able to use their developing language systems differentially in contextually sensitive ways.† [8] Paradis and Genesee concluded the bilingual children in their study developed entirely distinct pronoun system for the two languages. [9]Their research therefore supports the separate language hypothesis. Likewise, Quay’s study of an English/ Spanish bilingual child â€Å"provides no evidence for the two-stage model of lexical development proposed by Volterra and Taeschner.† [10] Empirical and Interpretative Difficulties Methodology Most researchers criticise the methodology used by previous researchers in the field. Diary studies of a single child are common making any generalisation difficult. Other factors making comparison and therefore generalisation difficult include: the differing exposure to the languages experienced by each child, their different language backgrounds and history, the different methods of language sampling undertaken by the various researchers, and the fact that to date there is no standardised measurements to compare children at various stages of bilingual development. Furthermore, diary studies may be insufficient to accurately reflect the linguistic competence of the child studied, regardless of whether or not the findings can be shown to be valid for other bilinguals. â€Å"Diary data may not capture all translation equivalents.† [11] Quay also points out that studies making use of audio and video recordings tend not to make them frequently enough: â€Å"Infrequent recordings for a short duration each time do not allow for conclusive evidence with regard to bilingual children’s ability to produce translation equivalents.†[12] Radford reviewing Paradis and Genesee (1996) remarks on a methodological shortcoming noted in many other studies, the use of a small corpus of data: â€Å"This might lead us to the conclusion that PG simply didn’t have enough data from enough children to support the sweeping theoretical claims that they make.†[13] Pearson and colleagues also criticize the emphasis on case studies â€Å"a form in which systematic comparisons with other children are not generally attempted.† [14] Their own research compared the language development of 25 English/ Spanish bilinguals with 35 monolinguals: â€Å"Without detailed information from a wide range of children, it is difficult to gain a broad perspective on what is typical and what is exceptional in early bilingual development.†[15] Radford states, â€Å"much of the evidence VT (Volterra and Taeschner) bring to bear in support of their claim that children start out with a common syntax for their two languages is based to a large extent on code-mixing.†[16] He suggests the fact that bilingual children are known to code mix cannot be seen as evidence for a single language system because adult also code switch and they are â€Å"generally assumed to have separate grammars for each language.† However, as has been stated earlier, children do not code mix in the way adults do. More problematic for supporters of the single language system is the finding by Genesee and colleagues that code mixing in early bilinguals is not as common as Volterra and Taeschner claim.[17] These researchers discovered that code mixing takes place in only 1%-7% of bilingual children’s utterances. Like Radford, Genesee claims that there are serious methodological and interpretative shortcomings with much research into simultaneous bilingualism. In order for the single system hypothesis to be valid, bilingual children would need to â€Å"use items from both languages indiscriminately in all contexts of communication.†[18] However, as Genesee makes clear, most research in the field has failed to analyse the data by context. Volterra and Taeschner for example, present isolated examples of the child addressing one parent only.[19] Vihman did look at her bilingual child’s utterances in context but she focused on one language only.[20] If the appearance, then decline, of code mixing in early bilingual development is not necessarily evidence of a single language system, what other factors may be responsible for the phenomenon? Vihman (1985) argues that the decline in mixing has more to do with the bilingual child gaining in sociolinguistic competence than evidence of the separation of language systems.[21] Lanza also suggests a more sociolinguistic explanation for code mixing: â€Å"Children do learn to differentiate their language: however, this differentiation process occurs in language socialisation through which they learn to differentiate ways of speaking according to the social demands of the situation.† [22] Other researchers point out that with the acquisition of more lexical items as the child’s language skills develop, there is less need to borrow between languages (the lexical gap hypothesis).[23] [24] Peterson claims bilingual children switch to their dominant language because they haven’t the lexicon or syntactic structure in the weaker one.[25] Bernardini agrees â€Å" in some young bilingual children†¦with uneven development, having one language that is clearly weaker than the other, sentence-internal code-mixing is a result of uneven lexical development in the two languages.† [26] Pearson and colleagues test the Volterra Taeschner (1978) claim â€Å"if children already have a lexical representation for a concept in either language, they will not be motivated to learn or use the word’s translation in the other.†[27] This follows Clark’s principle of contrast, which predicts an absence of synonymy in early lexical development in both monolingual and bilingual children.[28] Pearson and colleagues found no evidence to support Volterra Taeschner in their study of 27 early bilinguals. Quay also found â€Å"no foundation for the principle of contrast in (the) bilingual case (studied).† Quay points out â€Å"most studies do not take into account whether young bilinguals have the lexical resources to make a choice between their two languages.† [29] According to Grosjean one language may be dominant because the child is exposed to that language more frequently and needs it to communicate with more people.[30] Serratrice defined â€Å"language dominance in terms of the amount of input the child receives†. [31]It has been pointed out by a number of researchers that mixing may be linked to the child’s speech environment. [32] The bilingual child might code mix because he hears his parents or other adults doing so. It has been argued the â€Å"best way to avoid bilingual mixing in children is to have each parent speak only one language to the child.† [33] Quay suggests, â€Å"linguistic input from adult interlocutors must be taken into account in discussions of children’s language choices.†[34] Conclusions It is clear that many factors are involved in simultaneous bilingual acquisition. The debate over whether these young children develop one or two language systems initially has yet to be satisfactorily resolved. As many researchers point out parental input may well prove to be of particular importance. Whether the child has one system or two and thus resembles a single monolingual child or two monolingual children, it is clear that their â€Å"ability to understand two languages may be comparable in each language to monolingual children’s.†[35] Bernardini, P and Schlyter, S (2004) Growing syntactic structure and code-mixing in the weaker language: The Ivy hypothesis. Bilingualism: Language and Cognition 7, 49-70 Clark, E (1987) The principle of contrast: a constraint on language acquisition. In B. MacWhinney (ed.) Mechanisms of Language Acquisition. Hillsdale, NJ: Erlbaum. Genesee, F (1989) Early bilingual development: one language or two? Journal of Child Language 16, 161-179 Genesee, F. Nicoladis, E Paradis, J (1995) Language differentiation in early bilingual development. Journal of Child language 22, 611-630 Grosjean, F (1982) Life with two languages: an introduction to bilingualism. Cambridge MA: Harvard Uni press Lanza, E. (1992) Can bilingual two-year-olds code-switch? Journal of Child language 19, 633-657 Lindholm, K and Padilla, A (1978) Child bilingualism: report on language mixing, switching and translations. Linguistics 211, 23-44 Paradis, J. and Genesee, F. (1996). ‘Syntactic acquisition in bilingual children: autonomous orinterdependent?’ Studies in Second Language Acquisition 18: 1-25. Pearson, B, Fernandez, S and Oller, D 1993. Lexical development in bilingual infants and toddlers: comparison to Monolingual norms. Language Learning 43:1, 93-120 Pearson, B, Fernandez, S and Oller, D 1995. Cross-language synonyms in the lexicons of bilingual infants: One language or two? Journal of Child Language 22, 345-368 Pearson, B. Fernandez, S. Lewedeg, V Oller, K (1997). The relation of input factors to lexical learning by bilingual infants. Applied Psycholinguistics 18, 41-58 Peterson, J (1988) Word-internal code-switching constraints in a bilingual child’s grammar. Linguistics, 26, 479-493 Quay, S (1995) The bilingual lexicon: implications for studies of language choice. Journal of Child Language 22, 369-387 Radford, A (2005) Children’s English: Principles-and-Parameters Perspectives. University of Essex. Serratrice, L. Referential cohesion in the narratives of bilingual English-Italian children and monolingual peers. Journal of Pragmatics 39 (2007) 1058–1087 1083 Vihman, M. (1985) Language differentiation by the bilingual infant. Journal of Child Language 12, 297-324 Volterra, T and Taeschner, T (1978) The acquisition and development of language by bilingual children. Journal of Child Language 5, 311-326 1 Footnotes [1] Lanza (1992:634) [2] Pearson et al (1993:112) [3] Genesee (1989) [4] Volterra and Taeschner (1978) [5] Vihman (1985:316) [6] Lindholm and Padilla (1978) [7] Vihman (1985:317) [8] Genesee (1989:174) [9] Paradis and Genesee (1996). [10] Quay (1995:385) [11] Quay (1995:382) [12] Quay (1995:383) [13] Radford (2005) [14] Pearson et al (1993:95) [15] Pearson et al (1995:348) [16] Radford (2005) [17] Genesee et al (1995) [18] Genesee (1989:165) [19] Volterra and Taeschner (1978) [20] Vihman (1985) [21] Vihman (1985) [22] Lanza (1992:654) [23] Volterra and Taeschner (1978) [24] Lindholm and Padilla (1978) [25] Peterson (1988) [26] Bernardini and Schlyter (2004:49) [27] Pearson et al (1995:346) [28] Clark (1987) [29] Quay (1995:369) [30] Grosjean (1982) [31] Serratrice (2007) [32] Genesee (1989) [33] Genesee (1989:170) [34] Quay (1995:383) [35] Pearson et al (1993:113)

Paul Willis Learning To Labour

Paul Willis Learning To Labour Much has been written in the social sciences with regard to the role the education system plays within our society. Early investigations into the sociology of education tended to be written within the functionalist tradition with social thinkers such as Emile Durkheim and Talcott Parsons composing their theories within this framework. This perspective often viewed the education system as necessary for sustaining efficient economic growth and for creating a meritocratic society a society where the most talented and able individuals can rise through the social hierarchy according to their own ability. However, in recent years, social scientists have found the Marxist perspective more useful in understanding the connection between education, society and the economy. This perspective in general sees society as being a site of conflict between different groups; with education being another battleground where this conflict is acted out. The main function of education then in this context is to continue to reproduce the labour force. But more importantly that the education system favours and will benefit one social group over another namely the dominant and ruling class over the subordinate. This is perhaps a crude oversimplification of the Marxist case but it is important to have some understanding of this perspective with regard to education as this is the academic context in which Learning to Labour (1977) was undertaken. It is within this perspective that much of this essay will focus, as indeed it is the theoretical framework that Paul Willis is writing from. The aim of this paper is to critically engage with the themes and perspectives presented by Willis in his groundbreaking study on the sociology of education. Before we go on to discuss Learning to Labour it is perhaps important to start with some understanding of what came before; so as to highlight how Willis findings broke new ground and pushed the debate around education forward. Samuel Bowles and Herbert Gintis (1976) were writing just before Willis and their approach was very similar in that the thrust of their thesis was concerned with how education prepares pupils for their future roles within the labour market. However, their theories were very much formulated around the notion of direct reproduction and because of this they have exposed themselves to the usual criticisms of economic determinism. Willis offers a more sophisticated explanation. Although he acknowledges the existence of conflict within education he does not quite share Bowles and Gintis view that there exists a straight forward relationship between education and the economy. For Willis, schools are not nearly as successful in churning out a docile workforce as Bowel s and Gintis suggest. There is always the opportunity for resistance. The lads of Learning to Labour have managed to see through the ideological smoke screen of the school and reject it, while at the same time creating their own counter-school culture. The education system then is not simply a site for cultural reproduction but also a site of production; in that it has quite unintentionally created factors (in this case the counter-school culture) which are not particularly beneficial for the reproduction of capitalism. The school used by Willis is situated in a working class housing estate in an industrial town in the Midlands. Willis concentrated his study on a group of 12 working-class boys whom he followed through their last year of school and into the first few months at work. Willis soon found that these boys, who he referred to as the lads, had a distinct attitude towards their teachers and the school. Willis observed that they had developed their own unique culture which was diametrically opposed to the value system of the school. This counter-school culture of the lads blatantly rejected the authority of the school and ascribed no value to academic work and saw no use in the gaining of qualifications. Now it is important to understand what Willis means by the counter-school culture. The acknowledgement of an emergent counter-culture within the school is not in itself new (see Hargreaves, D. 1967) but what is significant about the way Willis uses this idea is that he examines the counter-culture within its wider social context. He quite brilliantly observes that the counter-school culture is not accidental, nor its style quite independent, nor its cultural skills unique or special and that it must be understood within the larger framework of working-class culture, particularly in relation to shopfloor culture. For Willis, the counter-school culture is rich with symbols and signs of resistance against the formal zone of the school. The lads have, in a symbolic act of sabotage, inverted the values that the school espouses and created their own value system which is in defiant opposition to the institution. This opposition is mainly countenanced through style, Willis notes: It [the counter-school culture] is lived out in countless small ways which are special to the school institution, instantly recognised by the teachers, and an almost ritualistic part of the daily fabric of life for the kids. (Willis, P. 1977:12) The counter-school culture is a very masculine domain where overt sexist and racist views are quite frequently expressed. The lads continually search out weakness in others and are skilful at undermining the authority of the teachers without it boiling over into outright confrontation. The conformist students are the lads main target after the teachers. The lads feel superior to them because they, unlike the earoles, have not surrendered their independence to the school they are still able to have a laff. It is this ability of being able to have a laff that is a defining characteristic of being a lad. It also marks them out from the earoles: we can make them laff, they cant make us laff. For Willis the laff is a multi-faceted implement of extraordinary importance in the counter-school culture and is a vital weapon in the lads arsenal in their continued struggle of the informal (counter-school) over the formal (school). This winning of symbolic and physical space from the school is illustrated further in the way that the lads seem to construct their own timetable. Through wagging off from classes and always trying to get away with doing the least amount of work, the lads have become highly skilled in exploiting and seizing control of the formal zone of the school. Cigarette smoking and openly drinking have also become valuable symbols of rebellion as it further marks the lads out from the school institution and instead shows them as belonging to the larger male working-class world. Ind eed Willis draws our attention to the similarities between the counter-school culture and shopfloor culture. He writes: The really central point about the working-class culture of the shopfloor is that, despite harsh conditions and external direction, people do look for meaning and impose frameworks. They exercise their abilities and seek enjoyment in activity, even where most controlled by other. They do, paradoxically, thread through the dead experience of work a living culture which is far from a simple reflex of defeat. This is the same fundamental taking hold of an alienating situation as one finds in counter-school culture and its attempt to weave a tapestry through the dry institutional text. (Willis, P. cited in Blackledge Hunt 1985:184) When the lads reach the end of their final term and the prospect of work awaits them they remain indifferent to the type of manual unskilled labour they will go on to do. They understand that most manual work in industry is basically the same; very little skill is required and offers no satisfaction. The best the lads can hope for is an apprenticeship or clerical work, however such jobs seem to offer little but take a lot. Although the lads might not be able to articulate it, in some respects they do have some understanding of the workings of capitalism. Willis calls these insights penetrations, where the lads have been able to see through the ideological fog created by the capitalist system. An example of this is present in the way that the counter-school culture places no value in the attainment of qualifications through certificates. The conformist student may be convinced by educations meritocratic faà §ade and the promise of upward mobility but the lads know better, they are aw are that a few can make ità ¢Ã¢â€š ¬Ã‚ ¦the class can never follow. They understand that individual success will not ultimately change the position of the working-class, and that only through the collective action of the group will this be achieved. This is articulated by the lads in the way that they place an important emphasis on loyalty within the group, as Willis observes the essence of being one of the lads lies with the group. The group always comes first and the rejection of qualifications is a rejection of the individualistic nature of the school, which creates competition between class mates with the proliferation of individual awards through exams. As Willis puts it: à ¢Ã¢â€š ¬Ã‚ ¦it is unwise for working-class kids to place their trust in diplomas and certificates. These things act not to push people up as in the official account but to maintain there those who are already at the top (Willis, 1977:128). Although they may have some understanding of capitalism, Willis contends that while some penetrations have been made the lads still have not fully seen through all of capitalisms ideological justifications. They do not possess a complete overview of how capitalism works to exploit them. In some respects the lads are unwitting conspirators in their own exploitation in that they are far too willing to enter the world of manual work; and in doing so they enter an exploitative system which will ultimately entrap them. Their attitude towards women and ethnic minorities is also destructive. They serve only to divide the working-class making it that much easier to control. For Willis then, it is quite wrong to picture working-class culture or consciousness optimistically as the vanguard in the great march towards rationality and socialism. The lads of Learning to Labour may have realised their own alienation but ultimately it is their own decisions which have trapped them in these exploitative jobs. Willis has tried to make it clear that rather than being a site for the reproduction of one dominant ideology; the school can be a place where contradictory ideologies come together in conflict. With this study Willis shows us that it is the lads resistance to school, with the forming of a counter-school culture, that has prepared them for their future roles within the labour force. Their indifference to school and their behaviour in class has paradoxically prepared the lads for the manual unskilled work which they will go on to do. So in this sense education does reproduce the labour force required by capitalism. But it is done not directly and perhaps unintentionally and most importantly of all; not without a degree of resistance and struggle. The counter-school culture of the lads, as we have seen, is not beneficial to the reproduction of capitalism, but at the same time it is not particularly harmful. Willis has shown that reproduction is not a simple process with external economic structures manipulating submissive subjects. He is very critical of these structuarlist accounts. As he says: Social agents are not passive bearers of ideology, but active appropriators who reproduce existing structures only through struggle, contestation and a partial penetration of those structures. Paul Willis ethnographic investigation has been hailed a landmark study by educators and social theorist alike (Giddens 1984, McRobbie 1978). Indeed any detailed discussion on the sociology of education, subcultures or even deviancy within society would seem redundant if there was no reference to Learning to Labour. One writer has remarked that Willis has provided the model on which most subsequent cultural studies investigation within education has been based. However, this does not mean that he is exempt from criticism. David Blackledge and Barry Hunt (1985) take issue with a number Willis conclusions. Firstly they find some of his evidence unconvincing can the lads really be representative of the working-class in general? All the pupils at the school are from working-class families including the earoles (who are clearly in the majority); surely they are more representative of working-class values and attitudes. Blackledge and Hunt argue that the values of the conformist students, with their emphasis on academic work, are as much working-class in nature as those of the counter-culture. To support this claim they point to a similar study by David Hargreaves (1967) in which he found a significant delinquent sub-culture existing in a secondary school. Like the school of Willis study, the pupils where predominantly working-class (their fathers were in manual occupations) and he observed that the school was divided into two sub-cultures: the delinquescent and the academic. However, unlike Willis, Hargre aves does note that there can be a blurring of the two categories with some students within the academic group displaying delinquent behaviour from time to time. But more importantly Hargreaves maintains that the attitudes of the academic group are consistent with the values of a large section of the working-class. So in this light Blackledge and Hunt remain unconvinced that the values of the lads are the same as the working-class as a whole. They also have trouble excepting the simple dichotomy which is at the heart of this study that there exists just two main groups, the lads and the earoles. For them this does not really do justice to the diversity of the real world in that [Willis] would have us believe in a one-dimensional world in which there are those who want an education, and those who enjoy life. It never seems to occur to him that these pursuits can be combined, and that the person who takes an interest in his or her education is not, thereby, dull, obsequious and a soc ial conformist. Despite these criticisms Learning to Labour has remained an influential and much discussed text. In fact despite being written from a cultural studies perspective its influence is particularly strong within sociology. It is within Marxism that its significance has been most far reaching however. It has encouraged Marxist writers to re-evaluate their approach to the understanding of education; paying specific attention to the different factors at play instead of providing simplistic explanations of the role of education within society. Willis is very critical of structuarlist accounts which have a tendency to see subjects as passive bearers of ideology who mindlessly reproduce the status-quo. Willis has given social agents the ability to reject the dominant ideological discourses and to resist in the reproduction of existing exploitative structures. Learning to Labour has sometimes been described as a pessimistic book but I can not help but bring a positive interpretation to the text. It is true that ultimately it is the lads own choices that lead them to some of the most exploitative jobs that capitalism has to offer. But by simply having that choice it does allow for the possibility of change. As Willis himself says there is always the possibility of making practices not inevitable by understanding them. This, I would argue, is the key thread which runs through Learning to Labour; by understanding the reasons for the forming of a counter-school culture can we bring about positive changes which will be beneficial to everyone and not just the lads. Perhaps Willis is guilty of using too many Marxist terms uncritically. The way he employs the category of social class within Learning to Labour is maybe a little outdated now. It is not a stable, fixed construct it is more fluid than Willis allows for with an interlinking between race and gender etc. Similarly at times he is arguably guilty of slipping back into traditional Marxist territory with the idea of the state being subservient to capitalist class is that still (if it ever was) the reality? Within a globalised world power is more dispersed and not concentrated in the hands of one ruling bloc; but instead there are perhaps different organised groups competing for power. Economic and informational flows can freely transcend national boundaries it is argued (Giddens 1994) that globalisation has acted to decentralise power preventing any one group from wielding too much economic and ideological control. However, it is to the credit of Paul Willis that his investigation has re mained relevant and important twenty-eight years after it was first published. It is still considered a model example of ethnographic research and has encouraged many other ethnographic studies whose emphasis was on style, resistance and cultural symbols (See McRobbie 1978, Hebdige 1979). Indeed, Anthony Giddens (1984) structuration theory which sees subjects as knowledgeable and active agents owes a considerable debt to the insights made by Willis in Learning to Labour.

The Enthusiastic :: essays research papers

Essay The enthusiastic embrace of the Internet by the world’s people is changing the way they handle personal and business relationships, define their lifestyle and learn about the rest of the world. With the Internet and modern technology today there is no limit as to what people are able to do. A majority of today’s people (especially youth) would have to live very differently without the Internet as they use it in almost every aspect of their lives. It is now the basis of people’s lives and without it; the world would be a different place. There is a down side to the Internet. People do not get out as much, instead of doing things like exercising, getting out doors and being with friends and family, they stay inside and surf the Internet. However with all the upsides of the Internet and technology these can be ruled out, but should not be forgotten altogether. Using the Internet, we now can communicate differently, that is through the use of e-mail and online chat. No longer do we have to wait for days for a letter to reach its destination, but via e-mail it can take a number of seconds only. Information can be conveyed from one place to another much quicker. Online chat is a way people meet others, and catch up with friends without leaving the house. They can enter chat rooms from various sites over the net and talk/chat to people. Business relation ships are different as well. Deals can be made quicker online and do not have to be in person. Arranging meetings can be done online. Often a large part of a businesses work is done via or over the Internet especially if the company has its own web site set up. There is a huge amount of advertising also on-line. Because so many people use the net, advertisements are put in the Internet. There is a wide scope of users, so all of these adverts would be seen. Most advertisements are not plain pictures and text, but with a link to the businesses web site, (people only have to click on the icon.) Online advertising, in some ways, would be more effective that television, in that they can go directly to a company’s site when they see the advertisement, if there is an online store people can buy right away. A business can display its products or services on the Internet, and sell it this way.

A Comparison of Holden of Catcher in the Rye and Equality 7-251 of Anth

Catcher in the Rye and Anthem - A Comparison of Holden and Equality 7-251       Is it possible that two completely different authors could create two identical characters?   It seems so; J.D. Salinger's Holden, from Catcher in the Rye, and Ayn Rand's Equality 7-2521, in Anthem, appear to be one in the same person.  Ã‚   To end the oppression they received for the span of their entire lives, both Holden and Equality run from their oppressors.   Most importantly, neither Holden nor Equality live up to the expectations of others.   Holden's personality identically reflects that of Equality 7-2521 in Ayn Rand's Anthem.      Ã‚  Ã‚   Holden and Equality 7-2521 were oppressed their entire lives.   The totalitarian government that exists in Equality's society holds him down.   If it were up to him, Equality would have become an inventor in the House of the Scholars, but the Council of Vocations sends him off to become a city janitor.   When he does not comply, and continues with his experimentation, Equality is p...

Holes :: essays research papers

Holes is a book about a boy named Stanley Yelnats who is convicted of stealing a famous basketball player’s shoes. His punishment for stealing a basketball player’s shoes is going to detention camp. Stanley believes that this all happened because of an ancient family curse or fate. This is true because both bad luck and fate led to detention camp where he turned his bad luck around once and for all. In the book Holes Stanley Yelnats gets sent to a detention camp because of bad luck. His bad luck was that he was standing under a bridge when a stolen pair of a famous basketball player’s shoes got dropped on his head. He was in the wrong place at the wrong time because of an ancient family curse. The curse put on his family was set because of Stanley’s pig stealing great-great grandfather who disrespected one of the ancestors of Zero, the boy who committed the crime that Stanley was convicted of. Zero, who was also in the camp, told Stanley that his ancestor had told Stanley’s great-great grandfather how to get rid of the family curse but that he never got rid of it. This is the first time that Stanley realized that the curse could be broken. This curse is taken away at the end of the book. Stanley’s fate and bad luck were changed because he did something that his great-great grandfather was supposed to do.   Ã‚  Ã‚  Ã‚  Ã‚  While at detention camp, Stanley is forced dig a hole at extremely specific regulations. Stanley’s holes get dug but not as fast as he’d like them to. Stanley doesn’t know this but the holes are a big part of his fate. The warden says that they dig these holes because it builds character, but the real reason is hidden. The real reason for the digging of the holes is so that the warden can find a legendary treasure. Stanley’s â€Å"hole digging fate† was all changed when he found out that Kate Barlow had buried treasure there.   Ã‚  Ã‚  Ã‚  Ã‚  Stanley’s whole family’s luck was horrible all throughout life because of something his pig stealing great-great grandfather did. This would be a nasty fate to have because everything you ever did would turn out badly because of someone else’s actions.

Why Should HR & Line Managers Work Together? Essay

The primary reason human resources and line managers should work together is because both parties have a vested interest in ensuring the company achieves success. Through working together, line management becomes more proficient in tactical human resources functions. This frees up time for human resources professionals to devote more time to strategic HR management. Department Staffing The human resource department’s main function is to support the workforce needs of the organization. HR and line managers should communicate regularly and frequently to determine the skills and qualifications required for seamless operation of department functions. Whenever there’s a vacancy in a line manager’s department, an HR recruiter or employment specialist and the line manager review the job description for accuracy and completeness. During the recruitment and selection process, HR advises line managers on how to identify qualified candidates and existing department staff capabilities. Workforce Strategy Strategic planning between HR and line managers involves reviewing projections concerning future business demands to determine whether to train current employees to prepare them for promotion or to recruit candidates with higher level skills to augment the current employee knowledge base. By working together on immediate and future staffing needs, HR and line management benefit from reduced cost per hire and turnover. In addition, the organization benefits from appropriate succession planning and adequate staffing. Related Reading: Performance Management Training and development is an HR function that prepares line managers for a number of leadership tasks. One such task is conducting employee performance appraisals. Human resources trainers develop learning objectives based on line managers’ understanding of the organization’s coaching philosophy. Leadership training topics include how to provide employees with constructive feedback and how to conduct fair and unbiased assessments of  employee performance. HR and line managers should therefore work together to ensure the organization maintains a consistent approach to performance management. Inconsistencies within an organization’s performance management system negatively impact employee job satisfaction, which is another reason HR and line managers should work collaboratively. Conflict Resolution Workplace conflict is inevitable whenever department employees represent different cultures, work styles and personalities. When conflicts arise, line managers typically seek the advice of HR in resolving issues between employees or issues between employees and their managers. If there is already dissention between HR and line management, it can be difficult for human resources to determine what underlies the conflict and how to resolve it. A positive working relationship between HR and line management facilitates easier handling of workplace investigations and mediating differences between staff. When HR and line management work together, it’s easier for HR to investigate workplace issues because the human resource staff may have greater confidence that line managers document their employment actions and decisions appropriately and according to company policy.

Juvenile Delinquency and Parenting Styles Essay

There are four different techniques to parent a child; authoritarian, permissive, neglectful, and authoritative. Juvenile delinquency has been found to be closely related to the type of parenting and support a child receives and is most critical in the earlier years of one’s adolescence. Authoritarian is a very strict, controlling, punitive, and cold parenting style. This particular style follows with high control and mature demands, and low nurturance, as well as communication. The child of an authoritarian parent turns out to be subdued, highly aggressive, out of control; they also typically have lower grades including a low self-concept. The second parenting style is a permissive parent. Permissive parents tend to be very lax and inconsistent allowing for a zero-limit approach. Permissive parents display high nurturance, and low maturity demands, control and communication. Children of a permissive parent tend to be more aggressive, immature with peers, and less responsible/independent. Neglectful parenting is the third parenting style and one of the most negative and dangerous. Neglectful parents show no interest in their children, and emotionally as well as physically reject their children. Parents of neglect tend to show low control; if any, and the negative results show up in lack of social relationships, impulsiveness, and sociopathic tendencies. Juveniles who are especially young (under age seven in most jurisdictions) are often placed within the control of community agencies such as departments of human services or social welfare. In many cases parents themselves may have psychological problems, or suffer from drug or alcohol dependencies (Champion, 2009). On the contrary to the three previous parenting styles, the best and most recommended parenting style is to be an authoritative parent. Authoritative parents are firm but fair with consistent boundaries. Authoritarian parents are high on all aspects of nurturance, maturity demands, control and communication. Authoritative parents tend to have children that are more altruistic, have higher independence, and are more achievement oriented. However, not included with the four commonly know parenting styles, African-American families practice a style known as no-nonsense parenting, which is a style in between authoritarian and authoritative (Ewing, 2006). Research shows that the least amount of communication and structure the parents instill in the child, the more likely the child is to be active in delinquent activities. Also a major factor is the income of the family, usually when a dual income family has to work an immense amount of hours just to maintain a lifestyle just suitable to stay afloat, the parents are not home often enough to develop a relationship with their children and neglect them without even realizing it. Just as easily the same is a result of a single-parent dwelling as well (Black, 2010). Parents are more often times than not, the first disciplinary aspect we experience before anything else. According to Black, parents shape and shift children’s lives by the time they hit the age of 5. Jacob Ind a subject and victim of neglectful parenting along with abuse killed his parents as â€Å"the only way out† (PBS, 2007). Now as Jacob Ind is one story of many, he is just an example of how unjust parenting can result in juvenile delinquency and possibly even criminal behavior. Jacob Ind’s parents were neglectful and abusive parents which led Jacob into a path of wrong doing. Jacob was convicted of two counts of first-degree murder (PBS, 2007). Juvenile crime often goes undetected in homes with the permissive and neglectful parenting styles because of the low control, demands, and communication. The parent is often uninvolved and distant in the relationship with the child, if there is any at all. Authoritative parents tend to overcrowd their children and can create high amounts of stress and aggressiveness because they feel little to no room to relax without the constant worry of how their parent will react. As a parenting style plays a major role in the developing of a child and the prevention of crime and delinquency, a main area that is over-looked is the behavior in school. According to Dr.  Eric Lewkowiez, lack of positive role models aid in violent behavior because of an undetected disorder; for example, attention-deficit hyperactivity disorder and/or social ineptness. Other factors that would go undetected because of lack of interest shown by a parent or teacher could be bullying by peers, low grades because they simply do not understand the material in the same manor the rest of the classroom does, and the lack of ability to simply focus (Mirshak, 2011). In conclusion, parents are the shape-shifters of their children, as well as their child’s peers. If any activity seems unusual for a child, the most important thing is to not let it go unnoticed. Children need attention; however, they need the right attention. The best and most effective style of parenting for positive behavior is authoritative. No one parent is perfect nor does one parent always know what to do in a situation when their child is acting out or misbehaving, but approaching it at the best angle (authoritative) is the best deterrent for delinquent and criminal behavior.

Heineken Company Essay

It’s true that Heineken, the brand that bear with it the name of its mother company, is the most popular beer today-upholding supremacy for a period spinning over a century now. In 1964, Gerard Adrian Heineken bought a brewing company called De Hooiberg thereby changing its name to Heineken, after his own name. In addition to Heineken, which account for 20% of the total sales, Heineken has 170 beer brands including Star, Ochota, Murphy, Moretti, Zywiec, Cruzcampo, Tiger, and Amstel. In the advent of civilization and industrial revolution in the world, Heineken Company experienced expansive growth in terms of products, beer brands as well as venturing into other community development activities such as sponsoring sporting events. Meanwhile, the company expanded to become global brewer with tentacles extending to every corner of the world with such branches in Western Europe, Asia Pacific, Middle East, and Africa. Their key market areas today include, but not limited to, Germany, Spain, France and Italy. Whilst the size and modus operandi of Heineken Company apparently demonstrate some kind of a monopolistic structure in the market, it is very clear that its market structure is perfect competition. Situational analysis of how Heineken has come to grow immensely over time clearly shows that Heineken Company has strictly prevailed through the waves of perfect competition only to emerge as a winner in the long run. In the present world of extreme competitive environment, Heineken Company has been denied a chance of enjoying monopolistic competition. It is a common understanding that in monopolistic competition, there is only one supplier of a particular product in the available market thereby establishing its own stringent market rules with the consumers on the receiving end. The gains and pains of such a market structure culminate into a scenario where the seller grows to a greater extent at the expense of the suffering consumers. The major weakness of Heineken was the stiff competition that they faced among other national brands in the same market. Whereas Heineken established licensing agreements with the local brewing companies which allowed them to maintain some influence in the market, such an influence remained to be very insignificant. Other breweries controlled their marketing efforts and prices thereby resulting in a real problem for Heineken in marketing its brands. Heineken’s marketing ambitions to global levels has specifically been restricted by increased globalization because other breweries have taken advantage of time and established their market bases leaving little or rather no room for any other competitor no matter how big they are. Even in some markets Heineken’s brands are only seen as drinks appropriate for classified occasions and not common drinks for daily consumption by every Tom, Harry and Dick. Consequently, their marketing objectives to become a universal beer supplier have met significant barriers thereby causing them to rely on perpetual review of marketing policies and strategies. A number of marketing strategies are clearly manifested in the way Heineken Company achieved their enormous expansion since its foundation in the nineteenth century. To start with, the extent to which innovation is applied in all the aspects of their product including packaging leaves successful marketing as the only option for the already gigantic seller. Also, they understand their consumers’ needs at various occasions, their taste, and their dislike. The marketing strategies which are carved on basis of innovation ideas generated from the understanding they have of their consumers, allows them to spread highly fine-tuned policies across the entire supply chain of their brands- right from the raw materials to the end product. Whereas economic extremists may term this as brand narcissism, its cause and effects are justified without a query to the marketing team, vividly manifested by the fact that they have sustained themselves in the market for a long duration of time. The best example is shown by the fact that Heineken has used unique yeast for a long time in their fermentation thus giving every other of their brand a special taste to the consumer. Their quality is excellent and there is no debate about that. There was a gain on the mutual fund portfolio of Heineken Company over the period of approximately one year from April, 2009 to April, 2010. In addition, whilst there was a decrease in consumption of their local beer between 2008 and 2009, there was significant increase in imported brands in the same time period. Their average decrease in beer consumption was 7 percent in that time period. It is rational to assert that Heineken has enjoyed success in beer market over a tremendously long time period. In the meantime, they have had to strengthen their marketing efforts through applying such strategies as ensuring unique taste and quality of the product, price control as well as increasing their coverage (Heineken International, 2005). However the current stiff competition in the market has kept them at an extreme edge leading to a situation where they have to look for better strategies to maintain themselves in the market.

University of Madras

nrd;idg; gy;fiyf;fofk;; UNIVERSITY OF MADRAS (Established under the Act of Incorporation XXVII of 1857 – Madras University Act 1923) B. Sc. / B. C. A. DEGREE [CHOICE BASED CREDIT SYSTEM] EXAMINATIONS November 2012 (State University) TIME-TABLE [For candidates admitted to the Course of Study from the Academic Year 2008-2009] Time: FN – 10. 00 am to 01. 00 pm AN – 02. 00 pm to 05. 00 pm Max: 75 Marks DATE & SESSION SUBJECTS SUBJECT CODEFOUNDATION COURSES PART – I – LANGUAGES – FIRST SEMESTER Tamil – I CLA1A Telugu – I CLB1A Kannanda – I CLC1A Malayalam – I CLD1A Hindi – I CLE1A 15-11-2012 FN Urdu – I CLF1A Sanskrit – I CLG1A Arabic – I CLH1A Arabic – I (Candidate admitted from 2012-13) CLH1E French – I CLK1A French – I (Candidate admitted from 2012-13) CLK1E SECOND SEMESTER Tamil – II CLA2B Tamil – II (Candidate admitted from 2010-2011) Telugu – II Kannanda – II 15-11-2012 AN Malayalam – II Hindi – II Urdu – II Sanskrit – II Arabic – II French – II THIRD SEMESTER Tamil – III Telugu – III Kannanda – III Malayalam – III 10-11-2012 FN Hindi – III Urdu – III Sanskrit – III Arabic – III French – III FOURTH SEMESTER Tamil – IV Telugu – IV Kannanda – IV Malayalam – IV 10-11-2012 AN Hindi – IV Urdu – IV Sanskrit – IV Arabic – IV French – IV CLA2G CLB2B CLC2B CLD2B CLE2B CLF2B CLG2B CLH2B CLK2B CLA3C CLB3C CLC3C CLD3C CLE3C CLF3C CLG3C CLH3C CLK3C CLA4D CLB4D CLC4D CLD4D CLE4D CLF4D CLG4D CLH4D CLK4D 2 FOUNDATION COURSES PART – II – ENGLISH -FIRST SEMESTER English – I (For candidates admitted in 2008-2009 Batch) CLZ1A English – I (From 2009-2010 Batch – for BCA/B. Sc. 17-11-2012 FN CLZ1E Electronics and communication science Br. ) English – I (From 2009-2010 Batch – for B. Sc. & B. A. Candidates) CLZ1H SECOND SEMESTER English – II CLZ2B English – II (From 2009-2010 Batch- for BCA / B. Sc.CLZ2G 17-11-2012 AN Electronics and communication science Br. ) English – II (From 2009-2010 Batch- for B. A. /B. Sc. All CLZ2J Branches except Electronics and communication Science) THIRD SEMESTER 14-11-2012 FN English – III CLZ3C FOURTH SEMESTER 14-11-2012 AN English – IV CLZ4D FOURTH SEMESTERSPECIAL SUBJECT – COMMON TO ALL BRANCHES 16-11-2012 AN Environmental Studies ENV4A CORE COURSE-MAIN SUBJECTS [TAD] ADVANCED ZOOLOGY AND BIOTECHNOLOGY – FIRST SEMESTER (Candidate admitted from 2012-2013 Batch onwards) 20-11-2012 FN 20-11-2012 FN Paper – I Invertebrate Paper – I Invertebrate TAD1A TAE1A [TAE] ZOOLOGY – FIRST SEMESTER (Candidate admitted from 2012-2013 onwards) SAA] ADVANCED ZOOLOGY AND BIOTECHNOLOGY & [SAW] ZOOLOGY FIRST SEMESTER 20-11 -2012 FN 20-11-2012 AN 09-11-2012 FN 09-11-2012 AN 01-11-2012 FN 02-11-2012 FN 03-11-2012 FN 05-11-2012 FN 01-11-2012 AN 02-11-2012 AN 03-11-2012 AN 05-11-2012 FN 06-11-2012 FN 06-11-2012 AN 07-11-2012 FN 07-11-2012 AN 08-11-2012 FN 08-11-2012 AN Paper – I Invertebrate-I SECOND SEMESTER Paper – II Invertebrate-II THIRD SEMESTER Paper-IV Chordata-I FOURTH SEMESTER Paper- V Chordata-II FIFTH SEMESTER Paper-VII- Cell Biology Paper-VIII- Genetics Paper-IX – Animal Physiology Paper – X – Bio Statistics & Computer Applications SIXTH SEMESTER Paper-XI Environmental Biology & Evolution Paper-XII Developmental Biology & Immunology Paper-XIII Biotechnology & Microbiology Bio Statistics & Computer Applications ELECTIVIES – I/II/III Bio-Informatics Computer Application in Life Science Medical Lab Technique and Bio instrumentation Pisciculture and Aquarium Fish Keeping Sericulture and Apiculture Economic Entomology and Pest Management SAA4A SAA5A SAA5B S AA5C SAA5D/ SAA6D SAA6A SAA6B SAA6C SAA6D/ SAA5D SEAAA SEAAB SEAAC SEAAD SEAAE SEAAG SAA3A SAA2B SAA1A 3 20-11-2012 FN 20-11-2012 AN 09-11-2012 FN 09-11-2012 AN 01-11-2012 FN 02-11-2012 FN 03-11-2012 FN 05-11-2012 FN 01-11-2012 AN 02-11-2012 AN 03-11-2012 AN 05-11-2012 AN 20-11-2012 FN 20-11-2012 AN 09-11-2012 FN 09-11-2012 AN 01-11-2012 FN 02-11-2012 FN 03-11-2012 FN 05-11-2012 FN 01-11-2012 AN 02-11-2012 AN 03-11-2012 AN 05-11-2012 AN 20-11-2012 FN 20-11-2012 AN 09-11-2012 FN 09-11-2012 AN 01-11-2012 FN 02-11-2012 FN 03-11-2012 FN 03-11-2012 FN SAB] BIOCHEMISTRY – FIRST SEMESTER Paper – I Cell Biology SECOND SEMESTER Paper – II Chemistry of Biomolecules THIRD SEMESTER Paper IV: Biochemical Techniques–I FOURTH SEMESTER Paper- V Biochemical Techniques–II FIFTH SEMESTER Paper VII: Enzymes Paper VIII- Intermediary Metabolism Paper IX: Molecular Biology Elective- I Biotechnology SIXTH SEMESTER Paper X –Nutritional Biochemistry & Human Rights Pa per XI – Clinical Bio Chemistry ELECTIVES Elective – II – Immunology Elective – III – Physiology [SAC] BIOTECHNOLOGY – FIRST SEMESTER Paper – I Cell Biology SECOND SEMESTER Paper – III Molecular Developmental Biology THIRD SEMESTER Paper-V – Genetics FOURTH SEMESTER Paper- VII- Plant Biotechnology FIFTH SEMESTER Paper- IX – Animal and Medical Biotechnology Paper- X – Bioinformatics Paper-XI-Immunology Elective –I Pharmaceutical Biotechnology SIXTH SEMESTER Paper XIII – Genetic Engineering Paper XIV – Bioprocess Technology ELECTIVES Elective – II Microbial Biotechnology Elective – III Environmental Biotechnology [SAD] CHEMISTRY – FIRST SEMESTER Paper – I General Chemistry I SECOND SEMESTER Paper – III General Chemistry II THIRD SEMESTER Paper – V – General Chemistry III FOURTH SEMESTER Paper- V Inorganic Chemistry – I FIFTH SEMESTER Paper –VII-Inorganic Chemistry II Paper – VIII- Organic Chemistry I Paper – IX–Physical Chemistry I (Prior to 2010-11) Paper – IX–Physical Chemistry I (Candidate admitted from 2010-2011) SAB1A SAB2B SAB3A SAB4A SAB5A SAB5B SAB5C SEB5A SAB6A SAB6B SEB6A SEB6B SAC1A SAC2B SAC3A SAC4A SAC5A SAC5B SAC5C SEC5A SAC6A SAC6B SEC6A SEC6B SAD1A SAD2B SAD3A SAD4A SAD5A SAD5B SAD5C SAD5D SIXTH SEMESTER Paper – XII Organic Chemistry – II SAD6A Paper – XIII Physical Chemistry –II SAD6B Paper – XIV Analytical Chemistry SAD6C ELECTIVES – I/ II/ III Material and Nano Chemistry SEDAA Industrial Chemistry SEDAB Pharmaceutical Chemistry SEDAC Applied Electrochemistry SEDAD Leather Chemistry SEDAE Polymer Electrochemistry SEDAG [SAE] COMPUTER SCIENCE – FIRST SEMESTER Programming in C SAE1A SECOND SEMESTER Digital Electronics and Microprocessors SAE2B THIRD SEMESTER Paper–V-Programming in C++ and Data Struc tures SAE3A / SAZ3A FOURTH SEMESTER Paper- VII – Programming in Java SAE4A / SAZ4A FIFTH SEMESTER Paper – IX Operating systems SAE5A Paper -X-Database Management Systems SAE5B / SAZ5A Paper – XI – Computer Architecture and SAE5C Organization ELECTIVIES – I Visual Programming SEE5A / SEZ5A/ SEU6C RDBMS with ORACLE SEE5B / SEZ5B Unix Programming SEE5C / SEZ5C SIXTH SEMESTER SAE6A/ Paper – XIII Data Communication & Networking SAZ6B/ SEU6D SAE6B/SAZ6A Paper – XIV Web Technology ELECTIVIES – II 06-11-2012 AN 05-11-2012 AN Data Mining Object Oriented Analysis and Design Software Testing ELECTIVIES – III 24-11-2012 AN 07-11-2012 AN 20-11-2012 FN 20-11-2012 AN 07-11-2012 FN 08-11-2012 FN 09-11-2012 FN 07-11-2012 AN 08-11-2012 AN 09-11-2012 AN Client Server Computing Computer Graphics Software Engineering Paper-I Electricity And Basic Electronics SECOND SEMESTER Paper-II Electromangetism and AC Circuits THIRD SEMESTER Paper-IV Se miconductor Physics Paper–V Numerical Methods Paper – VI – Amplifiers and Oscillators FOURTH SEMESTER Paper-VII – Semiconductor Devices and Integrated Circuits Paper–VIII-Programming in C Paper –IX – Digital Electronics SEE6D/ SEZ6E/ SEU6E SEE6E SEE6G SAG1A SAG2B SAG3A SAG3B SAG3C SAG4A SAG4B SAG4C SEE6A/SEZ6A SEE6C/SEZ6C SEE6B/ SAZ6C/ SEU6G 01-11-2012 AN 02-11-2012 AN 03-11-2012 AN 05-11-2012 FN 05-11-2012 AN 06-11-2012 FN 06-11-2012 AN 07-11-2012 AN 08-11-2012 AN 20-11-2012 AN 21-11-2012 AN 09-11-2012 FN 09-11-2012 AN 01-11-2012 FN 02-11-2012 FN 03-11-2012 FN 22-11-2012 FN 05-11-2012 FN 01-11-2012 AN 02-11-2012 AN [SAG] ELECTRONICS AND COMMUNICATION SCIENCE – FIRST SEMESTER FIFTH SEMESTER 01-11-2012 FN Paper –XI- Microprocessor (Intel 8085) SAG5A 02-11-2012 FN Paper – XII-Antennas and Wave Propagation SAG5B 03-11-2012 FN Paper XIII–Communication Electronics SAG5C ELECTIVIES – I Medical Electronics SEG5A Industrial Electronics SEG5B 05-11-2012 FN Power Electronics SEG5C Computer Networks SEG5D SIXTH SEMESTER 01-11-2012 AN Paper XV – Microprocessor Interfacing (Intel 8085) SAG6A 02-11-2012 AN Paper XVI – Television and Video Engineering SAG6B 03-11-2012 AN Paper XVII – Opto – Electronics SAG6C Paper XVIII – Electrical & Electronics 05-11-2012 AN SAG6D Instrumentation [SAH] HOTEL & CATERING MANAGEMENT – FIRST SEMESTER 15-11-2012 FN Paper – I French – I SAH1A 17-11-2012 FN Paper – II English – I SAH1B 20-11-2012 FN Paper-III Food Production-I SAH1C 21-11-2012 FN Paper – IV Food & Beverage Service – I SAH1D 22-11-2012 FN Paper – V Front Office Operation-I SAH1E 23-11-2012 FN Paper-VI Nutrition & Food Science-I (Max. 35 Marks) SBH1A 15-11-2012 AN 17-11-2012 AN 20-11-2012 AN 21-11-2012 AN 22-11-2012 AN 23-11-2012 AN SECOND SEMESTER Paper – VII French – II Paper – VIII Engl ish – II Paper–IX Food Production– II Paper – X Food & Beverage Service – II Paper–XI Accomodation Operation – I Paper XII–Nutrition and Food Science II (Max. 35 Marks) SAH2G SAH2H SAH2J SAH2K SBH2B SBH2C 6-11-2012 FN 07-11-2012 FN 08-11-2012 FN 24-11-2012 FN 09-11-2012 FN 19-11-2012 FN 10-11-2012 FN 14-11-2012 FN 01-11-2012 FN 02-11-2012 FN 03-11-2012 FN 05-11-2012 FN 10-11-2012 AN 14-11-2012 AN 01-11-2012 AN 02-11-2012 AN 03-11-2012 AN THIRD SEMESTER Food Production – III Food and Beverage Service – III Hotel Engineering and Maintenance (Max. 35 Marks) Principles of Management (Max. 35 Marks) Hotel Accounting System (Max. 35 Marks) Food and Beverage Management (Max. 35 Marks) FIFTH SEMESTER Food Production – IV Food & Beverage Service – IV Front Office Operation- II Marketing and Sales Management (Max. 35 Marks) Hotel Law (Max. 35 Marks) Hotel Financial Management (Max. 5 Marks) SIXTH SEMESTER Food Production Facility Planning (Max. 35 Marks) Accommodation Operation – II Human Rights and Human Relations Education (Max. 35 Marks) Application of Computer (Max. 35 Marks) SAH3A SAH3B SBH3A SBH3B SBH3C SBH3D SAH5A SAH5B SAH5C SAH5D SAH5E SAH5G SAH6A SAH6B SAH6C SAH6D SAH6E [TAJ] HOME SCIENCE EMERING TECHNOLOGY – CLINICAL NUTRITION AND DIETETICS – FIRST SEMESTER 20-11-2012 FN Paper – I Food Science SAJ1A 21-11-2012 FN Paper – II Human Physiology SAJ1B [SAJ] CLINICAL NUTRITION AND DIETETICS – FIRST SEMESTER SECOND SEMESTER 20-11-2012 AN Paper – III Basic Nutrition SAJ2C 21-11-2012 AN Paper – IV Family Meal Management SAJ2D/ SAL4A THIRD SEMESTER 09-11-2012 FN 09-11-2012 AN 19-11-2012 AN 01-11-2012 FN 02-11-2012 FN 03-11-2012 FN 05-11-2012 FN 06-11-2012 FN 01-11-2012 AN 02-11-2012 AN 03-11-2012 AN 05-11-2012 AN Paper– V-Microbiology of Sanitation and Hygiene FOURTH SEMESTER Paper–VII Personnel Management Paperâ€⠀œVIII Nutritional Biochemistry FIFTH SEMESTER Paper IX – Human Development Paper – X – Advanced Dietetics Paper XI- Quantity Food Production Paper XII – Clinical Nutrition Elective I – Principles of Interior Design SIXTH SEMESTER Paper – XIII Food Service Equipment and Layout Paper XIV – Community Nutrition Paper – XV Management of Resources ELECTIVES – II/III Electives – II Entrepreneurship Development SAJ3A SAJ4A SAJ4B SAJ5A/SAK5A/ SAL5A SAJ5B SAJ5C / SAL5C SAJ5D SEJ5A / SEL5A SAJ6A/SAL6A SAJ6B/SAL6B SAJ6C/SAL6C SEJ6A SEJ6B/SEK6B/ 06-11-2012 AN Electives – III Family Studies SEL6B [TAK] HOME SCIENCE EMERING TECHNOLOGY – INTERIOR DESIGN AND DECOR – FIRST SEMESTER 20-11-2012 FN Principles of Interior Decoration – I SAK1A 21-11-2012 FN Principles of Interior Decoration – II SAK1B [SAK] INTERIOR DESIGN AND DECOR – FIRST SEMESTER SECOND SEMESTER 20-11-2012 AN Principles of I nterior Design- I SAK2C 21-11-2012 AN Principles of Interior Design-II SAK2D THIRD SEMESTER 09-11-2012 FN Paper -V – Applied art on textiles – I SAK3APaper–VI-Interior Design and Applied arts (Minor 19-11-2012 FN SAK3B Arts ) FOURTH SEMESTER Paper-VII – Interior Design and Applied arts 09-11-2012 AN SAK4A (Major Arts ) 19-11-2012 AN Paper–VIII- Applied art on textiles – II SAK4B FIFTH SEMESTER SAK5A/SAJ5A/ 01-11-2012 FN Paper – IX -Human Development SAL5A 02-11-2012 FN Paper – X – Textiles and Clothing I SAK5B Paper XI – Fine Arts, Drawing, Sculpture and 03-11-2012 FN SAK5C Painting SAK5D 05-11-2012 FN Paper XII-Fundamentals of Foods and Nutrition SEK5A 06-11-2012 FN Elective I – Mass Communication SIXTH SEMESTER SAK6A 01-11-2012 AN Paper – XIII – Textiles and Clothing II Paper – XIV – Fine Arts, Drawing, Sculpture and SAK6B 02-11-2012 AN Painting SAK6C 03-11-2012 AN Paper XV â⠂¬â€œ Principles of Resource Management ELECTIVES II/III SEK6A 05-11-2012 AN Electives – II Communication and Graphic Design SEK6B/SEJ6B/ 06-11-2012 AN Electives – III Family Studies SEL6B [TAL] HOME SCIENCE EMERGING TECHNOLOGY NUTRITION, FOOD SERVICE MANAGEMENT AND DIETETICS FIRST SEMESTER 20-11-2012 FN Paper – I Food Science SAJ1A 21-11-2012 FN Paper – II Human Physiology SAJ1B [SAL] NUTRITION, FOOD SERVICE MANAGEMENT AND DIETETICS SECOND SEMESTER 19-11-2012 AN Paper – III Microbiology SAL2A 20-11-2012 AN Paper – IV House Keeping SAL2B THIRD SEMESTER 09-11-2012 FN Paper – V- Biochemistry SAL3A FOURTH SEMESTER 21-11-2012 AN Paper –VII Family Meal Management SAL4A / SAJ2D 09-11-2012 AN Paper – VIII Human Nutrition SAL4B FIFTH SEMESTER 01-11-2012 FN Paper – IX – Human Development SAL5A /SAK5A / SAJ5A 02-11-2012 FN Paper – X – Dietetics SAL5B 03-11-2012 FN Paper XI – Quantity Food Product ion SAL5C / SAJ5C SAL5D 05-11-2012 FN Paper XII- Fundamentals of Textiles and Clothing SEL5A / SEJ5A 06-11-2012 FN Elective I – Principles of Interior Design SIXTH SEMESTER Paper – XIII Food Service Equipment and Layout SAL6A/ SAJ6A 01-11-2012 AN SAL6B/ SAJ6B 02-11-2012 AN Paper – XIV Community Nutrition SAL6C/SAJ6C 03-11-2012 AN Paper – XV Management of Resources SEL6A 05-11-2012 AN Electives-II Clothing Construction SEL6B / SEK6B / SEJ6B 06-11-2012 AN Electives – III Family Studies [SAM] MATHEMATICS – FIRST SEMESTER 21-11-2012 FN 22-11-2012 FN 21-11-2012 AN 22-11-2012 AN 19-11-2012 FN 20-11-2012 FN Paper – I Algebra And Trigonometry-I Paper – II Calculus And Co-Ordinate Geometry of 2 Dimensions SECOND SEMESTER SAM1A/TAB1A SAM1B/TAB1B SAM2C/TAB2A SAM2D/TAB2B SAM3A/TAB3A SAM3B/TAB3B Paper – III Algebra and Trigonometry-II Paper –IV Calculusand Differential Geomentry THIRD SEMESTER Paper –V Differential equa tions and Laplace transforms Paper – VI Coordinate geometry of 3 dimensions and probability FOURTH SEMESTER 9-11-2012 AN 20-11-2012 AN 01-11-2012 FN 02-11-2012 FN 03-11-2012 FN 05-11-2012 FN 01-11-2012 AN 02-11-2012 AN 03-11-2012 AN 06-11-2012 FN 07-11-2012 FN 08-11-2012 FN 24-11-2012 FN 05-11-2012 AN 06-11-2012 AN 07-11-2012 AN 08-11-2012 AN 09-11-2012 AN 09-11-2012 AN 09-11-2012 FN Paper –VII Vector Calculus, Fourier Series and Fourier Transforms Paper – VIII Statics FIFTH SEMESTER SAM4A SAM4B SAM5A SAM5B SAM5C SAM5D SAM6A SAM6B SAM6C SEMAA SEMAB SEMAC SEMAD SEMAE SEMAG SEMAH SEMAJ SEMAK SEMAM SEMAL Paper –IX Algebraic Structures –I Paper – X – Real Analysis –I Paper –XI – Dynamics Paper –XII -Programming Language ‘C’ SIXTH SEMESTER Paper – XIII Algebraic Structures –II Paper – XIV Real Analysis – II Paper – XV Complex Analysis ELECTIVIES – I/II/IIIOp erations Research-I Graph Theory-I Special Functions-I Astronomy-I Operation Research II Graphy Theory II Special Functions II Astronomy II Discrete Mathematics Discrete Mathematics (Candidate admitted from 2012-2013) Elementary Number Theory 8 [SAN] MICROBIOLOGY –FIRST SEMESTER 20-11-2012 FN 20-11-2012 AN 09-11-2012 FN 09-11-2012 AN 01-11-2012 FN 02-11-2012 FN 03-11-2012 FN 05-11-2012 FN 01-11-2012 AN 02-11-2012 AN 03-11-2012 AN 05-11-2012 AN 20-11-2012 FN 20-11-2012 AN 09-11-2012 FN 09-11-2012 AN 01-11-2012 FN `02-11-2012 FN 03-11-2012 FN 05-11-2012 FN 06-11-2012 FN 01-11-2012 AN 02-11-2012 AN 03-11-2012 AN 05-11-2012 AN 20-11-2012 FN 20-11-2012 AN 09-11-2012 FN 09-11-2012 AN 01-11-2012 FN 02-11-2012 FN 03-11-2012 FN 05-11-2012 FN 06-11-2012 FN 01-11-2012 AN 02-11-2012 AN 03-11-2012 AN 05-11-2012 AN 06-11-2012 AN Paper – I General Microbiology SECOND SEMESTERSAN1A SAN2B SAN3A SAN4A SAN5A SAN5B SAN5C SEN5A SAN6A SAN6B SEN6A SEN6B SAR1A SAR2B/TAC2A SAR3A Paper – III Immunology & Microbial Genetics THIRD SEMESTER Paper V – Molecular Biology FOURTH SEMESTER Paper VII – Soil and Agricultural Microbiology FIFTH SEMESTER Paper IX – Medical Bacteriology Paper X – Medical Mycology and Parasitology Paper XI – Medical Virology Elective – I -Genetic Engineering SIXTH SEMESTER Paper – XIII – Environmental Microbiology Paper – XIV – Food and Diary Microbiology Electives – II Industrial and Pharmaceutical Microbiology Electives – III Biotechnology [SAR] PHYSICS -FIRST SEMESTER Paper – I Mechanics And Properties of Matter SECOND SEMESTER Paper – II Thermal Physics & AccousticsTHIRD SEMESTER Paper – IV Optics FOURTH SEMESTER Paper –V – Atomic Physics FIFTH SEMESTER SAR4A SAR5A SAR5B SAR5C SAR5D SER5A SAR6A SAR6B SER6A SER6B SAS1A SAS2B SAS3A SAS4A SAS5A SAS5B SAS5C SAS5D SES5A SAS6A SAS6B SAS6C SES6A SES6B Paper VII Electricity and Elect romagnetism Paper VIII Nuclear Physics and Particle Physics Paper – IX – Solid State Physics Paper – X – Basic Electronics Electives – I Numerical Methods SIXTH SEMESTER Paper XI Relativity and Quantum Mechanics Paper – XII Mathematical Methods in Physics Electives – II Integrated Electronics Electives – III Microprocessor Fundamentals Paper–I Plant Diversity– I Phycology SECOND SEMESTER SAS] PLANT BIOLOGY AND PLANT BIOTECHNOLOGY – FIRST SEMESTER Plant Diversity – II Mycology, Virology, Bacteria and Lichens THIRD SEMESTER Paper- IV – Bryophytes and Pteridophytes FOURTH SEMESTER Paper –V – Gymnosperms and Paleobotany FIFTH SEMESTER Paper VII – Plant Morphology and Taxonomy Paper- VIII – Plant Anatomy and Embryology Paper- IX -Environmental science and Phytogeography Paper – X Cell Biology and Molecular Biology Electives – I Horticulture SIXTH SEMESTER P aper – XI Genetics, Plant Breeding, Evolution and Biostatistics Paper – XII – Plant Physiology and Plant Biochemistry Paper – XIII Economic Botany Electives – II Advanced Plant Biotechnology Electives – III Plant pathology [SAT] PSYCHOLOGY – FIRST SEMESTER Paper – I General Psychology – I Paper-II Biological Basis of Behavior-I SECOND SEMESTER Paper – III General Psychology–II Paper-IV Biological Basis of Behavior-II THIRD SEMESTER Paper–V Developmental Psychology – I FOURTH SEMESTER Paper –VII – Developmental Psychology – II FIFTH SEMESTER Paper – IX- Psychopathology – I Paper – X – Psychological Research and Measurement 20-11-2012 FN 21-11-2012 FN 20-11-2012 AN 21-11-2012 AN 09-11-2012 FN 09-11-2012 AN 01-11-2012 FN 02-11-2012 FN 03-11-2012 FN 05-11-2012 FN 06-11-2012 FN 01-11-2012 AN 02-11-2012 AN 03-11-2012 AN 05-11-2012 AN 06-11-2012 AN 20- 11-2012 FN 20-11-2012 AN 09-11-2012 FN 19-11-2012 FN 23-11-2012 AN 19-11-2012 AN 01-11-2012 FN 02-11-2012 FN 03-11-2012 FN SAT1A SAT1B SAT2C SAT2D SAT3A SAT4A SAT5A SAT5B SAT5C SAT5D SET5A SAT6A SAT6B SAT6C SET6A SET6B SAU1A SAE1A SAU3A SBU3A SAU4A SBU4A SAU5A SAU5B SAU5C SEU5A SEU5B SEU5C SAU6A SAU6BPaper – XI – Applied Psychology Paper–XII- Social Psychology- I Elective – I – Health Psychology SIXTH SEMESTER Paper – XIII Psychopathology – II Paper – XIV Organizational Psychology Paper – XV – Social Psychology – II Electives – II Counselling and Guidance Electives – III Human Resource Management [SAU] SOFTWARE APPLICATIONS – FIRST SEMESTER Fundamentals of Digital Computers SECOND SEMESTER Programming in C THIRD SEMESTER Paper–V Data Structures through C++ Applied Physics- I FOURTH SEMESTER Paper–VII– Microprocessor and its Applications Applied Physics- II FIFTH SEM ESTER Paper – IX : Software Engineering Paper – X : Operating Systems Paper – XI : Programming in JAVA ELECTIVIES – I Computer Oriented Mathematics Software Project Management Object Oriented Analysis and Design SIXTH SEMESTER Paper – XIII: Object Oriented Software Engineering Paper – XIV: Database Management Systems ELECTIVIES – II Multimedia Systems 06-11-2012 FN 7-11-2012 AN 02-11-2012 AN 08-11-2012 AN 06-11-2012 AN 22-11-2012 FN 01-11-2012 AN 24-11-2012 AN 05-11-2012 AN 20-11-2012 FN 21-11-2012 FN 20-11-2012 AN 21-11-2012 AN 09-11-2012 FN 19-11-2012 FN Software Quality and Assurance Visual Programming ELECTIVIES – III Data Communication and Networking SEU6D/ SAZ6B/ SAE6A Client Server Computing SEU6E/ SEE6D/ SEZ6E Software Testing SEU6G/ SEE6B/ SAZ6C [SAY] ELECTRONIC MEDIA – FIRST SEMESTER Paper – I History of Electronic Media SAY1A Paper – II Principles of Audiography SAY1B SECOND SEMESTER Paper â€⠀œ III Communication Skills SAY2C Paper – IV Radio Production SAY2D THIRD SEMESTER Paper– V – Videography SAY3A Paper–VI–Video Editing (Principles and Practices) SAY3B SEU6A/ SEZ6D SEU6B SEU6C / SEE5A / SEZ5A 10FOURTH SEMESTER Paper– VII Elements of Film SAY4A Paper–VIII– Scriptwriting and Direction SAY4B FIFTH SEMESTER 01-11-2012 FN Paper – IX – Television Production Management SAY5A 02-11-2012 FN Paper – X – Media Aesthetics SAY5B 03-11-2012 FN Paper – XI – Graphics and Animation SAY5C SIXTH SEMESTER 01-11-2012 AN Paper – XIII – Media Organization SAY6A 02-11-2012 AN Paper – XIV – Media Culture and Society SAY6B (TAA) – STATISTICS – FIRST SEMESTER 20-11-2012 FN Descriptive Statistics TAA1A 21-11-2012 FN Mathematics for Statistics – I TBA1A SECOND SEMESTER 20-11-2012 AN Probability and Random Variables TAA2A 21-11-2012 AN Mathematics for Statistics – II TBA2A THIRD SEMESTER 09-11-2012 FN Distribution Theory TAA3A 19-11-2012 FN â€Å"C† Language Programming TBA3A (TAB) – MATHEMATICS WITH COMPUTER APPLICATIONS – FIRST SEMESTER 21-11-2012 FN Core – 1 Algebra And Trigonometry – I TAB1A/SAM1A Core – 2 Calculus And Co-Ordinate Geometry of 2 22-11-2012 FN TAB1B/SAM1B Dimensions 24-11-2012 FN Core – 3 Object Oriented Programming – Using C++ TAB1C SECOND SEMESTER 21-11-2012 AN Core – 5 Algebra And Trigonometry – II TAB2A/SAM2C 22-11-2012 AN Core – 6 Calculus and Differential Geometry TAB2B/SAM2D Core – 7 Data Structures TAB2C 23-11-2012 AN 09-11-2012 AN 19-11-2012 AN 19-11-2012 FN 20-11-2012 FN THIRD SEMESTER Differential Equations and Laplace Transforms TAB3A/SAM3A Coordinate Geometry of 3 Dimensions and Probability TAB3B/SAM3B (TAC) – PHYSICS WITH COMPUTER APPLICATIONS – FIRST SEMESTER Core – 1 Mechanics And Pro perties of Matter TAC1A SECOND SEMESTER Core – 2 Thermal Physics & Acoustics TAC2A/SAR2B THIRD SEMESTER Optics TAC3A Basic Electronics TAC3B Data Structures TAC3C/TAB2C Object Oriented Programming Using C++ TAC3D/TAB1C B. C. A. [SAZ] COMPUTER APPLICATIONS FIRST SEMESTER Fundamentals of Digital Computers SAU1A SECOND SEMESTER Programming in C SAE1A THIRD SEMESTER Programming in C++ and Data Structures SAZ3A/ SAE3A Microprocessors and its Applications SAZ3B Numerical and Statistical Methods SAZ3C Financial Accounting (Candidates admitted Prior to 2009SBZ3A 2010) Financial Accounting (Candidates admitted from 2009SBZ3B 2010) Financial Accounting (Candidates admitted from 2010- 2011) SBZ3C FOURTH SEMESTER Programming in Java SAZ4A/SAE4A Operating System SAZ4B Computer Graphics SAZ4C Cost and Management Accounting SBZ4A FIFTH SEMESTER Paper-XIII – Database Management System SAZ5A/SAE5B Paper-XIV – Software Engineering SAZ5B Paper-XV – Resource Management Techn iques SAZ5C 20-11-2012 FN 20-11-2012 AN 09-11-2012 FN 19-11-2012 FN 23-11-2012 AN 24-11-2012 FN 0-11-2012 FN 20-11-2012 AN 09-11-2012 FN 19-11-2012 FN 21-11-2012 FN 23-11-2012 FN 23-11-2012 FN 23-11-2012 FN 09-11-2012 AN 19-11-2012 AN 21-11-2012 AN 23-11-2012 AN 02-11-2012 FN 01-11-2012 FN 03-11-2012 FN 11 ELECTIVES – I Visual Programming RDBMS with ORACLE Unix Programming SIXTH SEMESTER Paper – XVII Web Technology Paper – XVIII – Data Communication and Networking Paper XIX – Software Testing ELECTIVES – II Data Mining E-Commerce Object Oriented Analysis and Design ELECTIVES – III Multimedia Systems Distributed Computing Client Server Computing 22-11-2012 FN 05-11-2012 FN 02-11-2012 AN 01-11-2012 AN 05-11-2012 AN 06-11-2012 AN SEZ5A/ SEE5A/SEU6C SEZ5B/ SEE5B/ SEZ5C/ SEE5C SAZ6A/ SAE6B SAZ6B/ SAE6A/SEU6D SAZ6C/ SEE6B/ SEU6G SEZ6A/SEE6A SEZ6B SEZ6C/ SEE6C 08-11-2012 AN 08-11-2012 AN 24-11-2012 ANSEZ6D/SEU6A SEZ6G SEZ6E /SEE6D/ SEU6E ALL IED SUBJECTS (For All Branches) – FIRST SEMESTER / THIRD SEMESTER Biochemistry – I SBBBA Paper-I – Bio-Chemistry (Applied Biotechnology) SBBBC Paper-I -Biochemistry (For Biotechnology Br. ) SBC3A Paper-I – Biochemistry (For Microbiology Br. ) Paper – III- Basic Computer Application and AUTOCAD – I (For Interior Design and Decor Br) Paper III Basic Computer science and application (For Clinical Nutrition and Dietetics ) Paper–III Basic Computer science and application–I (For Nutrition, Food Service Managt. And Dietetics Branch) Paper–III Statistics in Psychology (For Psychology Branch) Financial Accounting – I (Com. To B. Com-Gen. BM, BBA, BSc & BSc-ISM) Chemistry– I (Other than Mathematics&Physics Br) Chemistry – I (For Mathematics & Physics Br) Chemistry – I [Microbiology Branch] Interior Design Studio and Building System Technology–I Paper– I Calculus of Finite Difference and N umerical Analysis Paper – I Statistical Methods and their Applications – I [For Botany,Computer Science] Paper – I Microbiology – I [For Bio-Technology] Paper – I Microbiology – I [For Biochemistry) Paper – I Zoology (Admitted prior to 2012-13) Paper – I Zoology (Candidate admitted from 2012-13) Paper–I Mathematical Statistics-I [For Mathematics] Paper – I Principles of Sociology (For Psychology Branch) SBN3A SBK3A SBJ3A/ SBL3A SBL3A/ SBJ3A SBT3A SBAMK/BPF1A/ BPZ1A/ BPW1A/ MAM1A SBADA SBADC SBD1E SBK1A SBAME SBAOC SBANA SBANC SBAAA SBAAC SBAOA SBT1A 23-11-2012 FN 26-11-2012 FN 27-11-2012 FN 28-11-2012 FN 29-11-2012 FN 30-11-2012 FN 01-12-2012 FN Cost Accounting (For Mathematics Branch) Mathematics – I [For Computer Science, Software Engg. , & B. C. A] Mathematics – I [Other than Comp. Sci. , Software Engg & B. C.A] Bio-Statistics I [For Zoology, Biochemistry Br. ] Physics – I Basic Physicsâ₠¬â€œI (For B. Sc. Electronics & Communication Science) SBAMR SBAMA SBAMC SBAOH SBARA SBG3A SBASA Botany – I 12 23-11-2012 AN 26-11-2012 AN 27-11-2012 AN ALLIED SUBJECTS (For All Branches) SECOND SEMESTER/FOURTH SEMESTER Paper – II Genetics and Microbiology (Applied SBBBD Biotechnology) Bio-Statistics (For Microbiology Br. ) SBN4A Paper–IV Book Keeping and Cost Accounting SBJ4A Paper – IV – Basic Computer Application and SBK4A AUTOCAD-II Paper– IV – Basic Computer Science and SBL4A Applications- II Paper – IV – Marketing and Consumer Behavior SBT4A Financial Accounting – II(Com. To B. Com-Gen. SBAML/BPZ2A/BPF2A/ Finance) Chemistry – II (Other than Mathematics & Physics SBADB Branch) Chemistry – II(For Mathematics & Physics Br) SBADD Chemistry-II [Microbiology Br. ] SBD2G Chemistry (For Biotechnology) SBADE Interior Design Studio and Building System SBK2B Technology- II Paper – II Calculus of Fi nite Difference and SBAMG Numerical Analysis Paper–II Statistical Methods and their Applications – SBAOD II [For Botany,Computer Science Branch] Paper – II – Biophysics and Biostatistics SBACB (For Biotechnology) Paper – II Microbiology – II [For Biochemistry] SBAND Paper – II Zoology SBAAB SBAOB SBT2B SBAMS SBAMB SBAMD SBAOJ SBARB SBG4A SBASB 28-11-2012 AN 29-11-2012 AN 30-11-2012 AN 01-12-2012 AN Paper-II Mathematical Statistics-II [For Mathematics Br. Paper-II Fundamentals of Social Anthropology (For Psychology Branch) Management Accounting(For Mathematics Branch) Mathematics – II [For Computer Science, Software Appl. ,& B. C. A] Mathematics-II [Other than Comp. Science, Software Appl. & B. C. A] Bio-Statistics – II [For Zoology, Biochemistry Br] Physics – II Basic Physics–II (For B. Sc. Electronics & Communication Science) Paper – II Botany NON EQUIVALENT SUBJECTS 03-12-2012 03-12-2012 04-12-2012 04-12-2012 05-12-2012 05-12-2012 06-12-2012 06-12-2012 07-12-2012 07-12-2012 08-12-2012 08-12-2012 03-12-2012 04-12-2012 08-12-2012 06-12-2012 07-12-2012 08-12-2012 FN AN FN AN FN AN FN AN FN AN FN AN FN FN FN FN FN FNBOTANY Paper–III Cytology and Anatomy Paper-V Microbiology and Plant Pathology Paper–IX Taxonomy and Embryology Paper–X Environmental Biology and Toxicology Paper–XI Plant Physiology and Plant Bio Chemistry Microtechnique Plant Protection Hydrobiology – Freshwater Horticulture Food Microbiology Bio-Technology Plant Cell and Tissue Culture MICROBIOLOGY Paper-II Microbial Physiology Paper – III Immunology Clinical Bacteriology and Mycology Immunotechnology Intellectual Property Rights(IPR) and Bio-Safety Fermentation Technology & Downstearm Processing BA3A BA5A BA6A BA6B BA6C RBAA RBAB RBAC RBAD TEC TEG TEH BB2A BB3A RBBA RBBB RBBC RBBD 13 03-12-2012 04-12-2012 05-12-2012 06-12-2012 FN FN FN FNPLANT BIOLOGY AND PLANT BIOTECHNOLO GY Paper – X Environmental Science & Phytogeography Paper – XI Plant Physiology Modern Plant Pathology Microtechnique ZOOLOGY Paper – XII Evolution Paper – XII Evolution Biology of Fish and Capture Fisheries Principles of Aquaculture Fish Genetics and Diseases ADVANCE ZOOLOGY AND BIO-TECHNOLOGY BC6B BC6C RBCA RBCB 03-12-2012 FN 04-12-2012 FN 05-12-2012 FN 06-12-2012 FN 07-12-2012 FN BD6D BD6J ZBEA ZBEB RBEA 03-12-2012 FN Paper – XII Biochemistry BIO-TECHNOLOGY BJ6D 03-12-2012 FN 08-12-2012 FN 08-12-2012 FN Paper – X Intellectual Property Management Biosafety and Bioethics Immunology and Bio Physics Environmental Bio-Technology and DNA Recombidant Technology BIO-CHEMISTRY BK6C ZBDG RBDL 03-12-2012 FN 05-12-2012 FNEnvironmental Bio-Chemistry Bio-Chyemistry – II Bio Instrumentation CHEMISTRY Paper – IV General Chemistry – IV Applied Chemistry – I Applied Chemistry – II PSYCHOLOGY Paper-IV Applied Social Psycho logy Paper-IV Applied Social Psychology Paper – XI Geriatric Psychology Psychology of Advertising Educational Psychology Rehabilitation Psychology Environmental Psychology Statistical Reasoning in Psychology Environmental Psychology Human Development and Family Studies MATHEMATICS a) The Relational Data Model, Relational Algebra and Calculus b) Elements of System Software NUMERICAL METHODS FOR STATISTICS MAIN PHYSICS Energy Physics Material Science Computer Programming – â€Å"C† Language Molecular Biophysics Spectroscopy and Laser Physics INTERIOR DESIGN AND DECOR RCAA ZCAB ZCAC 03-12-2012 FN 04-12-2012 FN 05-12-2012 FN CB4A RCBA RCBB 03-12-2012 FN 04-12-2012 FN 04-12-2012 AN 05-12-2012 FN 05-12-2012 AN 06-12-2012 FN 06-12-2012 AN 07-12-2012 FN 07-12-2012 AN HG2B HG2D HG5C RHGB KNA/ RGC TWB ZHGB ZHGD ZHGG ZHGH 03-12-2012 FN 04-12-2012 FN TAH TAK ZPAL 03-12-2012 FN 04-12-2012 FN RPBE RPBH RPBD RPBG RPBJ 03-12-2012 FN 04-12-2012 FN Interior Design Studio and Buil ding Systems Techonology-I Interior Design Studio and Building Systems Technology-II SOFTWARE ENGINEERING ZRTA ZRTB 03-12-2012 FN Data Structures PE4B 14ELECTRONICS AND COMMUNICATION SCIENCE 03-12-2012 FN 04-12-2012 FN 05-12-2012 FN 06-12-2012 FN 07-12-2012 FN Paper – III Physics of Materials Paper – XII Data Processing and Personal Computers Mathematical Physics Basic Physics Nuclear Electronics NUTRITION, FOOD SERVICE MANAGEMENT AND DIETETICS 03-12-2012 FN 04-12-2012 FN 06-12-2012 FN Consumer Education Paper-II Sanitation & Hygiene Paper-IV Advanced Cookery NAUTICAL SCIENCE 01-11-2012 FN 01-11-2012 AN 02-11-2012 FN 02-11-2012 AN 03-11-2012 FN 03-11-2012 AN 05-11-2012 FN 05-11-2012 AN 06-11-2012 FN 06-11-2012 AN 07-11-2012 FN 07-11-2012 AN 08-11-2012 FN 08-11-2012 AN 09-11-2012 FN 09-11-2012 AN 19-11-2012 FN 19-11-2012 AN 20-11-2012 FN 20-11-2012 AN 21-11-2012 FN Paper-I Nautical Mathematics-I Paper-II Nautical Physics and Electronics-I (Prior to 2004-05) Paper-II Nau tical Physics and Electronics-I (From 2004-05) Paper-III Navigation-I (Prior to 2004-05) Paper-III Navigation-I (From 2004-05)(70 Marks) Paper-IV Voyage Planning & Collision Prevention-I (Prior to 2004-05) Paper-IV Voyage Planning & Collision Prevention-I Paper – V Nautical Mathematics – II Paper – VI Nautical Physics and Electronics – II (Prior to 2004-05) Paper – VI Nautical Physics and Electronics–II (From 2004-05) Paper – VII Ship Operation Technology – I (Prior to 2004-05) Paper – VII Ship Operation Technology–I (From 2004-05) (60 Marks) Paper – VIII Naval Architecture – I Paper-IX Marine Engineer-ing & Control Systems-I (Prior to 2004-05) Paper-IX Marine Engineering & Control Systems-I (From 2004-05) Paper – X Navigation – II (Prior to 2004-05) Paper – X Navigation – II (From 2004-05) 70 Marks) Paper- XI Voyage Planning & Collision Prevention–II (Prior to 2004 -05) Paper- XI Voyage Planning & Collision Prevention – II Paper – XII Ship Operation Technology – II (Prior to 2004-05) Paper – XII Ship Operation Technology-II Computer Programming Paper – XIII Naval Architecture – II Paper – XIV Marine Engineering & Control Systems-II Paper – XIV Marine Engineering & Control Systems-II Paper – XV Navigation-III Paper – XV Navigation-III Paper – XVI Voyage Planning & Collision Prevention–III Paper – XVI Voyage Planning & Collision Prevention–III Maritime Law Paper – XVII Bridge Procedures & Legal Knowledge Paper – XVII Bridge Procedures & Legal Knowledge Paper – XVIII Naval Architecture – III Paper – XIX Marine Engineering & Control Systems-III Paper – XIX Marine Engineering & Control Systems-III 21-11-2012 AN Paper – XX Cargo Work & Marine Communication Paper – XX Cargo Work & Marine Communicati on 22-11-2012 FN Marine Management and Maritime Commerce NU1A NU1B NU1C NU2A NU2C NU2B NU2D NU3A NU3B NU3E NU3C NU3G NU3D NU4A NU4E NU4B NU4G NU4C NU4H NU4D NU4J NU4K NU5A NU5B NU5E NU5C NU5G NU5D NU5H RNUA NU6A NU6E NU6B NU6C NU6G NU6D NU6H RNUB RRNC RN1C RN2B PJ3A PJ5D AXA AXB OXC 15STATISTICS 01-11-2012 FN 01-11-2012 AN 02-11-2012 FN 02-11-2012 AN 03-11-2012 FN 03-11-2012 AN 05-11-2012 FN 05-11-2012 AN 06-11-2012 FN 06-11-2012 AN 07-11-2012 FN 07-11-2012 AN 08-11-2012 FN 08-11-2012 09-11-2012 09-11-2012 06-12-2012 19-11-2012 20-11-2012 20-11-2012 05-12-2012 05-12-2012 22-11-2012 05-12-2012 04-12-2012 03-12-2012 04-12-2012 04-12-2012 08-12-2012 03-12-2012 03-12-2012 04-12-2012 04-12-2012 AN FN AN FN AN FN AN FN AN FN AN FN AN FN AN FN FN AN FN AN Paper-I Descriptive Statistics Paper-II Probability and Distributions-I Paper – III Probability and Distributions – II Paper – IV Statistical Inference – I Paper – V Statistical Inference – II Pap er – VI Design of Experiments Paper – VII Time Series, Index Numbers, and Official Statistics Paper – VIII Programming In C++ Demography and Actuarial Statistics Paper – IX Sampling Techniques Paper – X Statistical Quality Control Paper – XI Operations Research Paper – XII Regression Analysis and its Applications Paper – XII Financial Accounting Stochastic Processes and their Applications Genetical Psychological & Educational StatisticsPaper VII Elective I – MS Access and Visual Basic Statistical Methods and their Applications – I Statistical Methods and their Applications – II Bio – Statistics I Bio – Statistics II Mathematical Statistics – I Mathematical Statistics – II Mathematics for Statistics – II Mathematics for Statistics – II Computers and Bio-Statistics Programming in â€Å"C† for Statistics Main Computer Oriented Statistical Methods Mathematics for Statistics–I Financial Accounting-I Financial Accounting-II Cost and Management Accounting-I Cost and Management Accounting-II Costing & Banking COMPUTER SCIENCE 03-12-2012 FN 04-12-2012 FN 05-12-2012 FN PG1A PG2A PG3A PG4A PG5A PG5B PG5C PG5D RPGA PG6A PG6B PG6C PG6D PG6E RPGB NBN CBJ ZPGA ZPGB ZPGC ZPGD ZPGH ZPGJ ZPGL ZPGM ZCAE ZPCG ZPCM ZPGK ZPAJ ZPAK ZPAM/SDER ZPAN/SDES KJA Mass Communication and Media Digital Photography and Videography Digital Video Production PC2B PC4B PC6E B. C. A. DEGREE EXAMINATIONS BACHELOR OF COMPUTER APPLICATIONS 03-12-2012 FN 04-12-2012 FN Programming In Cobol Data Structures and Algorithms PK3A PK4C University Centenary Building, Chepauk, Chennai-600 005. November 2012 Dr. T. LEO ALEXANDER,M. Sc. , M. S. (Canada), Ph. D. CONTROLLER OF EXAMINATIONS