Philosophy †Is Memory Reliable Essay

How would I prove that my memory or reasoning processes are reliable? There really is no good way to answer this question. My first thought was, well that should be easy, because I can prove my memory is reliable by the fact that I remember where class is every day that I show up. If I can remember where the classroom is, that must show my memory is reliable. But then I realized that I’m relying on a memory to come up with that example. This makes the question seem like a paradox to even try and answer, because in order to figure out if there is a way to prove my memory is reliable, I must use my memory to recall memories that might apply, and I must also assume the accuracy of the memories I might draw from as example. I cannot prove memory reliability by using logic drawn from the assumption that the memories I used are reliable. This seems to create a fallacy in logic before even getting started. In reality it seems easy to say that yes, although our memories are sometimes wrong, generally more often than not they are right. We know this because we recall from our memory many times each day to do the simplest tasks. If our memory was that flawed, we would be unable to survive on a day to day basis. Where do I get water? How do I get food? How do I drive a car? While this does show that we are able to rely on our memories to complete everyday tasks, it doesn’t prove our memory is consistently true. We cannot be sure that any memory we’ve ever had actually happened exactly the way we remember it (unless material sources are used, like video or pictures to back up the memory) because of a multitude of problems with memory like delusion and distortion. Memories can be easily manipulated and altered in many different ways, from simple re-telling where little details may be unwittingly changed each time a memory is told, to the power of suggestion in which an entirely false memory can be implanted into a persons mind and believed to be true by that person. Although these memories may seem very real to us, even to the point where we are willing to fight for their reliability, they are still factually false. This actually happens a lot! Although it practice these issues with memory exist, they are mostly ignored because we typically use other methods beyond memory alone to help collaborate what we remember. We are validated by others who share the same memory, photos, ect. So although in a philosophical world it seems impossible to find solid clear evidence that memory is truly reliable, but it seems silly, and even dangerous to continually doubt that memory can be reliably called upon. For example, I decide to cross the road without looking both ways because I cannot be sure that being hit by a car would kill me. I might have seen and heard of people being killed by cars in the past, but if I doubt my own memory how could I be sure that speeding cars have the potential to actually kill people. Because of this seemingly correct logic I might then be hit by a car and become a victim of what many would say is clear common sense. So although there is no good way to prove the reliability of memory, we must still rely on it all the same.

My High School Experience Essay

Everyone has heard or been told, â€Å"high school is what you make of it.† High school is in fact what you make of it, but it is also the time of great change in everybody. They say HIGH SCHOOL is the best part of growing up and being a teenager. It is where we can experience things, which we thought we can never make or do. It is where we discover and learn things in our own and it is where we learn to become independent. In my four years of studying here, I discovered that there is more to life than what we had imagined. I am able to learn many things based on what my teachers had taught me and based on my own experiences. I am able to know and to be acquainted with myself more and I am able to distinguish my capabilities and talents. I am able to gain friends and I am able to socialize and mingle more with the people around me. High School to me seemed like it passed by really fast, almost too fast sometimes. I learned many valuable life lessons as well as made lifelong friends. I learned the value of hard work, dedication, and also how to tell your real friends from the others. It was tough but overall a great experience that I will soon miss. Since being a freshman, I have changed in a major way. Coming into high school I was a shy, unmotivated young man that didn’t really know what he was getting into. I am leaving high school a man who is mature, outgoing, and very sure of himself. If high school has taught me anything, it is that you should always have confidence in yourself. If you believe in yourself and you believe that you can achieve anything you want in life, good things will happen to you. Knowing that I am graduating high school and never coming back hasn’t really hit me yet. These four years has been an overall life changing experience that I will never forget.

Propaganda, Recruitment and Resistance Essay

When war broke out, the British army was professional but small. The government desperately needed a lot more troops, and they turned their heads straight to recruitment. Britain was very different to its allies in recruitment; they started the war recruiting volunteers. The Government believed that as tradition, they should not force any men into conflict; they had never done, and believed they never would. Volunteering was a British thing to do; using posters, and leaflets, they thought would get enough soldiers to volunteer. The Government assumed that many soldiers would come forward as patriots and out of honour, for generations men’s predecessors had fought in civil war, Lord Kitchener and the PM Asquith supposed men had to maintain the loyalty. Those who wanted to join the army, joined out of excitement, the thrill of killing, and a break from normal life. They thought that the war was going to be a short, easy war which they would not be a major part of, as they had been reassured that the Naval power would wipe out supplies of food, and arms. These troops would have been highly motivated and ready for whatever was to come at them (or so they thought). Propaganda was a factor in men volunteering; a number of the male citizens were genuinely persuaded by the propaganda and believed what it told them. The Government realised that all men who volunteered were going to train harder, and in the long term where going to be superior soldiers, even if there was a smaller number of them. Women, older men (who had fought in civil wars before them) pressured young men who had not enlisted, also their friends, and relatives were joining. In theatres, actresses interrupted performances to call men up onto the stage and sign up. Those men who were watching the play felt embarrassed, also as if everyone was watching them and urging them to sign up. The Government encouraged this in homes, and although it was an illegitimate way of getting men to join, it was very useful, and many of those who were put under such pressure, crumbled and enlisted. The figures of unemployed men in Britain were rising, and the amount of jobs for these men was decreasing, as they didn’t have the necessary skills to acquire a job that paid good money. Prime Minister Asquith seized upon this opportunity to give these unemployed a ‘future’ in the army. The unemployed had to accept the opportunity, as it paid good money, it was an exciting experience and that they simply they had no where else to go. The men were happy to receive this break away from their dirty, shabby lifestyle. Asquith, and Kitchener exaggerated this prospect, and the unemployed believed that this was easy money, and a gateway to a new life. Men who volunteered into the army where grouped in accordance of what area they came from. Theoretically this was a good idea, but in practice demonstrated a fatal blunder. ‘Pals Battalions’ as these neighbouring units were named, were awfully effective in making each soldier feel at home, and able to settle in to army life. At the front though it was a different story, as each Pals Battalion went ‘over the top’ it was usually on the first day of a major battle, which resulted in 70% or more of their men killed or seriously wounded. Local areas in England wit a small population lost many of its younger men in a short space of time. The rest of the male population who did not volunteer chose not to for various reasons. Some men decided not to enlist on occupational grounds. Men who worked in vital industries such as mining felt it was there duty to stay home and continue their essential job. However, this was not the only reason on work-related grounds that people did not volunteer. Some men did not want to fight because they had a well paid job and good career prospects, whilst others left the rest of the population to volunteer because they thought that the war would not last long. They assumed that if they joined the army they would die, they were scared of dying and losing everything that they had worked for. This fear of dying was made a great deal worse when rumours of the conditions on the front line filtered through to the public. They were told of the huge numbers of deaths and casualties that the British were taking. Other chose not to volunteer on the moral or religious grounds. The Quakers did not volunteer because they did not believe the war was the answer. Many other men refused to ‘play God’, ad take away another mans life. Some men refused to volunteer because they had people at home depending on them, and they were the main breadwinner of the family, for example children and wives or elderly relatives. The Government thought that the war would be over by Christmas, and this small army would do fine, because the Navy would be the major battle point in the war, where the ships would create blockages, and starve them to surrender. Conscription being introduced from 1914 would have caused pandemonium in Britain, for the fact that the public would have realised that this war was going to be a long and drawn out war. Asquith did not want to cause any panic, and wanted to carry out ‘business as usual’, one of his idea’s to keep Britain an active and calm country to live in still, although the war was only overseas, but as many exports and imports happened overseas, and where transported into foreign countries, ‘business as usual’ could not happen. Also the government didn’t introduce compulsory military service because they trusted the public to volunteer, as it was a change, it was supposedly ‘exciting’, and the thought of becoming a hero was a chance to be loved by your friends, but most importantly, the whole country. Lord Kitchener and Asquith were spot on; by the end of August in 1914 300,000 more soldiers had enlisted. In September of 1914, 462,901 out of 600,000 volunteers stepped up to support the war efforts. The aim for the end of December was an army of 4 million (which even for the ‘Supreme British’, I believe was a long shot). Conscription would have faced a battering by civil rights activists if introduced in 1914, as conscription was anti-liberal, and a breach of civil rights and individual freedom. In hindsight, with all the protesters, volunteering was an easier way of recruiting without hassle. Another aggravation of conscription was the cost of it. It was considered that conscription would be a waste of needed money and resources. All of the eligible men must be registered in a system, not all men would turn up to register, resulting in wasted time, which could be used to produce posters to round up troops for volunteering. However by 1915 not enough soldiers were being recruited, and drastic measures hadto be taken to gather enough soldiers to compete with the large German army. In 1916 there was a change in Government. Lloyd George became the new Prime Minister, he was determined to win this war, and his practical mind led to the introduction of conscription. The Government primarily thought that they would recruit enough soldiers without moving to conscription, but they were very wrong. The German land forces were huge, and the previous Prime Minister (Asquith) believed this war would be won by Britain’s naval supremacy. Again, they were wrong, the trenches was where the major fighting was taking place, thousands of deaths happened each day at the front. As the war dragged on and on, fewer and fewer amounts of men were enlisting to fight, this was mainly due to leaks from the front of the poor conditions, and high amount of deaths were published by the media. As the numbers of deaths on the front grew, the Government started to ban the lists of deaths. This was due to ‘over the top’ tactics’ as men were old to walk in lines, shooting to gain breach the trenches of the German’s. As the deaths increased men became more wary of what was really happening in the war, and some men began to see through the lies of propaganda. But deaths were not the only reason why men weren’t signing up; the wages at home were increasing while unemployment was decreasing, resulting in men taking the chance of staying at home rather than fighting for the army, which at that time had very low pay. The army was made up of lots of previously unemployed men, but as many of those had already enlisted, there was a shortage of men that wanted to sign up. As volunteers piled through in the early months of the war, the Government believed the army was going to have enough men to win this war, on foot and on sea. But as the number of volunteers each month declined, women of husbands who had volunteered, and the general public (except most younger men) began to complain that it was unfair that some men had volunteered and others had not. There had to be a fairer system, those who had not volunteered were getting away lightly. The only way to improve this system was to introduce conscription. Not only were there thousands of deaths occurring on the front every day, but men did not receive the right, or enough ammunition to compete with the constant bombardment of shells, and the onslaught of machine gun bullets ripping through the British defence, it s men. This was called the Shell Scandal. The reason for the shortage of ammunition was due to the amount of workers that had joined up to the army from indispensable war industries. Factories that made shells, bullets, and armour where literally deserted. The pay was substantially higher in the army, it was an exciting prospect and a change for the men that work the same shift, producing the same goods all day. The press began campaigning to introduce conscription, because they knew the real deaths that were taking place at the front, given that the government banned them from publishing the amount of deceased. Bearing in mind that the newspapers had a major influence over the public then, (and still do now) it started to persuade (using propaganda) the public that conscription was acceptable, and the right way forward. The general public began to succumb to the idea, and by the end of the campaigning the national Service league (NSL) demanded the change from the new government. Lloyd George, as a practical man realised that this was the only way to win the war. Conscription commenced in January 1916, but a long time before that there was talk on how the government would assemble all of the eligible men for active military service, and the restrictions they would put on those that could be exempt from military service. They started the process by creating a National Register, which collected together every citizens details from the age of 15 to 65 e.g. name, age, marital status, occupation and skills. All of the data was collected together. It allowed the government to calculate how many men were of military age, and those who would be in the future, but also those who were in reserved occupations, which means those jobs that are essential to the war effort e.g. industry and agriculture. The National register not only provided the government with information, but also opened the door for new ideas. One of these ideas was the Derby Recruiting Scheme. It was named after Lord Derby the Director of Recruiting, as he was the one who manipulated the information from the National Register to his advantage. He asked all British men aged between 18 and 41 if they would be disposed to serve in the army. Although you may have thought like the propaganda posters, the personal, frontal approach would have worked, it didn’t. The results were disappointing. Firstly, those who were not in reserved occupation did not like the idea of fighting in the war, those would did want to fight were summoned with two weeks notice and secondly, a plus can be drawn from this, this was the first time an actual system had been put in place for conscription, so things could only get better. After the poor response from all those who were not exempt from the war, there was only one way to get men to fight, that was to force them. Four months after The Derby Recruiting scheme the conscription came in form of the Military Service Act, which required all unmarried men, and widowers without children or dependents e.g. sick mother, between the age of 18 and 41 to join the army. Unmarried men in reserved occupations were exempt from duty, as well as those who were breadwinners or sole supporters in their household, those who had medical disabilities and finally conscientious objectors. But as the National Register was unreliable, needed soldiers were not raced. The change from total volunteering to conscription happened in a short space of time, only four months. Compulsion did not just stop at exempting men, it became universal, on May 3rd 1916 all men despite any circumstances between 18 and 41 were forced into battle. Universal Conscription was now introduced and there was no going back. As soldiers died and needed soldiers were untraceable due to poor organisation, the government looked overseas to all British born people, and for Allied citizens living over here to fight for their natural country. This was another Military Service Act to boost friendship with their Allies. It gave each side more men to fight but mustn’t have gone down well with those who tried to flee the country. In two years the British public had gone from hating the idea of conscription to deeming it as acceptable. The newspaper’s had much to do with bringing the country round to believing the Government, but the Government wanted everyone involved. In November 1917, the Ministry of National Service was formed; the power given to them was unbelievable. They could cancel all exemptions on occupational grounds; almost playing God with people’s lives, as they well knew that 70% of these men would die or become seriously injured, before the war had ended. The government began to keep on rising the age limits, and the limits on who should fight, they were becoming desperate; the age limit was raised to 50, and if deaths were on high occurrence then it would be a staggering 56! Even Ireland was made to abide by the same rules of compulsion that was already in place in England. The British Army wanted to out number the Germans, but in the end they had a lot of soldiers at the front unwilling to fight, even those who had volunteered were becoming reluctant to fight. By the end of the war the British realised that they no longer needed so many men, as they were slowing crushing Germany, and the Minimum age of exemption was 23. Men under that age were considered too weak. Slowly but surely the Government extended the restrictions on compulsion. If there hadn’t been a change in government then I believe compulsion would have been introduced at a much later stage, because Asquith was against the idea of forcing men to fight; it was a breach of civil rights.

Critically discuss the specific protections afforded to medical Essay

Critically discuss the specific protections afforded to medical personnel, clergymen and journalists under international humanitarian law - Essay Example Giving special protection to specifically listed persons can be traced from the earlier versions of humanitarian laws. There has been extensive as well as futuristic development of treaty rules pertaining to this area of special protection till now. To this effect the Geneva conventions along with the Hague regulations have a status which is purely customary. The various laws framed for the protection of specific persons are the Lieber code of 1863 which included rule for protection of hospitals as well as cultural property. The Geneva Convention of 1864, had rules for the safety of medical personnel, transport and equipment. The 1899 and 1907 Hague regulations containing rules to exclude edifices related to religion, art, science, charity, and hospitals etc. The 1907 Hague convention also contained rules to spare historic monuments form bombardment. Moreover the two Hague conventions also contained directions not to target journalists at the time of war. The 1949 Geneva Convention had many provisions that exclude targeting of specifically listed persons as well as objects. The Geneva Convention I also contained specific provisions to protect hospitals, ships used as hospitals and medical people and equipments. The Geneva Convention IV includes detailed regulations concerning hospital zones, safety zones and civilians who are not yet occupied from the effects of the war. The Geneva convention I also includes regulations for the protection of national Red Cross societies and other voluntary aid organizations. However the four Geneva conventions do not include any special provisions regarding journalists. The third convention contains a statement that the war correspondent if captured should enjoy the status of a POW. No provisions are there which avoids a journalist from targeting. The Geneva Convention has included provisions regarding protection of women and her honour particularly from atrocities like rape

The Desirability of Engagement Strategies in the 21st Century Essay

The Desirability of Engagement Strategies in the 21st Century - Essay Example An accurate definition of ‘engagement’ is needed in order to identify its actual importance to organisations and employees (Torrington, Hall, & Taylor, 2008). However, the best definition depends on the specific circumstances and features of the organisation. MacLeod defines engagement as a process of building ‘mutual respect in the workplace’ (MacLeod & Clarke, 2009, p. 6). He believes that engagement is not only beneficial to the organisation or the employees, but to the nation as a whole. MacLeod views employee engagement as an organisational or corporate strategy intended to make sure that the members of the organisation are committed to its objectives and ideals, driven to contribute to the success of the organisation, and are simultaneously capable of improving their self-respect. The 2012 CIPD Report stated that there are two forms of engagement, namely, emotional and transactional. Emotional engagement takes place when individuals genuinely identify with their organisation and job. It occurs when employees are driven by the desire to perform well at work. On the other hand, transactional engagement refers to a two-way relationship. It appears to be about acknowledging the dynamic involvement of all members of a relationship (e.g. employer and employee). Basically, engagement is characterised as a psychological condition that involves an affective and cognitive aspect, or, feeling and thinking, respectively. Basically, work engagement is a constructive affective and cognitive condition that is stimulated and tends to lead to motivated attitude and behaviour at work (Armstrong, 2006). According to Lucas and colleagues (2007), engagement is a... Employee engagement has been correlated in different studies to greater innovation and efficiency, lower turnover and number of absences, higher earnings per share, and so on. For example, the study of Corporate Leadership Council (CLC) reported that organisations with a well engaged workforce progress more rapidly than companies with disengaged employees. Likewise, the study of Towers Watson discovered that companies with high levels of engagement experienced an increase in net profit margin and operating margin. Company studies also emphasise correlations between organisational outcome and engagement. The 2005 ISR research reported that organisations with low engagement levels experienced a decline in operating margin and net profit over a 3-year period. The Hay Group reported that specialised service companies with high levels of employee engagement were significantly more efficient. Stanford University reports that employee engagement leads to substantial organisational advantage s. Gallup studies found out that engaged employees are more likely to remain in the organisation, more efficient, and friendlier to customers.

Bauhaus School Essay Example | Topics and Well Written Essays - 1000 words

Bauhaus School - Essay Example After an introduction into color theory, students commenced specialized workshops that included metal work, cabinet making, pottery, weaving, typography and wall painting. Bauhaus faced financial challenges that made some aspects of unifying art through craft impractical. To counter these challenges, Gropius repositioned Bauhaus goals in 1923 in order to operate on mass production of art designs. Following the repositioning, the company acquired a new slogan, ‘Art into industry’, to stress the benefits of ass production. In 1925, Bauhaus relocated from Weimar to Dessau where he designed a new structure to accommodate the school. The building had state of art facilities and features, making it a hallmark of modern art and architecture. Modern architecture included steel-frame structures, glass curtain walls, and asymmetrical pinwheel plan. Through these structures, Gropius distributed classrooms, studios, and administrative spaces in order to maximally utilize the availab le space. The cabinet making workshop was a main creation at the Bauhaus. Under the management of Marcel Breuer, the studio designed and produced furniture by dematerializing conventional forms such as chairs in order to develop creative furniture. Breuer used the theory that eventually, all chairs would become obsolete, replaced.. He was inspired by his bicycle’s steel tubes to experiment with metal chairs, leading to creation of light-weight metallic chairs. Some of the metallic chairs were used in the theatre.

Claude debussy Essay Example | Topics and Well Written Essays - 750 words

Claude debussy - Essay Example If we consider Debussy’s music carefully, we can note the transition from the romantic compositions of the late 19th century to the modern music of the 20th century. Debussy was very much influenced by a movement called Symbolism which is shown in the art and culture of his times. The son of a small businessman and a seamstress, musician Claude Debussy was born in France in a locality known as St. Germain-en-Laye. His father owned a china shop. It was the time of the Franco-Prussian War and Debussy accompanied his pregnant mother to Cannes- the rest of the family moved to Paris. There Debussy was given piano lessons starting at the age of seven, paid for by his paternal aunt. His talent bloomed and at the age of ten, he was sent to the Paris Conservatorie, where he spent the next eleven years of his life, fortunate to study under such illustrious names as Ernest Guiraud (composition), Emile Durand (harmony), piano (Marmontel), organ (Cesar Franck) and Albert Lavingac (solfege) . While he was clearly talented, his argumentative nature and refusal to conform to the teaching guidelines did not win him support at the academy. His penchant for introducing intervals and dissonances was frowned upon. The summers of 1880-1882 were spent by Debussy in the company of one of Tchaikovsky’s patronesses, Nazedhde von Meck, as she travelled to Russia with her children. On her sending Debussy’s ‘Danse Bohemienne’ to the Russian composer for his opinion, the reply given was that it was ‘too short, seemed incomplete and lacked unity’. Madame Vasnier, a singer he had met and her husband supported Debussy financially and emotionally at this time. Debussy’s composition ‘L’enfant prodigue’ was fortunate to have won the 1884 Prix de Rome award. He was entitled to a four year scholarship at the Villa Medici, the French academy in Rome, where he went to further his studies during 1885-1887. He found life there sti fling and abominable, and often went into bouts of depression wherein he was unable to compose anything. By June 1885, Debussy eventually decided that he would go his own way, for he was too fond of his own ideas and a keen proponent of artistic freedom of expression. Debussy’s music has been noted for its new form of tonality which consists mainly of parallel chords, bi-tonal chords, whole tone and pentatonic scale, unprepared modulations and glittering passages and webs of figurations. He combined the effects of melodic tonality with harmonies that are similar, yet distinct from harmonic tonality (Parks, 87). Debussy was also influenced somewhat by Wagner’s music as it was in vogue after Wagner’s death in 1883. It appears that Debussy was reluctant to associate himself with the Impressionist Movement since it was not receiving positive support from the critics at that time. But it was Debussy’s ‘Prelude a l'apres-midi d'un faune’ (Prelude t o the Afternoon of a Faun), a composition truly original in terms of both form and execution. It was to catapult him to the height of fame in the music world. Over his musical life, Debussy wrote 6 orchestral compositions, 4 for ballet, 16 soloist pieces, 9 for chamber, 29 for solo piano, 8 other piano, 64 for voice and piano, and 9 other vocal pieces. Commenting upon two of Debussy’s most well known compositions, we have Prelude to the Afternoon of a Faun (1894) and Pour le piano (1901). The first said piece was

Portfolio Credit Risk Essay Example | Topics and Well Written Essays - 2000 words

Portfolio Credit Risk - Essay Example More precisely, I analyse the impact of uncertainty about input parameters on the precision of measures of portfolio risk. I confine the analysis to losses from default, i.e., exclude the risk of credit quality changes, and model default correlations by means of correlated latent variables. The framework builds on CreditMetrics (JP Morgan, 1997), and closely resembles the one used by the Basel Committee on Banking Supervision (2001) to adjust capital requirements for concentration risks. The necessary inputs for assessing default risk are default rates, recovery rates, and default correlations. They are usually derived from historical data, which means that their precision can be inferred using standard statistical methodology. This is the first step of the analysis in this paper. In the second, I determine the accuracy of value at risk (VaR) measures in the presence of noisy input parameters. This is done separately for portfolios which differ in their average credit quality and in diversification across obligors. The aim of such an analysis is threefold. First, the results are useful for defining the role credit risk models should play in credit portfolio management and bank regulation. Second, modelling parameter uncertainty allows to compute risk measures which take estimation error into account. Since the loss distribution is a non-linear function of the input parameters, its estimate can be biased even if the parameter estimates are not. To correct such biases, I employ a Bayesian approach and analyse the predictive distribution, which averages the loss distributions pertaining to different but possibly true parameter values. 1 Finally, the analysis helps to identify inputs with a large marginal benefit of increasing input quality. The analysis shows that estimation error in input parameters leads to considerable noise in estimated portfolio risk. The confidence bounds for risk measures are so wide that losses which are judged to occur with a probability of 0.3% may actually occur with a probability of 1%. Several observations, however, suggest that available credit risk models can be useful for risk management purposes even though their application is plagued with data problems. The magnitude of estimation error is comparable to a setting in which VaR estimates can be based on a long time series of portfolio losses, and it differs little between perfectly diversified portfolios and small portfolios with 50 obligors. In addition, the bias in conventional VaR figures which results from estimation error is modest. The relative importance of the three input factors for the quality of VaR estimates depends on the portfolio structure and the extremeness of the events under analysis. The impact of correlation uncertainty, for instance, is larger for more extreme events and for riskier portfolios. Related papers are Jorion (1996) and Butler and Schachter (1998)

Final Report (other different copy) Essay Example | Topics and Well Written Essays - 2000 words

Final Report (other different copy) - Essay Example Today Qatar Islamic Bank stands as one of the largest and finest financial institutions in the Islamic banking sector (Qatar Islamic Bank). QIB provides diverse financial services. It contains programs of the real estate investment, long-term business and industrial investment. Furthermore, there are services of retail banking and personal banking which QIB organizes. Altogether there are six segments in which QIB works inclusively project finance, contractual finance, asset, real estate, corporate and working capital finance (Qatar Islamic Bank). We believe in Islamic Shari’a and therefore serve the mission to provide Shari’a-compliant financial solutions to our clients. We dedicate ourselves to maximize efficiency, not just for our clients but also for the whole society that give us the clean opportunity to grow and to serve. It is innovation, which sets our path for performance and integrity (Qatar Islamic Bank). For an internship, I got appointed as an intern in the Qatar Islamic Bank. The organization titled me as CSR (customer service representative), where I had multiple tasks to manage like dealing with clients and communicating with employees for inquiries. It was basically a trainee position to go with which involved skill development, teamwork and active participation. I was part in different activities like client dealing, transactional activity or service work. Officially I was a trainee, but actually I was provided a comprehensive forum where I could explore each important area of the banking nature. It was basically non-conventional banking, giving me a chance to learn that how non-conventional banking works and functions. Overall, it was not a distinctive position like a titled one, but a diverse position, which involved different tasks and different scenarios. Becoming part of the Qatar Islamic Bank system was an ideal learning opportunity.

Jonathan Edwards Essay Example for Free

Jonathan Edwards Essay Jonathan Edwards uses an effective method called the â€Å"fire and brimstone† approach, which basically used scare tactics to keep people from straying away from the church. Jonathan Edwards was a master at using literary devices, which horrified but intrigued his audience. He (Edwards) wrote in second person to make each individual feel responsible for their own sins, this strategy allowed Edwards to speak to large groups. Edwards also used extended metaphors to help his audience realize the full extent of their sins. An example of this imagery is, â€Å" The wrath of God is like great waters that are dammed for the present; they increase more and more, and rise higher and higher till an outlet is given; and the longer the stream is stopped, the more rapid and mighty the course, when once it is let loose.† (Sinners 1). This metaphor shows the extent that Edwards goes to show parishioners of what God is capable of doing to the Human race if they do not seek salvation. Edwards uses bandwagon appeal to keep people from leaving the church. He believed that if he could convince enough people that the church is the only way to receive the â€Å"grace of god† that it would lead to a mass movement; if enough people went that the rest would follow in their footsteps. Edwards tries to persuade people to return to church by stating that those who attend are happy, â€Å"To see so many others feasting, while you are pinning and perishing! To see so many rejoicing and singing for joy of heart, while you have cause to mourn for sorrow of heart, and howl for vexation of spirit!† (Sinners 1). This method proved to be effective because people returned to the church, they feared for the outcome of their life and sought forgiveness just as their neighbors did. Jonathan Edwards’s beliefs and ideas began to affect people’s everyday lives and restore the church to its former glory. Jonathan Edwards believes that it is man’s duty to serve God in all aspects. He expresses his view that every man has the will to decide what is right from wrong, good from evil and what God would expect from a devout believer in his book Freedom of the Will. This book essentially breaks down what man desires and the choices man can make, he exposes how all these actions are relevant to the after life. Edwards tries to show that earthly matters will not a provide eternal happiness and that a man’s life on Earth is a time to prove his worthiness for judgment day by proclaiming â€Å"†¦but look at other things, as the good state of your bodily constitution, your care of your own life, and the means you use for your own preservation. But indeed these things are nothing† (sinners 1). Jonathan Edwards is known for his vivid depictions of what God’s wrath would be like. This dark imagery gave the public an idea of what their eternal punishment would be like if they did not conform to the holy life of the church. The imagery horrified people because it made people believe that God could damn each and every person to Hell for their sins. An example of the dark imagery is â€Å"The bow of Gods wrath is bent, and the arrow made ready on the string, and justice bends the arrow at your heart, and strains the bow, and it is nothing but the mere pleasure of God, and that of an angry God, without any promise or obligation at all, that keeps the arrow one moment from being made drunk with your blood†. (Sinners 1). By saying this Edwards strikes fear into the listener. Edwards often uses repetition to emphasize his condemnation on society for their lack of faith in the church. For example â€Å"You hang by a slender thread, with the flames of divine wrath flashing about it, and ready every moment to singe it, and burn it asunder; and you have no interest in any Mediator, and nothing to lay hold of to save yourself, nothing to keep off the flames of wrath, nothing of your own, nothing that you ever have done, nothing that you can do, to induce God to spare you one moment† (sinners 1). He stresses the word â€Å"nothing† to show that all are helpless and to further belittle each individual. Edwards also repeats the word â€Å" you† to make each person feel responsible for their actions and to single out each individual. Edwards also ensures that each line in his sermons are threatening to create a sense of an ultimatum; conform to the church or burn in Hell for all eternity. â€Å"Your wickedness makes you as it were heavy as lead, and to tend downwards with great weight and pressure towards hell; and if God should let you go, you would immediately sink and swiftly descend and plunge into the bottomless gulf, and your healthy constitution, and your own care and prudence, and best contrivance, and all your righteousness, would have no more influence to uphold you and keep you out of hell, than a spiders web would have to stop a falling rock† (sinners 1). This quote shows how Edwards creates a sense of hope for the parishioners but when further analyzed it has a very negative and damning connotation. Edwards tries to portray his belief that God only lets you live because it pleasures him. This provides false hope but in reality he is saying that there is no way for anyone to be saved.

Companies Act 2013 and CSR

Companies Act 2013 and CSR Corporate Social Responsibility (CSR) has become an important part of companys functioning. With companies having a legal entity and existence in the eyes of law are required to contribute towards the society that they operate in. This has given emergence to CSR activities being evolved over a period of time. Corporate Social Responsibility (CSR) refers to various activities being undertaken with the aim of social welfare and welfare of the masses at large and includes various activities like Healthcare facilities, education, women empowerment, sanitation and hygiene etc. Though expenditures are incurred by the companies with regard to CSR activities since long ago, but the evolution of CSR activities can be broadly classified into Pre Companies Act 2013 and post Companies Act 2013 era. Further there are various income tax implications which are associated with CSR activities both in pre and post Companies Act 2013. Discussing the same in detail as follows: Prior to Companies Act, 2013: Prior to Companies Act 2013, the regulations as per Companies Act 1956 were applicable wherein there was no mandatory requirement on behalf of the companies to undertake CSR activities. It was on the companys option to decide whether to undertake CSR activities or not. There were many companies who did undertake CSR activities but not out of legal compulsion but to enhance their goodwill and set up better networks etc. Tax Implication: Thus, as the CSR activities was voluntary for companies there was no separate provision mentioned in this regard in the Income Tax Act, 1961 and various amendments thereon until 2013. Any expenditure incurred by companies as part of their CSR programmes was treated in the similar fashion and were guided by the other provisions of the Income Tax Act. Thus, such expenditures were claimed as deduction for companies to arrive at their taxable income as per sections like 35(2AA), 35(AC), 80G etc. Furthermore, such CSR activities related expenditure was generally claimed as a general deduction as per section 37(1) of Income Tax Act, 1961 rather than under sections 30 to 36 dealing with specific expense related deductions. This was the treatment for CSR activities and their tax implications. Post Companies Act 2013: With the advent of Companies Act, 2013 making several amendments to the original Companies Act of 1956, there was an important amendment with regard to the Corporate Social Responsibility. With Companies Act, 2013 section 135(1) was introduced which made CSR activities mandatory for companies to be incur under certain application criteria. Thus companies with certain level of turnover or profits (mentioned further) would be compulsorily required to spend a certain percentage of their profits as CSR activities. Definition for the same is also mentioned in the act. Applicability: The section 135(1) as per Companies Act 2013is applicable to all the companies whether they are domestic company or foreign company, holding or subsidiary company, public or private company, if during any of the three preceding financial year Turnover of the company is 1000 cr. or more. Net worth of the company is 500 cr. or more. Net profit of the company is 5 cr. or more. On fulfilling any of the above three mentioned criteria, CSR obligations arise for the company. Quantum of Money to be Spent on CSR Activities: As per the mandate of the Companies Act 2013 u/s 135(1), the company which fulfils the above mentioned criteria is required to spend minimum of 2% of Average Net profit of the company for immediately three preceding financial years as CSR activities. Further, such amount should be spent in accordance with the items falling within the regulations of Schedule 7 of the Companies Act, 2013. This list of activities which are regarded as the broad spectrum of social welfare activities is not considered an exhaustive list. Thus, any expenditure for social welfare as approved by the companys board and CSR committee would be considered as CSR related expense provided it should not be with regards to the business and its operations in any way and should primarily focus upon the welfare of the society or masses at large. In case the company is not able to spend the required amount and fulfil its CSR obligation, they are required to disclose the same in their Annual reports. Computation of Average Net Profit: The computation of Average net profit which forms the base for determining the minimum amount to be spent on CSR activities is discussed in the section 198 As per companies Act 2013. This should not include the following: Any profits or gains of any overseas branch of the company. Any dividends received from any Indian company which is already in compliance with the Section 135 of the Companies Act 2013 i.e. it already complies with the CSR related obligation and thus dividend would have been distributed after complying with CSR obligation. The computation of the Average net profit can be summarised as follows: Particulars Amount Net profit After tax XXX Add: Allowed Credits Subsidies received from any government or public authority XX Gain on sale of any immovable property (original cost WDV) XX Less: Credits disallowed: Profit of capital nature like sale of any undertaking or unit XX Profit earned on sale of forfeited shares XX Premium received on debentures or shares XX Gain on sale of any immovable property (sales consideration original cost) XX Surplus on revaluing asset or liability at fair value (routed through P/L) XX Less: Expenses Allowed Directors Remuneration XX Bonus/ commission paid to staff XX Interest on debentures XX Usual working Charges XX Interest on loans (secured or unsecured) XX Tax on business profits (for any special reason) XX Tax on abnormal profits of the business XX Depreciation extent to Section123 XX Insurance expenses XX Bad debts written off XX Repairs (other than included in capital expenditures) XX Prior period items XX Contributions to charitable trusts XX Legal liability for any form of damages or compensations XX Add: Expenses Disallowed Income tax XX Capital loss on any sale of undertaking XX Expenses on revaluing asset and liabilities on fair value XX Compensations damages or any voluntary payments XX RESULTING AMOUNT- NET PROFIT FOR CSR XXX Average of such net profit for immediately preceding three financial years would be the Average Net profit for CSR obligation. 2% of such Average Net Profit amount would be the minimum CSR expenditure to be incurred. Activities not falling under the purview of CSR activities. All expenses cannot be considered as CSR expense. As stated earlier, they should be in conformity with the activities mentioned in the list / schedule VII of the Companies Act. Any activity undertaken by the company which is in conformity with the normal course of running the companys business would not be regarded as CSR activity. The activities which are regarded to be in the normal course of running the companys business are: Pre-condition of incorporating or running a business Any contractual obligation on part of the company requiring to undertake such activities If such activity falls under the legal obligation for the company as per any other law ir statutory provision governing the company. Further any activity conducted outside the geographical boundary of India or benefiting only the employees of the company or any contribution made to political parties would not fall under the purview of CSR activities. Discharge of CSR Related Obligation: The companies can carry out their CSR expenses in the following three ways: Fulfilling the CSR related obligation by making any form of contribution to specified funds as per the list included in the Schedule VII. By means of any registered NGO, society, trust etc. In other ways as mandated in the Companies (Corporate Social Responsibility) Rules 2014. Penalties with Regard to Non-Compliance: Any non-compliance on part of the company in fulfilling their CSR obligation would attract penalties as follows: Fine for the company of not less than 50,000 Rs. which may extend up to Rs. 25 lakhs. Officers of the company which are convicted of default would attract imprisonment of up to 3 years or Fine of not less than Rs. 50,000 which may extend up to Rs. 5 Lakhs. Both the penalties (for the company and the officers in default) may be attracted as the case may be. Other Regulations: Following other attributes and regulations regarding CSR obligation are as follows: CSR expenditure can be both in the form of spending or contribution made by the company. CSR expenditure is not regarded as a charity or donation made by the company in any form. Any form of surplus or any amount unspent arising out of the concerned CSR activity would not be regarded as the business profits for the company. Further no provision for unspent amount to be made. Only disclosure in the board report is required. Any form of excess expenditure incurred beyond the concerned limit of 2 % of average net profit is voluntary and cannot be set off against future CSR obligations of the company. If any grant is received for undertaking any CSR expenditure, the amount spent should be considered net of grants Tax Implications: After the introduction of mandatory Corporate Social Responsibility (CSR) obligation as per the companies Act 2013, there was an explanation issued as per the Finance Act, 2014. It stated that any form of CSR expenditure that is incurred by the company shall NOT be regarded as the expenditure incurred by the company for its business or profession. As a result, deductions with regard to CSR expenditure for reducing the corporate income are not justified and hence cant be claimed. Thus, on one side it is compulsory to undertake CSR related expenditure as mandated by Companies Act, 2013 while on the other hand Income Tax Act does disallow such expenditure to be claimed as deductions. General Deductions under section 37(1): The income tax provisions as per Section 37(1) states that expenditure not falling under the section 30 to 36 of the income tax act would be allowed as general deduction under this section if the following conditions are satisfied: Expense is not in the form of Capital Expenditure Expense is not a form of Personal Expense Expense is not related to any form of offense which is prohibited by any law Such expense should necessarily be undertaken for the purpose of conducting the business or profession (wholly and exclusively). Thus, as per amendment made in the Finance Act 2014, any form of CSR expenditure which does fall under the provisions of section 30 to 36 and 80G of Income Tax Act, 1956, would be allowed as deduction to be claimed by the company. But any other form of CSR expenditure not falling under the above mentioned provisions cannot be claimed as general deduction under section 37 of the act. As a result, companies as a part of their tax planning measures should undertake CSR activities (as mentioned in schedule VII) which can also be claimed as deductions under section 30 to 36 and 80G of Income Tax Act 1961. This would help the companies to fulfil their CSR obligation requires as per Companies Act and also claim deduction in the Income tax act so that their taxable income can be reduced. This would serve dual purpose for the companies. Concept of Application of Income: As per the Finance ministry and Income Tax authorities, any form of Expenditure incurred for CSR activities are in the form of APPLICATION OF INCOME. This means that it is not an expense incurred to earn income rather it is the usage of already earned income towards the welfare of the society as their social responsibility. The Income Tax Act had been developed on the grounds that any form of expenditure which involves Application of Income would not be allowed to claim as a deduction as per the provisions. Thus, any form of CSR expenditure cannot be claimed as a deduction and thus would be disallowed in the hands of the company (for income tax purposes). Contrary to the above view there are certain people who believe that CSR activities being mandatory for the company should be allowed as a deduction. Further it was argued by experts that Directors remuneration is also computed as percentage of net profit which is allowed as a deduction in income tax act and so CSR related expenditure should have been allowed as deduction. It is opposed by income tax authorities on the ground that directors remuneration falls under the normal course of running the business and therefore I allowed under section 37(1) as a general deduction which is not the case with CSR expenditure. The basis of including any expenditure as related to CSR is that it should not fall under the normal course of running the business and thus does not adhere to the provisions of Section 37(1). Differential Form of Tax Treatment Pre and Post Companies Act, 2013: The major form of difference in tax treatment pre and post introduction of Companies Act 2013 is that deduction for CSR expenditure was allowed also as a general deduction under section 37(1) along with deduction claim under sec 30 to 36 or 80G for CSR activities, prior to introduction of companies Act 2013. This changed post introduction of Companies Act 2013 whereby the CSR expenditure could not be claimed as a general deduction under section 37(1) but could be claimed as deduction if it falls under the purview of section 30 to 36 and section 80G of the Income Tax Act. Details of CSR Spending of Companies ITC LIMITED Net Average Profit for the last 3 years = Rs. 12338.22 crores CSR Expenditure according to rules = Rs. 246.76 crores Actual CSR Spending = Rs. 247.50 crores Amount unspent = Zero Activities conducted in CSR which can be claimed as deduction in Income Tax: Activities Under Companys Act 2013 Deduction under Income Tax Act, 1961 Promoting Preventive Healthcare, Sanitation Poverty Alleviation (Schedule VII (i)) Section 35AC r.w. Rule 11k(i)(a),(f),(j) of the 1962 Rules 80G(2)(iiihk) Livelihood Enhancement (Schedule VII (ii)) Section 35AC r.w. 11K(i)(c),(i),(o),(p),(s) of the 1962 Rules Economic Empowerment of Women (Schedule VII (iii)) Section 35AC r.w. Rule 11K(i)(n),(i) of the 1962 Rules Ensuring Environmental Sustainability (Schedule VII (iv)) Section 35AC r.w. Rule 11K(i)(d),(h),(l),(q),(r) of the 1962 Rule 80G(2)(iiihl) Protection of National Heritage, Art Culture (Schedule VII (v)) Section 35AC r.w. Rule 11K Rural Development (Schedule VII (x)) Section 35AC and Section 35CCA TATA MOTORS Net Average Profit for the last 3 years = Loss of Rs. 2034 crores CSR Expenditure according to rules = Not Applicable due to loss Actual CSR Spending = Rs. 20.57 crores Amount Unspent = Zero Activities conducted in CSR which can be claimed as deduction in Income Tax: Activities Under Companys Act 2013 Deduction under Income Tax Act, 1961 Promoting Preventive Healthcare, Sanitation Poverty Alleviation (Schedule VII (i)) Section 35AC r.w. Rule 11k(i)(a),(f),(j) of the 1962 Rules 80G(2)(iiihk) Livelihood Enhancement (Schedule VII (ii)) Section 35AC r.w. 11K(i)(c),(i),(o),(p),(s) of the 1962 Rules Economic Empowerment of Women (Schedule VII (iii)) Section 35AC r.w. Rule 11K(i)(n),(i) of the 1962 Rules Ensuring Environmental Sustainability (Schedule VII (iv)) Section 35AC r.w. Rule 11K(i)(d),(h),(l),(q),(r) of the 1962 Rule 80G(2)(iiihl) INFOSYS Net Average Profit for the last 3 years = Rs. 12,800 crores CSR Expenditure according to rules = Rs. 256.01 crores Actual CSR Spending = Rs. 202.30 crores Amount Unspent = Rs. 53.71 crores (some of the projects undertaken are multi year) Activities conducted in CSR which can be claimed as deduction in Income Tax: Activities Under Companys Act 2013 Deduction under Income Tax Act, 1961 Promoting Preventive Healthcare, Sanitation Poverty Alleviation (Schedule VII (i)) Section 35AC r.w. Rule 11k(i)(a),(f),(j) of the 1962 Rules 80G(2)(iiihk) Livelihood Enhancement (Schedule VII (ii)) Section 35AC r.w. 11K(i)(c),(i),(o),(p),(s) of the 1962 Rules Ensuring Environmental Sustainability (Schedule VII (iv)) Section 35AC r.w. Rule 11K(i)(d),(h),(l),(q),(r) of the 1962 Rule 80G(2)(iiihl) Protection of National Heritage, Art Culture (Schedule VII (v)) Section 35AC r.w. Rule 11K Rural Development (Schedule VII (x)) Section 35AC and Section 35CCA BRITANNIA Net Average Profit for the last 3 years = Rs. 523.00 crores CSR Expenditure according to rules = Rs. 10.46 crores Actual CSR Spending = Rs. 10.46 crores Amount Unspent = Zero Activities conducted in CSR which can be claimed as deduction in Income Tax: Activities Under Companys Act 2013 Deduction under Income Tax Act, 1961 Promoting Preventive Healthcare, Sanitation Poverty Alleviation (Schedule VII (i)) Section 35AC r.w. Rule 11k(i)(a),(f),(j) of the 1962 Rules 80G(2)(iiihk) Livelihood Enhancement (Schedule VII (ii)) Section 35AC r.w. 11K(i)(c),(i),(o),(p),(s) of the 1962 Rules Rural Development (Schedule VII (x)) Section 35AC and Section 35CCA WIPRO Net Average Profit for the last 3 years = Rs. 7800.2 crores CSR Expenditure according to rules = Rs. 159.82 crores Actual CSR Spending = Rs. 159.82 crores Amount Unspent = Zero Activities conducted in CSR which can be claimed as deduction in Income Tax: Activities Under Companys Act 2013 Deduction under Income Tax Act, 1961 Promoting Preventive Healthcare, Sanitation Poverty Alleviation (Schedule VII (i)) Section 35AC r.w. Rule 11k(i)(a),(f),(j) of the 1962 Rules 80G(2)(iiihk) Livelihood Enhancement (Schedule VII (ii)) Section 35AC r.w. 11K(i)(c),(i),(o),(p),(s) of the 1962 Rules Ensuring Environmental Sustainability (Schedule VII (iv)) Section 35AC r.w. Rule 11K(i)(d),(h),(l),(q),(r) of the 1962 Rule 80G(2)(iiihl) Rural Development (Schedule VII (x)) Section 35AC and Section 35CCA CASE LAWS: P. Balakrishnan, Commissioner Of vs Travancore Cochin Chemicals Ltd. on 25 October, 1999 In this case law, the assesse had paid an amount to the FACT school and wanted to claim it as a deduction under the welfare expenditure. The AO denied the assessees claim and denied the deduction. The matter then went on the Tribunal where the assessee argued that the amount was not a donation but was paid as part of an expenditure to the school, as the children of most of its employees studied there. The assesse wanted to claim the deduction under Section 40A(9) but since, it was for the welfare of business and not in the form of capital expenditure, so it was allowed as a deduction under Section 37(1) and Section 40A(10). ACIT v Jindal Power Limited (IT APPEAL NO. (BLPR) OF 2012) In this case law, the assessee had claimed a certain amount paid for the CSR activity as deduction. But the AO, had rejected the claim based on the fact that it was not a statutory but a voluntary expenditure and not for the purpose of business. In this case, since it was a case before the amendments were brought up in Section 37(1). The Tribunal allowed the voluntary CSR to be treated as business expenditure. The Tribunal based its decision on that the Explanation 2 of the Act, which states for disallowance only on statutory expenditures. Since, it was not triggered, so it was allowed as a deduction. The Commr Of Income Tax vs M/S Infosys Technologies Ltd on 22 April, 2013 In this case law, the assessee had installed a traffic signal near to his office and claimed it under deduction under Section 37(1). The AO denied the claim of the assessee describing that it was not for the purpose of business. It has to be treated as a donation and cannot be claimed as a deduction. But, based on the claims of the assessee that the traffic signal would help its employees as it would help them to save time and reduce stress. The Tribunal than granted the company a deduction under Section 37(1). Mysore Kirloskar Ltd. vs Commissioner Of Income-Tax on 8 September, 1986 In this case, the assessee had a plant in a remote location and to attract best talents it had built a school for their children and donated it to a trust. The assessee had claimed it as a deduction under Section 37(1) stating that it was for the welfare of the business. The AO rejected the claim stating that it cannot be claimed as an expenditure. In this case the amount was paid to a trust which comes under Section 80G and the assessee can claim deduction under that. And also, only 61% students were the children of the assessees employees and so it can be stated that it was not fully for the welfare of the business. Commissioner Of Income Tax vs Rajasthan Spg. And Wvg. Mills Ltd. on 17 September, 2004 In this case, the assessee had given a bus to a school and claimed the expenditure as a deduction under Section 37(1), considering the fact that most of its employees children study in that school and the bus would benefit them as the school didnt have enough buses. The AO rejected the claim of the assessee terming the expenditure as a donation to the school and not for the welfare of the business. The Tribunal however ruled in the favour of assessee based on the several old cases which allowed such deductions under Section 37(1). Synopsis of Case Laws: In the case laws studied above, it has been made clear that prior to the Companies Act, 2013 and the Finance Amendment Bill, 2014, the companies had been claiming any sort of donation under the Section 37(1). The AOs rejected the Companys claims but they were randomly rejected by the Tribunals based on the several old judgements. The new amendment has brought about clarity as to what can be claimed as a deduction under CSR and what not can be.

Needs and Rights of the Elderly in Social Care

Needs and Rights of the Elderly in Social Care How to balance the rights and needs of older people is a complex and important issue as it is an occurrence that will inevitably affects us all at some stage of our lives. It is fundamental to ensure a balance of the rights and needs of the individuals by remaining aware of the current Anti-Discriminatory and Anti-Oppressive Practices especially in residential care environments. In order to protect and respect elderly people it is imperative to look at these units, ensure their effectiveness; encourage accountability and most importantly, their provision of safety. This paper explores the nature of the discipline of social work and to illustrate that perhaps its central and unique characteristic is the way theory and practice are closely interrelated in reference to an article written in The Guardian dated 22nd January 2005, They didn’t have long anyway. Society has moved from the traditional family set-up where grandparents usually lived with their family in the nineteen and twentieth centuries to where families are more divided, private and elderly people often live on their own or eventually move into residential units or nursing homes. For the relative making this decision, it can be a distressing time evoking feelings of guilt or worry that they may be letting their parent down at a time of their life when they particularly need them. It can be especially complex if the elderly person resists the move. This is where the help of the social sector can be needed, both for support and information. It is helpful to have an open discussion with the elderly person, reassure them that any decision is made with their best interests being the main concern and that they are also involved in the decision-making process, wherever possible. (Rudd 1967, pp.13-15; Banks 1984, pp. 85-8). Social work’s context of care has changed significantly over the last few decades according to Ife (1997) and Banks (1995). As result of changes in politics, economic and ideologies, some gaps may exist until the social work sector has time to adapt, particularly as social work is not a single entity, rather it is made up of many components. Social work is at times ambiguous, complex and uncertain such that its major strengths are in terms of its ability to improve dialogue, understanding and interpretation, rather than simply be concerned with legislating and acting with authority. (Ife 1997, pp.1-5; Hugman, R 1995, pp 1-12). In the article, They didn’t have long anyway published in the Guardian 22nd January 2005, many vital issues are highlighted, namely the concerning deaths of thirteen elderly persons at the former Maypole that seemed to result in a low-key reaction by society. The article outlines that other sectors of society such as children at risk are protected by laws and rightfully so, yet the same does not adequately seem to apply to elderly people who may also be at risk in institutions. The main concern is that many nursing homes are sub-standard, the food is badly cooked, and hygiene standards questionable and often staff are not providing adequate care and safety for the residents. It is a difficult area of care to decipher definite statistics proving negligence as according to the article there is a lack of meaningful, national data that could provide reliable information. The situation is further complicated by the fact that there can be conflicts of interests with parties such as care providers, pharmacists and doctors and this may add to the concern regarding standards. Plus, the age-old dilemma of funding and lack of resources. The most concerning issue the article raises is that it is the staff member’s responsibility to report the death to a coroner, this could lead to those acting honourably to do so and conversely those that do not, will not report the death. (Muir, H Taylor, D 2005). There has been a long history of research into living conditions and potential abuse in institutional settings by theorists such as Goffman (1961) and Townsend (1962) culminating into a more significant scale in the 1970s and 1980s. Twenty years of campaigning resulted in the launch of two codes of conduct for the social care sector in 2002 in Britain. One code aims to identify social care workers’ conduct making them more accountable for the care they provide as well as informing service users of the standards they can expect. They are responsible for ensuring that they adhere to such standards and they protect the well-being of service users which in this case are elderly people in institutions. They work to a code of ethics including the concern for the well-being of others, respect for the autonomy of others, trustworthiness and honesty, willing compliance with the law (with the exception of civil disobedience), basic justice, refusing to take unfair advantage, duty of car e, confidentiality, commitment to professional responsibilities and preventing harm. The second code for employers of social care workers, ensuring their regulation in order to safeguard and promote the interests of both service users and carers. The code is part of the wider component of existing legislation, requirements and guidance relating to staff employment. (Excellence in caring, 2002). So this leads us to the question of what is going wrong? It is clear that elderly people are particularly at risk as they have are generally voiceless and marginalised as the move from their homes into an institution is usually fast and their families may have no idea of the potential dangers in the system. Often homes do not have regular legislative inspections, thus they can deteriorate with less questions being asked. A continued commitment to safeguarding this sector of our community needs to occur to prevent neglect and abuse. As the article They didn’t have long anyway concludes, it is often those with the loudest voices who are heard. Elderly people do not fit this description, thus it is important that a combination of steps are taken to ensure a balance of the rights and needs of the individuals by remaining aware of the current Anti-Discriminatory and Anti-Oppressive Practices especially in residential care environments. Bibliography Banks, G 1984. Options. A handbook for the elderly and those who care for them. Dove Communications, Victoria. Goffman, E 1961. Asylums. Essays on the social situation of mental patients and other inmates. Penguin Books, Great Britain. Hugman, R 1995. Ethical Issues in Social Work. Routledge, Great Britain. Ife, J 1997. Rethinking Social Work. Towards critical practice. Longman, Australia. Rudd, T.N 1967. Human Relations in Old Age. Faber and Faber, London. Townsend (1962) The Last Refuge, Routledge and Kegan Paul, London. Internet Sites Colero, L A Framework For Universal Principles of Ethics, Crossroads Programs Inc, retrieved 5th May 2006, from: http://www.ethics.ubc.ca/papers/invited/colero.html Excellence in caring, 2002 Guardian Unlimited, retrieved 5th May 2006, from: http://society.guardian.co.uk/scperformance/story/0,11025,629574,00.html. Ethics Update, 2006 University of San Diego, retrieved 5th May 2006, from: http://ethics.sandiego.edu/index.asp#PageCite. Muir, H Taylor, D, 22nd January, 2005, They didn’t have long anyway, viewed 6th April 2006: http://www.guardian.co.uk/ No secrets: guidance on developing and implementing multi-agency policies and procedures to protect vulnerable adults from abuse, 2000 Department of Health and Home Office, retrieved 5th May 2006, from: http://www.dh.gov.uk/PublicationsAndStatistics/Publications/PublicationsPolicyAndGuidance/PublicationsPolicyAndGuidanceArticle/fs/en?CONTENT_ID=4008486chk=7Wogjo

The Civil War :: essays research papers

The Civil War The American Civil War was a grave turning point in the history of North America. It was a conflict that pitted the Northern states of the American union against the Southern states. The war raged for four years, from 1861 to 1865, and was marked by some of the fiercest military campaigns in modern history. In this essay, you will learn the causes of the American Civil war, as well as the after effects of the war.   Ã‚  Ã‚  Ã‚  Ã‚  It has been extremely hard for historians to exactly pin-point the causes and effects of the war. The war itself had international impact, not only because of the growing international status of the United States, but also because war threatened world access to the South's cotton. Britain and France were the two main countries that had particular interest in the wars outcome, but other nations were as well effected by it. The civil war was a conflict over way of life. The Southern states depended upon the agriculture of the slaves, including cotton production . When Abraham Lincoln was elected President in 1860, his opposition of slavery was seen as a threat to the economic interests of the Southern states. The South responded by seceding from the union and founding the Confederate States of America in 1861. The first state to secede was South Carolina, on December 20, 1860. Mississippi, Florida, Alabama, Georgia, and Louisiana followed in January, 1861. Texas then also separated on February 1st. Three days later on February 4th, 1861, delegates from these states drafted a constitution for the confederacy. Jefferson Davis, was proclaimed president on February 18th. This was before Abraham Lincoln himself even became officially proclaimed President. The war began in 1861, when confederates open fired on Ft. Sumter, gaining control over the Port of Charleston. On April 15th, Lincoln then called out 75,000 volunteers determined to surpress the insurrection. It was the beginning of war. Virginia, North Carolina, Tennessee, and Arkansas seceded in the Spring of 1861. By now, the Confederacy had 11 states, and were outnumbered by the union who had 23 states. Eleven confederate states would stand against twenty-three states of the union. The south had a population of nine million, and three million of them were slaves. They were up against the north, who had over twenty-two million people. The war was well fought by both the North and South, and ended in 1865, with the North easily overpowering the South. Abraham Lincoln was assassinated on April 14, 1865, 12 days before the final surrender of the confederacy. The war itself costed over $20 billion dollars.

Laws of Life :: essays papers

Laws of Life "Each contact with a human being is so rare, so precious, one should preserve it."(Anais Nin). This means that every person one comes in contact with has an influence on his life. One should never forget the people who go out of their way to be nice to them. Influences others have on my life are the most important details of my life. There have been many influences on my life, three of which stand out the most, my laws of life. One influence on my life is people. Miss Haferman is a person who has had a very great influence on my life. She was my first grade teacher. She was the most caring and dedicated teacher I ever had and she respected every student as an individual. On the other hand, she had a very negative influence on my life. She is the person who told me there was no Santa Clause, which ruined Christmas for me for a very long time. Another person who has had a great influence on my life is Mr. Robinson. He was my first band teacher. He is the person who convinced me to join band, which helped me make many great friends and also made school fun for me. He also taught me how to play the clarinet. Now, I love playing the clarinet and it could even get me a scolarship for college. Another influence on my life is incidents. Moving to Tennessee was an incident that was very influential on my life. One way it was influential was losing all my old friends whom I had known my whole life. They were a big part of my life and I still regret ever losing touch with them. Moving to Tennessee was also influential because I had to make new friends, and I became less shy and more outgoing. My friends in Tennessee and my friends in Illinois are very different, but they are all very great people. Another influential incident in my life is going to FCHS. Going to FCHS also caused me to lose some of my friends. Even though I lost those friends, I made many friends who are really nice. I also learned alot about who my real friends are. Society has also had a great influence on my life. Princess Diana had a great influence on my life. One of the great things she did that influenced my life was when she auctioned seventy-nine of her dresses and donated the money to charity.

Electronics and Communication Engineering (Ece) Syllabus Book R07

JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY, HYDERABAD B. TECH. ELECTRONICS AND COMMUNICATION ENGINEERING I YEAR COURSE STRUCTURE Code Subject English Mathematics – I Mathematical Methods Applied Physics C Programming and Data Structures Network Analysis Electronic Devices and Circuits Engineering Drawing Computer Programming Lab. IT Workshop Electronic Devices and Circuits Lab English Language Communication Skills Lab. Total T 2+1 3+1 3+1 2+1 3+1 2+1 3+1 25 P/D 3 3 3 3 3 15 C 4 6 6 4 6 4 6 4 4 4 4 4 56JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY HYDERABAD. B. TECH. ELECTRONICS AND COMMUNICATION ENGINEERING II Year COURSE STRUCTURE Code Subject Mathematics – III Probability Theory and Stochastic Processes Environmental Studies Signals and Systems Electrical Technology Electronic Circuit Analysis Electronic Circuits Lab. Electrical Technology Lab. II YEAR II Semester Code Subject Pulse and Digital Circuits Control Systems Object Oriented Programming Switching Theory and Logic Design EM Waves and Transmission Lines Analog Communications Analog Communications Lab.Pulse and Digital Circuits Lab. T 4+1* 4+1* 4+1* 4+1* 4+1* 4+1* 30 P 3 3 6 C 4 4 4 4 4 4 2 2 28 T 4+1* 4+1* 4+1* 4+1* 4+1* 4+1* 30 P 3 3 6 C 4 4 4 4 4 4 2 2 28 I Semester JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY HYDERABAD. B. TECH. ELECTRONICS AND COMMUNICATION ENGINEERING III Year COURSE STRUCTURE Code Subject Managerial Economics and Financial Analysis Computer Organization Linear IC Applications Digital IC Applications Antennas and Wave Propagation Digital Communications Digital Communications Lab.IC Applications and ECAD Lab. T 4+1* 4+1* 4+1* 4+1* 4+1* 4+1* 30 P 3 3 6 C 4 4 4 4 4 4 2 2 28 II Semester Subject Management Science Telecommunication Switching Systems Digital Signal Processing VLSI Design Microwave Engineering Microprocessors and Interfacing Electronic Computer Aided Design Lab. Advanced English Communication Skills Lab T 4+1* 4+1* 4+1* 4+1* 4+1* 4+1* 30 P 3 3 6 C 4 4 4 4 4 4 2 2 28 I Semester III YEAR CodeJAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY HYDERABAD. B. TECH. ELECTRONICS AND COMMUNICATION ENGINEERING IV Year COURSE STRUCTURE Code Subject Computer Networks Electronic Measurements & Instrumentation Cellular and Mobile Communications Radar Systems Elective-I Micro Controllers and Applications Television Engineering Operating Systems Elective-II Digital Image Processing Satellite Communications Data Base Management Systems Microwave and Optical Communications Lab.Digital Signal Processing Lab IV Year COURSE STRUCTURE Code Subject Optical Communications Elective-III Embedded and Real Time Systems Bio-Medical Instrumentation Digital Design Through Verilog Elective-IV Wireless Communications and Networks DSP Processors and Architectures Artificial Neural Networks Industry Oriented Mini Project Seminar Project Work Comprehensive Viva T 4+1* 4+1* P C 4 4 T 4+1* 4+1* 4+1* 4+1* 4+1* P C 4 4 4 4 4 I Semester 4+1* – 4 30 3 3 6 2 2 28 II Semester 4+1* †“ 4 15 – 2 2 10 2 28 Note :All End Examinations (Theory and Practical) are of three hours duration. * – Tutorial T – Theory P – Practical C – Credits D – Drawing I Year B. Tech. ECE JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY HYDERABAD T 2+1* ENGLISH P 0 C 4 1. INTRODUCTION : In view of the growing importance of English as a tool for global communication and the consequent emphasis on training students to acquire communicative competence, the syllabus has been designed to develop linguistic and communicative competence of Engineering students.The prescribed books and the exercises are meant to serve broadly as students’ handbooks. In the English classes, the focus should be on the skills of reading, writing, listening and speaking and for this the teachers should use the text prescribed for detailed study. For example, the students should be encouraged to read the texts/selected paragraphs silently. The teachers can ask comprehension questions to stimulate discussion and based on the discussions students can be made to write short paragraphs/essays etc.The text for non-detailed study is for extensive reading/reading for pleasure by the students. Hence, it is suggested that they read it on their own with topics selected for discussion in the class. The time should be utilized for working out the exercises given after each section , as also for supplementing the exercises with authentic materials of a similar kind for example, from newspaper articles, advertisements, promotional material etc.. However, the stress in this syllabus is on skill development and practice of language skills. 2.OBJECTIVES: a. To improve the language proficiency of the students in English with emphasis on LSRW skills. b. To equip the students to study academic subjects with greater facility through the theoretical and practical components of the English syllabus. c. To develop the study skills and communication skills in formal and inform al situations. 3. SYLLABUS : Listening Skills: Objectives 1. To enable students to develop their listening skill so that they may appreciate its role in the LSRW skills approach to language and improve their pronunciation 2.To equip students with necessary training in listening so that can comprehend the speech of people of different backgrounds and regions Students should be given practice in listening to the sounds of the language to be able to recognise them, to distinguish between them to mark stress and recognise and use the right intonation in sentences. †¢ Listening for general content †¢ Listening to fill up information †¢ Intensive listening †¢ Listening for specific information Speaking Skills : Objectives 1. To make students aware of the role of speaking in English and its contribution to their success. 2.To enable students to express themselves fluently and appropriately in social and professional contexts. †¢ Oral practice †¢ Describing obj ects/situations/people †¢ Role play – Individual/Group activities (Using exercises from all the nine units of the prescribed text: Learning English : A Communicative Approach. ) †¢ Just A Minute(JAM) Sessions. Reading Skills: Objectives 1. To develop an awareness in the students about the significance of silent reading and comprehension. 2. To develop the ability of students to guess the meanings of words from context and grasp the overall message of the text, draw inferences etc. Skimming the text †¢ Understanding the gist of an argument †¢ Identifying the topic sentence †¢ Inferring lexical and contextual meaning †¢ Understanding discourse features †¢ Recognizing coherence/sequencing of sentences NOTE : The students will be trained in reading skills using the prescribed text for detailed study. They will be examined in reading and answering questions using ‘unseen’ passages which may be taken from the non-detailed text or othe r authentic texts, such as magazines/newspaper articles. Writing Skills : Objectives 1. To develop an awareness in the students about writing as an exact and formal skill 2.To equip them with the components of different forms of writing, beginning with the lower order ones. †¢ Writing sentences †¢ Use of appropriate vocabulary †¢ Paragraph writing †¢ Coherence and cohesiveness †¢ Narration / description †¢ Note Making †¢ Formal and informal letter writing †¢ Editing a passage 4. TEXTBOOKS PRESCRIBED: In order to improve the proficiency of the student in the acquisition of the four skills mentioned above, the following texts and course content, divided into Eight Units, are prescribed: For Detailed study 1. LEARNING ENGLISH: A Communicative Approach, Hyderabad: Orient Longman, 2006. Six Selected Lessons) For Non-detailed study 2. WINGS OF FIRE: An Autobiography – APJ Abdul Kalam, Abridged version with Exercises, Universities Press (India ) Pvt. Ltd. , 2004. A. STUDY MATERIAL: Unit –I 1. Astronomy from LEARNING ENGLISH: A Communicative Approach, Orient Longman, 2005. 2. Unit –II Chapters 1-4 from Wings of Fire: An Autobiography – APJ Abdul Kalam, an abridged version with Exercises, Universities Press (India) Pvt. Ltd. ,2004 Information Technology from LEARNING ENGLISH: A Communicative Approach, Orient Longman, 2005.Chapters 5-8 from Wings of Fire: An Autobiography – APJ Abdul Kalam, an abridged version with Exercises, Universities Press (India) Pvt. Ltd. ,2004 Humour from LEARNING ENGLISH: A Communicative Approach, Orient Longman, 2005. Chapters 9-12 from Wings of Fire: An Autobiography – APJ Abdul Kalam, an abridged version with Exercises. , Universities Press (India) Pvt. Ltd. ,2004 Environment from LEARNING ENGLISH: A Communicative Approach, Orient Longman, 2005. Chapters 13-16 from Wings of Fire: An Autobiography – APJ Abdul Kalam, an abridged version with Exercises, Univ ersities Press (India) Pvt. Ltd. ,2004 3. 4.Unit –III 5. 6. Unit –IV 7. 8. Unit –V 9. Inspiration from LEARNING ENGLISH: A Communicative Approach, Orient Longman, 2005. 10. Chapters 17-20 from Wings of Fire: An Autobiography – APJ Abdul Kalam, an abridged version with Exercises, Universities Press (India) Pvt. Ltd. ,2004. Unit – VI 11. Human Interest from LEARNING ENGLISH: A Communicative Approach, Orient Longman, 2005. 12. Chapters 21-24 from Wings of Fire: An Autobiography – APJ Abdul Kalam, an abridged version with Exercises, Universities Press (India) Pvt. Ltd. , 2004. * Exercises from the lessons not prescribed shall also be used for classroom tasks.Unit – VII Exercises on Reading and Writing Skills Reading Comprehension Situational dialogues Letter writing Essay writing Unit – VIII Practice Exercises on Remedial Grammar covering Common errors in English, Subject-Verb agreement, Use of Articles and Prepositions, Tense and aspect Vocabulary development covering Synonyms & Antonyms, one-word substitutes, prefixes & suffixes, Idioms & phrases, words often confused. REFERENCES : 1. Strengthen Your English, Bhaskaran & Horsburgh, Oxford University Press 2. 3. 4. 5. 6. 7. 8. 9. 10. Basic Communication Skills for Technology, Andrea J Rutherfoord, Pearson Education Asia.Murphy’s English Grammar with CD, Murphy, Cambridge University Press English Skills for Technical Students by Orient Longman Everyday Dialogues in English by Robert J. Dixson, Prentice-Hall of India Ltd. , 2006. English For Technical Communication, Vol. 1 & 2, by K. R. Lakshmi Narayanan, Sci tech. Publications. A Hand book of English for Engineers & Technologists by Dr. P. Eliah, B. S. Publications. Developing Communication Skills by Krishna Mohan & Meera Benerji (Macmillan) Speaking and Writing for Effective Business Communication, Francis Soundararaj, MacMillan India Ltd. , 2007.The Oxford Guide to Writing and Speaking, John Seely, O xford I Year B. Tech. ECE JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY HYDERABAD T 3+1* MATHEMATICS – I P 0 C 6 UNIT – I Differential equations of first order and first degree – exact, linear and Bernoulli. Applications to Newton’s Law of cooling, Law of natural growth and decay, orthogonal trajectories. UNIT – II Non-homogeneous linear differential equations of second and higher order with constant coefficients with RHS term of the type e ax , Sin ax, cos ax, polynomials in x, e ax V(x), xV(x), method of variation of parameters.UNIT – III Rolle’s Theorem – Lagrange’s Mean Value Theorem – Cauchy’s mean value Theorem – Generalized Mean Value theorem (all theorems without proof) Functions of several variables – Functional dependenceJacobian- Maxima and Minima of functions of two variables with constraints and without constraints UNIT – IV Radius, Centre and Circle of Curvature – Evolu tes and Envelopes Curve tracing – Cartesian , polar and Parametric curves. UNIT – V Applications of integration to lengths, volumes and surface areas in Cartesian and polar coordinates multiple integrals – double and triple integrals – change of variables – change of order of integration.UNIT – VI Sequences – series – Convergences and divergence – Ratio test – Comparison test – Integral test – Cauchy’s root test – Raabe’s test – Absolute and conditional convergence UNIT – VII Vector Calculus: Gradient- Divergence- Curl and their related properties of sums- products- Laplacian and second order operators. Vector Integration – Line integral – work done – Potential function – area- surface and volume integrals Vector integral theorems: Green’s theorem-Stoke’s and Gauss’s Divergence Theorem (With out proof). Verification o f Green’s – Stoke’s and Gauss’s Theorems.UNIT – VIII Laplace transform of standard functions – Inverse transform – first shifting Theorem, Transforms of derivatives and integrals – Unit step function – second shifting theorem – Dirac’s delta function – Convolution theorem – Periodic function – Differentiation and integration of transforms-Application of Laplace transforms to ordinary differential equations Partial fractions-Heaviside’s Partial fraction expansion theorem. Text Books: 1. A text Book of Engineering Mathematics, Vol-1 T. K. V. Iyengar, B. Krishna Gandhi and Others, S. Chand & Company. 2.A text Book of Engineering Mathematics, C. Sankaraiah, V. G. S. Book Links. 3. A text Book of Engineering Mathematics, Shahnaz Bathul, Right Publishers. 4. A text Book of Engineering Mathematics, P. Nageshwara Rao, Y. Narasimhulu & N. Prabhakar Rao, Deepthi Publications. References: 1 . A text Book of Engineering Mathematics, B. V. Raman, Tata Mc Graw Hill. 2. Advanced Engineering Mathematics, Irvin Kreyszig, Wiley India Pvt. Ltd. 3. A text Book of Engineering Mathematics, Thamson Book Collection. I Year B. Tech. ECE JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY HYDERABAD T 3+1*P 0 C 6 MATHEMATICAL METHODS UNIT – I Matrices and Linear systems of equations: Elementary row transformations-Rank-Echelon form, Normal form – Solution of Linear Systems – Direct Methods- LU Decomposition- LU Decomposition from Gauss Elimination –Solution of Tridiagonal Systems-Solution of Linear Systems UNIT – II Eigen values, eigen vectors – properties – Cayley-Hamilton Theorem – Inverse and powers of a matrix by Cayley-Hamilton theorem – Diagonolization of matrix. Calculation of powers of matrix – Modal and spectral matrices.UNIT – III Real matrices – Symmetric, skew – symmetric, orthogonal, Linear T ransformation – Orthogonal Transformation. Complex matrices: Hermitian, Skew-Hermitian and Unitary – Eigen values and eigen vectors of complex matrices and their properties. Quadratic forms- Reduction of quadratic form to canonical form – Rank – Positive, negative definite – semi definite – index – signature – Sylvester law. UNIT – IV . Solution of Algebraic and Transcendental Equations: Introduction – The Bisection Method – The Method of False Position – The Iteration Method – Newton-Raphson Method.Interpolation: Introduction- Errors in Polynomial Interpolation – Finite differences- Forward DifferencesBackward differences –Central differences – Symbolic relations and separation of symbols-Differences of a polynomial-Newton’s formulae for interpolation – Central difference interpolation Formulae – Gauss Central Difference Formulae –Interpolation with unevenly spaced points-Lagrange’s Interpolation formula. UNIT – V Curve fitting: Fitting a straight line –Second degree curve-exponentional curve-power curve by method of least squares. Numerical Differentiation and Integration– Trapezoidal rule – Simpson’s 1/3 Rule –Simpson’s 3/8 Rule.UNIT – VI Numerical solution of Ordinary Differential equations: Solution by Taylor’s series-Picard’s Method of successive Approximations-Euler’s Method-Runge-Kutta Methods –Predictor-Corrector Methods- AdamsMoulton Method –Milne’s Method. UNIT – VII Fourier Series: Determination of Fourier coefficients – Fourier series – even and odd functions – Fourier series in an arbitrary interval – even and odd periodic continuation – Half-range Fourier sine and cosine expansions. Fourier integral theorem (only statement)– Fourier sine and cosine integral s.Fourier transform – Fourier sine and cosine transforms – properties – inverse transforms – Finite Fourier transforms. UNIT – VIII Formation of partial differential equations by elimination of arbitrary constants and arbitrary functions – solutions of first order linear (Lagrange) equation and nonlinear (standard type) equations. Method of separation of variables. z-transform – inverse z-transform – properties – Damping rule – Shifting rule – Initial and final value theorems. Convolution theorem – Solution of difference equation by z-transforms. Text Books: 1. Mathematical Methods, T. K. V. Iyengar, B. Krishna Gandhi and Others, S.Chand & Company. 2. Mathematical Methods, C. Sankaraiah, V. G. S. Book Links. 3. A text book of Mathematical Methods, V. Ravindranath, A. Vijayalaxmi, Himalaya Publishers. 4. A text book of Mathematical Methods, Shahnaz Bathul, Right Publisshers. References: 1. A text Book of Engineering Mathematics, B. V. Raman, Tata Mc Graw Hill. 2. Advanced Engineering Mathematics, Irvin Kreyszig, Wiley India Pvt. Ltd. 3. Numerical Methods for Scientific and Engineering Computation, M. K. Jain, S. R. K. Iyengar & R. K. Jain, New Age International Publishers. 4. Elementary Numerical Analysis, Aitkinson & Han, Wiely India, 3rd Edition, 2006 I Year B.Tech. ECE UNIT I JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY HYDERABAD T 2+1* APPLIED PHYSICS P 0 C 4 BONDING IN SOLIDS : Introduction – Types of bonding in solids – Estimation of cohesive energy – Madelung constant. CRYSTAL STRUCTURES AND X-RAY DIFFRACTION: Introduction -Space lattice – Basis – Unit cell Lattice parameter – Bravais lattices – Crystal systems – Structure and packing fractions of Simple cubic Body centered cubic – Face centered cubic crystals – Directions and planes in crystals – Miller indices Separation between successive [h k l] planes – Diffraction of X-rays by crystal planes – Bragg’s law – Laue method – Powder method.UNIT II PRINCIPLES OF QUANTUM MECHANICS: Waves and particles – Planck’s quantum theory – de Broglie hypothesis – Matter waves – Davisson and Germer experiment – G. P. Thomson experiment – Heisenberg uncertainty principle – Schrodinger’s time independent wave equation – Physical significance of the wave function – Particle in one dimensional potential box. UNIT III ELECTRON THEORY OF METALS: Classical free electron theory – Mean free path – Relaxation time and drift velocity – Quantum free electron theory – Fermi-Dirac distribution (analytical) and its dependence on temparature – Fermi energy – Electron scattering and resistance.BAND THEORY OF SOLIDS: Bloch theorem – Kronig-Penney model (qualitative treatment) – Origin of ener gy band formation in solids – Classification of materials into conductors, semi conductors & insulators Concept of effective mass of an electron. UNIT IV DIELECTRIC PROPERTIES: Introduction – Dielectric constant – Electronic, ionic and orientational polarizations – Internal fields in solids – Clausius – Mossotti equation – Dielectrics in alternating fields – Frequency dependence of the polarizability – Ferro and Piezo electricity.MAGNETIC PROPERTIES : Permeability – Magnetization – Origin of magnetic moment – Classification of magnetic materials – Dia, para and ferro magnetism – Hysteresis curve – Soft and hard magnetic materials. UNIT V SEMICONDUCTORS : Introduction – Intrinsic semiconductor and carrier concentration – Equation for conductivity – Extrinsic semiconductor and carrier concentration – Drift and diffusion – Einstein’s equatio n Hall effect – Direct & indirect band gap semiconductors.SUPERCONDUCTIVITY: General properties – Meissner effect – Penetration depth – Type I and Type II superconductors – Flux quantization – DC and AC Josephson effect –BCS Theory – Applications of superconductors. UNIT VI LASERS: Introduction – Characteristics of Lasers – Spontaneous and stimulated emission of radiation Einstein’s coefficients – Population inversion – Ruby laser – Helium-Neon Laser – CO2 laser -Semiconductor Laser – Applications of lasers.UNIT VII FIBER OPTICS AND HOLOGRAPHY: Introduction – Principle of optical fiber – Acceptance angle and acceptance cone – Numerical aperture – Types of optical fibers and refractive index profiles – Attenuation in optical fibers – Application of optical fibers – Basic principles of holography – Construction and reco nstruction of image on hologram – Applications of holography. UNIT VIII SCIENCE & TECHNOLOGY OF NANOMATERIALS: Introduction to Nano materials – Basic principles of Nanoscience & Technology – Fabrication of nano materials – Physical & chemical properties of nanomaterials – Carbon nanotubes – Applications of nanotechnology.TEXTBOOKS: 1. Applied Physics 2nd edition by Dr. P. Appala Naidu & Dr. M. Chandra Shekar, V. G. S. Book links. 2. Introduction to Solid State Physics by C. Kittel ; Wiley Eastern Ltd. 3. Nanotechnology by Mark Ratner and Daniel Ratner; Pearson Education. REFERENCES: 1. Materials Science and Engineering by V. Raghavan; Prentice-Hall India. 2. Materials Science by M. Arumugam; Anuradha Agencies. 3. Solid State Physics by N. W. Ashcroft & N. David Merwin; Thomson Learning. 4.Materials Science by M. S. Vijaya & G. Rangarajan; Tata McGraw Hill. 5. Solid State Physics by P. K. Palanisamy; Scitech Publications (India) Pvt. Ltd. 6. Nano Materials by A. K. Bandyopadhyay, New Age International Publishers. 7. Applied Physics by P. K. Mittal; I. K. International. 8. Applied Physics by K. Vijay Kumar & T. Sreekanth; S. Chand & Company Ltd. I Year B. Tech. ECE JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY HYDERABAD T 3+1* C PROGRAMMING AND DATA STRUCTURES P 0 C 6UNIT – I Algorithm / pseudo code, flowchart, program development steps, structure of C program, A Simple C program, identifiers, basic data types and sizes, Constants, variables, arithmetic, relational and logical operators, increment and decrement operators, conditional operator, bit-wise operators, assignment operators, expressions, type conversions, conditional expressions, precedence and order of evaluation. Input-output statements, statements and blocks, if and switch statements, loops- while, do-while and for statements, break, continue, goto and labels, programming examples.UNIT – II Designing structured programs, Functions, basics, paramete r passing, storage classes- extern, auto, register, static, scope rules, block structure, user defined functions, standard library functions, recursive functions, header files, C preprocessor, example c programs. UNIT – III Arrays- concepts, declaration, definition, accessing elements, storing elements, arrays and functions, twodimensional and multi-dimensional arrays, applications of arrays. pointers- concepts, initialization of pointer ariables, pointers and function arguments, address arithmetic, Character pointers and functions, pointers to pointers, pointers and multidimensional arrays, dynamic memory managements functions, command line arguments, c program examples. UNIT – IV Derived types- structures- declaration, definition and initialization of structures, accessing structures, nested structures, arrays of structures, structures and functions, pointers to structures, self referential structures, unions, typedef, bitfields, C program examples.UNIT – V In put and output – concept of a file, text files and binary files, streams, standard I/o, Formatted I/o, file I/o operations, error handling, C program examples. UNIT – VI Searching – Linear and binary search methods, sorting – Bubble sort, selection sort, Insertion sort, Quick sort, merge sort. UNIT – VII Introduction to data structures, singly linked lists, doubly linked lists, circular list, representing stacks and queues in C using arrays and linked lists, infix to post fix conversion, postfix expression evaluation.UNIT – VIII Trees- Binary tress, terminology, representation, traversals, graphs- terminology, representation, graph traversals (dfs & bfs) TEXT BOOKS : 1. Computer science, A structured programming approach using C, B. A. Forouzan and R. F. Gilberg, Third edition, Thomson. 2. DataStructures Using C – A. S. Tanenbaum, Y. Langsam, and M. J. Augenstein, PHI/Pearson education. REFERENCES : 1. C& Data structures – P. P admanabham, B. S. Publications. 2. The C Programming Language, B. W. Kernighan, Dennis M. Ritchie, PHI/Pearson Education 3. C Programming with problem solving, J. A. Jones & K. Harrow, dreamtech Press 4.Programming in C – Stephen G. Kochan, III Edition, Pearson Eductaion. 5. Data Structures and Program Design in C, R. Kruse, C. L. Tondo, BP Leung, Shashi M, Second Edition, Pearson Education. I Year B. Tech. ECE JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY, HYDERABAD T 2+1* NETWORK ANALYSIS P 0 C 4 UNIT – I Introduction to Electrical Circuits Circuit Concept – R-L-C parameters – Voltage and Current sources – Independent and dependent sourcesSource transformation – Voltage – Current relationship for passive elements – Kirchoff’s laws – network reduction techniques – series, parallel, series parallel, star-to-delta or delta-to-star transformation.UNIT – II A. C Circuits – I R. M. S and Average value s and form factor for different periodic wave forms, Steady state analysis of R, L and C (in series, parallel and series parallel combinations) with sinusoidal excitation – Concept of self and mutual inductances – co-efficient of coupling series circuit analysis with mutual inductance. UNIT – III A. C Circuits – II Resonance – series, parallel circuits, concept of band width and Q factor. Three phase circuits: Phase sequence – Star and delta connection – Relation between line and phase voltages and currents in balanced systems – Calculations of active and reactive power.UNIT – IV Network topology Definitions – Graph – Tree, Basic cutset and Basic Tieset matrices for planar networks – Loop and Nodal methods of analysis of Networks with independent and dependent voltage and current sources – Duality & Dual networks. UNIT – V Network Theorems Tellegens, Superposition, Reciprocity, Thevinin ’s, Norton’s, Max Power Transfer theorem. Milliman’s Theorem – Statement and proofs problem solving using dependent and independent sources for d. c and a. c excitation.UNIT – VI Two-port networks Z,Y, ABCD, h-parameters – Conversion of one parameter to another parameter – condition for reciprocity and symmetry – 2 port network connections in series, parallel and cascaded – problem solving. UNIT – VII Transient Analysis Transient response of R-L, R-C, R-L-C circuits (Series combinations only) for d. c. and sinusoidal excitations – Initial conditions – Solution using differential equation approach and Laplace transform methods of solutions. UNIT – VIII Filters L. P, H. P, B. P, B. E, Prototype filters design – M-derived filters of L.P. and H. P. – Composite filter design of L. P. and H. P design of various symmetrical attenuators. TEXT BOOKS : 1. Network Analysis – ME Van V alkenburg, Prentice Hall of India, 3rd Edition, 2000. 2. Networks, Lines and Fields – JD Ryder, PHI, 2nd Edition, 1999. REFERENCES : 1. Engineering Circuit Analysis – William Hayt and Jack E Kemmerly, McGraw Hill, 5th Edition, 1993. 2. Network Analysis – N. C. Jagan and C. Lakshminarayana, B. S. Publications, 2006. 3. Electric Circuits – J. Edminister and M. Nahvi – Schaum’s Outlines, TMH, 1999. . Electrical circuits by A. Chakarborthy, Dhanpath Rai & Co. , I Year B. Tech. ECE JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY HYDERABAD T 3+1* ELECTRONIC DEVICES AND CIRCUITS P 0 C 6 UNIT-I ELECTRON DYNAMICS AND CRO: Motion of charged particles in electric and magnetic fields. Simple problems involving electric and magnetic fields only. Electrostatic and magnetic focusing. Principles of CRT, deflection sensitivity (Electrostatic and magnetic deflection), Parallel Electric and Magnetic fields, Perpendicular Electric and Magnetic fields.UNIT- II JUNCTIO N DIODE CHARACTERISTICS : Review of semi conductor Physics – n and p –type semi conductors, Mass Action Law, Continuity Equation, Hall Effect, Fermi level in intrinsic and extrinsic semiconductors, Open-circuited p-n junction, The p-n junction Energy band diagram of PN diode, PN diode as as a rectifier (forward bias and reverse bias), The current components in p-n diode, Law of junction, Diode equation, Volt-ampere characteristics of p-n diode, Temperature dependence of VI characteristic, Transition and Diffusion capacitances, Step graded junction, Breakdown Mechanisms in Semi Conductor (Avalanche and Zener breakdown) Diodes, Zener diode characteristics, Characteristics of Tunnel Diode with the help of energy band diagrams, Varactar Diode, LED, LCD. And photo diode UNIT- III RECTIFIERS, FILTERS AND REGULATORS : Half wave rectifier, ripple factor, full wave rectifier, Harmonic components in a rectifier circuit, Inductor filter, Capacitor filter, L- ? section filter, ? à ¢â‚¬â€œ section filter, Multiple Lsection and Multiple ? section filter, and comparison of various filter circuits? n terms of ripple factors, Simple circuit of a regulator using zener diode, Series and Shunt voltage regulators UNIT- IV TRANSISTOR and FET CHARACTERISTICS : Junction transistor, Transistor current components, Transistor as an amplifier, Transistor construction, Detailed study of currents in a transistor, Transistor alpha, Input and Output characteristics of transistor in Common Base, Common Emitter, and Common collector configurations, Relation between Alpha and Beta, typical transistor junction voltage values, JFET characteristics (Qualitative and Quantitative discussion), Small signal model of JFET, MOSFET characterisitics (Enhancement and depletion mode), Symbols of MOSFET, Comparison of Transistors, Introduction to SCR and UJT.UNIT-V BIASING AND STABILISATION : BJT biasing, DC equivalent model, criteria for fixing operating point, Fixed bias, Collector to base bia s, Self bias techniques for stabilization, Stabilization factors, (S, S ‘, S'’), Compensation techniques, (Compensation against variation in VBE, Ico,) Thermal run away, Thermal stability, UNIT- VI AMPLIFIERS : Small signal low frequency transistor amplifier circuits: h-parameter representation of a transistor, Analysis of single stage transistor amplifier using h-parameters: voltage gain, current gain, Input impedance and Output impedance. Comparison of transistor configurations in terms of AI , Ri , Av , Ro, UNIT- VII FEEDBACK AMPLIFIERS : Concept of feedback, Classification of feedback amplifiers, General characteristics of negative feedback amplifiers, Effect of Feedback on input and output characteristics, Voltage series, voltage shunt, current series, and current shunt feedback amplifiers with discrete components and their analysis UNIT-VIII OSCILLATORS : Condition for oscillations.RC-phase shift oscillators with Transistor and FET, Hartley and Colpitts oscillator s, Wein bridge oscillator, Crystal oscillators, Frequency and amplitude stability of oscillators, TEXT BOOKS : 1. Electronic Devices and Circuits – J. Millman, C. C. Halkias, and Satyabratha Jit Tata McGraw Hill, 2nd Ed. , 2007. 2. Electronic Devices and Circuits – R. L. Boylestad and Louis Nashelsky, Pearson/Prentice Hall,9th Edition,2006. REFERENCES : 1. Electronic Devices and Circuits – T. F. Bogart Jr. , J. S. Beasley and G. Rico, Pearson Education, 6th edition, 2004. 2. Principles of Electronic Circuits – S. G. Burns and P. R. Bond, Galgotia Publications, 2nd Edn.. , 1998. 3. Microelectronics – Millman and Grabel, Tata McGraw Hill, 1988. 4.Electronic Devices and Circuits – Dr. K. Lal Kishore, B. S. Publications, 2nd Edition, 2005. 5. Electronic Devices and Circuits- Prof GS N Raju I K International Publishing House Pvt . Ltd 2006 I Year B. Tech. ECE JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY HYDERABAD T 0 ENGINEERING DRAWING P 3 C 4 UNIT – I Introduction to engineering graphics – construction of ellipse, parabola and hyperbola – cylindrical curves. UNIT – II Orthographic projections of points, lines and planes – axis inclined to one planes and inclined to both the planes. UNIT – III Orthographic projections of solids : Cylinder, cone, prism, pyramid and sphere positions and axis inclined to both the planes.UNIT – IV Isomeric projections of lines, planes and simple solids UNIT – V Conversion of orthographic views into isometric views and vice-versa. TEXT BOOKS : 1. Engineering drawings By N. D. Bhatt 2 Engineering graphics By K. L. Narayana & P. Kannayya REFERENCES:1. Engineering drawing and graphics: Venugopal/ New age 2. Engineering drawing : Johle / TMH I Year B. Tech. ECE JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY HYDERABAD T 0 COMPUTER PROGRAMMING LAB P 3 C 4 Objectives: †¢ To make the student learn a programming language. †¢ To teach the student to write programs in C solve the problems †¢ To Introduce the student to simple linear and non linear data structures such as lists, stacks, queues, trees and graphs.Recommended Systems/Software Requirements: †¢ †¢ Intel based desktop PC ANSI C Compiler with Supporting Editors Week l. a) Write a C program to find the sum of individual digits of a positive integer. b) A Fibonacci Sequence is defined as follows: the first and second terms in the sequence are 0 and 1. Subsequent terms are found by adding the preceding two terms in the sequence. Write a C program to generate the first n terms of the sequence. c) Write a C program to generate all the prime numbers between 1 and n, where n is a value supplied by the user. Week 2. a) Write a C program to calculate the following Sum: Sum=1-x2/2! +x4/4! -x6/6! +x8/8! -x10/10! b) Write a C program toe find the roots of a quadratic equation.Week 3 a) Write C programs that use both recursive and non-recursive functions i) To find the factorial of a given integer. ii) To find the GCD (greatest common divisor) of two given integers. iii) To solve Towers of Hanoi problem. Week 4 a) The total distance travelled by vehicle in ‘t’ seconds is given by distance = ut+1/2at2 where ‘u’ and ‘a’ are the initial velocity (m/sec. ) and acceleration (m/sec2). Write C program to find the distance travelled at regular intervals of time given the values of ‘u’ and ‘a’. The program should provide the flexibility to the user to select his own time intervals and repeat the calculations for different values of ‘u’ and ‘a’. ) Write a C program, which takes two integer operands and one operator form the user, performs the operation and then prints the result. (Consider the operators +,-,*, /, % and use Switch Statement) Week 5a) Write a C program to find both the larges and smallest number in a list of integers. b) Write a C program that uses functions to perform the following: i) Addition of Two Matrices ii) Multiplication of Two Matrices Week 6 a) Write a C program that uses functions to perform the following operations: i) To insert a sub-string in to given main string from a given position. ii) To delete n Characters from a given position in a given string. ) Write a C program to determine if the given string is a palindrome or not Week 7 a) Write a C program that displays the position or index in the string S where the string T begins, or – 1 if S doesn’t contain T. b) Write a C program to count the lines, words and characters in a given text. Week 8 a) Write a C program to generate Pascal’s triangle. b) Write a C program to construct a pyramid of numbers. Week 9 Write a C program to read in two numbers, x and n, and then compute the sum of this geometric progression: 1+x+x2+x3+†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. +xn For example: if n is 3 and x is 5, then the program computes 1+5+25+125. Print x, n, the sum Perform error checking. For example, the formula does not make sense for negative exponents – if n is less than 0. Have your program print an error message if n