Essay --

Dr. Goodall is a well-known British primatologist who has discovered a substantial amount about primates in her many years of inquiry. She has scripted numerous books, including one that we will be going into depth about called, Through a Window. Her book contains personal experiences, research findings, and even pictures to help the readers throw her scientific breaking moments from her thirty years with the chimpanzees of Gombe. She states that there is are minor differences, and several similarities between humans and the chimpanzees. We will discuss these differences and similarities with their social behavior, intellect ability, and emotions. To conclude, examine Goodalls research to adopt what her findings can tell us about our early ancestors, and whether or not her study coincided to the steps of scientific methodology.To start, research shows that there are a striking number of similarities between humans and chimpanzees in context to their social behavior.Next, we will see comparisons between humans and chimpanzees through their intellectual abilities. ...

George III of Britain: Popular with the People, but not with Parliament

George III of Britain Popular with the People, but not with ParliamentAlthough history has labeled world-beater George III of Britain in the chief(prenominal) as the mad king responsible for the loss of America, a closer look at the 1780s, the heart of his reign, proves George III to be a particularly legal monarch rather than the bungling idiot some scholars have dubbed him. George IIIs effectiveness, during the 1780s, stemmed from his immense popularity with the common people, which lay in direct melody to his lack of popularity with Parliament. The popularity that George III enjoyed with the masses was largely due to his personal integrity and moral character, and his lack of popularity with Parliament was a result of his desire to reclaim the monarchial advocator lost in the reigns of George I and II. The popularity George III held with the masses ought to first be considered in light of his Hanoverian predecessors. Neither George I nor George II held the British tin i n high esteem. In fact George I, the first of the Hanoverian monarchs, viewed his ascension to the British throne as little more than an opportunity to enhance his prestige amongst the other Electors of the Holy Roman Empire (Clark and Ridley 13). He also saw England as a means, with considerable resources, to ensure the safety of his beloved Hanover. This attitude of ambivalency resulted in George Is leaving the duties of running Great Britain to Parliament while the king acted as little more than a figure-head. George II acted likewise leaving the main governing of Britain to Parliament and failing to be a truly active monarch, instead indulging his attentions in wine and women rather than the politics of the day. Needless to consecrate George IIIs desire to... ...t for a private funeral. And shops throughout England, Scotland and Wales shut for the occasion which spawned a vast array of sermons and homilies on the sainted remains of our dear king (Colley 94). King Georg e III died a beloved and well-respected monarch whose popularity was unequaled in his time.Works CitedBloy, Marjie. The Age of George III. A Web of English History. Jul. 2003. 10 Nov. 2003 .Brooke, John. King George III. New York McGraw-Hill, 1972.Clarke, John, and Jasper Ridley. The Houses of Hanover & Saxe-Coburg Gotha. Los Angeles Cassell & Co, 2000.Colley, Linda. The ideal of George III Loyalty, Royalty and the British Nation 1760-1820. Past and Present No. (Feb., 1984), 94-129.White, R. J. The Age of George III. New York Walker and Company, 1968.

Personal Computers are better than Macintosh Computers Essay -- Techno

The conflict between personalized computers (PCs developed by Microsoft) and Macintosh computers (Macs developed by Apple) has occurred for many years. The two are forever and a day competing with each other to win over the computing market. Macintosh claims that their computers are more efficient when working with graphic design and media arts, while a PC is known for mathematical superiority and a stronger variety of hardware and software. Many myths about both systems have been spread amongst the consumer world. However, proper research can intimately clarify these fictions. Someone looking to buy a new computer has a right to know the truths behind both systems. Though the Macintosh computer and the personal computer have been competing for years, a PC is a much wiser choice for the average consumer. The PC and the Mac have many factors that can be compared and contrasted. Walking through the computer store, a shopper can see the two side-by-side and begin to make conclusion s. The Mac looks sleek and fancy with all sorts of different color in while a PC may appear to be nothing more than a vanilla-colored box. However, when the shopper looks around the store, it is easy to notice that Mac titles arent easy to set about (Kantor). Microsofts operating system, Windows, is supported by many software developing companies, while only a small selection is made available to Mac owners. Something else psyche might notice is that only Apple makes Macintosh computers, while many different companies can make a PC that supports Microsoft Windows. Taking a outline look at the interface of the systems, the Mac looks bubbly and cute while the Windows desktop tends to look more corporate or professional (Farmer, Harris, Kantor, Marks). Lets look a littl... ...list of companies while only Apple makes Macintosh computers. Both Macs and PCs are vulnerable to viruses, so one of Macs few advantages is actually a myth. It would seem that a personal computer has many ad vantages over a Mac. Therefore, it would make sense that PCs make up 95 percent or more of the market (Kantor). By sticking with the mass, a user has easy access to people who are trained to repair their computer and to hardware and software selections (Kantor). Due to of the reasons stated, a personal computer is a much better choice than a Macintosh computer for most consumers. People with certain needs may be happier with a Mac. However, the majority of consumers will find reliability and satisfaction in a PC. An educated shopper knows what they are personally looking for, and hopefully those who read this essay can confidently make their own choice.

Atomic Bomb 8 Essay -- essays research papers fc

atomic BombIn 1945, two misfires were dropped on Japan, on in Hiroshima and one in Nagasaki. Theses bombs marked the residue to the world&8217s largest armed conflict. Despite the ghastly effects of such a weapon, it offered the best choice for a quick and easy defeat of Japan. President Truman, who authorized the use of the nuclear bomb, made a wise decision under the circumstances of the war. Fifty years ago this is what large number thought. Now many people are starting to find out that there might be more to the story than what was originally thought (Grant 26).The bombs dropped on Nagasaki and Hiroshima caused massive amounts of damage and ruined thousands of lives, but they saves many more lives by ending the war quickly. Many questions pop into the heads of people that might have doubts whether or not the bombings were necessary. Such questions might include Why, exactly, was the bomb dropped? Was the second bomb necessary? Was Japan about to surrender? Was there a way t o end the war less savagely? Would our current leaders have made the same decision? Was any authority opposed to the idea? Should we have bombed force bases instead of cities? These and many other questions arise. Before these are analyzed, a brief background on the bombs and the tests are in order (O&8217Neal 47).When a man from the Soviet Union successfully split an atom, the question of a bomb immediately arose. Einstein wrote a letter to President Truman stating that if a bomb was possible because the country to own it would have complete power. In light of this information, Truman formed an Interim Committee to research the topic and find out if it was possible. It was funded by Truman&8217s multi-million dollar personal budget. The results came back positive and full financial support was given to the team to start working on it immediately (Grant 29).The calculations made by the research team were as follows. The bomb would be equivalent to 4,000 planeloads of the current e xplosives. And estimate on cost and time could not be predicted because some til now believed it wasn&8217t possible (Reflections 1).At the end of a three-year research, a bomb was ready for testing. A test site was cleared in New Mexico. It had a 120-mile radius. Once the President gave the final confi... ... war quickly. This policy of maximum violence led to the quick end of the deadlock in Japanese politics. Had such a policy not been used, the war could have dragged on for months or perhaps years more with mounting casualties on both sides. The political power of the atomic bomb was unmatched and proved to be the only force that could get the emperor to intervene in Japanese politics and stop the hostilities. The atom bomb proved to be the ultimate ambassador in a war where conventional politics were futile (O&8217Neal 98).Works CitedFerrell, Robert H. Harry S. Truman and the Bomb. Worland, Wyoming High Plains Publishing confederacy Inc. 1996.Grant, R.G. Hiroshima and Nagasa ki Austin, Texas Raintree Sterk-Vaugh Publishers. 1998.Meen, B.G. &8220Conflicts The Atomic Bomb. Texas Monthly. June 89 79.O&8217Neal, Michael. President Truman and the Atomic Bomb. San Diego, California Greenahaven Press, Inc. 1990.Purcell, John. The Best Kept Secret The Story of the Atomic Bomb. New York The Vanguard Press, Inc. 1963.&8220Reflections of the Nuclear Age. Atomic Archive 3pg. Internet. http//www.atomicarchive.com/AAReflection.shtml. 12/11/99.

Limiting Factors to Upward Social Mobility in America Essay -- Social

In the land of the American Dream, it is the common belief that there is a direct relationship between hard work and success. In this ideal prototype, those who put in long hours are bound for success and movement up the social ladder. Theoretically, one could be born into the bottom of the food chain, and with some hard work, rise into the realm of the social elite. As a testament to this world-wide view of the United States, immigrants from all over the world have made the journey to the land of opportunity in hopes of better education, jobs, government, communities and lives for themselves and the generations following them. All of this is base on a system of social stratification a guide to how successful one has been at achieving the American Dream. This evaluation of social categorise is ground on many components, some of which are presented to people at birth, and not gained through hard work or money. The class system at happen in the United States has become extremely complex no longer adhering to the basic class values of our forefathers. Those trying to move up in the class system of America are often caught emulating the behaviors of the rich and famous, but this does not necessarily make them higher class. Many people think that there is a checklist to fill on their way up in the class system, but there is more to being upper class than just gabbleing the talk or having the right credentials.One way to look at class is with the model developed by Janny Scott and David Leonhardt in their article, Shadowy Lines That Still Divide, in The refreshing York Times. They state that one way to think of a persons position in society is to imagine a hand of cards. Everyone is dealt four cards, one from each suit education, incom... ...at it has always been being born into privilege.Works CitedHenwood, Doug. Trash-o-nomics. White Trash Race and word form in America. Ed. Matt Wray and Annalee Newitz. New York, NY Routledge, 1997. 177-91.Malone, Bill C. Dont Get above Your Raisin Country Music and the Southern Working Class. New York, NY University of Illinois P, 2005. 28.People Like Us. Dir. Louis Alvarez and Andrew Kolker. 2001.Scott, Janny, and David Leonhardt. Shadowy Lines That Still Divide. Shadowy Lines That Still Divide. 15 May 2005.The New York Times.13 Nov. 2008 .Tse, Archie, and Ben Werschkul. How Class Works. Graphic How Class Works. 15 May 2005. The New York Times. 13 Nov. 2008 .

Limiting Factors to Upward Social Mobility in America Essay -- Social

In the land of the American Dream, it is the common belief that there is a direct relationship between hard work and success. In this ideal prototype, those who put in long hours are bound for success and movement up the social ladder. Theoretically, one could be born into the bottom of the intellectual nourishment chain, and with some hard work, rise into the realm of the social elite. As a testament to this global view of the United States, immigrants from all over the world realize made the journey to the land of opportunity in hopes of better education, jobs, government, communities and lives for themselves and the generations following them. All of this is based on a system of social stratification a guide to how successful one has been at achieving the American Dream. This evaluation of social screen out is based on many components, some of which are presented to people at birth, and not gained through hard work or money. The class system at play in the United States has be come extremely complex no longer adhering to the basic class values of our forefathers. Those trying to move up in the class system of America are often caught emulating the behaviors of the rich and famous, but this does not necessarily make them higher class. Many people think that there is a checklist to fill on their way up in the class system, but there is more to being upper class than just talking the talk or having the right credentials.One way to look at class is with the model developed by Janny Scott and David Leonhardt in their article, Shadowy Lines That Still Divide, in The New York Times. They state that one way to think of a persons position in society is to imagine a hand of cards. Everyone is dealt four cards, one from each suit education, incom... ...at it has always been being born into privilege.Works CitedHenwood, Doug. Trash-o-nomics. gabardine Trash Race and Class in America. Ed. Matt Wray and Annalee Newitz. New York, NY Routledge, 1997. 177-91.Malone, Bill C. Dont Get above Your Raisin Country Music and the Southern Working Class. New York, NY University of Illinois P, 2005. 28.the great unwashed Like Us. Dir. Louis Alvarez and Andrew Kolker. 2001.Scott, Janny, and David Leonhardt. Shadowy Lines That Still Divide. Shadowy Lines That Still Divide. 15 May 2005.The New York Times.13 Nov. 2008 .Tse, Archie, and Ben Werschkul. How Class Works. Graphic How Class Works. 15 May 2005. The New York Times. 13 Nov. 2008 .

Literature Review †Business Schools Role in Society Essay

IntroductionSince 2007, the people of this planet have been living on 150 percent of its natural resource substance (WWF, 2010). Increase in consumption does not show any signs of slowing tweak, as a consequence of emerging third world countries. The role that fear schools play in this situation and its magnificence passelnot be understated (Financial Times, 2010). In order to save this planet, we hire to create a sustainable occupancy environment, where corporations piece ethics and social responsibility in front of profits. We need to switch the focus of all businesses from stockholders to stakeholders. Can this actually be taught? Or do governments need to legislate such actions?This topic is especially interesting because of the weight of our future that breathes within this. If we do not change the way we teach students about centre of attention values of our society, the future of our planet may become very undesirable.These sources were acquired mainly from the EUR s EURch engine, as well as reading several articles from international news agencies in order to grasp a certain overview of this topic. *** Literature Investigation* Addressing Concerns Raised by Critics of calling Schools by Teaching Multiple Approaches to Management (Dyck, B et al. 2011) 0 This article is a study about devil ways of teaching circumspection at classroom level. The article mentions concerns from other researchers about the way management is being taught in todays universities. The authors argue that todays students have a materialistic-individualistic point of view during their studies, and that these characteristics are consolidated during their magazine in the business study.These arguments are supported by an experiment. The authors indicate that there is flaws in the way business schools teach, and consequently actions should be taken. Others reject this and say management is an intention science. * This article might help to understand how business schools can change in order to make students more focused on stakeholders and ethics than shareholder profits.The article was published in a journal called Business and Society Review. It holds many references, where three of them are from Harvard Business Review. It was published 2011, therefore its currency cannot be questi unitaryd. Arguments are supported by an experiment. However, only one experiment was conducted which included a relatively small sample.The role of business schools in society (Cornuel, E 2005)The main subject of this article is very closely related to arguments stated in the introduction. It underlines the important role that business schools play to raise awareness of merged social responsibility. It briefly mentions the need of humbleness in todays business schools.Published in The Journal of Management Development in 2005, the importance and relevance of this article has become more of a current interest after it was published. Although the arguments are logical, this source does not provide sufficient support for its arguments. However, it does prove interesting points and views within the subject. The author is Eric Cornuel, an Affiliate Professor at HEC, and Director General & CEO of EFMD.The non-profit turn and its challenges for business schools (Cornuel, E & Kletz, P 2011) Here, the researchers describe the challenges that business schools are facing today. Aiming towards the increase in collect for managers with an education in non-profit organizational management. The increase in large foundations (Bill & Melinda Gates Foundation for example) is supposedly one of these demand shifters. The recent financial crisis is also argued to be one of the reasons for the movement towards education for non-profit and sustainability management at top business schools.There are two different models in how to change the curriculum in order to fill this need. The Double Standard Model, which argues that non-profit organizations should be managed d ifferently than ordinary businesses, while the Business-Driven Model argues the opposite. alike(p) author as in the previous source, Eric Cornuel, together with Pierre Kletz, Mandel Leadership Institution, Jerusalem, Israel. This research paper was published in the Journal of Management Development in 2011. This source gives meaningful insights to how and why business schools should make changes in their curriculum.Strategy & Society The Link Between Competitive Advantage and Corporate Social certificate of indebtedness (Porter, M & Kramer, M R 2006) This article was published in the Harvard Business Review in 2006. It is about how corporations can benefit from corporate social responsibility, instead of seeing it solely as a cost. One of the two authors is Michael Porter of Harvard Business School, one of the worlds most famous economists. This source is highly reliable because of two reasons. 1. Reputation of the author. 2. For the fact that it was published in one of the world s most prestigious journals. It provides useful information for my future arguments, when it comes down to what business schools and businesses can gain from increasing CSR, and thereby improving global sustainability.ConclusionThese articles all have one common argument. Business schools have to change. The disagreements lie in how this change should be executed, and what result that is to be expected from it (Financial Times, 2008). They all agree that business schools have a major impact on society, and therefore a great responsibility. Most researchers focus on how corporations must change, consequently leading to a change in demand for young managers with special skills in that area. Hence provoking the change of the business schools curriculum. This could be seen as delegating the responsibility of change to those corporations.As shown in the recent financial crisis, greed can make top executives act unethically, with no sense of corporate social responsibility. Should corpora te social responsibility be legislated in order to achieve global sustainability? What role do business schools play in this? How can business schools act to ensure a positive future for our planet?BibliographyWWF 2010. Human demand outstrips natures supply, viewed 14 April 2012, Financial Times, 2010. Schools ignore sustainability revolution, viewed 17 April 2012, Dyck, B et al., 2011, Addressing Concerns Raised by Critics of Business Schools by Teaching Multiple Approaches to Management, Business and Society Review, flashiness 116, tax return 1, pp. 1 27, viewed 17 April 2012, retrieved from Wiley Online Library database.Cornuel, E 2005, Role of Business Schools in Society, The Journal of Management Development, Volume 24, Issue 9, p. 819, viewed at 17 April 2012, retrieved from ABI/ tell Complete database.Cornuel, E & Kletz, P 2011, The non-profit turn and its challenges for business schools Journal of Management Development, Volume 30, Issue 5, pp. 483 491, viewed at 17 Apr il 2012, retrieved from ABI/INFORM Complete database.Porter, M & Kramer, M R 2006 Strategy & Society The Link Between Competitive Advantage and Corporate Social Responsibility, Harvard business review, Volume 84, Issue 12, p. 78, viewed at 17 April 2012, retrieved from Business Source Premier database. Financial Times, 2008. The importance of sustainability, viewed 16 April 2012, Self ReflectionI approached the writing of this essay by and initial review if my previously submitted work, in order to grasp the full context, but also to see where I wanted to go and remind myself of the opinions I had while writing. I mostly free wrote for quite some time, and then later putting it all together with more approvable sentences in an academic sense.My biggest attempt was to get all the sources together to create some sort of an overview of the topic, since many of the articles were devoted to certain specific topics. I (hopefully) overcame this by reading a plenty of different sources, a nd making connections to my own topic. I learned that starting an essay by free writing is the best approach for me personally, although a lot of time has to be dedicated to editing in the end, especially in the sense of making it all stick together as a whole piece.*

Electronics and Communication Engineering (Ece) Syllabus Book R07

JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY, HYDERABAD B. TECH. ELECTRONICS AND COMMUNICATION plan I YEAR COURSE STRUCTURE Code athletic field English Mathematics I Mathematical holds Applied natural philosophy C Programming and Data Structures Nedeucerk Analysis Electronic Devices and Circuits engineering science Drawing electronic computer Programming research 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 terzetto 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 channelis eed Programming Switching Theory and Logic stick out 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 one-dimensional 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 applied science 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 technology 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 by dint of Verilog Elective-IV Wireless Communications and Networks DSP Processors and Architectures Artificial Neural Networks Industry directed 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 splendour 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 gear up 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, audience and speaking and for this the teachers should use the text edition prescribed for detailed study. For example, the students should be encouraged to read the texts/selected paragraphs silently. The teachers can ask comprehensi on 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 bear with topics selected for discussion in the class. The time should be utilized for working out the exercises effrontery 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 winment and practice of phrase 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 casual situations. 3. SYLLABUS Listening Skills Objectives 1. To enable students to develop their listening skill so that they may appreciate its office staff 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 plenty of different backgrounds and regions Students should be given practice in listening to the sounds of the language to be able to do it them, to distinguish surrounded by 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 particularized 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 complaisant and professional contexts. Oral practice Describing objects/situatio ns/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 speech communication 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 forget 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 other authentic texts, such as magazines/newspaper articles. Writing Skill s 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 freeze off order ones. Writing sentences Use of appropriate vocabulary Paragraph writing Coherence and stickingness 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 undermentioned 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. go OF FIRE An account APJ Abdul Kalam, A coupled version with Exercises, Universities arouse (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 decrease 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 contract 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, Universities 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 f rom 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 sevener Exercises on Reading and Writing Skills Reading Comprehension Situational dialogues garner 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 phrase 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. canonic Communication Skills for Technology, Andrea J Rutherfoord, Pearson Education Asia.Murphys English Grammar with CD, Murphy, Cambridge University Press English Skills for technical foul Students by Orient Longman Everyday Dialogues in English by Robert J. Dixson, Prentice- manse 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, Oxford I Year B. Tech. ECE JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY HYDERABAD T 3+1* MATHEMATICS I P 0 C 6 building block I Differential equations of first order and first degree exact, getning(a) and Bernoulli. Applications to Newtons Law of cooling, Law of natural growth and decay, orthogonal trajectories. UNIT II Non-homogeneous strainar differential equations of second and higher order with invariant 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 Rolles Theorem Lagranges lowly Value Theorem Cauchys 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 bend Evolutes 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 leash integrals change of variables change of order of integration.UNIT VI Sequences series Convergences and divergence Ratio f ootrace Comparison test Integral test Cauchys root test Raabes test Absolute and conditional convergence UNIT VII Vector Calculus Gradient- distinction- Curl and their related properties of sums- products- Laplacian and second order operators. Vector integrating Line integral work done Potential function area- surface and volume integrals Vector integral theorems Greens theorem-Stokes and Gausss Divergence Theorem (With out proof). Verification of Greens Stokes and Gausss Theorems.UNIT VIII Laplace transform of standard functions Inverse transform first shifting Theorem, Transforms of derivatives and integrals Unit step function second shifting theorem Diracs delta function Convolution theorem Periodic function Differentiation and integration of transforms-Application of Laplace transforms to ordinary differential equations Partial fractions-Heavisides Partial fraction expansion theorem. Text defends 1. A text Book of Engineering Mathematics, Vol-1 T. K. V. Iy engar, B. Krishna Gandhi and Others, S. Chand & club. 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 determine, eigen vectors properties Cayle y-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 teddy 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, disallow definite tractor trailer definite index signature Sylvester law. UNIT IV . Solution of Algebraic and Transcendental Equations induction The Bisection Method The Method of False Position The Iteration Method Newton-Raphson Method.Interpolation ledger entry- Errors in Polynomial Interpolation Finite differences- Forward DifferencesBackward differences Central differences Symbolic relations and separation of symbols-Differences of a polynomial-Newtons formulae for interposition Central difference interpolation Formulae Gauss Central Difference Formulae Interpolation with unevenly spaced points-Lagranges 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 Simpsons 1/3 determine Simpsons 3/8 Rule.UNIT VI Numerical solution of Ordinary Differential equations Solution by Taylors series-Picards Method of successive Approximations-Eulers Method-Runge-Kutta Methods Predictor-Corrector Methods- AdamsMoulton Method Milnes Method. UNIT VII Fourier Series Determination of Fourier coefficients Fourier series even and rum 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 integrals.Fourier transform Fourier sine and cosine transforms properties inverse transforms F inite Fourier transforms. UNIT VIII geological 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 third-dimensional 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 Braggs law Laue method Powder method.UNIT II PRINCIPLES OF QUANTUM MECHANICS Waves and particles Plancks quantum theory de Broglie hypothesis Matter waves Davisson and Germer experiment G. P. Thomso n experiment Heisenberg uncertainty principle Schrodingers 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 energy band formation in solids Classification of materials into conductors, semi conductors & insulators Concept of rigive 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 Permeab ility Magnetization Origin of magnetized moment Classification of magnetic materials Dia, para and ferro magnetism Hysteresis curve Soft and hard magnetic materials. UNIT V SEMICONDUCTORS Introduction Intrinsic semiconducting material and carrier concentration Equation for conductivity Extrinsic semiconductor and carrier concentration Drift and diffusion Einsteins equation 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 Einsteins 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 co ne Numerical aperture Types of optical fibers and refractive index profiles Attenuation in optical fibers Application of optical fibers grassroots principles of holography Construction and reconstruction 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 second 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.Material s 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 / juke code, flowchart, political course of instruction development steps, structure of C political platform, 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, designation 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, parameter passing, storage classes- extern, auto, register, static, scope rules, block structure, user delimit 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 three-dimensional 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 str uctures, structures and functions, pointers to structures, self referential structures, unions, typedef, bitfields, C program examples.UNIT V Input 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, suffix 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. Padmanabham, 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 Kirchoffs laws interlock 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 values and form factor for different periodic wave forms, fuddled 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 go 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 grade Star and delta connection Relation between line and phase potencys 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, Thevinins, Nortons, Max big businessman Transfer theorem. Millimans Theorem Statement and proofs problem solving using dependent and independent sources for d. c and a. c excitation.UNIT VI both-port networks Z,Y, ABCD, h-parameters Conversion of one parameter to some other parameter condition for reciprocity and symmetry 2 port network connections in series, parallel and cascaded problem solving. UNIT VII passing(a) 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 sifts 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 Valkenburg, 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 Schaums 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 magnetised fields, Perpendicular Electric and Magnetic fields.UNIT- II JUNCTION 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 rectif ier (forward bias and quash 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, fluff factor, full wave rectifier, likeable components in a rectifier circuit, Inductor filter, Capacitor filter, L- ? section filter, ? section filter, Multiple Lsection and Multiple ? section filter, and comparison of various filter circuits? n toll 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 component s, 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 aggregator 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 bias, 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 si ngle 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 oscillators, 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. REF ERENCES 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 proje ctions of lines, planes and simple solids UNIT V Conversion of orthographic views into isometric views and vice-versa. TEXT BOOKS 1. Engineering potations By N. D. Bhatt 2 Engineering graphics By K. L. Narayana & P. Kannayya REFERENCES1. 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) lay aside 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. Subsequ ent terms are found by adding the preceding two terms in the sequence. spare a C program to generate the first n terms of the sequence. c) compile 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) preserve 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 o wn 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 doesnt contain T. b) Write a C program to count the lines, words and characte rs in a given text. Week 8 a) Write a C program to generate Pascals 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+. +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

Freedom of Speech to Criticize Teachers Essay

It is good practice to respect teachers by word and deed. Even so, if a teacher is incompetent, students do not consider it disdain to badmouth him or her. After all, students lives atomic number 18 significantly impacted by the competence or incompetence of their teachers. Thus, Tim Davis, a special education teacher from calcium who helped to start a website called RateMyTeachers. com rewards the site that allows students to either praise or openly criticize their teachers by stating Its the first time I really savor that students have a voice in their education (Teachers view An F In Freedom). Davis opinion is consonant with the freedom of talking to theory which grants thoroughgoing(a) freedom to all people to express their opinions. The only condition posed by the freedom of speech postulate is that hate speech and verbal twist are unacceptable in all situations and in all forms. With this essential condition in place, RateMyTeachers. com grants perfect freedom to studen ts to express their positive and negative opinions virtually their teachers. Many students praise their teachers on the site.However, one teacher was described on the selfsame website as somebody who just shows up for a paycheck (Teachers Earn An F In Freedom). Although a number of teachers have protested against the website because it allows them to be openly criticized by their students, a lawyer representing the New York State United Teachers has detect that the site must surely fall under constitutional free-speech protection (Teachers Earn An F In Freedom). It is clear, therefore, that teachers must be tolerant of the opinions of their students. If the opinions are positive, they should encourage the teachers to focus on their strengths and continue improving their teaching styles. But even if students opinions are negative, teachers must show empathy and work on improving themselves with the support of their students opinions. After all, students care that their teachers do the best that they can in the classroom. RateMyTeachers.com is an excellent example of the freedom of speech theory in action in this context. perceive that the opinions of students on the website may be read by anybody with access to the Internet, nothing is hidden from teachers that are truly interested in learning how they are secretly rated by their students. Even without the website, however, students would continue to praise and constructively criticize their teachers. As a matter of fact, students take it in their stride to make good or bad comments about their teachers.Given that this experience is a regular part of schooling, it is worthwhile for teachers to consider allowing all students to provide them with feedback about their teaching methods on a regular basis. Indeed, teachers may want to show respect for their students opinions regardless of whether they are positive or negative with the understanding that their students opinions support them in their quest to b reak their teaching styles. What is more, students should be allowed to openly praise or constructively criticize their teachers without having to fill out anonymous evaluation forms.This would also help to build great rapport between students and teachers. Most importantly, such practice would help students to gain more confidence in their effort to make politically correct speech and for both students and teachers to learn and grow together, despite the divergency of their developmental stages.Works CitedTeachers Earn An F In Freedom. New York Library Association (8 October 2003). 1 April 2008. .

Mid Term Essay

Chapter 11. If software does not wear out, why does it deteriorate (1.4) 2. Is software plan science applicable when web applications are built? If so how it can be modified to accommodate unique characteristics of web apps. (1.7) 3. Develop a software loser scenario (Dooms Day) which could do great harm to humans. (1.8) 4. Describe a process frame hunt down in your own words. Is framework activities is applied to all projects regardless of size and complexness? (1.9) 5. Do Umbrella activities occur evenly across all processes or some concentrated in one or more than frame work activities. (1.10)Chapter 21. Provide three examples of Software projects that would be amenable to the waterfall model. Be specific. 2. Is there ever a case when the generic activities of the software engineering process do not apply? If so, describe it. 3. Is it possible to combine process models? If so, provide an example. 4. Discuss the meaning of crosscutting concerns in your own words as the phrase a pplies to aspect-oriented programming (AOP). 5. What is the difference between a Unified Process (UP) phase and UP workflow?Chapter 31. Describe agility (for software projects) in your own words. 2. Try to come up with one more agile principle that would help a software team become even more maneuverable. 3. Describe the XP concepts of refactoring and pair programming in your own words. 4. Using the FDD feature template (from section 3.5.5), define a feature set for an E-Mail client. in a flash develop a set of features for the feature set. 5. What activities are addressed during each iteration of the agile unified process?

Business Studies Case Study on a Music Industry (With Diagrams) Essay

benne, a class 9 boy who excelled in the fine art of singing wanted to make use of his rare talent and raise money for his future education. He set up a small beat business with 2 of his friends to raise money, as he was very poor. One of his friends Sam persistent to handle accounts as he was skilled at mathematics and had a good understanding of what price to set. Another of his friends Josh was in charge of building personal relations with some consumers to enhance gross revenue as he had excellent persuasions and people skills. All three of them thought about diffe adopt food marketing strategies. They conducted research and found* This was a gap in the market as there are few talented child singers going public* Most of the people in their class were willing to buy the CD at a reasonable price, his juniors and seniors were also willing to buy,* There would be an excitement about the album however for he first few weeks as the three of them had built considerable hype for t he launch of the event,* Knowing Benny personally helped as people knew that they could associate and comment on his album, selling the album anywhere else would not earn enough.* They would need to add a lot more value to the album like adding a live video of Benny singing and dancing and a virtually DJ mixed song.They calculated the cost of making one CD* They had to pay a calendar monthly rent of Rs 10,000 for the recording studio for one month but due to lack of funds the owner of studio allowed them to pay 50% after 4 months* notion the coer page of the CD- 5 Rupees* Cost of empty CD 15 Rupees* Cover of the CD 10 Rupees* Other Rs. 5000 per monthThey did not think that they could do all the work themselves and hence employed 20 members of their class and promised to pay them 100 Rupees if they managed to sell 20 CDs each per month. They worked under the sales department.The album was launched in January and Sam decided to sell each CD for a cost of 99 Rupees. The first month the 3 of them sold only in their school and to their close friends and were able to sell 500 CDs in cash while another 250 were sold in credit.The nigh month the 3 of them decide to go outside school after taking customer feedback through questionnaires, interviews and observations and improving the mistakes they made in the album. Then they decided to market the CD throughout Mumbai and were promoted and sponsored by Planet M, as Planet M is a well known music shop which charged ten thousand per month for advertising. Every week on a Saturday, which is statistically Planet Ms day with the most footfalls, a special promotion took fanny where Benny sang live in the store. Planet M also advertised this in the Rolling Stones Magazine and newspaper.Benny became an instant hit and at the end of the year they sold 1000 CDs per month in cash and 500 CDs in credit that was to be paid by the next month. Now Benny and his friends have decided to sell the rights of the album to Tips Indust ry limited for 500,000 so that they could sell whole over India. They took this step as there board exams were approaching but as per the contract Benny has to perform about 1 stage show per month all over India and gets 10,000 Rupees for doing so.

Article 21 of the Constitution of India After Maneka Gandhi’s Case Essay

INTRODUCTIONTo a great extent, the supreme reform tribunal of India finds its enduringness in condition 21 of the governance, for the reason that much of its legal activism has been based on interpreting the scope of this obligate. Majority of the PIL cases have been filed under this bind plainly. The peremptory cost is now known as an activist court. There has been no change in the words apply in oblige 21, but on that point has been a change in the way it has been interpreted. The scope of the obligate has expanded considerably post the Maneka Gandhi decision. This will be critic everyy analysed in the following few pages. ARTICLE 21The expression reads- No soulfulness shall be deprived of his liveliness or in- personized emancipation except fit in to purpose accomplished by law. Constituent Assembly Debate Over condition 21 Indias constitutional system was rooted in the traditions of British parliamentary sovereignty and legal positivism. Thus, the emer gence of a strong autonomous tourist court challenging parliamentary decree via substantive receivable process was unlikely habituated this traditionalistic historical context. But aside from the historical legacy of British rule and legal positivism, two specific historical factors directly influenced the Constituent Assembly to explicitly omit a delinquent process clause in the section on underlying Rights.The first was the influence of United responsibilitys independent Court umpire Felix wiener on Constitutional Adviser B.N. Rau, who traveled to Britain, Ireland, the United deposits and Canada in 1947 to meet with jurists regarding the drafting and framing of the Indian Constitution. The second factor was the tumultuous and jumbled bound of communal violence that gripped Northern India as a result of the partition of Muslim Pakistan from Hindu India, which led the framers of the Indian Constitution to remove the due process clause from their draft constitution for the protection of individual indecorousness.1 The Constituent Assembly of India originally included a due process clause in the Fundamental Rights provisions associated with pr so fartive grasp and individual liberty in the initial draft interpretation adopted and published in October of 1947.At this point, a majority of members of the Constituent Assembly favored inclusion of a due process clause, be courtship it would provide procedural safeguards against cargo area of individuals without cause by the government. However, Rau had succeeded in exit the phrase liberty with the word private, effectively limiting the scope of this clause as applying to individual liberties, and non property properlys. After this draft version was published, Rau embarked upon a multi-nation trip to the United States, Canada, and Ireland to meet with jurists, constitutional scholars, and other statesmen.In the United States, Rau met with American autocratic Court Justice Felix Frankfurter, a s tudent of Harvard Law professor James Bradley Thayer, whose writings about the pitfalls of due process as weakening the democratic process had already impressed Rau prior to the visit. In his meeting with Rau, Frankfurter indicated that he believed that the power of judicial brush up implied in the due process clause was both undemocratic and burdensome to the judiciary, because it empowered judges to invalidate legislation enacted by democratic majorities.2 Frankfurter had a lasting impression on Rau, who upon his return to India, became a forceful proponent for removing the due process clause, in conclusion convincing the Drafting Committee to reconsider the language of draft Article 15 (now Article 21) in January 1948. In these meetings Rau apparently was able to convince Ayyar, the important swing vote on the committee, of the potential pitfalls associated with substantive interpretation of due process, which Frankfurter had discussed extensively with Rau. Ayyar, in ultimate ly up endorseing the new position on the offend of the Assembly in December 1948, supported removing the due process clause on the grounds that substantive due process could impede social legislation.With the flip out in Ayyars vote, the Drafting Committee endorsed Raus new preferred language-replacing the due process clause with the phrase according to the procedure established by law, which was apparently borrowed from the Japanese Constitution.3 Protection of Life and Personal LibertyGopalans CaseImmediately after the Constitution became effective, the question of interpretation of the words emotional state-time storytime and personal liberty arose out front the court in the case A.K. Gopalan v. State of Madras.4 In this case, the Petitioner had been detained under the Preventive Detention Act, 1950. The petitioner challenged the validity of his detention on the ground that it was violative of his Right to freedom of movement under Article 19(1)(d), which is the very essen ce of personal liberty guaranteed by Article 21 of the Constitution.He argued that (i) the words personal liberty include the freedom of movement in any case and therefore the Preventive Detention Act, 1950 must also satisfy the requirements of Article 19(5). (ii) It was further argued that Article 21 and Article 19 should be read together as Article 19 laid out the substantive correctlys firearm Article 21 provided procedural rights. (iii) It was also argued that the words procedure established by law actually meant due process of law from the American Constitution which includes principles of natural justice and the impugned law does non satisfy that requirement.Thus the main question was whether Article 21 envisaged any procedure laid down by a law enacted by a legislature, or whether the procedure should be just, fair and reasonable. On behalf of Gopalan, an argument was made to persuade the Supreme Court to hold that the courts could adjudicate upon the reasonableness of th e Preventive Detention Act, or for that matter, any law depriving a person of his personal liberty. Majority Decision in GopalanThe Supreme Court ruled by majority that the word law in Article 21 could non be read as meaning rules of natural justice. These rules were bleak and indefinite and the Constitution could not be read as laying down a vague standard. The Court further interpreted the term law as State made law and rejected the plea that the term law in Article 21 meant jus naturale or principles of natural justice. Justice Fazl Alis Dissenting JudgmentJusticle Fazl Ali in his dissenting judgment observed that preventative detention is a direct infringement of the right guaranteed in Art. 19 (1) (d), even if a narrow construction is placed on the said sub-clause, and a lawrelating to preventive detention is therefore subject to such limited judicial re purview as is permitted by Art. 19 (5). There is nothing revolutionary in the view that procedure established by law must include the quaternary principles of elementary justice which inhere in and are at the root of all civilized systems of law, and which have been stated by the American Courts and jurists as consisting in (1) notice, (2) opportunity to be heard, (3) impartial tribunal and (4) orderly course of procedure.These four principles are really different aspects of the same right, videlicet, the right to be heard in advance one is condemned. Hence the words procedure established by law , whatever its exact meaning be, must necessarily include the principle that no person shall be condemned without hearing by an impartial tribunal. Relationship among Articles 21, 22 and 19An attempt was made in Gopalan to establish a link in the midst of these three Articles. The underlying purpose was to persuade the Court to adjudge the reasonableness of the Preventive Detention Act. It was therefore argued that when a person was detained, his several rights under Article 19 were affected and thus, the reasonableness of the law, and the procedure contained therein (regarding reasonable restrictions), should be justiciable with reference to Arts. 19(2) to (6). Rejecting the argument, the Court pointed out that the word personal liberty under Article 21 in itself had a comprehensive meaning and ordinarily, if left alone, would include not unless freedom from arrest or detention, but also diverse freedoms guaranteed by Art. 19.However, reading Articles 19 and 21 together , Article 19 must be held to deal with a few specific freedoms mentioned therein and not with freedom from detention whether punitive or preventive. Similarly, Art. 21 should be held as excluding the freedoms dealt with in Article 19. The Court ruled that Arts. 20 and 22 constituted a comprehensive code and embodied the perfect constitutional protection in relation to life and personal liberty and was not nurseled by Article 19.Thus, a law depriving personal liberty had to set with Arts. 20 and 22 and not with Art. 19, which covered a separate and distinct ground. Article 19 could be invoked only by a freeman and not one under arrest. Further, Article 19 could be invoked only when a law directly attempted to control a right mentioned under it. Thus, a law directly controlling a citizens right to freedom of speech and expression could be time- tried and true under the exception given under Art. 19(2) and a law that does not directly control the fundamental freedoms under Article 19, could not be tested under the clauses (2) to (6) of Article 19. This judicial approach meant that a preventive detention law would be valid, and be within the terms of Article 21, so gigantic as it conformed to Article 22. Due Process of LawThe V Amendment of the US Constitution lays down inter alia that no person shall be deprived of his life, liberty or property, without due process of law. The use of the word due in this clause is interpreted to mean just, proper or reasonable according to judicial review. The courts can pronounce whether a law poignant a persons life, liberty or property is reasonable or not. The court may declare a law invalid if it does not accord with its notions of what is just, fair and reasonable. Thus, this clause known as the due process clause has been the some significant single source of judicial review in the US.It was contended in Gopalan that the expression procedure established by law in Art. 21 was substitutable with the American concept of procedural due process, and therefore, the reasonableness of the Preventive Detention Act, or for that matter, of any law affecting a persons life or personal liberty, should comply with the principles of natural justice. The Supreme Court rejected this contention giving several reasons i) The word due was absent from Article 21.ii) The fact that the words due process were dropped from draft Article 15 (present Article 21), signified the intention of the Constituent Assembly, that was to avoid the uncertainty s urrounding the due process concept in the USA. iii) The American doctrine generated the countervailing but complicated doctrine of police power to restrict the ambit of due process, i.e., the doctrine of governmental power to regulate private rights in mankind interest. If the doctrine of due process was imported into India, then the doctrine of police power might also have to be imported, and which would make things very complicated. The ruling thus meant that to deprive a person of his life or personal liberty- i) There must be a lawii) It should lay down a procedureiii) The administrator should follow this procedure while depriving a person of his life or personal liberty. CriticismGopalan was characterized as the last-water mark of legal positivism. Courts approach was very static, mechanical, purely literal and was coloured by the positivist or shrill theory of law, which studies the law as it is. Article 21 was interpreted by the majority to mean that Art. 21 constituted a restriction only on the executive which could not act without law and that it was not applicable against legislative power, which could make any law to impose restraints on personal liberty, however arbitrary they may be.GOPALAN TO MANEKA 1950-1977Gopalan held the field for almost three decades. It can be observed during this period from the court decisions that the two major points settled in the case that is, foremost that Articles 19, 21 and 22 are mutually exclusive and independent of each other, and secondly that Article 19 was not to apply to a law affecting personal liberty to which Article 21 would apply got shortend to a great extent until finally in Maneka Gandhis case this position was reversed. The decisions immediately proceed Gopalans case were decided on the same primer.For example, in Ram Singh v. Delhi5, where a person was detained under the Preventive Detention Act for making speeches prejudicial to the maintenance of earth order, at a time when public orde r was not contained under Article 19(2), the Supreme Court refused to assess the validity of preventive detention under Article 22 with reference to Article 19(1)(a) read with Article 19(2) stating that even if a right under Art. 19(1)(a) was abridged, the validity of the preventive detention order could not be considered with reference to Art. 19(2) because of the Gopalan decision that legislation authorizing need of personal liberty did not fall under Art. 19 and its validity was not to be judged by the criteria in Art. 19.The beginning of the new trend can be found in RC Cooper v. Union of India6, where Article 31(2) which had been amended to dilute the protection to property, the Court established a link betwixt Article 19(1)(f) (right to property) and Article 31(2). But the draconian Gopalan ruling found its way back and reached the utmost point in ADM Jabalpur v. Shivkant Shukla7, remembered as the black day in Indian Constitutional history.In this case the political dissen ters of the Indira Gandhi government were arrested and Shivkant Shukla contended that this was in violation of their right to life and personal liberty and so the writ of habeas corpus should be issued. Court held that during the period of emergency, a person could be detained and his right to life and personal liberty under Article 21 could be suspended, and such suspension could not be challenged and the writ of habeas corpus could not be issued during the emergency. This case showed that Article 21 could not play any role in providing any protection against any harsh law set abouting to deprive a person of his life or liberty. It is the dissenting judgment of Fazl Ali J that was subsequently applied in the decision in Maneka Gandhis case and the cases after that, regarding the right to life and personal liberty. MANEKA GANDHIS CASEIn Maneka Gandhi v. Union of India8 and ever since, the Supreme Court has shown greater sensitivity to the protection of personal liberty. The court h as reinterpreted Article 21 and overruled its Gopalan decision and which, in the words of MP Jain, can be regarded as a toweringly creative judicial pronouncement on the part of the Supreme Court. In this case, Maneka Gandhis passport was impounded by the Central Government under the qualifying Act in the interest of the general public, as was provided under S. 103(c) of the Passport Act. This was challenged on the ground of being arbitrary to Article 21 and also because this was done without affording her a chance to be heard.The Court observed that as the right to travel abroad falls under Article 21, principles of natural justice must be observed and the right of hearing should be given, even though not expressly provided for under the statute. Some of the main hypnotisms laid down by the court in this case are as follows 1. The court reiterated the proposition that Articles 14, 19 and 21 are inter-related and not mutually exclusive.This means that a law prescribing a procedur e to deprive a person of their personal liberty, should conform to the provisions under Article 19. Moreover, the procedure established by law under Article 21 must meet the requirements of Article 14. According to K. Iyer, J, no Article in the Constitution pertaining to a Fundamental Right is an island in itself. Just as a man is not dissectible into separate limbs, cardinal rights in an organic constitution have a synthesis. Here, the dissenting judgment of Justice Fazl Ali in Gopalans case was followed.2. The court emphasized that the expression personal liberty was of the widest amplitude covering a variety of rights which go to constitute the personal liberty of man. Some of these attributes have been raised to the status of distinct fundamental rights and given additional protection underArticle 19.3. The most significant aspect of Manekas decision is the reinterpretation by the court of the expression procedure established by law used in Article 21. It now means that the proc edure must satisfy certain requisites in the sense of being fair and reasonable. The procedure cannot be arbitrary, unfair or unreasonable. The reasonableness must be projected in the procedure contemplated by Article 21.IMPACT OF MANEKA GANDHIS DECISIONArticle 21 which had lain dormant for nearly three decades was brought to life by the Maneka Gandhi decision. Since then Article 21 has been on its way to emerge as the Indian version of the American concept of due process. It has become the source of many substantive rights and procedural safeguards to the people. Some of the broad fields of this impact will be discussed as below 1. Interpretation of the Word LifeIn Francis Coralie9 the Supreme Court, following the principle laid down in Maneka Gandhis case, has interpreted the meaning of life as has been interpreted by the US Supreme Court in Munn v. Illinois10, and held that the expression life under Article 21 does not connote but physical or animal existence but embraces someth ing more.As recently as 2006, the Supreme Court has observed that Article 21 embraces within its jibe not only physical existence but also the quality of life. These cases only reflect a part of the scope and ambit of the word life under Article 21, which has been extended widely by the Supreme Court over the years proceeding Maneka. There have been a number of areas in which the Supreme Court has related some of the Directive Principles of State Policies to the word life under Article 21 and made it enforceable as a fundamental right. A classic example of this is the large number of environment related cases filed by MC Mehta.2. Personal LibertyIt does not mean further the liberty of body, i.e., freedom from physical restraint or freedom from confinement within the bounds of a prison. The expression personal liberty is not used in a narrow sense but as a compendious term to include within it all those variety of rights of a person which go to make personal liberty of a man.To beg in with, the expression personal liberty in Art. 21 was interpreted so as to draw out the rights mentioned under Article 19. The view was expressed in Kharak Singh v. State of Uttar Pradesh11 that while Art. 19(1) dealt with particular species of that freedom, personal liberty in Art. 21 would take in the residue. This view was followed in Gopalans case as well. But the minority view expressed by Justice Subba Rao adopted a much wider concept of personal liberty. He differed from the majority view that Art. 21 excluded what was guaranteed by Art. 19. He pleaded for an overlapping approach of Arts. 21 and 19. In a recent judgment of 2009, Suchita Srivastava v. Chandigarh Administration12, the Supreme Court asserted the strict boundaries of personal liberty but that such liberty must also accommodate public interest. A womans right to make reproductive choice has been held to be a dimension of personal liberty within the meaning of Art. 21.3. LawOrdinarily, the word law in Article 21 denotes an enacted law, i.e., a law made by the Legislature. But in AK Roy v. Union of India13, the question was whether an ordinance in the context of National security Ordinance, 1980, promulgated by the President to provide for preventive detention in certain cases and connected matters, a law? The petitioner argued that since this was made by an executive it was not law and could not, thus, deprive a person of their personal liberty. The Supreme Court held that an ordinance passed by an executive is well within the meaning of law and must therefore, also be subject to Fundamental Rights, just like an Act of the Legislature.4. ProcedureAfter Maneka Gandhi, it is now established that the procedure for purposes of Art. 21 has to be reasonable, fair and just. The Supreme Court has reasserted in Kartar Singh v. State of Punjab14 that the procedure contemplated by Art. 21 is that it must be right, just and fair and not arbitrary, originative or oppressive. In re The Special Courts Bill, 1978, the Special Courts Bill proposed that a special court would be constituted to try certain persons holding high political offices during the emergency of 1975-1977. The special Court was to be presided over by a sitting or retired Judge of a High Court, to be establish by the Central Government in consultation with the Chief Justice of India.The accused could appeal to the Supreme Court against the verdict of the special Court. For the procedure to be just, fair and reasonable, the Court suggested certain modifications There should be a provision for transferring a case from one special court to another so as to avoid the possibility of a rill where a judge may be biased against the accused Only a sitting High Court Judge ought to be appointed, for the retired Judge would hold the office as a Judge of the special court during the pleasure of the government, and the pleasure doctrine was subversive of judicial independence. Instead of mere consultation, the Chief Justice s concurrence should be there, which would inspire confidence not only of the accused but also of the entire community in the special Court. CRIMINAL JUSTICE AFTER MANEKAArrestIn Joginder Kumar v. State of Uttar Pradesh15, the Supreme Court has observed that an arrest can cause incalculable harm to a persons reputation and self-esteem. Arrest should be made not merely on suspicion but only after a reasonable satisfaction reached after some investigation as to the genuineness and bona fides of the complaint and a reasonable belief to the persons complicity and even as to the need to effect arrest. Speedy TrialSpeedy footrace has not been mentioned as a fundamental right in the Constitution. stock-still the Court has declared this as a fundamental right in Hussainara Khatoon v. Home Secretary, State of Bihar (I).16 In this case, the undertrials were in prison for a long period of time, awaiting their trials. Bhagwati, J. held that although, unlike the American Constitution speedy tr ial is not specifically enumerated as a fundamental right, it is implicit in the broad sweep and content of Article 21 as interpreted in Maneka Gandhis case.This position was reiterated in Hussainara Khatoon(No. 2) and Hussainara Khatoon(No. 3). In a significant judgment in Abdul Rehman Antulay v. RS Nayak17, the Supreme Court has laid down guidelines for the speedy trial of an accused i) Fair, just and reasonable procedure implicit in Article 21 of the Constitution creates a right in the accused to be tried speedily. Right to speedy trial is the right of the accused. The fact that a speedy trial is also in public interest or that it serves the societal interest also, does not make it any-the-less the right of the accused. ii) Right to Speedy Trial flowing from Article 21 encompasses all the stages, namely the stage of investigation, inquiry, trial, appeal, revision and retrial. That is how, this Court has understood this right and there is no reason to take a restricted view. iii)T he concerns underlying the Right to speedy trial from the point of view of the accused are (a) the period of remand and pre-conviction detention should be as short as possible. In other words, the accused should not be subjected to unnecessary or unduly long incarceration prior to his conviction (b) the worry, anxiety, expense and disturbance to his vocation and peace, resulting from an unduly prolonged investigation, inquiry or trial should be minimal and (c) undue delay may well result in impairment of the ability of the accused to defend himself, whether on report card of death, disappearance or non-availability of witnesses or otherwise. In Sunil Batra (II) v. Delhi Administration18, it was held that the practice of keeping undertrials with convicts in jails offended the test of reasonableness in Art. 19 and fairness in Art. 21. prison house AdministrationIn Sunil Batra (I) v. Delhi Administration19, the important question onward the court was whether solitary confinement impo sed upon prisoners who were under sentence of death, was violative of Articles 14, 19, 20 and 21. It was held that under Sections 73 and 74 of the IPC, solitary confinement is a substantive punishment, which can be imposed by a court of law, and it cannot be left within the inclination of prison authorities. It further observed that if by imposing solitary confinement there is total deprivation of camaraderie amongst co-prisoners, comingling and talking and being talked to, it would offend Article 21 of the Constitution.The liberty to move, mix mingle, talk, share company with co-prisoners if substantially curtailed, would be violative of Article 21 unless curtailment has the backing of law. Here we see the high regard that the Supreme Court gives to human life and personal liberty, notwithstanding a persons jail sentence. In Prem Shankarv. Delhi Administration20, the Supreme Court has held that handcuffing should be resorted to only when there is clear and present danger of escape . Even when in extreme cases, handcuffing is to be put on the prisoner, the escorting authority must record concurrently the reasons for doing so, otherwise the procedure would be unfair and bad in law. This is implicit in Article 21 which insists upon fairness, reasonableness and justice in the procedure for deprivation of life and liberty. Legal AidIn Hussainara21, the Supreme Court has observed that it is an essential ingredient of reasonable, fair and just procedure to a prisoner who is to seek his liberation through the courts process that he should have legal services available to him. Providing free legal service to the poor and the devoid is an essential element of any reasonable, fair and just procedure. In Suk Das22, the Court quashed the conviction of the appellant because the accused remained unrepresented by a lawyer and so the trial became vitiated on account of a fatal constitutional infirmity. The court held that free legal assistance at the cost of the State is a Fundamental Right of a person accused of an offence and this requirement is implicit in the requirement of a fair, just and reasonable procedure prescribed by Article 21. Public Interest litigationOne of the most effective instruments evolved by the Supreme Court for attaining social justice is Public Interest Litigation (PIL). Any person with a sufficient interest and acting bona fide can file a PIL in the Supreme Court under Art. 32 or Art. 226. If there is a violation of any fundamental right or legal duties and there is legal injury to a person or a class of persons who are unable to approach the court by ignorance, poverty or by any disability, social or economic, any member of the public can make an application for an appropriate direction or order or writ before the High Court under Article 226 and before the Supreme Court under Article 32 for redressal. This was the gist of the principle laid down in SP Gupta v.Union of India23, in which the Court has given healthy relaxat ion to the doctrine of locus standi. PILs have played an important role in the fields of prison reforms, gender justice, environment protection, child rights, education, wherein the court has forever made an attempt to uphold the value of a dignified human life, which is not merely confined to access to food, shelter and clothing, but goes much beyond. For instance, in Vishakha v. State of Rajasthan24, an incident of rape was held to be violative of not only the right to gender equality under Art. 14, but also of the right to life under Article 21.The Supreme Court has laid down specific guidelines as to what constitutes sexual harassment at workplace, placing the responsibility on the employer to ensure the precaution of their employees, also making it mandatory for all public offices to have a Womens Cell, where the women employees could take their grievances. These guidelines can also be found in the sad Law Amendment Act 2013. In MC Mehta v. Union of India25, the Supreme Cour t has developed the concept of absolute liability regarding the payment of compensation by an go-ahead engaged in dangerous and hazardous activities. The Supreme Court has also exercised epistolary jurisdiction, wherein a letter has been treated as a petition before the court.In Labourers Working on Salal Hydroelectric Project v. State of Jammu and Kashmir26, litigation was started on the basis of a letter addressed by the populations Union for Democratic Rights to Mr. Justice D.A. Desai enclosing a copy of the news item which appeared in the issue of Indian Express pointing out that a large number of workmen working on the Salal Hydro Electric Project were denied the benefit of various labour laws and were subjected to exploitation by the contractors to whom different portions of the work were entrusted by the Central Government. In all of these cases, and a number of others, a reflection of Manekas decision can be found, wherein the Court has tried to uphold the holiness of a d ignified human life.CRITICAL APPRAISAL OF MANEKAS DECISIONThe kind of wide interpretation that has been given to Article 21 post Maneka, has not been given to any other provision. Article 21 read with Articles 32 and 226, has become the most important weapon of judicial activism. By relating Directive Principles of State Policy with Fundamental Rights, court is granting remedies on an ever increasing scale. But it must be remembered that Directive Principles are non-justiciable in nature and cannot be enforced. Yet, the Supreme Court has gone to great lengths to enforce these by relating them to right to life. But balancing of conflicting interests is an important function of law. Function of law issocial engineering. This has to be performed by both, the Legislator as well as the Judiciary.Justice Cardozo also says that the court can evolve a process for dealing with the social ills. Thus, where legislators fail to rest period the interests, it is the Court which must do it. The c ourt will be criticized for judicial over-reach, that is, for undertaking the power of the legislator and laying down a law, as it happened in Vishakha v. State of Rajasthan. But it must be realized that where the Legislators fail, the court has to step in. The gaps need to be filled. Thus, from the perspective of Roscoe Pounds social engineering theory, which is very applicable in the present scenario, courts actions cannot be termed as judicial overreach. CONCLUSIONThus, the decision of the Supreme Court in Maneka Gandhis case became the basis of the courts decisions in subsequent cases pertaining to not only Article 21 expressly, but wherever the court found a relation between life and another aspect of it. The Court developed a theory of inter-relationship of rights to hold that governmental action which curtailed either of these rights should meet the designated threshold for restraints on all of them. In this manner, the Courts incorporated the guarantee of substantive due pr ocess into the language of Article21. This was followed by a series of decisions, where the conceptions of life and personal liberty were interpreted liberally to include rights which had not been expressly enumerated in Part III.27 The width of Article 21 will keep expanding as long as our Supreme Court upholds its title of the activist court, and intervenes dutifully to preserve the fundamental rights of the people. The Court has, thus, played the role of a social engineer, constantly making an effort to repose the conflicting interests of the state with those of the society and the individuals.REFERENCES1. Indian Constitutional Law, M.P. Jain, Sixth Edition (2013). 2. Constitutional Law of India, J.N. Pandey, Forty Third Edition (2006).

Airline Marketing Plan Essay

Executive Summary 1. 0 Executive Summary Puddle Jumpers Airlines, Inc. is a new consumer atmline in its formative stages. It is being organized to take advantage of a specific gap in the short-haul domestic travel market. The gap exists in low terms service out of Anytown, U. S. A. The gap in the availability of low cost service in and out of the Anytown hub coupled with the demand for passenger travel on selected routes from Anytown indicates that a new entrant airline could be expected to capture a significant portion of current air travel business at that hub. The focal point of Puddle Jumpers is experienced in airline start-ups.Previously management grew Private Jet Airlines from a single Boeing 727 to a fleet of 16 MD80 series aircraft. Revenues grew to $130 million in a two twelvemonth period from 1992 through 1993. Our research and projections indicate that air travel to and from Anytown is sufficient to provide a new carrier with revenues of $110 million dollars in its fi rst full year of operations, utilizing six aircraft and selected short-haul routes. These sales figures are based upon load factors of only 55% in year one. Second year revenues are expected to blow over $216 million dollars with additional aircraft and expanded routes.Load factors for year two are 62%. The Puddle Jumpers plan has the potential for a more rapid ramp-up than was the case with Private Jet due to the nature of the routes and the demand for travel currently in the targeted markets served. In short, the frequency of flight of stepss needed to serve Puddle Jumperss target market exceeds the demand that dictated Private Jets ingathering. These sales levels ordain produce net profit of just over $1 million in the first operational year and $21. 4 million dollars in flight year two. Profits in year one will be 1% of sales and will improve to 10% of sales with the economies gained in year two.The over-all operational long term profit target will be 16% of sales as net pro fit in years three, four, and five. The beau mondes long term plan is part of the due diligence package. The first operational year is actually fiscal year two in this plan. The first year of formative operations will burn cash until revenue can commence. This is due to the organizational and regulatory obligations of a new air carrier. Investment activity is needed to handle the expenses of this phase of the business. The following chart illustrates the over-all highlights of our business plan over the first three years.Gross Margin here is approximately 87% of sales since the only costs included in this calculation are travel agent commissions, credit card discounts, and federal walk out taxes. Travel agent commissions are calculated on 30% of sales even though management feels the actual number will not exceed 10% of sales. NOTE For display purposes in this sample plan, numerical values in tables and charts are shown in thousands (000s). Highlights 1. 1 Objectives The Company has the following objectives 1. To obtain required D. O. T. and F. A. A. certifications on or before March 1, 1997. 2.To commence revenue service on or before July 1, 1997. 3. To raise sufficient seed and bridge metropolis in a timely fashion to financially enable these objectives. 4. To commence operations with two McDonnell-Douglas MD-80 series aircraft in month one, four by sack of month four, and six by end of month six. 5. To add one aircraft per month during year two for a total of 18 at year two end. 1. 2 Mission Puddle Jumpers International Airlines, Inc. has a mission to provide safe, efficient, low-cost consumer air travel service. Our service will emphasize safeguard as its highest priority.We will operate the newest and best maintained aircraft available. We will never skimp on maintenance in any fashion whatsoever. We will deform to operate our flights on time. We will provide friendly and courteous no frill service. 1. 3 Keys to Success The keys to success are Obt aining the required governmental approvals. Securing financing. experient management. (Already in place). Marketing either dealing with channel problems and barriers to entry or solving problems with major advertising and promotion budgets. Targeted market share must be achieved even amidst expected competition. Product quality.Always with safety foremost. Services delivered on time, costs controlled, marketing budgets managed. There is a temptation to fix on growth at the expense of profits. Also, rapid growth will be curtailed in order to keep maintenance standards both strict and measurable. Cost control. The over-all cost per ASM (available sit around mile) is pegged at 7. 0 cents or less(prenominal) in 1996 dollars. This ASM factor places Puddle Jumpers in a grouping of the lowest four in the airline labor within the short-haul market. (US Air, the dominate carrier in the Anytown market, averages 12. 0 cents per ASM by comparison).The only three airlines with lower operating costs also operate older and less reliable equipment, and even then the lowest short-haul cost in the airline industry is currently Southwest at 6. 43 cents per ASM. Company Summary 2. 0 Company Summary Puddle Jumpers International Airlines is being formed in July, 1996 as a South State Corporation. Its offices will be in Anytown, Georgia. The recrudesce of Puddle Jumpers is Kenneth D. Smith. Mr. Smith has extensive experience in consumer aviation. His bio as well as the backgrounds of all the members of Puddle Jumperss management team are enwrap herein. 2. 1 Company OwnershipPuddle Jumpers International Airlines, Inc. will authorize 20,000,000 shares of common stock. 1,000,000 shares are to be set aside as founders stock to be divided among key management personnel. It is also expected that management stock options will be made available to key management personnel after operations commence. It is expected that founders stock plus option stock will not total more than 15% of aut horized shares. initial seed capital is to be attracted via a convertible debenture sold by Private Placement. This round of funding will have premium diversity privileges vs. later rounds and bridge capital.