Economical Ethics Essay

Each of us as individuals are responsible for our own monies, our own bills, spending habits and we are ultimately responsible for our money which in turn allows us much latitude in how we choose to spend our money. With this said, it can be said that there is little no to no ethics involved when we deal with our own funds or finances. Is this true? No! In fact there are many moral and ethical decisions involved in spending our own money. We must choose to pay our obligatory bills and not go gamble it all away. We are obligated, unless we don’t drive, to pay for our gasoline and not spend it on illicit drugs or other illegal activities. This is the small side of ethics in an economical world. The larger picture of ethics in the economy involves the government, politics, banks and businesses in all forms. In the majority of cases, when one of these entities is dealing with monies, 90% of the time it is money that is owned by the public in some way. This money might be for stocks purchased from a broker, money deposited into a bank, campaign funds or funds approved by a local ballot. There are many factors at play and many more entities than this. They have a much larger responsibility ethically than we do. It is their responsibility to make sure the public’s money is spent as it was given permission to be spent. If we approved for Jones 2 them to spend publics’ money on a playground then that is where it needs to go. Campaign funds, the same thing. I can continue on indefinitely. You have all heard the news where embezzlement of funds, stolen funds, misappropriation of funds happens and in these instances this becomes a crime. The morals that were ignored became an ethical situation that was violated thus violating our trust as the public. It is unfortunate that we face this or the threat of this each day and that we never know when the next person we hold in trust will try and disappear with monies that we, as a whole, have put out there, to try and make something better. Let us exonerate greed and these problems will lessen. Our ethics will improve as will parts of our economy. Jones 1 Davy Jones Professor Mills English 2010 7 July 2004 Global Economy Just what is global economy and what does it do for us or not do for us? Do we as a nation agree with having a global economy? Global economy has slowed down our nation’s production thus eliminating jobs in the USA. What do we get in return? Our global economy has allowed the use of cheaper labor to mass produce items at a much lower cost. This would constitute much of the import trade. What does it cost to fund this trade and take into consideration that dollars in the USA do not equal foreign currency. Does it balance out by time transportation cost and tariffs have been paid? Maybe we have saved a few dollars as a whole but do we really know? What if we pulled back some of this import and foreign labor and allow more of our own nation the ability to work in positions that we do not have available because those positions are in another country. Does this really affect our global economy to the point of despair or will our economy strengthen in our nation because it is our people who work and our people who spend more money. Yes the money does make the world go around and the advocacy to pull all foreign labor is not what this is about. We do need some form of global economy as there is room to have all of us on the same side. Jones 2 There are some parts of the world that have more advanced technology or a specific cheese or wine or lumber that we at this time cannot reproduce. It is the items that we cannot reproduce that should constitute the import trade. With this we do help our nation that much more while still also continuing a needed global economy. Works Cited Liu, Henry, â€Å"The Economics of a Global Empire† http://www. atimes. com/atimes/Global_Economy/DH14Dj01. html August 14, 2002 Dietrich Michael & Rowen Donna, â€Å" Incorporating Ethics into Economics: Problems and Possibilities â€Å" Sheffield Economic Research Paper Series http://www. shef. ac. uk/content/1/c6/03/91/71/SERP2004006. pdf July 2004

Affirmative Action: The Nation’s continuing battle for racial equality

Affirmative action is a policy of the State which has for its goal the elimination of historically rooted discrimination against men and women of colour. This is an active response of the State to the overwhelming concern of racial discrimination happening in the country and around the Globe. The existence of different nationality, race and ethnicity is a fact that has been long recognized. The looming problem in our society is determined by the equality of opportunities and the degree of acceptance. By acceptance it means the openness of firms, companies, and other institutions to hire men and women of colour. One need not look too far beyond to see how self-interest has been the ruling factor that has caused all development and transformation in the world. The formation of human rights seem to be the perfect illustration to this as it has been primarily geared towards the conscious regard to the political rights of the people. Through time, the ancient civilizations sought for more responsive policies then for more progressive ones as these clamours push for the commencement of social and cultural rights as well as economic rights respectively. This relative expansion in the coverage of human rights is not limited to narrow scope of the international sphere. This improvement transcends all the aspects of a political man. That is, in consideration of the triumvirate of goods or the different active determinants in the life of an individual â€Å"the political events, economic situation as well as the societal condition all lend a hand in the establishment of a singular prototype that would shape an individual. As a result, the manner and level by which an individual’s need would be catered to is the final cause of human advancement. This means that all growth and evolution depends on the intensity of human involvement to achieve what he wants. As a corrective measure, Affirmative action’s primary purpose is to cure defects in the government and other sectors of society. These defects are mainly caused by social strife, injustices, violation and discrimination in areas that include business, education and the military. This has been seen by the state as a necessary meant to tip the scale in favor of those who have been disadvantaged over the years. Protection of every citizen is the primary goal and objective of its citizens. This entails not only the protection from physical harm but also the assurance that the citizen is not disadvantaged in terms of work opportunities. Affirmative action is a means of the State to promote the welfare of the people. However, the real question is â€Å"can racial equality be achieved in business, education and the military without the use of policies that promote Affirmative Action?† On the other hand, it would appear that the primary objective of every individual is of getting those that he needs which would ultimately result in the progress of the entire society. This situation typifies the idea of self-interest as the governing factor that qualifies international growth and transformation. There is nothing inherently wrong with this; however, in this day and age, much of the development in the field of Politics should be and has been generally focused on policy-making and procedural re-awakening aimed in attempting to legislate policies that would make a more peaceful international community shared by men and women. Racial equality is an old issue but it remains to be of great national concern given the fact that existence of affirmative action is a way to remind us of the importance of recognizing and respecting individual rights of persons, regardless of race.   

Healthcare and Education Reconciliation Act of 2010 Essay

Healthcare and Education Reconciliation Act of 2010 (Affordable Care Act) Passage of the Health Care and Education Reconciliation Act of 2010 by Congress, followed by it’s signing by President Obama on March 30, 2010, completes a massive overhaul of the nation’s health insurance and health delivery systems. The Reconciliation Act amends the Patient Protection and Affordable Care Act of 2010, which President Obama signed on March 23. Combined, the two new laws include more than $400 billion in revenue raisers and new taxes on employers and individuals. The social and political struggles of the American population served as a key contributor to the push for the Healthcare and Education Reconciliation Act of 2010 to be formed and written into law. These struggles include but are not limited to an increasing unemployment rate of the nation which essentially meant that the average American was becoming less and less able to provide for himself and his family, therefore making the prospect of getting health insurance or paying for higher education a weightier endeavor. Also the number of Americans without healthcare was on an exponential rise and more and more people were unable to get healthcare, and take care of themselves, a condition that is detrimental to the GDP of the nation. The Affordable Care Act has shaped social, economic and political consciousness since its inception in 2010. More companies are open to providing their employees with health insurance options as the Affordable Care Act has increased subsidies to companies that provide their workers with healthcare options. The Act has also significantly increased the number of young adults with healthcare as children up to the age of 26 are able to stay under their parent’s health coverage plans. Also the $250 million the government provides in grants to the health insurance companies has assisted in cracking down on the premium hikes that were common in the pre-Affordable Care Act era. Now Americans can peacefully sign up for healthcare with the guarantee of fairly constant premiums that they know they can afford and keep up with. Numerous groups are opponents of the Affordable Care Act. Notable opponents of the Act are the Republicans and the more conservative and capitalist population of the nation. They believe that the reform would lead to government take over of healthcare and in the long run a socialist nation. They also believe that the implementation of the law would force tax payers to contribute tax dollars towards the funding of abortion; an issue that steal remains controversial in political gatherings and legislation. Lastly these opponents feel that the implementation of the Affordable Care Act into law in 2014 will ultimately drive companies to stop providing health coverage to their employees as they believe the bill does nothing to bring down the cost of healthcare as the government is transferring all the burden to the companies, strengthening their argument that the Act only strengthens a socialist system in America.

A background briefing memorandum for an upcoming hearing on the Assignment

A background briefing memorandum for an upcoming hearing on the proposed Safe Chemicals Act, - Assignment Example The Congress passed the (TSCA) Toxic Substances Control Act in 1976 to accredit the Environmental Protection Agency (EPA) to regiment chemicals that were potentially arbitrary risks to the environment and health of human beings. Whether or not the TSCA submits the EPA with sufficient tools to protect human health and the environment against exposure to chemical pollution is questionable. Using common sense principles and current science, the Safer Chemicals, Healthy Families coalition is working with Congress to repair our broken chemical system so that chemicals are proven safe before being added to our schools, places of work and even our homes. The 1976 (TSCA) is outdated and ineffective at protecting the public from chemicals. The chemicals may be of good use, but they are also counterproductive essentially because they have been linked to learning disabilities, reproductive problems, asthma, cancer and other serious diseases. Signaling our clear intention to protect families from toxic chemicals associated with serious health problems, Senators Frank Lautenberg, Amy Klobuchar, Charles Schumer , and I, with the support of others presented Senate Bill S.847, the "Safe Chemicals Act" to upgrade America’s out of date system for managing chemical safety. The E.U., like the U.S. has laws governing the use and production of chemicals. I will begin by looking into activities surrounding (REACH) Registration, Evaluation and Authorization of Chemicals and the (TSCA) Toxic Substances Control Act. In the recent past, the E.U has amended its policies for chemical control through legislation known as (REACH) Registration, Evaluation and Authorization of Chemicals in order to improve the identification and mitigation of risks from chemicals. The comparison of the TSCA and the recently enacted REACH approaches has the following results: Both legislations, TSCA and REACH, have accouterments to guard information rendered by chemical

Health Care Reform Bill Essay Example | Topics and Well Written Essays - 1250 words

Health Care Reform Bill - Essay Example Health Care Reforms According to Swan and Haas (2011), PPACA initiatives listed were favored by several national reports. First, the healthcare reform bills were put in place to enhance transparency and integrity in the program. Secondly, ensure all Americans have access to quality health care. Thirdly, make considerations to the providers of health care such as the hospital workforce. Fourthly, provide for public health improvement and prevent chronic diseases. According to the Thomas official website (2011), employers were expected to provide their employees with health insurance or take the option of subsidizing their employees’ healthcare by paying the government. This was the healthcare reform bills as at 2009 while they were still pending. H.R. 3590 Senate Bill and H.R. 3962 House Bill were proposed to provide Patient Protection and Affordable Care Act and Affordable Health Care for America Act respectively. As healthcare responds to the trends in cost, there would be a continuous catalyze on distribution and supply of healthcare. Problems are argued to arise in the post reform era on management of the trends of cost by deflecting the distribution network downwards and that of the supply chain. For example, between 1960 and 2008 the national expenditure healthcare cost grew from $28 billion to $2.34 trillion at an average growth of 10% annually, (Obamacare, 2011). The main difference with the House bill was its lack of surtax on wealthy individuals. H.R. 3590 has been described as having slow effects on different reforms. For example, the individual mandate has been schedule for 2014, a delay of a year. In that, if an individual does not obtain insurance coverage, they will face a penalty of $750 individually or the options of paying 2% gross income depending on the greater option. Regardless of the employees not mandatorily responsible for provisions of insurance to their employees, they are likely to face the same effects. In support of the Senat e Bill H.R. 3590, legislators argued that consumers were to benefit through the protection from unjustly practices by insurance providers. Also, the major advantage of the passed bill was the health accessibility and affordability to a larger population. As such, these legislators argued that U.S. deficit as at 2020 was likely to have reduced by approximately $100 billion. However, despite the above advantages, different groups opposed these reforms. First, they argued that the health care quality will be affected negatively yet its costs would have been increased. Different representatives from the congress approximated that the cost of the law at $2.5 trillion at a span period of 10 years and as a result, U.S. will most likely get into higher debts as noted by Coleman, Checkland, McDermott & Harrison, (2011). The Senate Bill was opposed by few stakeholders in the healthcare such as health insurers who argued that the private insurers were expected to maintain a minimum of 8% in pr emiums. Secondly, they opposed it in recognition that there will be reduction of insurance costs among small businesses. Thirdly, according to the U.S. Chamber of Commerce there was lack of principles in the reform that affected health status, food and drugs cases and fragmentation in the market as such they opposed this bill. On the other hand, pharmaceutical industries, physicians and AARP went in favor of the

IT Project Management Assessment. UMCDF Essay Example | Topics and Well Written Essays - 750 words

IT Project Management Assessment. UMCDF - Essay Example In this similar concern, the recipient of the Project Management Institute’s Project of the year 2012 award named Umatilla Chemical Agent Disposal Facility (UMCDF) has been taken into concern. In order to analyze about how the project management team associated with UMCDF exhibited exceptional and ethical project management practices, it has been viewed that the team ensured the following of various ethical considerations for successfully completing its project. Moreover, the team also made sure that there exist a proper, regular and an efficient flow of communications, so that no chances of biasness arises amid the members. The issue concerning safety has also given prior importance by the project management team linked with UMCDF as the people involved in the work process are completely new. Specially mentioning, the team can also be viewed hiring skilled as well as productive personnel in order to train the workers for building a strong interrelation with every member assoc iated with the project (Kerzner, 2013; Peterson, 2012). Thus, on the basis of the above discussion, it can be affirmed that the project manager or team linked with UCADF exhibited exceptional along with ethical based project management related practices by a certain degree. ... 2. Discuss the Role of the Project Manager or Team, The Organizational Setting, And the Recipient’s Approach to Project Integration Management, And Obstacles That Had the Potential of Adversely Impacting the Triple Constraints. The role of the project manager or team associated with UMCDF has been discussed hereunder. Technical: In general, the technical skill of a project manager matters a lot during a project life cycle. The technical quality of the project management team associated with UMCDF might basically include the activities of adopting, executing as well as developing effective planning to complete the project within prescribed time period (Blair, 2002). Transactional: This skill of a project manager is generally associated with managing the project work flow and performance. It basically includes formation of the project base and the guidelines that needs to be followed during the execution phase (Blair, 2002). This particular role might facilitate the team of UMCD F to attain PMI Project of the Year Award. Transformational: It is generally considered to be those leadership skills that must remain present in a project manager or in a project management team. Relating to UMCDF, it can be affirmed that the team performed quite well in terms of maintaining proper communication and relation with the co-workers resulting in making the recipient of PMI Project of the Year Award (Blair, 2002). It is to be affirmed that organization settings play a decisive part in the context of project management. In reference to the case of UMCDF it can be apparently observed that the project i.e. UMCDF had a proper organizational setting which helped to attain the award. This can be

Speech. Limit Sex in Advertising to the public Essay

Speech. Limit Sex in Advertising to the public - Essay Example Nonetheless, the companies found themselves on constant competition with visual promotions in both television and print media. One thing that differentiated one company advert from the other was the sex appeal employed. Reichert and Lambiase (2002, p. 25) defines sex appeal advertising as the form of advertising that draws customer’s attention through the use of sexual appeals that have been used as a form of communication technique. It almost goes without saying that contemporary customers are acquainted to more sex in advertising than ever before. This inclination of escalating use of sexual oriented topics and ideas is evident upon inspection of the broadcast and print media. In essence, marketers employ the use of romantic themes, nudity, or implicative ideas or topics to acquire the attention of its consumers. Though the use of sex in advertising has numerous advantages, limited research has been directed towards its implications on the society. In reference to Reichert and Lambiase (2002, p. 35), the use of sex appeal advertising has numerous significant public policy, social, and managerial implications. These propositions pivot the preferred depiction of women in the modern society, the circumstance under which marketers and advertisers should not use sexual themes in communicating with its consumers. For this reason, those impacted most by the sex appealing adverts are the women, both young and old, and not the targeted consumers. To the young women with developing and growing ideologies and bodies, sex appealing advertisements portraying women in a sexual explicit manner, whether fully clothed or nude, an imperative wrong is being executed. For the young and shapeable women, Jacobson and Mazur (1995, p. 79) notes that their perception of what they should wear, how they should look and how they should act is influenced, all with the assumption that

Brand plan Essay Example | Topics and Well Written Essays - 1250 words

Brand plan - Essay Example ark of international quality, a brand that can be used as a yard-stick in daily jargon to compare excellence in product through flawless craftsmanship. Every Rolex watch tells the tale of an instrument that passes through a series of stringent tests in the manufacturing units supplemented by individual care in making sure it truly represents this undisputed royal watch brand. â€Å"Rolex watches are popularly regarded as status symbols† (Khurana, 2010) There are many reasons why Rolex is positioned in the market the way it is. It was a pioneer in the invention of wrist watches through the skill of its co-founder Wildorf in innovating Oyster waterproof case and screw crown. Rolex has many â€Å"first† which account for its â€Å"father-figure†, aristocratic and near-Godly stature. Rolex manufactured watches were the first to come with Kew â€Å"A† test, a prestigious achievement in the early 1900s that deemed it to be perfect in time keeping. Again, Rolex watches were the first to have â€Å"perpetual self winding rotor mechanism† that kept the watch at optimal tension and wound on its own at the slightest movement of the wrist. (Rolex.com, 2012) The watch and jewellery market is huge at the global level with international brands like Rado, Tag Heuger, Citizen, Gucci, Jaeger-LeCoulture, Schwarzkopf, Breitling, Victorinox (Swiss Army), Cartlier, Omega, Tissot, Movado, ESQ, Edward Mirell, marahlago, David Vurman, John Hardy, Roberto Coin, Ammolite, Llardo, Marco Bicego, Honora, Yvel, Tudor etc. Even though these watches make up for them mid-range watch and jewellery market they compete to a certain extent with Rolex to get a share of the larger customer base who are not Rolex loyalists. Rolex has numerous competitors in the 43.6 billion USD watch and jewellery industry. Rolex has released its Tudor in 1946 to eliminate stiff competition faced from mid-range wrist-watch brand like Tag Heuger and Rado. Its model categories: Prince, Princess, Monarch and Sport entered

Markting Essay Example | Topics and Well Written Essays - 1000 words

Markting - Essay Example Least useful or appropriate? Your response should be well thought out and insightful. There are many companies in the world which are using the Internet as a medium to expand their business. One of the well renowned companies that is using the Internet to expand its business is Kellogg Company, popularly known as Kellogg’s. The company has its own website to assist its customers and provide the customers with a healthy service. The main vision of the company is to provide its customers with more improved and advanced products. Moreover, the company plans to provide the new products with more nutrition and taste to meet the standard of good quality products. For instance, the company launched products like Frosted Mini-wheat Little Bites, as well as Kellogg’s Raisin Bran, in the month of February 2012. These products were launched in order to satisfy the needs of the customers because it was through customer feedback, which was given on their official website, facilitate d the company to bring the products in the market. Through various social networking websites like Facebook, Kellogg’s has also been able to gather information about the customers’ likes and dislikes. ... The company is able to comprehend customers’ preferences towards a particular product. The website helps in taking decisions related to future product expansion strategy for the company. The customer service and feedback system, which is created on the official website, helps the company to gain knowledge about the customer preferences within a very short span of time. Moreover, the company is able to save a substantial amount of costs by doing a thoroughgoing marketing survey in different regions which would enhance the requirement of cost allocation. All together, the company is able to gather information about the product preferences among the consumers from amongst the large population of the entire world through the use of website (Kellogg Co.). On the other hand, there are few drawbacks while seeking to gather valuable customer related information through website as has been done by Kellogg’s. In this process of gathering information, the company generally would b e receiving individual feedback and not a group feedback from its customers. This can create certain hindrances for the company regarding the kind of strategy to follow. The company might face difficulty while analyzing the feedback from each and every customer. Different customers will have different feedbacks to provide and the company has to shrewdly decide which strategy to follow and which strategy not to follow. In the long run, the company might face difficulties in devising a single profitable strategy. Moreover, this process might be time consuming for the company. Whereas, when the feedbacks come in a group, the company does not have to spend time in deciding what strategy to follow as one single strategy will give the company to earn a lot of profit. The strategy of gathering

Study of Integrated Science Essay Example for Free

Study of Integrated Science Essay The importance of science in today’s world is overwhelming and therefore the education system throughout the world has geared itself to provide the required training in scientific skills to meet this growing challenge. Many countries have transformed themselves from poor feudal type economies through the increasing application of science and technology. China and India are two outstanding examples as they have grown to become economic and industrial power houses and in several ways compete effectively with developed countries. Any country which does not give the needed assistance to the study of science usually lacks development. Through science, bridges are constructed, vehicles manufactured, roads constructed and knowledge expanded. In spite of the relevance of science mentioned above, the pupils of Mampamhwe M/A JHS 2 have difficulty in studying and understanding science. The three aspects of pure science and one applied science (Agricultural science) have been combined to form the basis for the study of science at the junior high school. Collectively, they are known as integrated science. During the end-of-term examination, less than 40% of the thirty five (35) pupils in the class barely get above the average mark of fifty (50) in integrated science. The pupils mentality that, integrated science is difficult and poor methods of teaching can be counted as factors that have facilitated the poor performance of the pupils in the subject. Not using the scientific method of solving problems in the teaching of scientific problems and solving practical questions raises an eyebrow on how pupils can grasp the concepts of the subject. With pupils living in a community which major occupation is farming (cocoa to be precise) and pupils themselves engaging in farming activities, it would have served as a good ground for the application of agricultural science and biology which forms part of integrated science. But this seems not to be the case with the pupils. With the relevance of the study of science to the improvement of the pupils’ mind and life and also to the community as a farming one, prompted the researcher to study and investigate ways of improving the study of integrated science at JHS 2. Statement of the problem The problem which prompted the researcher to carry out this research is the poor performance of pupils in integrated science among the JHS 2 pupils of Mampamhwe M/A. It is therefore against this background that the researcher has decided to use the experiential approach to help solve this problem. Purpose of the study The reason why the researcher is carrying out this research is to: a) Identify the causes of the poor performance of pupils of Mampamhwe M/A JHS 2 in integrated science. b) Assess the effects of the poor performance in integrated science on the pupils. ) Establish possible solutions that can help solve the poor performance in integrated science. d) Provide teachers with some guidelines in improving the teaching and studying of integrated science. e) Help parents understand the conditions that they can put in place to help their wards improve their performance in integrated science. f) Provide suggestions to managers of education in Ghana when planning the syllabus. Rese arch questions Research questions for this study include the following: i) What difficulties do pupils of Mampamhwe M/A JHS 2 face in the study of integrated science? i) What are the major causes of the poor performance of the pupils in integrated science? iii) What are the appropriate interventions that can be taken to address the problem? iv) What is the effect of the project on the problem? Significance of the study This research will help pupils to recognize effective ways of learning integrated science which can bring about an improved performance in the subject. It will also help teachers of integrated science to vary their techniques or methods of teaching and choose methods according to the nature of the topic. Last but not least, it will also enable curriculum planners to include this practical work in the JHS science syllabus so that pupils at the junior high schools can make use of it. Delimitations This project work is limited to improving the performance of integrated science among only JHS 2 pupils of Mampamhwe M/A. This is because that is the class that the researcher was assigned to teach and has fair knowledge of their learning abilities. Also, out of all the subjects on the JHS 2 timetable, the researcher chose to carry out his research on only integrated science since it’s the subject assigned to him to teach. Last but not least, there were many approaches that could have been used for this study but the researcher deemed it best to use the experiential approach Organization of the study The research work is organized in five main chapters. Chapter one is titled ‘Introduction’ and it comprises the background to the study, statement of the problem, purpose of the study, research questions, significance of the study, delimitations, limitations and organization of the study. Chapter two is the review of related literature. It consists of the ideas and views of other writers, internet and other sources. Chapter three discusses the methodology which includes the research design, population and sample selection, research instrument, data collection procedure and data analysis plan. Chapter four considers the analysis of data based on the findings and discussions of the findings. The last chapter summarizes, concludes and also makes recommendation after the study.   Literature review Review of related literature in this chapter involves the systematic identification, location and analysis of documents containing information related to the research problem. It is designed to review works on the importance of the study of science in the basic school. The knowledge gained through the study of science plays an important role in the general education of the school curriculum, therefore, a large number of studies pertaining to the teaching and learning of science by many educationist and writers. This chapter considers the contributions of other researchers and their proposal suggestions for correcting these difficulties. The contributions are placed under the following headings in this chapter. Definitions of science. What is integrated science? Importance of science. Importance of science education as a school subject. Causes of poor performance of pupils in integrated science. Experiential method of teaching. Definitions of science According to Websters New Collegiate Dictionary, the definition of science is Knowledge attained through study or practice, or Knowledge covering general truths of the operation of general laws, especially as obtained and tested through scientific method [and] concerned with the physical world. Science refers to a system of acquiring knowledge. This system uses observation and experimentation to describe and explain natural phenomena. The term science also refers to the organized body of knowledge people have gained using that system. Less formally, the word science often describes any systematic field of study or the knowledge gained from it. (http://www. sciencemadesimple. com) According to Wikipedia (2012), Science is obtained from the Latin word scientia, it means knowledge. It furthered on to say that, science is a systematic enterprise that builds and organizes knowledge in the form of testable explanations and predictions about the universe. An older and closely related meaning still in use today is that found for example in Aristotle, whereby science refers to the body of reliable knowledge itself, of the type that can be logically and rationally explained. (http://en. wikipedia. org/wiki/Science). It goes on to say that, in modern use, science is a term which more often refers to a way of pursuing knowledge, and not the knowledge itself. Dictionary. com (2012) defines science as a branch of knowledge or study dealing with a body of facts or truths systematically arranged and showing the operation of general laws. World English Dictionary (2009) also defines science as the systematic study of the nature and behavior of the material and physical universe, based on observation, experiment, and measurement, and the formulation of laws to describe these facts in general terms. The medical dictionary (2002) also says science is  the observation, identification, description, experimental investigation, and theoretical explanation of phenomena. Such activities restricted to explaining a limited class of natural phenomena. Such activities applied to an object of inquiry or study. The science dictionary (2002) also defines science as the investigation of natural phenomena through observation, theoretical explanation, and experimentation, or the knowledge produced by such investigation. It continues to state that science makes use of the scientific method, which includes the careful observation of natural phenomena, the formulation of a hypothesis, the conducting of one or more experiments to test the hypothesis, and the drawing of a conclusion that onfirms or modifies the hypothesis. In general, science can be defined as the systematic observation and classification of natural phenomena in order to learn about them and bring them under general principles and laws. According to Twumasi (2009), Science has three main branches, namely; Chemistry, Biology and Physics. Chemistry is an experimental study of substances and the useful compounds that can be formed from these substances. Chemistry also has three branches which include inorganic, organic and physical chemistry. Physics is concerned with the forces that exist between objects and the interrelationships between matter and energy. Biology is the study of living things and their interactions with the environment. Biology is also divided into plants, animals and ecology. What is integrated science? Integrated Science is a straight forward, easy-to-read, but substantial introduction to the fundamental behavior of matter and energy in living and non-living systems. It is intended to serve the needs of non-science individuals who are required to complete one or more science courses as part of a general or basic studies requirement. It introduces basic concepts and key ideas while providing opportunities for students to learn reasoning skills and a new way of thinking about their environment. According to wiki. answers. com, integrated science is a combine study of all areas of the sciences or the introduction of some areas in sciences. It goes on to try to differentiate between science and integrated science by explaining that integrated science is a course with merged topics like biology, chemistry, etc. whilst science is a big body of knowledge, it is about everything around us even inside our own body. Importance of science Below are some importance of science as identified by www. mikebrotherton. com. 1. Science exercises the mind and teaches logical thinking. 2. Science encourages skepticism and questioning assumptions and looking at things in different ways. 3. Making important decisions based on science instead of superstition or demagoguery or hatred or fear etc often produces better results. 4. The techniques of science (logic, testing hypothesis, gathering, data, etc) can be applied in daily life for â€Å"small† personal problems and activities (purchasing decisions, playing games, cooking, debugging software, etc), not just for â€Å"big issues† like physics, astronomy, technological development, etc. 5. Through the study of science, horrible diseases can be cured, or prevented entirely, and it can still provide hope for those with as-yet-incurable diseases. . Through science, people who love each other can talk to each other whenever they want no matter how far apart they are in the world, and can be together the next day through improved ways of communication and transport. 7. Science can show us what has caused mass extinctions and point the way to preventing similar catastrophes in the future. 8. Science can make us feel big and special for understanding the age of the Earth, the nature of stars, and the size of the universe, even if those things dwarf us. 9. Science gives us superpowers, like looking across the universe, seeing atoms, flying across the Earth or to the moon, moving mountains, and harnessing the energy of the sun. 10. Science has helped us to understand ourselves and the environment. 11. It shows the best way of solving problems. Importance of science education as a school subject Science, as a subject is universal and knows no boundaries. The claims of Science for inclusion in the school curriculum came to be recognized after years of active and persistent efforts. Science almost revolutionarized human life and proved indispensable for existence of man. Now, supremacy of Science has been established in every field. In fact, so great is its importance for man and society that the present day people live in an age of science. No one perhaps needs an explanation at present to include science in the school curriculum. Canon Wilson, a famous educationist in 1867, in support of inclusion of science as a School subject wrote, Science teaches what evidence is, what proof is’’. English, History, Geography, Classics etc. re taught because they provide a liberal education. The main object of imparting education is to turn out intelligent citizens able to appreciate and enjoy the beauty and wonder of Nature. They should be efficient in all walks of life and should take delight in the wealth of culture of past generations and civilizations. Hence, Science should form an essential part of the curriculum as it is the only subject which affords k nowledge of certain facts and laws and helps in achieving the main object of education. According to www. preservearticles. om, Prakash (2011), the following are the arguments in favor of integrated Science to be placed in School Curriculum: 1. Science provides unique training in observation and reasoning. Science students reason from definitely ascertained facts and form clear concepts. It makes one systematic and enables him to form an objective judgment. 2. The discoveries have added to the prosperity of human race with vast increase of knowledge. Herbert Spencer in his, What Knowledge is of Most Worth gives information which study of Science furnishes. According to him, Science learning is incomparably more useful for our guidance in life. Other chief subjects too provide an intellectual training not inferior to that of Science. Practically, we live in a world of scientific discoveries. So science education cannot be neglected. 3. Prof. H. E. Armstrong says that Science is taught to provide training in and knowledge of Scientific method, which is useful in the life pursuits. So this needs a School base of Science education. 4. Science has its cultural value. It has a literature of its own. The Scientific discoveries of Galileo, Newton, Faraday, Darwin, Pasteur, Kelvin, Bose, Armstrong and others are treasures of mankind. So, Science has won the first rank of humanistic studies. 5. Science has utilitarian value. It trains the child to use his leisure properly. These are clearly illustrated in scientific hobbies. 6. Modern knowledge of Science provides great intellectual pleasure. An educated person is under very great disadvantage if he is not familiar with that knowledge. 7. Knowledge of the methods of observation and experiment in the different branches of Science helps pupils to develop a logical mind, a critical judgment and a capacity for methodical organization. . Science is useful in that it remedies some of the defects of the ordinary school education. It is found to be the most valuable element in the education of those who show special aptitude. Science provides discipline of mind. Causes of poor performance of pupils in integrated science The poor performance of pupils in integrated science can be attributed to many factors. Alsop (1985) said â€Å"if science is to be learned affectively i t must be experienced, (UNESCO, 1973)†. The laboratory is a unique fact of science education. Tamir (1989) also said that in the developing countries especially sub – Saharan Africa, there are a number of factors contributing to the poor performance in science. Thus low per capital income, predominantly rural populations, economy based on primary products, experience of political independence and limited access to school particularly at the secondary level. The sub — Saharan Africa is the region which has the greatest difficulties in providing the normal facilities of trained teachers, laboratories and equipment for teaching practical science. Also Toh (1990) said, prior knowledge, attitude to school, attitude to cience and academic self concept affect success in the performance in science investigation, and he continued to say that explicit understanding is not adequate for success in science investigation. Moreover, Torto (2003) said, gender disparity in education also leads to poor performance in science especially among woman. She said, female still have low access to education, low participation and poor performance in many subject. Many factors which are home, community and school based, continue to restrict development female education she said further that, factors within the classroom are not only uses of gender imbalances in education. Home based factors which include family size, household income, parents’ education, cultural and traditional beliefs all contributed substantially to poor female enrolment in school. Gott and Mishiter (1987) also added that, science education is in a state of rapid change. In recent years there has been an ongoing debate concerning the importance of concepts and process in our science courses. This debate has been brought into tighter focus since the autumn of 1988 in England and Whales with the advent of the national curriculum in science. Shito (1958) stated in the daily graphic that the community regards science students who are females as witches and ugly. In addition to this, Femsa project staff (1995) conducted and presented a research on the availability of resources and facilities for teaching and learning science as well as mathematics in Africa. They said that, where resources and facilities such as teacher textbooks, laboratories, chemicals, tools, textbooks, laboratory tools and equipment, teaching aids, store, office etc. are inadequate, it makes the teaching of science to become teacher centered. This type of approach is heavily dominated by the teacher as he or she lectures the subject, gives notes and demonstrates the practical aspect of the lessons. The students remain passive participants expected to listen and observe only. July (1925) said if science education is to be lectures and demonstration, then no results could be achieved in the future. He also added that any school that claims to teach science only theoretically is not a school. Morii (1434) said, a teacher is capable of teaching and implementing quality education if he is given what he is suppose to be given (an ancient scientist. He also added that the poor performance of science is due to low motivation given to teachers. According to Dzama (1999) causes of poor performance of pupils in science is as a results of absence of vocational incentives rather than by conflict between science and African traditional values and beliefs. He argued that conflict between science and traditional beliefs and values is not peculiar to Africans. He also demonstrated that in the growth of science in developed countries, improvement in the performance of students succeeded rather than proceeded industrial and technological development. Experiential method of teaching According to Wikipedia (2012), experiential learning is the process of making meaning from direct experience. Simply put, Experiential Learning is learning from experience. The experience can be staged or left open. Aristotle once said, For the things we have to learn before we can do them, we learn by doing them. David A. Kolb helped to popularize the idea of experiential learning, drawing heavily on the work of John Dewey, Kurt Lewin and Jean Piaget. His work on experiential learning has contributed greatly to expanding the philosophy of experiential education. Experiential learning focuses on the learning process for the individual. An example of experiential learning is going to the zoo and learning through observation and interaction with the zoo environment, as opposed to reading about animals from a book. Experiential learning requires no teacher and relates solely to the meaning making process of the individuals direct experience. However, though the gaining of knowledge is an inherent process that occurs naturally, for a genuine learning experience to occur, there must exist certain elements. According to David Kolb, an American educational theorist, knowledge is continuously gained through both personal and environmental experiences. He states that in order to gain genuine knowledge from an experience, certain abilities are required: 1. the learner must be willing to be actively involved in the experience; 2. the learner must be able to reflect on the experience; 3. the learner must possess and use analytical skills to conceptualize the experience; and 4. The learner must possess decision making and problem solving skills in order to use the new ideas gained from the experience. Experiential learning can be a highly effective educational method. It engages the learner at a more personal level by addressing the needs and wants of the individual. Experiential learning requires qualities such as self-initiative and self-evaluation. For experiential learning to be truly effective, it should employ the whole learning wheel, from goal setting, to experimenting and observing, to reviewing, and finally action planning. This complete process allows one to learn new skills, new attitudes or even entirely new ways of thinking. Most educators understand the important role experience plays in the learning process. A fun learning environment, with plenty of laughter and respect for the learners abilities, also fosters an effective experiential learning environment. It is vital that the individual is encouraged to directly involve themselves in the experience, in order that they gain a better understanding of the new knowledge and retain the information for a longer time. As stated by the ancient Chinese philosopher, Confucius, tell me and I will forget, show me and I may remember, involve me and I will understand’’. According to learning consultants, experiential learning is about creating an experience where learning can be facilitated. How do you create a well-crafted learning experience? The key lies in the facilitator and how he or she facilitates the learning process. An excellent facilitator believes in the creed: You teach some by what you say, teach more by what you do, but most of all, you teach most by who you are. And while it is the learners experience that is most important to the learning process, it is also important not to forget the wealth of experience a good facilitator also brings to the situation. An effective experiential facilitator is one who is passionate about his or her work and is able to immerse participants totally in the learning situation, allowing them to gain new knowledge from their peers and the environment created. These facilitators stimulate the imagination, keeping participants hooked on the experience. Creating an experiential learning environment can be challenging for educators who have been taught through traditional classroom techniques. Identifying activities that allow learners to understand and absorb concepts can be a new and daunting experience. However, by providing direct experience in addition to standard written and visual materials, learners with different types of learning styles and strengths can be accommodated. Sudbury model of democratic education schools assert that much of the learning going on in their schools, including values, justice, democracy, arts and crafts, professions, and frequently academic subjects, is done by learning through experience. Summary Science can be defined as the systematic observation and classification of natural phenomena in order to learn about them and bring them under general principles and laws. Science has been part of man in time past and has even become more of man’s life in recent years. The usefulness of science can be seen by the things around us; the roads, bridges, cars, computers, refrigerators etc. The selection and study of some aspects of science as a whole is what is termed as integrated science. To defend the study of integrated science and science as a whole in schools, Canon Wilson, a famous educationist in 1867, wrote, Science teaches what evidence is, what proof is’’. According to Prakash (2011), Science learning is incomparably more useful for our guidance in life. Many researchers are of the view that, learning is best understood when it is experienced as stated by the ancient Chinese philosopher, Confucius, tell me and I will forget, show me and I may remember, involve me and I will understand’’. According to David Kolb, an American educational theorist, knowledge is continuously gained through both personal and environmental experiences. Also, Aristotle once said, For the things we have to learn before we can do them, we learn by doing them. According to learning consultants, experiential learning is about creating an experience where learning can be facilitated. An excellent facilitator believes in the creed: You teach some by what you say, teach more by what you do, but most of all, you teach most by who you are.   This chapter talks about the research design that the researcher used in solving the problem, the population and sampling solution, research instruments, data collection procedure and data analysis plan. It also describes the type of research used in the study. It also involves the method of data collection, pre-Intervention, intervention and post- intervention stages. Research design Research design is a plan which specifies how data relating to a given problem should be collected and analyzed. It provides the procedural outline for conduct of any given investigation. The research design used is an action research design which is directed towards solving a specific problem at the classroom level. This type of research is usually undertaken by either a teacher or group of teachers in a school to solve a peculiar problem in the classroom or in the school as a whole. The design makes work very easier and simpler. This is due to the fact that, it does not involve inconveniences such as travelling etc. The design deals with a particular group of people in a given area concerned and helps to solve the problems which specifically affect him/her. Action research also helps the teacher to understand what actually goes on in teaching and learning situations. It is important in the sense that, it does not only enhance teacher’s professional status but also promotes teacher’s personal improvement of his/her practices. It is through action research that the teacher can evaluate his or her teaching effectively. Action research is also conducted with the purpose of solving classroom or local school problems through the application of the scientific method. Moreover action research helps teachers to understand better, all aspects of their practices in relation to the subject content, the curriculum, and the methods that are more appropriate to the levels of pupils in their class. Finally, action research helps teachers to be equipped with knowledge on the various approaches or methods that they can use to suit the children they teach. In spite of the outlined strength, the results of the design cannot be generalized. This is because the design does not cover a wide range of people and it seeks to detect and solve a problem affecting a particular group of people. This tends to be a weakness on the part of the action research. Population and sampling selection A population of 113 pupils at the junior high school was used for the study at Mampamhwe M/A JHS in the Obuasi Municipal Assembly. Though this number at the junior high school was considered, JHS 2 class was sampled for the study. The average age of the sampled class was fourteen (14) years. The table below shows the distribution of the sampled class. Table 3. 1 Distribution of pupils’ gender |Gender Number Percentage (%) | |Boys 16 44 | Girls 20 56 Total 36 100 | | | |This class was chosen for the research because the researcher was assigned to teach Integrated Science in that class. | | | Research Instruments I used two main strategies to detect how pupils learnt science. I initially had with pupils an oral discussion on a science topic and afterwards asked pupils oral questions on it. An exercise was later given to pupils based on the same topic discussed. Discussion The discussion method was aimed at finding out how pupils understand the principles of a topic if orally narrated and discussed in class. Discussion method stimulates critical thinking. Frequent questions whether asked by the researcher or the pupils, provide means of measuring learning and exploring in-depth the key concepts of the course. During discussions, pupils’ answers to questions could help the researcher to determine whether they have experienced what they are saying or they just read them from books. Exercise The purpose of the class exercise was to allow pupils to freely express themselves in the way they understood the topic that has just been taught. Pupils’ answers to questions will give the researcher the idea on how best they understand a topic when orally discussed with them. It also gives the researcher a clearer idea of how pupils think science is. Whether they think science is a written down facts that can never be tampered with or they think science is everything that goes on around them and they can verify each and every aspect of it. Data Collection Procedure Pre-Intervention Stage A lesson on corrosion and rusting from page 25 of pupils’ text book was selected and delivered by discussion method. Pupils had the basic concept of corrosion and rusting but could not different between the two. The factors responsible for rusting to occur were also discussed and few points were written for pupils to copy. From pupils’ answers given during the discussion, the researcher observed that pupils knew that rusting occurs on metals when they are left in the rain but cannot exactly tell what is responsible for it. This was explained to pupils. An exercise was then conducted to see how pupils understood the lesson. The exercise required pupils to state whether or not an iron can rust if it was kept a) under a bed b) on the ceiling c) in hot water d) inside a refrigerator e) in a hot water with oil spilt on the surface. Though pupils’ contributions to the discussion were favorable, about one-fourth of the class was able to score 3 out of 5 in the exercise. This showed that, pupils may have understood what was taught in the class but cannot apply it in real life situations. I looked at the exercise and recorded pupils correct answers without marking so that pupils could not tell whether they were correct or wrong. Besides that, there might have been some pupils in the class whose attention was somewhere else or did not understand what was been discussed but since most of the class were contributing, the researcher took it that, the whole class was contributing to the discussion. In practical lessons, this problem cannot be overlooked. Intervention Stage The class was divided into four (4) groups and each group was given an experiment to carry out. Each group was given three (3) new iron nails. The first group was asked to put their nails into a plastic or rubber container, cover it and place it under a bed for a week. The second group was asked to add water to their nails in a plastic container and place it inside the school refrigerator. The container should be left open. The third group was asked to also put their nails in boiled water, cover it and keep it for a week. The fourth group was also asked to place their nails into boiled water, pour oil on the surface and cover it tightly. After a week, pupils presented their experiments to the class and explained to the class the apparatus used for the experiment and what happened at the end of the experiment. Each member of the group had his/her own written report of how he/she saw the experiment go. One member of each group does the presentation with the other group members standing behind him/her. After the explanation, questions are thrown to the group and the other members are to answer. Some of the nails rusted whilst others did not. The absence of atmospheric oxygen in the boiled water covered with oil did not allow those nails to rust. So besides the fourth group’s setup, the rest of the setups caused the nails to rust due to the presence of oxygen or moisture. Post-Intervention Stage The class exercise that was given to pupils during the pre-intervention stage was again given to pupils to answer again. This time the researcher marked the exercise and saw many changes as compared to the answers they wrote before the intervention stage. Many wrong answers pupils wrote in the first exercise were corrected. Limitations Many problems may militate against this study but the few ones I would like to enumerate here include: 1. Problem of finance: The researcher will have to travel to other tertiary institutions to use their libraries if the researcher’s local library cannot provide the necessary books needed. Money will also be spent to buy airtime and data bundles to enable research on the World Wide Web. Without money, all these cannot be possible. 2. Time factor: The time at the disposal of the researcher is very limited and for that matter may not permit such an intensive coverage. Also there might be other written documents which may contain detailed information about this research work but due to the limited time available to the researcher, he may not review those documents.

Definition Of Juvenile Delinquency Criminology Essay

Definition Of Juvenile Delinquency Criminology Essay This chapter includes the basic definition as to who is considered to be juvenile delinquent and there is an in-depth look of the different theories together with the various causes of juvenile delinquency. Academics within the discipline have regarded juvenile delinquency differently. Therefore, there are a multitude theories and factors concerning this social plague but not a single answer as how to curb it. Many theories have been propounded and can be classifies as follows: Biological Theory Rational Choice Theory Labelling Theory Strain Theory Social Disorganization Differential Association 2.1.1 Definition of juvenile delinquency When you input the word juvenile delinquency in your search engine, you will get the answer as antisocial or criminal behaviour by children or adolescents. Juvenile delinquency is a social phenomenon and may have the definition of young children being involve in felonious and criminal activities. Delinquent acts are a special category of deviant acts. Every deviant act involves the violation of social rules that regulate the behaviour of participants in a social system (Cloward and Ohlin, 1960). Worldwide, criminal acts of young persons are referred to as juvenile delinquency (Cohen, 1964). In the US, since the 1980s, juvenile delinquency has often been referred to as youth offences. The age at which juveniles legally become adults differs from country to country, but in most states, young people are considered juveniles until the age of 18 years (Clements, 1987, cited in Mzinyathi, 1992). In Mauritius people are considered juveniles until the age of 18. However, some countries set the limit at the age of 16 or 17. 2.2 The Biological Theory This theory states that the biogenetic factors are the key causes of behavioural changes in young people. It draws a link between behaviour and hormones. The presence of testosterone hormone is a strong predictor of sexual motivation and influences boys in their behaviour. The lack of oestrogen in girls can lead to depression and to react in negative moods. An undeniable fact is that most illegal rebellious acts are disproportionately carried out by young men. While girls are regarded as soft and tender, boys are regarded as strong and aggressive. Attempts in expressing ones masculinity may be a factor to be involved in illegal activities  [1]  . Being vigorous, powerful and to show ones prowess may be a way for young boys to express their masculinity. Acting out these ideals may make young men more likely to engage in antisocial and criminal behaviour  [2]  . Other than biological factors, the way parents behave with young boys may make them more susceptible to offending. According to a study which appeared in the Journal of Genetic Psychology September 2008, there exists a significant association between an affinity for antisocial peer groups and a particular variation called the 10-repaet allele of the dopamine transporter genes (DAT1). Florida State University criminologist M. Kevin Beamer conducted a study whereby adolescent males who possess a certain type of variation in a specific gene are more likely to flock to delinquent peers  [3]  . 2.3 The Rational Choice Theory Seeing an increase in the recorded rate of juvenile delinquency and the failure of rehabilitation purposes, researchers emerged with the Rational Choice Theory  [4]  . According to this research, offenders are motivated in committing any delinquent act when they decide to violate the rules and regulations after considering their personal interests, i.e, self-interest, learning experiences and personal values. For researchers in this domain, the causes of crime lie within the offender rather than in their external environment. This theory stresses on the act of engaging in delinquent activity rather than on the delinquent act itself. It is believed that before choosing to commit a non-conforming act, the deviant evaluates the seriousness and the degree of the punishment and the risk of apprehension. Moreover, the value of the felonious act as seen by the peer group and the extent the personal needs of the delinquent is taken into consideration by the latter. It cannot be denied that young people will indulge in deviant activities if they do not fear punishment and the risk of being apprehended. 2.4 Labelling Theory An act may become delinquent only if it is perceived and considered as delinquent. It may have been done for the first time and is known as a primary deviance. The person may be consequently punished for this misbehaviour. He is given an official label and is considered a as a thug. From then onwards, all his acts are viewed from a different perspective. According to Labelling Theory, once young people have been labelled as criminal they are more prone to offend. All those who are labelled as such are expected to behave accordingly. Once labelled as deviant, a youth may accept that role and be more likely to associate with others who have been similarly labelled  [5]  . The young person ends up by accepting the label imposed upon him and develops a deviant self-image  [6]  . Labelling theorists say that male children from poor families are more likely to be labelled deviant and that this may partially why there are more lower-class young male offenders  [7]  . The crux of labelling perspective lies not in whether ones norm violating behaviour is known but whether others decided to do something about it.  [8]   Any form of social reaction to delinquency may therefore amplify it rather than reduce it. 2.5 The Strain Theory Robert Merton (1968) has carried out an analysis where he felt that there are institutionalized paths to success in society. He came up with two concepts: ends and means. The ends are the goals that one tries to achieve when indulging in any kind of social behaviour. The main ends are money, possessions, status, power and an affluent standard of living. They can be achieved by conforming. People have accepted the ends and try to achieve them by legitimate means. The means would refer to the methods used to reach the goals. Strain Theory stresses that crime is mostly caused by people having difficulty in achieving socially valued goals by legitimate means, i.e, people who live in poverty. Example: A conformist means of obtaining wealth and status is by high educational attainment and securing well paid job. However, a delinquent means can be used to achieve the ends and this could be by robbing a bank, i.e, by bending the means he seeks to attain the desired ends. Merton has classified this dilemma into five stages: Innovation At this stage, delinquents accept the conforming goals but are unable to achieve them by the socially approved means. They use deviant methods which may or may not gain the approval of the society. Ritualism The deviants are not capable of achieving the conformist goals at this stage. They lose sight of the goals but continue to conform to the socially approved means. Retreatism These people reject the society and its values. They do not have faith in both the means and the ends and give up both. This is due mainly to failures experienced earlier and in almost all quarters- homes, school and work. E.g, drug addicts. Conformity At this particular stage people conform to both the systems means and goals. Rebellion Some people reject both the approved goals and means and replace them by a new system of acceptable ends and means. E.g, the socialists idea of redistribution of wealth in a capitalist economy or the activities of a religious group like Hare Rama Hare Krishna Mission in an Arab country. The extreme case may be the terrorists who reject the society and along with it the institutions and the rules. They seek to replace them by their own society through deviant means, usually rebellion. 2.6 Social Disorganization This theory generally focuses on the culture. Criminological theory attributes variation in crime and delinquency to the absence or breakdown of communal institutions, e.g, family. The personality of the child is affected due to poor or defective relationship with and between parents and being subject to frequent humiliations. Parents have been aggressive, disrupting frequently, using abusive language and are living separately in certain cases. A research carried out by Olweus (1995) shows the following factors can affect the development of a child during the course of his growing up  [9]  : Lack of emotional involvement by parents at early age Parents do not set limits to the degree of deviance tolerable Discipline being too strict by parents who use a rigidly authoritarian type of upbringing There are certain open causes in the family, which encourage behavioural deviations. These can be because of alcoholism or drug usage, bad examples of elders and an unorganised or asocial home. There are concealed causes which include some problems within the family and are hidden from outside. The symptoms of these problems are shown by the childs behaviours. All these lead us to suppose that there are families, which seem to produce children with behavioural deviations deviations or where the socialisation process is abnormal. 2.7 Differential Association With industrialisation, the family has witnessed various changes in its structures. The process has created a lot of instability in the family causing some form of disintegration. It cannot put into operation many of its fundamental functions as an institution. In the process of modernisation it is the young people who often have to bear the cost of the change. The family is incapable of providing the basic element of security to the young generation. The school, too, is not in a position to provide that care. It has become more like an A producing factory which is in one way the requirement for better jobs. The youngsters are uncertain about their position and try to find other shelters for security and stability. They turn towards the peer group, which plays an important role in compensation for the family and school. The delinquents form a common group and seek the support of each other. The theory of Differential Association suggests youngsters are motivated to commit crimes by delinquent peers and learn criminal skills from them. The peer group is able to exert a lot of influence on young people. It is very powerful; it helps to produce tendencies towards disintegration, which can result into various forms of deviant acts. Young people are unstable, uncertain and have problems of adaptation. They see their future prospects less bright, competition becoming tougher and social relationships being less stable  [10]  . In these conditions, it is most probable that they will come across other young people who are mentally and socially insecure. It forms a vicious circle. Altogether they will find solutions to their problems by going against the normal channel. The Differential Association Theory deals with young people in a group context and looks at how peer pressure and the existence of gangs could lead them into crime. Deviance is a means of coming to terms with anomic situations and also represents, if there are no alternative means of proving oneself, to make clear and excessive demanding clear and- even if only briefing- understable in a single act. Delinquency is therefore a reaction by young people to the process of disintegration and anomie in all social fields. 2.8 Causes of Juvenile Delinquency Every society has certain modes of behaviour to be acceptable or rebellious in nature from the very first civilisation. Every deviant act involves the violation of social system (Cloward and Ohlin, 1960). Researchers the world over have long debated the various causes of delinquency. Yet juvenile delinquency continues to be a salient topic and no single cause has been able to answer as to what leads a juvenile to become delinquent, Delinquency should not be seen as a surprising phenomenon but as something all adolescents will participate in unless obstacles are placed in their paths by a disapproving society.  [11]   Glasser (1965) believes a youth may become deviant if his lifestyle is based upon consistently meeting ones needs in such a way that it deprives others of the ability to meet their needs. Behavioural specialists indicate that socio-economic conditions like poverty hold a key importance in a youngsters life. Furthermore, peer pressure makes young people more vulnerable to conform to certain values and norms which are not socially acceptable. Other theorists believe experience of a childhood trauma such as child abuse and family dysfunctioning lead youngsters to be indulged in criminal activities. This chapter will address some of the factors and their attempts to explain why some young people are more susceptible to deviant behaviour. 2.8.1 Family structure and delinquency According to Wright and Wright (1994) the family is the foundation of human society. As the family goes, so goes the nation and so goes the whole world we live in, said Pope John Paul II Norms, values, model of behaviour emanate from the family unit and these factors create an internalised blueprint for the childs personality, beliefs and attitudes  [12]  . Families can teach children to be aggressive, antisocial and violent (Wright and Wright 1994). Family Dysfunctioning Gorman-Smith and Tolan (1998) state that parental aggressiveness and parental conflict predict violent offending; whereas, lack of maternal affection and paternal criminality predict involvement in property crimes  [13]  . There is a strong link between delinquency and familial antisocial behaviour and family conflict. Children are more bent to violence if there is violence between relationships that they share with their family  [14]  . Amato and Sobolewski indicated associations between exposure to parental divorce and marital discord while growing and childrens psychological distress in adulthood  [15]  . Communication Communication plays a pivotal role in the functioning of family. As stated by Clark and Shields (1997) effective communication is important for optimal family functioning as it can have major implications for delinquent behaviour  [16]  . With continuous family communication in a compassionate and non-judgemental tones will make children feel understood and accepted leading to a positive self-image and higher sense of self-esteem. Parental Monitoring Monitoring becomes necessary as children moves into adolescence as the latter spend more time with peers than under the supervision of parents. Kim et al. showed that coercive parental and lack of monitoring leads directly not only to antisocial behaviours but also contributes to increase peer association which is predictive of higher levels of delinquency. However, it is also seen that when parents are too strict and maintain a harsh monitoring, adolescents are likely to 2.8.2 Peer influence Peer pressure can influence a childs behaviour just as the family can. When youths face lack of social support and response from their families and communities, they turn to their peer groups for support  [17]  . The peer group is an adolescents main source of social interaction. According to Agnew (1991) and Lamson(1993) juveniles substitute peer groups for parents when they see the latter as uncaring. Spending time with deviant peers exerts much pressure on the youth to adopt the same behaviour  [18]  . Weak bonding to conventional peers lead to association with deviant peers which results into initiation or aggravation of delinquent behaviour  [19]  . 2.8.3 Educational experiences Education is instrumental in this competitive environment, for instance, what we call the rat-race in Mauritius, to find a respectable source of income and to survive. High level of education for survive is responsible for changes in crimes and delinquency rates  [20]  . There is a well-established correlation between school failure and deviancy  [21]   Difficulty in the school environment often contributed to truancy and more serious offences  [22]  . School environment may shape a youth sense of opportunity and self-worth. In Mauritius, academic achievement is one of the principal stepping stone towards success. Socio-economic and demographic factors also impact on educational opportunities and performance  [23]  . For instance, in Mauritius educational environments are not always the same. It is apparent in underclass environment, e.g, outskirts of cities like Roche Bois where education is usually not a strong norm of behaviour. Moreover, school dropout and poor academic achievers are more likely to be involved in criminal acts. 2.8.4 Socio-economic class The gap between the rich and the poor is widening. According to Merton (1968), children from poor families do not have sufficient means to achieve status, employment, etc. hence, they turn to criminal behaviour to achieve the same things, i.e, through ways not being accepted by the society. Juvenile delinquency is influenced by the negative consequences of social and economic development. Furthermore, unemployment among youngsters can increase the likelihood of their involvement in illegal activity. 2.8.5 Trauma A grim reality in our modern world is that many young people are abused and traumatized every day. The abuse, whatever its nature, may have a long-lasting and profound effect on a youths life. Numerous studies over the past 10 years have shown a clear relationship between youth victimization and a variety of problems in later life, including mental health problems, substance abuse, impaired social relationships, suicide and delinquency.  [24]   2.9 Juvenile delinquency in Mauritius In Mauritius, delinquency includes conduct that is antisocial, dangerous, or harmful to the goals or norms of the society. The Brigade pour la protection des mineurs, a unit at the MPF, is specialized in the detection and prevention of juvenile delinquency. In 2011, around 700 juvenile offenders were involved in crime and misdemeanours, of whom 300 in assaults and 130 in thefts. About 800 juveniles were contravened for road traffic offences. 2.9.1 Juvenile offenders The juvenile delinquency rate (excluding contraventions) was 5.8 per 1,000 juvenile population in 2011 compared to 5.2 in 2010. The rate for boys (10.6) was much higher than that for girls (0.9) in 2011. In fact, juvenile delinquency rate has been rising for the past years: from 1.0 in 2000 to 5.8 per 1,000 juvenile population in 2011. According to experts in criminology, this rising trend has a direct link with the rise in the number of family issues (e.g. divorce, domestic violence, etc). Table 1.1 Juvenile offences reported, Republic of Mauritius, 2010 2011 Number 2010 2011 Juvenile offences 1,348 1,518 Juvenile offenders 1,395 1,572 Juvenile delinquency rate per 1,000 juvenile population 5.2 5.8 (Juvenile delinquency rate excludes contraventions) 2.9.2 Juveniles convictions in court (a) Around 300 convictions involved juveniles in 2011; almost three quarter of the sentences were fines. (b) A significant rise was noted in the number of convictions involving juveniles, with a fourfold increase since 2007 (from 75 in 2007 to 300 in 2011). Juvenile detainees Overview of juvenile detention Low but rising number of juveniles being sent on remand Male juvenile offenders are either admitted to Correctional Youth Centre (CYC) or Rehabilitation Youth Centre (RYC) according to the gravity of the cases and age of the offender. Those who commit serious offences are sent to CYC. However, all female juvenile/child offenders are sent to RYC as there is no CYC for female juveniles. Child/ juveniles beyond control are also sent to probation homes. The conviction rate (CYC RYC) per 100,000 juveniles was 22 in 2011 compared to 28 in 2010. Correctional Youth Centre (CYC) The CYC is under the aegis of the Mauritius Prisons Services. Male juvenile offenders aged 14 to 17 years old are admitted to CYC. (a) In 2011, the daily average population of detainees in CYC was 5 convicts and 20 remands. (b) More than three quarter of the 18 juvenile convicts admitted to CYC in 2011 had committed theft. Table 5.3 Juvenile detainees admitted to CYC, Republic of Mauritius, 2010 2011 Number Detainees 2010 2011 Convicts 24 18 Assault 1 1 Sodomy 1 1 Theft 14 14 Other offences 8 2 Remand 129 149 Total 153 167 Rehabilitational Youth Centre (RYC) The RYC is under the aegis of the Ministry of Social Security, National Solidarity and Reform Institutions. Child/ juvenile offenders aged 10 to 17 years old are admitted to RYC. (a) In 2011, the daily average population of RYC comprised 30 convicts (20 girls and 10 boys) and 10 remands (5 girls and 5 boys). (b) The number of juveniles admitted to RYC in 2011 was 161. Out of them:  · 131 were on remand and 30 were convicts,  · 23 were admitted as child/juvenile beyond control, of whom 19 were girls and 4 boys. Table 5.4 Juvenile detainees admitted to RYC, Republic of Mauritius, 2010 2011 Number Cases 2010 2011 Male Female Total Male Female Total Convicts 6 10 16 9 21 30 Sexual offences 1 0 1 2 0 2 Theft 1 1 2 1 1 2 Other cases 4 9 13 6 20 26 of which child/juvenile beyond control 4 9 13 4 19 23 Remand 48 56 104 71 60 131 Total 54 66 120 80 81 161 Probation homes/hostels Juveniles/children beyond control are also sent to probation homes/hostels under the aegis of the Probation and After-care Services. (a) In 2011, a daily average of 9 juveniles/children stayed (5 boys and 4 girls) in probation homes/ hostels (b) About 15 juveniles were admitted in probation homes in both 2010 and 2011. Other juvenile sentencing (a) Some 53 juveniles (up from 93 in 2010) were sentenced with probation orders in 2011, of whom 52 boys. (b) The number of juveniles were committed to community service work was 3 in 2011 compared to 8 in 2010.

Fight Club Analysis

Fight Club Analysis Thesis Statement: An analysis of the movie Fight Club reveals the ambiguity of its themes about modern life, masculinity and nihilism. Ambiguity and Hope in David Finchers Fight Club A decade after its release, David Finchers cult classic Fight Club still invites strong discussion among critics, moviegoers and cultural pundits. Released in 1999, the film chronicles the story of Edward Nortons insomniac white collar worker as he gets drawn to the ultra-violence, uber-masculinity and outright nihilism promoted and practiced by Tyler Durden, played with iconic swagger by Brad Pitt. Few recent films have elicited as much strongly opposing opinions as Fight Club has, with various camps proclaiming it as a post-modern masterpiece that documents the brutal emasculation of the human male by a modern consumerist culture and the ways a man can fight back. Others condemn it is a faux-intellectual and hypocritical attempt by the Hollywood machinery to appeal to mens baser impulses while tacking on a moralist lesson at the end. Make no mistake, Fight Club attempts to raise a mirror at societys face and invites careful interpretation. It is above all, a message film. One that aims to say something as much as it wants to entertain. From this vantage point, it can be argued that the film does not fall easily within either the interpretations mentioned above. Fortunately and frustratingly the film is an ambiguous exercise. It offers very few clean thematic elements from which an easily digestible interpretation can be gleamed from. What of its message then, and does its ambiguity undermine or emphasize this message? The films narrator is a dead-eyed cog at a dead-end job for a car manufacturer. He lives in a condo spare of personality and filled with IKEA furniture. He is empty of feeling, seemingly overwhelmed by the demands of an outside world to buy more, consume more in order to be more. It is therefore no surprise that hes also an insomniac. To cure this, he goes to nightly meetings of various support groups for serious ailments. For a while this seems to work, as he himself notes, Every evening I died, and every evening I was born again, resurrected. These early scenes clearly illustrate a man lost in the wilderness of modern society, one who has to co-opt other peoples real pain so he can feel something for himself. Without pain, he is dead; with it he feels alive. His attempts at relative normalcy are disrupted by two major events. The first one involves meeting Marla Singer, another poser at group meetings who becomes the only major female presence in the film. The second event is the first halfs most important one the narrator meets the brash soap maker Tyler Durden. They strike an uneasy friendship and business relationship making soaps and living together in Durdens dilapidated house at the outskirts of town. For the rest of the first half, the film focuses on the establishment of the titular fight club one that sprang from a drunken brawl where Durden asks the narrator to hit him. Pretty soon, underground fight clubs are established all over the country, filled with lost men who voluntarily subjected themselves to fighting and physical harm. With Tyler as their leader, and the narrator as the second-in-command, these men and saw the possibility of regaining their masculinity taken away from them by their nine-to-five jobs, family responsibilities and societal pressures to be successful. Rebel against modern societys emasculation, the film seems to say. It is with the events of the second half that things get even more manic, as Durden orders a series of attacks against corporate America via his Project Mayhem, starting with relatively harmless pranks and culminating in a full-blown act of terrorism which involves blowing up the citys credit banks. The narrator watches in horror as otherwise reasonable men are converted into a mindless cult bent on following Durdens every proclamation. He is the audiences surrogate at this point, one that recognizes that the events in his life are getting out of hand, and knows he must stop it if he is to salvage whats left of it. On the surface level, the film is an entertaining, often humorous and violent depiction of masculinity. It employs voiceover narration, flashy camerawork, quick editing and sharp dialog to create a fast-paced, edge-of-your-seat experience that shows a mans increasingly dark journey to escape his humdrum and meaningless existence only to be caught up with the schemes of a dangerous, messianic terrorist. The story is gripping, the images stylized, and the direction superb. Because of these factors, the movie largely succeeds as a popcorn movie. It is with its deeper themes, and the decisions the movie makes to attend to these themes, that the ambiguity is most apparent. The film wears its nihilism proudly, and yet it also shows that nihilism has to have its limits. That the fun has consequences. The film explicitly shows an innocent man being killed as a direct result of Project Mayhems actions. That is as much a condemnation of the characters and the audiences who might have rooted for them. It also suggests that modern life, and by extension the modern man, is less and less alive and an individual and more of a long-running commercial for goods that have led us, in the words of Tyler Durden, chasing cars and clothes, working jobs we hate so we can buy shit we dont need. But Fight Club is itself, a product. One thats marketed, distributed and obviously created to sell and gain profits. At worst, this suggests a highly hypocritical intention on the filmmakers part. At best, though, it can be seen as a dangerous risk for its makers to bite the hand that feeds it. No discussion about Fight Club is complete without mentioning its famous twist. By showing the narrator and Tyler Durden as two sides of one broken individual, the film makes a powerful statement about identity and how it can be destroyed by modern life. The films final shot shows the narrator resurrected as one man, holding Marla Singers hand. A woman who, via his Tyler Durden persona, he almost attempted to destroy. This seems to be films true and final point, that the cost of nihilism as a means to rebel against modern societys excesses does not equal the hope that can be found in real human relationships.

Startup Plan for Wedding Internet Business :: GCSE Business Marketing Coursework

Startup Plan for Wedding Internet Business Frequent Shopper Programs Card Programs, or Frequent Shoppers Programs (FSP) are increasing in supermarkets around the country. FSPs are bringing more consumers into the grocery stores more often and studies show that these cardholders are more likely to spend than non card members. One study shows that over 80% of customers shop less than once a week in the same store. Most consumers have low customer loyalty, so retailers are looking for a way to reward them in order to get them to continually shop in their stores. Retailers are looking for a way to increase their profits by having repeat customers. Studies show that cardholders account for 75% of the stores sales. Main goals of using a FSP are to retain customers, have them visit frequently and spend more money. Targeted demographics for card programs consist of larger, upscale, educated families of three or more. Studies show that the top five reasons for a consumer to choose a retail store are due to: 1). Convenient Location 2.) Store Deals 3.) Frequent Shopper Programs 4.) Assortment of Merchadise 5.) Store Cleanliness Consumers who have cards spend 4xs more each transaction than a non card member. The average non card holding consumer in the store spends $7 versus a card holder who spends $28 per transaction. By using frequent shopper programs, retailers can keep a database to segment their customers by their buying habits in order to better market themselves to the needs of their customers. Databases can help with marketing efforts geared at differentiating themselves from competitors by segmenting customers by how often they shop, how much they spend, and what their shopping patterns are. Grocery retailers are seeing benefits from these programs but there are some glitches to joining one. FSPs are expansive programs to initiate. The program costs anywhere from $15,000 to $20,000 a year. Retailers must consider whether their ready to initiate a program and monitor the database in order to create a variety of marketing schemes to follow through on.

Pride and Prejudice by Jane Austen Essay -- creativity, liveliness of m

Grappling with "Creative Block" My mind is at times a broken record devoid of nuance. But when I walk outside into the morning sunlight today, the air tastes like smoke. That minute difference jostles my mind. In that moment, I, no longer preoccupied with internal tensions, savor the spirited atmosphere of people hurrying about, the underlying brick road and overlying partly cloudy sky. I hurry to preserve these thoughts, as I feel the inspiration already evaporating from my grasp. Dong! Dong! Dong! The gong reverberates to rhythmic drum beats. The majestic lions' eyes slowly open, and their ears and feet twitch languidly. Da-da dum. Da-da dum. Da-da dum... Da, Da da, Da dum, Da Dum, DA DUM! Inside each lion, two dancers spring to life and explode with power and energy. In the background, instrumentalists conduct drums, cymbals, and a gong into an unstoppable, steady rhythm that elicit the lions' liveliness. Da, Da, Dum. Da, Da da, Dum. The lion heads sweep down toward the floor in a circular motion and punctuate the air with its presence, warding away evil spirits. Acrobatic martial arts moves, such as "towers" that involve one dancer lifted on top of another, elicit excited gasps from the audience. Lions then prowl among audience members in "low walk," their noses muzzling surprised faces and eyes blinking ferociously. To summon good luck and fortune, lion dancers shower the audience with lettuce at the end of the performance. Even as the lions run across the stage in "high walk" and crumble into sleepiness once more, the energy of the performance still lingers in the air—as lion dance has done since its inception approximately 1,500 years ago (Hulsbosch 112). April 5, 2014. 10:00 AM. I and two fellow Columbia Lion Dance ... ... Kaufman, Scott Barry. "The Real Neuroscience of Creativity." Scientific American. Scientific American, 19 Aug 2013. Web. 7 Apr. 2014. . Khatchadourian, Raffi. "Onward and Upward with the Arts in the Picture: An Artist's Global Experiment to Help People be Seen." New Yorker. 28 Nov 2011: 58-63. Web. 29 Mar. 2014. Montaigne, Michel De. Translated by J. M. Cohen. Essays. London, England. Penguin Books. 1958. Print. Taylor, Diana. "'You Are Here': H.I.J.O.S. and the DNA of Performance." The Archive and the Repertoire: Performing Cultural Memory in the Americas. Durham: Duke University Press, 2003. 161-189. Print.

A Bad Day in My Youth

A Bad Day in my Youth When I was 11 years old, I was like all boys of this age; I loved to do what ever my parents forbade me to do. Now, I understand that they had a reason to warn me about many things. One of them was climbing places where children shouldn’t be. I couldn’t resist climbing trees or buildings just like a monkey. It was a nice, summer day and we lived in Odessa, Ukraine. Ukraine buildings formed courtyards. My friend and I played in the yard. The yard was small with garages and a big tree in the back. We climbed everywhere we could: tree, the roofs of the garages and the attics. We were like adventurers; we tried to imagine being Indiana Jones the man from the movie I saw on TV. I was impressed by his adventures. We knew that no one would tell us to stop because our parents were shopping, that day, and we stated with my best friend’s grandmother. She was a chubby and pleasant woman, 78 or 79 years old, and couldn’t always see what we were doing. So we took advantage of that old woman who couldn’t really know what we were doing. When we climbed the tree; my friend accidentally stepped on my arm and I fell and broke my leg and right hand. At first, I didn’t feel anything because of shock, but then, severe pain pierced the broken bones. My friend’s grandmother called the ambulance. I was scared when, in the hospital, doctor put a cast on my leg and hand. I imagined what my mom was going to say, I was afraid that she would be angry but she wasn’t. She said â€Å"I told you a million times you shouldn’t play like this and that, one day, you would break neck. You are lucky that it’s not a broken neck. Please don’t play games like this anymore. † I understood that mom was right and was trying to warn and protect me; the result of my disobedience was a broken finiteness’s. I was in a leg cast for 6 months and had to be home-schooled. My arm was in a cast for 3 months, but now it’s fine. Now I always to do what my parents tell me to do, because I know that they want to do the best for me. They are older; they have life experience and they know what way is better. Once, I did what I wanted to do. I will not make this mistake, again.

Oops (Bca)

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