Rhetorical Analysis of “I Have a Dream” Essay

In 1863, Abraham Lincoln oversaw the passage of the Emancipation Proclamation. Although all black slaves were freed by this proclamation, unfortunately, the oppression towards African Americans was far from over. It wasn’t until the mid 1900’s that African Americans took a stand against this ongoing segregation and racism. Amongst all the civil rights leaders that arose during this time, MLK was arguably the most influential figure. Under the leadership of Martin Luther King Jr. (MLK), thousands of African Americans, as well as many of other individuals, marched to Washington D.C. to witness the speech that many people today regard as one of the greatest speeches in history. MLK goes in depth outlining the problems with racism as he simultaneously invokes feeling of sympathy in the audience. Furthermore, through his use of various other rhetorical devices, he generates strong feelings of unity amongst audience members to bring them together as one equal group of people under God. In persuasion, emotional appeal is one of the most powerful devices a speaker can use. If a speaker can effectively force audience members to sympathize with him, they will essentially be on his side of the argument. MLK does a phenomenal job of this in his â€Å"I Have a Dream† speech. â€Å"Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation†¦.One hundred years later, the colored American is still languishing in the corners of American society and finds himself an exile in his own land. So we have come here today to dramatize a shameful condition†. The â€Å"great American† MLK was alluding to was Abraham Lincoln; who, as I stated earlier, was the main driver behind the Emancipation Proclamation. The syntax of this quote really emphasizes the oppression that African Americans are exposed to. Words like exile, languishing, and shameful were chosen to evoke sympathy in the audience for the victimized African Americans. Now that he effectively gained sympathy from the audience, he has their attention. His next move is to drill into their heads that the need for change is imminent. The heavy use of anaphoras in MLK’s speech was his best weapon in regards to making his ideas stick in the heads of audience members. As seen in the portion of the speech, â€Å"Now is the time to†¦make real the promise of democracy†¦.rise from the dark and desolate valley of segregation†¦lift our nation from the quicksands of racial injustice†¦make justice a reality to all of God’s children†, his repetition of â€Å"now is the time to†¦Ã¢â‚¬  stirs up the audience and makes them realize that there is need for immediate actions to be taken to fight this oppression. It was no coincidence that MLK decided to refer to us as â€Å"all of God’s children†. Although the people in the crowd may have differed in skin color, the majority of people were apart of some sort of religion. By putting everyone in the same category (i.e. being children of god) he furthered his point that all men are created equal. When MLK came to speak at Washington D.C., he didn’t come to propose a compromise, he came to preach that African Americans will not settle for anything less than equality. Again, MLK used anaphoras to emphasize and reiterate how relentless â€Å"we† (the African American population) will be in the civil rights movement when he said â€Å"We can never be satisfied as long as†¦our bodies cannot gain lodging in the motels†¦.the colored persons basic mobility is from a smaller ghetto to a larger one†¦our children are stripped of their selfhood†¦we will not be satisfied until justice rolls down like waters and righteousness like a mighty stream†. Along with the repetition of â€Å"we can never be satisfied†, he uses a simile for â€Å"justice† and â€Å"righteousness† to relay the power of the freedom he dreams to achieve for the African American people. Again, through the use of anaphoras, MLK describes this dream he hopes to achieve. In this portion of the speech, he shows the audience a glimpse of the harmonious future that will come with his dream of equality amongst all people. He repeats the phrase â€Å"I have a dream† eight times. His voice progressively got louder and more dramatic as he repeated the phrase. Each time, becoming more powerful than the last. The result of this was a sharp increase in excitement and emotional arousal in the audience. His inclusion of equality and brotherhood in â€Å"we hold these truths to be self evident that all men are created equal†¦.we will be able to sit down together at the table of brotherhood’ were used to invoke feelings of unity in the audience. Unity amongst the American people was not only the dream of MLK, but, along with freedom, was the basis on which America was founded upon. MLK’s repetition of the phrase â€Å"let freedom ring† served to show the audience that, although America was founded on freedom, it hasn’t yet been truly achieved. When true freedom is achieved, he said â€Å"we will be able to speed up that day when all of God’s children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing†¦Ã¢â‚¬â„¢Free at last, free at last. Thank God Almighty, we are free at last.’†. He successively appeals to the diversity of the audience by referring to the every major social group and recognizing them all as equal. †. The usage of the diacope â€Å"Free at last, free at last. Thank God Almighty, we are free at last† brings his speech full circle. It presented the end result of the dream he proposed, and successfully expressed the feeling of relief African Americans will have when they get their freedom. In his â€Å"I Have a Dream† speech, MLK went in depth identifying the problems with racism as he simultaneously invoked feeling of sympathy in the audience. His use of various other rhetorical devices generated strong feelings of unity amongst audience members to bring them together as one equal group of people. Although his rhetorical devices were the main reason behind the success of the speech, the way he structured of the speech is what pushed it above and beyond greatness, and made it ones of the greatest speeches in history. MLK was without a doubt, the most influential leader in the civil rights movement. Without his influence, segregation may have still existed even today. However, thanks to his phenomenal rhetorical speaking, his â€Å"I Have a Dream† speech gave the civil rights movement the immense push it needed to end segregation for good.

Health and safety needs of individuals Essay

Introduction Write a reflective account that evaluates your own contribution to the health and safety needs of individuals whom you have worked with in your placements over the last 9 months. Reflections – Domiciliary Care Work. The purpose of reflection stated by (John, 1995) â€Å" is to promote desirable practice through the practitioner’s understanding and learning about his/her lived experiences†. The key laws and policies that have an impact on my work as a social care worker are The Health and Safety at Work Order (NI) 1978, The Management of Health and Safety at Work Regulations (NI) 2000, Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 2013 (RIDDOR), The Manual Handling Operations Regulations (NI) 1992, Personal Protective Equipment at Work Regulations 2002 and Control of Substances Hazardous to Health Regulations (NI) COSHH 2003. The organisation that I am employed with provides a domillicillary care service to vulnerable adults within the community in their own homes. Before any work can commence with a service user, â€Å"a skilled assessment of clients needs and strengths is essential to effective planning† as stated by (Taylor & Devine, 1993). A risk assessment is then carried out by the occupational therapist. The law states â€Å"you are required to protect people as far as is reasonably practicable†, (Hse, 2014). The findings of the risk assessment are recorded and included in the care plan. At the service user’s home I would familiarise myself with their care plan. I need to ensure that as a social care worker I contribute to the welfare, health, safety and security of that individual as outlined in my employers code of practice and other relevant recommendations of safe moving and handling that is listed for my attention and other care workers. I used â€Å"PPE in accordance with training and instructions†, (Rsi, 2014) supplied by my employer to ensure I protect the service user and myself from infection. On one occasion, I found that a service user was afraid of the hoist because of a fear of falling, feeling vulnerable and embarrassed. I felt empathy for the service user but stated that all moving to and from the bed or chair had to be carried out using the hoist which is stated on the risk assessment for her safety and it is against the moving and handling policy not adhering to the care plan. The service user was further advised that since she had refused to allow the hoist to be used, unfortunately she had  to stay in bed or be lifted by a member of the family. It was my responsibility to have adhered to the moving and handling policy for my own safety and that of the service user whose mobility is impaired. As an employee within the health sector it is my responsibility to conform to the health and safety policy. By adhering to this, I feel that it has enabled me to observe all the safety rules and regulations that are required by law for me to follow. Wearing of gloves, apron s and footwear at all times are standard precaution to take for infection control. Infection control practices are adopted to minimise the spread of infection from one person to another. I feel that it is also my responsibility to report all potential hazards, accidents or incidents to my line manager. Yesterday when I arrived at the home of a service user who has mental impairment, I was confronted by newspapers strewn all over the room, split urine bottles and bags of soiled pads that was taken from the rubbish bin outside. The service user was hoarding these in his room. I felt uncomfortable and immediately, I called my line manager where arrangements were made through his social worker to get his room cleaned to avoid any potential infection from the soiled pads and spilt urine. By attending all mandatory training on moving and handling, food hygiene, administering of medication and first aid. I feel I am kept up to date through training and have improved my own awareness and skills whilst working with service users in a health and safety environment. Recently a service user was walking in the kitchen with her walking stick when she fell and sustained multiple br uises. On my visit I was informed of the incident, which I immediately recorded and reported to my line manager. Since the service user mobility was impaired I encouraged her to use the zimmer emphasising that by using the zimmer it would reduce the risks of her falling and causing potential injury which could be serious. Another issue I had recently was with a co-worker who had decided that in order to save time, we would drag lift a double amputee service user instead of using the glide sheet to glide him up the bed. I was uncomfortable with that suggestion and I refused to partake in that method of moving and handling which was against company policy and I feel I could have potentially caused serious damage to the service user and ourselves. I now think that by insisting that we were to follow the correct moving and handling procedures this prevented any incident from happening and did not leave us open to  disciplinary action. Conclusion Health and safety is an important part of my work out in the community and I need to continuously reflect on this in my every day practice. I feel more secure I the knowledge that it is acceptable to use reflection as a tool in order to turn any unpleasant experience into a positive one

Factors that influence recruitment and selection practices in HRIS Research Paper

Factors that influence recruitment and selection practices in HRIS - Research Paper Example light with this, several factors influences recruitment and selection practices in the HRIS depending with organization’s goals especially on what it intends to attain by recruiting new employees. Currently, many organizations heavily invest in HRIS in the effort to manage human resource. However, what they fail to realize is that HRIS should not only be concerned with, administrative human resource, but also human resource planning in order to attain their goals (Kandula 69). Therefore, it is apparent that any person to manage HRIS should contain the ultimate capability to enable the organization attain its goals. For example, somebody working in HRIS must have adequate knowledge on HRISs. This is paramount because certain knowledge about computerized applications is required to manage employee’s data and information. The candidate must as well be innovative in order to bring about knew knowledge, ideas and development in the organization (Kandula 69). This is arguably true because organizations success highly depends on the workforce abilities to deliver. In essence, HRIS involves helping the organization in analyzing job competencies and skills, salary and wages data, analysis of recruitment patterns and trends, and other strategic management in an organization (Pattanayak 46). With such information, organizations are able to effectively manage human resource. In this regard, any person heading HRIS must contain knowledge of how to articulate on these issues in order to help the organization succeed. In addition, HRIS should contain performance management system and training and development systems, which are used to evaluate and improve performance of employees. Individuals heading HRIS should have the ability to develop a system that can measure how every employee performs in the organization, and develop a system that enhances their competencies (Pattanayak 46). Different companies have different goals and objectives. However, this depends with area of

How does the practice of crisis management differ from that of Risk Essay

How does the practice of crisis management differ from that of Risk managementsupport answer with reference to appropriate exam - Essay Example Woods et al. (2008, p. 124) identified the core elements of risk management in Figure 1 below. Figure 1. Core elements of corporate risk management Source: Woods et al. (2008, p. 124) 2.2 As indicated by Figure 1, the assessment of risks in the area of risk management is done consistent with organisational objectives (Woods et al. 2008, p. 125). The word â€Å"modification† on the left side of the diagram indicates a feedback process in which the lessons learned from risk management experience are used to review and modify management decisions and even organisational objectives â€Å"to ensure an acceptable and appropriate level of risk exposure on the part of the organisation† (Woods et al. 2008, p. 126). 2.3 The label â€Å"formal audit† on the right side of the diagram indicates that â€Å"formal audit† is the key route for identifying and managing risks (Woods et al. 2008, p. 127). ... ned in the event of a crisis; Provide the required focus for effective response; and Conduct exercises to validate and improve crisis response plans as well as improve staff training and awareness. 2.4 In 2009, the Organisation for Economic Cooperation and Development (OECD) identified some of the developments in country risk management that could be applicable for other forms of risk management (p. 29-38): Adoption of an all-hazards framework that considers all possible sources of risks; Use of new governance models for risk assessment; Involvement of all organisational units for risk management; Systematic approach to mitigation planning in anticipation of the possibility that some or all of the risks would materialize; Protection of critical infrastructure given the risks; Promotion of organisational resilience and continuity should some of the risks materialize; and Ensuring that financing policies factors in the possibility of crises from risks. 2.5 It is easy to see that some o r all of the developments for various countries risk management strategies apply to corporate and other types of risk management as well. This implies, for example, that: We must identify all sources of risk that threatens the survival or competitiveness of our organisation or population on which our organisation has a responsibility (with a priority emphasis on those that constitute as the biggest threat to our existence or competitiveness); We must adopt forms of organisation that factors in the realities of risks, We must involve all our organisational units in risk assessment even if we have a unit focused on risk management; We must have crisis-mitigation plans as part of our risk management system (the crisis mitigation plans are also part of our crisis management system); Based on

Summarize the geologic history of the Mojave National Preserve Essay

Summarize the geologic history of the Mojave National Preserve - Essay Example A low, moving cloud of ash and some rock fragments spread out at extremely high speed across the nearby areas. Some of the rock fragments were approximately 60 feet across this preserve (Glazner et al. 15). The hot ash buried every living thing that was along its path, while the magma spread across a region of approximately 600 kilometers, and the hot rock and ash segments welded together when they reached the ground. Some of the rocks, exposed at the preserve, are from 16.5 to 1.4 billion years ago. They consist of metamorphic rocks, derived from the pre-existing volcanic, sedimentary, and igneous rocks. Some of these rocks have extremely high-grade metamorphic textures and minerals that are because of the high pressures and temperature that are typical of crust 20-40km below the earth’s surface (Glazner et al 16). The preserve has several admirable sceneries; the rocks form a prominent place for a tour, and through the vast and complex history of how the preserve came about to be formed, one cannot but appreciate the beauty of the

Social responsibility in finance decision making Essay - 1

Social responsibility in finance decision making - Essay Example Further, Monsanto CSR initiatives, the influence they have had on stakeholders and company image, with recommendations provided for improvement of CSR at Monsanto. Monsanto failed to meet CSR needs in two instances that seriously affected the business and formed the platform for more CSR initiatives that have allowed the business to receive global recognition, win back the confidence of the consumers, and achieve success in environmental conservation. Monsanto is a leading seed company globally specializing in biotechnology and genetic manipulation of organisms for the development of cheaper and resistant food and crops. Monsanto inserts genes to existing plant genes as a measure of augmenting disease resistance and yields. The effect is the production of drought resistant, more productive, and disease resistant plants known as genetically modified organisms GMO. Monsanto has achieved global success in terms of the supply of Agent O, saccharin, vanilla flavouring, artificial sweeteners, petroleum, packaging Roundup herbicides, petroleum, and GMO seeds. Despite the success, Monsanto faced CSR issues that seriously affected the firm and realized the importance of CSR taking several initiatives in correcting the situation and making several gains in the end. Corporate social responsibility (CSR) at Monsanto was not at the forefront of the company’s operations in the past, as is the case in recent years. For example, there are instances where Monsanto inflicted harm on a number of stakeholders for the sake of the firm’s profits that was the main aim of the firm at the time. Monsanto was not very cognisant of the CSR it had on a number of stakeholders. Monsanto’s production of Agent Orange in 1970’s for the deforestation of Vietnamese jungles forms the case where the company neglected its CSR responsibilities in favour of profit making (Ferrel et al., 2013). Agent Orange, as it was later discovered, contained a carcinogenic

Battling Obesity in Adults with health promotion programmes Essay

Battling Obesity in Adults with health promotion programmes - Essay Example The research paper â€Å"Battling Obesity in Adults with health promotion programmes† examines the unhealthy lifestyle habits and ways of preventing a serious contemporary public health issue, obesity. Obesity is becoming very common with the current lifestyles of people. Nowadays, life is made more convenient by technology and the accessibility of basic needs. For example, instead of walking to the store to buy things, one can just call for delivery. Instead of cooking food from scratch, one can just buy â€Å"fast food† or heat up instant meals in the microwave oven. These lifestyle habits are likely to cause weight gain in people especially if they do not engage in physical activities. If not controlled, it can even lead to obesity. It is posing a big health problem not only of the individual but for families and society in general. Overweight and obese individuals have an increased risk to illnesses and disease such as heart disease, stroke and other deadly diseases . Hence, a health awareness program for the prevention of obesity as well as some interventions to treat obesity should be put in place. It is part of the nurses’ duties to ensure the health and well-being of patients through preventative strategies such as health promotion. Since being overweight and obese is getting to be more common, nurses need to be educated on its risks, causes and prevention so they can explain it well to their patients, as well as practice healthy living themselves so as to keep physically fit. (Sellwood, 2013). With life/work getting more complicated and busy, people resort to fast food for convenience, but these are all filled with processed ingredients which are not healthy to consume (Tiggermann, 2004). Instead of such convenience food, nurses can advise their patients to eat freshly cooked food, fresh fruits and vegetables for better nutrition. Preparing food from scratch may take more time and effort, but nurses need to emphasize to their patien ts that these are better for them in the long run, as their health should be their priority. In order to be credible nurses, they need to model their conviction to be healthy. That is why they need to equip themselves with the knowledge and skills to implement appropriate health promotion programmes (Hayden, 2008; Azjen, 1985; Ewles & Simnett, 2004). Obesity exists when there is an excess fat in the body which adversely affects the health and well-being of individuals. (Mascie-Taylor & Goto, 2007). The body fat is measured with the body mass index (BMI). Brewis (2010) shares that when the BMI level of an individual goes over 25 kg/m2 , then he or she may be classified as overweight. If the BMI level reaches 30 kg/m2 and over, then it is already classified as obesity. Currently a major health problem, obesity contributes to increased morbidity and mortality among adults. It makes them more vulnerable to cardiovascular illnesses. The significant increase in mortality of obese patients with cardiovascular disease is a cause for alarm (Parsons et al., 2005). Obesity has likewise been associated with other medical conditions resulting in human suffering and health care costs, becoming an increasing burden to those afflicted with it, their families, and the government (Finkelstein et al. 2003). It is considered the fifth major cause of death globally as more than 2.8 million deaths annually result from this disease (WHO, 2011). It has also been reported that more than 23% of ischaemic heart disease, 44% of diabetes and 7% to 41% of some cancer burdens are caused or aggravated by obesity (WHO, 2011). From the latest update of the World Health

The Rights of the Nonhuman World by Mary Anne Warren Assignment

The Rights of the Nonhuman World by Mary Anne Warren - Assignment Example Humans can experience humiliation and etc. in similar circumstances. The same thing is with a moral right on life: animal don’t suffer morally from ruined hopes, or long term plans, while humans do. 3. Firstly, despite being not fully capable of a moral behavior, nonparadigm humans still possess a potential or partial moral autonomy. Thus, humans respect their moral rights in order to keep an existing moral attitude (order) among human beings. Secondly, it’s simply hard to define a degree of a moral autonomy when it’s full, or when it’s partial for nonparadigm humans. 4. Nonsentient natural entities are a great part of natural environment on Earth. They influence life of other entities and thus, trees and mountains etc. have an intrinsic value for other entities. Yet that can’t be discussed in terms of moral rights because nonsentient entities aren’t capable of pain or satisfaction. 5. Both land ethic environmentalists and animal liberationists deny a homocentric view on moral rights. Warren says they complete, because they both are wrong. Land ethical environmentalists neglect a difference of â€Å"logical foundation† when discussing moral rights of nonsentient and sentient natural entities, while animal liberationists don’t see how different is content and strength of human and animals’ moral capacities (Warren

Rhetorical anaylsis and values Essay Example | Topics and Well Written Essays - 1500 words

Rhetorical anaylsis and values - Essay Example However in another room, Molly Ravi’s friend and Ravi were watching the proceedings in the room. They watched as the two kissed and later took off their shirts with their pants still on. With this footage, the two posted the video on the internet and the next day, most people were able to view it. This made Clementi to commit suicide the next day blaming it all on his roommate. This raised a major international concern on cyber bullying and how the LGBT. The story of Clementi’ death reached his parents who later in an interview gave a clear revelation of how hard it had been for them to come to terms with this information that their child was gay. His mother in particular was very sad after learning that Clementi had died knowing that she had disowned her. This story contains instances of societal injustices that are critically discussed in this paper and how they affected clement. The interview of Clementi’s parents with the media can be used through rhetorical analysis to bring out the values of this community. I am claiming that women and men react differently when faced with a challenge. The reason I am claiming this is because of the soon after revealing to his parents that he was gay, Clementi’s father accepted the fact and took time to discuss with his son a few matters pertaining to his sexuality. Their younger son too did not show any signs of disregard for clementi’s sexuality but instead was silent on the matter. However, after the death of his brother, he too came clear that he was gay. Clementi’s mother reacted in a way that suggested to clement that she had completely rejected him as a son. This is a clear depiction of pathos in the essay. In a later interview with the mother after the death of their child, she insists that it was a difficult for her to accept that her son had been hiding things from her for a long time and that her church members would not be happy with this revelation since homosexuality is a sin. This revelation clearly brings out the opposition between man verses woman. Clementi’s father even after knowing that their son was gay accepted this fact as a man while his mother had difficulty accepting this yet they had raised the boy together. Their different actions show that to some degree, men are more understanding as compared to women. This is one of the rhetorical ideas that this story present. The story also gives us a clear picture of how Clementi had caused a rift between his father and his mother of his sexuality. This also brings in this rhetoric point that women find it hard to accept change and instead, they often resist it with all they can find. The parents lived in a suburb and in that suburb, gay people were extremely discriminated against that Clementi’s mom could not bear the idea of everyone knowing that her son was gay. The father however did not mind. This too clearly shows the difference in how men and women tackle issues. the Cle mentis’ I am claiming that the church disciplines the way that the suburbs work. The reason I am claiming this is because of the way that clementi’s mum reacted to the information that her own son was gay and how she had difficulty in accepting this fact just because her church had taught that being gay is a sin. In one of Clementi’

Higher education Essay Example for Free

Higher education Essay 1. Introduction IT HAS BEEN A LONG FELT NECESSITY TO ALIGN HIGHER EDUCATION WITH THE EMERGING NEEDS OF THE ECONOMY SO AS TO ENSURE THAT THE GRADUATES OF HIGHER EDUCATION SYSTEM HAVE ADEQUATE KNOWLEDGE AND SKILLS FOR EMPLOYMENT AND ENTREPRENEURSHIP. THE HIGHER EDUCATION SYSTEM HAS TO INCORPORATE THE REQUIREMENTS OF VARIOUS INDUSTRIES IN ITS CURRICULUM, IN AN INNOVATIVE AND FLEXIBLE MANNER WHILE DEVELOPING A HOLISTIC AND WELL GROOMED GRADUATE. MINISTRY OF HRD, GOVERNMENT OF INDIA HAD ISSUED AN EXECUTIVE ORDER IN SEPTEMBER 2011 FOR NATIONAL VOCATIONAL EDUCATION QUALIFICATION FRAMEWORK (NVEQF). SUBSEQUENTLY, MINISTRY OF FINANCE, IN PURSUANCE OF  THE DECISION OF CABINET COMMITTEE ON SKILL DEVELOPMENT IN ITS MEETING held on 19th December, 2013, has issued a notification for National Skills QUALIFICATIONS FRAMEWORK (NSQF) WHICH SUPERSEDES NVEQF. UNDER THE NATIONAL SKILLS DEVELOPMENT CORPORATION, MANY SECTOR SKILL COUNCILS REPRESENTING RESPECTIVE INDUSTRIES HAVE/ARE BEING ESTABLISHED. ONE OF THE MANDATES OF SECTOR SKILL COUNCILS IS TO DEVELOP NATIONAL OCCUPATIONAL STANDARDS (NOSS) FOR VARIOUS JOB ROLES IN THEIR RESPECTIVE INDUSTRIES. IT IS IMPORTANT TO EMBED THE COMPETENCIES REQUIRED FOR SPECIFIC JOB ROLES IN THE HIGHER EDUCATION SYSTEM FOR CREATING EMPLOYABLE  GRADUATES. THE UNIVERSITY GRANTS COMMISSION (UGC) HAS LAUNCHED A SCHEME ON SKILLS DEVELOPMENT BASED HIGHER EDUCATION AS PART OF COLLEGE/UNIVERSITY EDUCATION, LEADING TO BACHELOR OF VOCATION (B. VOC. ) DEGREE WITH MULTIPLE EXITS SUCH AS DIPLOMA/ADVANCED DIPLOMA UNDER THE NSQF. THE B. VOC. PROGRAMME IS FOCUSED ON UNIVERSITIES AND COLLEGES PROVIDING UNDERGRADUATE STUDIES WHICH WOULD ALSO INCORPORATE SPECIFIC JOB ROLES AND THEIR NOSS ALONGWITH BROAD BASED GENERAL EDUCATION. THIS WOULD ENABLE THE GRADUATES COMPLETING B. VOC. TO MAKE A MEANINGFUL PARTICIPATION IN ACCELERATING INDIA’S ECONOMY BY GAINING APPROPRIATE  EMPLOYMENT, BECOMING ENTREPRENEURS AND CREATING APPROPRIATE KNOWLEDGE. UGC? GUIDELINES? FOR? B. Voc.? 2 2. Objectives 2. 1 To provide judicious mix of skills relating to a profession and appropriate CONTENT OF GENERAL EDUCATION. 2. 2 To ensure that the students have adequate knowledge and skills, so that THEY ARE WORK READY AT EACH EXIT POINT OF THE PROGRAMME. 2. 3 To provide flexibility to the students by means of pre-defined entry and MULTIPLE EXIT POINTS. 2. 4 To integrate NSQF within the undergraduate level of higher education in ORDER TO ENHANCE EMPLOYABILITY OF THE GRADUATES AND MEET INDUSTRY REQUIREMENTS. SUCH GRADUATES APART FROM MEETING THE NEEDS OF LOCAL AND NATIONAL INDUSTRY ARE ALSO EXPECTED TO BE EQUIPPED TO BECOME PART OF THE GLOBAL WORKFORCE. 2. 5 To provide vertical mobility to students coming out of 10+2 with VOCATIONAL SUBJECTS. 3. Levels of Awards THE CERTIFICATION LEVELS WILL LEAD TO DIPLOMA/ADVANCED DIPLOMA/B. VOC. DEGREE IN ONE OR MORE VOCATIONAL AREAS AND WILL BE OFFERED UNDER THE AEGIS OF THE UNIVERSITY. THIS IS OUT-LINED IN TABLE I. TABLE 1: AWARDS AWARD DURATION CORRESPONDING NSQF LEVEL DIPLOMA 1 YEAR 5 ADVANCED DIPLOMA 2 YEARS 6 B. VOC. DEGREE 3 YEARS 7 EACH OF THE AWARDS SHALL SPECIFY WITHIN PARENTHESIS, THE SKILL(S) SPECIALIZATION FOR EXAMPLE: ? B. Voc. (Renewably Energy Management) ? B. Voc. (Retail Management) ? B. Voc. (Retail Management and IT) ? Advanced Diploma (Food Processing) ? Advanced Diploma (Health Care) ? Advanced Diploma (Hospitality and Tourism) ? Diploma (Green House Technology) ? Diploma (BPO) ? Diploma (Jewellery Designing) UGC? GUIDELINES? FOR? B. Voc.? 3 A suggestive list of vocational sectors and related specializations is given below: Universities and colleges may like to identify additional sectors/specializations in view of the potential for employment in the local industries and meet the standards laid  down by National Occupational Standards. No. Sector Specialization 1. Automobiles 1. Engine Testing 2. Vehicle Testing 3. Vehicle Quality 4. Auto Electricals and Electronics. 5. Farm Equipment and Machinery 2. Entertainment 1. Theatre and Stage Craft 2. Contemporary Western Dance 3. Theatre studies 4. Acting 3. Information Technology 1. Software Development 4 Telecommunications 1. Mobile Communication 5. Marketing 1. Retail 6. Agriculture 1. Farm Machinery and Power Engineering 2. Green House Technology 3. Renewable Energy 4. Processing and Food Engineering 5. Soil and Water Conservation 7. Construction 1. Building Technology 8. Applied Arts 1. Fashion Technology 2. Interior Design 3. Jewellery Design 9. Tourism 1. Tourism and Service Industry 10. Printing and Publishing 1. Printing Technology UGC? GUIDELINES? FOR? B. Voc.? 4 4. ELIGIBILITY /TARGET ALL UNIVERSITIES AND COLLEGES INCLUDED UNDER SECTIONS 2(F) AND 12(B) OF THE UGC ACT, 1956 AND RECEIVING PLAN GRANT FROM THE UGC ARE ELIGIBLE FOR UGC FINANCIAL ASSISTANCE UNDER THE SCHEME. 5. ELIGIBILITY FOR ADMISSION IN B. VOC. THE ELIGIBILITY CONDITION FOR ADMISSION TO B. VOC. PROGRAMME SHALL BE 10+2 OR EQUIVALENT, IN ANY STREAM. 6. CURRICULUM 6. 1 THE CURRICULUM IN EACH OF THE YEARS OF THE PROGRAMME WOULD BE A. SUITABLE MIX OF GENERAL EDUCATION AND SKILL DEVELOPMENT COMPONENTS. CURRICULUM DETAILS SHOULD BE WORKED BEFORE INTRODUCTION OF THE COURSES. 6. 2 SKILL DEVELOPMENT COMPONENTS: (I) THE FOCUS OF SKILL DEVELOPMENT COMPONENTS SHALL BE TO EQUIP STUDENTS WITH APPROPRIATE KNOWLEDGE, PRACTICE AND ATTITUDE, SO AS TO BECOME WORK READY. THE SKILL DEVELOPMENT COMPONENTS SHOULD BE RELEVANT TO THE INDUSTRIES AS PER THEIR REQUIREMENTS. (II) THE CURRICULUM SHOULD NECESSARILY EMBED WITHIN ITSELF, NATIONAL OCCUPATIONAL STANDARDS (NOSS) OF SPECIFIC JOB ROLES WITHIN THE INDUSTRY SECTOR(S). THIS WOULD ENABLE THE STUDENTS TO MEET THE  LEARNING OUTCOMES SPECIFIED IN THE NOSS. (III) THE OVERALL DESIGN OF THE SKILL DEVELOPMENT COMPONENT ALONG WITH THE JOB ROLES SELECTED SHOULD BE SUCH THAT IT LEADS TO A COMPREHENSIVE SPECIALIZATION IN ONE OR TWO DOMAINS. (IV) IN CASE NOS IS NOT AVAILABLE FOR A SPECIFIC AREA / JOB ROLE, THE UNIVERSITY/COLLEGE SHOULD GET THE CURRICULUM FOR THIS DEVELOPED IN CONSULTATION WITH INDUSTRY EXPERTS. (V) THE CURRICULUM SHOULD ALSO FOCUS ON WORK-READINESS SKILLS IN EACH OF THE THREE YEARS. (VI) ADEQUATE ATTENTION NEEDS TO BE GIVEN IN CURRICULUM DESIGN TO PRACTICAL WORK, ON THE JOB TRAINING, DEVELOPMENT OF STUDENT  PORTFOLIOS AND PROJECT WORK. UGC? GUIDELINES? FOR? B. Voc.? 5 6. 3 GENERAL EDUCATION COMPONENT: (i) The general education component should adhere to the normal UNIVERSITY STANDARDS. IT SHOULD EMPHASISE AND OFFER COURSES WHICH PROVIDE HOLISTIC DEVELOPMENT. HOWEVER, IT SHOULD NOT EXCEED 40% OF THE TOTAL CURRICULUM. (ii) Adequate emphasis should be given to language and COMMUNICATION SKILLS. 6. 4 THE CURRICULUM SHOULD BE DESIGNED IN A MANNER THAT AT THE END OF YEAR- 1, YEAR-2 AND YEAR-3, STUDENTS ARE ABLE TO MEET BELOW MENTIONED LEVEL DESCRIPTORS FOR LEVEL 5, 6 AND 7 OF NSQF, RESPECTIVELY: Level Process required  Professional knowledge Professional skill Core skill Responsibili ty Level 5 Job that requires well developed skill, with clear choice of procedures in familiar context Knowledge of facts, principles, processes and general concepts, in a field of work or study A range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools materials and information Desired mathematical skill, understandin g of social, political and some skill of collecting and organizing information, communicati on. Responsibilit y for own work and learning and some responsibility  for other’s works and learning Level 6 Demands wide range of specialized technical skill, clarity of knowledge and practice in broad range of activity involving standard / non-standard practices Factual and theoretical knowledge in broad contexts within a field of work or study A range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study Reasonably good in mathematical calculation, understandin g of social, political and, reasonably good in data collecting organizing information, and logical communicati on Responsibilit y for own work and learning and full  responsibility for other’s works and learning UGC? GUIDELINES? FOR? B. Voc.? 6 Level 7 Requires a command of wide ranging specialized theoretical and practical skill, involving variable routine and non-routine context Wide ranging, factual and theoretical knowledge in broad contexts within a field of work or study Wide range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study Good logical and mathematical skill understandin g of social political and natural environment good in collecting and organizing information, communicati on and presentation skill  Full responsibility for output of group and development a. Professional knowledge is what a learner should know and understand WITH REFERENCE TO THE SUBJECT. b. Professional skills are what a learner should be able to do. c. Core skills refer to basic skills involving dexterity and use of methods, MATERIALS, TOOLS AND INSTRUMENTS USED TO PERFORM THE JOB INCLUDING IT SKILLS NEEDED FOR THAT JOB. d. Responsibility aspect determines the (i) nature of working relationship, (ii) LEVEL OF RESPONSIBILITY FOR SELF AND OTHERS, (III) MANAGING CHANGE AND (IV) ACCOUNTABILITY FOR ACTIONS. 6. 5 Guidelines for credit calculations. 6. 5. 1 THIS SECTION CONTAINS CREDIT FRAMEWORK GUIDELINES. THE UNIVERSITY/ COLLEGE SHOULD USE THESE GUIDELINES OR ADAPT THEM. 6. 5. 2 THE FOLLOWING FORMULA SHOULD BE USED FOR CONVERSION OF TIME INTO CREDIT HOURS. a) One Credit would mean equivalent of 15 periods of 60 minutes EACH, FOR THEORY, WORKSHOPS/LABS AND TUTORIALS; b) For internship/field work, the credit weightage for equivalent hours SHALL BE 50% OF THAT FOR LECTURES/WORKSHOPS; c) For self-learning, based on e-content or otherwise, the credit WEIGHTAGE FOR EQUIVALENT HOURS OF STUDY SHOULD BE 50% OR LESS OF THAT FOR LECTURES/WORKSHOPS. UGC? GUIDELINES? FOR? B. Voc.? 7 6. 5. 3 THE SUGGESTED CREDITS FOR EACH OF THE YEARS ARE AS FOLLOWS: TABLE 3 NSQF Level Skill Component Credits General Education Credits Normal calendar duration Exit Points / Awards Year 3 36 24 Six Semesters B. Voc. Year 2 36 24 Four semesters Advanced Diploma Year 1 36 24 Two semesters Diploma TOTAL 108 72 6. 6 THE UNIVERSITY/COLLEGE SHOULD DEVELOP THE CURRICULUM IN CONSULTATION WITH INDUSTRY. THE INDUSTRY REPRESENTATIVES SHOULD BE AN INTEGRAL PART OF THE ACADEMIC BODIES OF THE UNIVERSITY/COLLEGE. WHILE DOING SO, THEY SHOULD WORK TOWARDS ALIGNING THE SKILLS COMPONENTS OF THE CURRICULUM  WITH THE NOSS DEVELOPED BY THE RESPECTIVE SECTOR SKILL COUNCILS. 6. 7 THE PRACTICAL/HANDS-ON PORTION OF THE SKILLS DEVELOPMENT COMPONENTS OF THE CURRICULUM SHOULD BE TRANSACTED NORMALLY IN FACE TO FACE MODE, EITHER WITHIN THE INSTITUTION OR AT A SPECIFIED INDUSTRY PARTNER LOCATION. HOWEVER, IF DUE TO THE NATURE OF THE SKILL TO BE LEARNT, THE INDUSTRY PRESCRIBES ITS ACQUISITION THROUGH BLENDED OR DISTANCE MODE, THE SAME MAY BE FOLLOWED. IN NUTSHELL, THE EMPHASIS SHOULD BE ON LEARNING OUTCOME AND NOT THE INPUT AND PROCESSES. THE GENERAL EDUCATION COMPONENT OF THE CURRICULUM MAY BE TRANSACTED IN ANY MODE WITHOUT COMPROMISING ON QUALITY. 6. 8 THE SPECIALIZATION CHOSEN BY THE UNIVERSITY/COLLEGE SHOULD BE BASED ON THE EXISTING/FORECASTED SKILL GAPS IN THE INDUSTRY. 6. 9 RELEVANCE OF PROGRAMMES OFFERED, ALONG WITH THAT OF THE CURRICULUM IS IMPORTANT. THEREFORE, MONITORING, EVALUATION AND UPDATING OF THE CURRICULUM NEEDS TO BE DONE PERIODICALLY IN CONSULTATION WITH INDUSTRY, KEEPING IN VIEW THEIR REQUIREMENTS AND CHANGES IN NOSS. THE UNIVERSITY/COLLEGE SHOULD INCORPORATE THIS AS A CONTINUOUS AND DYNAMIC PROCESS IN-BUILT IN THEIR SYSTEM. 6. 10 THE UNIVERSITY/COLLEGE SHOULD APPROPRIATELY USE TECHNOLOGY TO IMPROVE THE EFFECTIVENESS OF THE DELIVERY OF COURSES. UGC? GUIDELINES? FOR? B. Voc.? 8 7. EXAMINATION AND ASSESSMENT 7. 1 THE ASSESSMENT FOR THE GENERAL EDUCATION COMPONENT SHOULD BE DONE BY THE UNIVERSITY AS PER THEIR PREVAILING STANDARDS AND PROCEDURES. 7. 2 THE ASSESSMENT FOR THE SKILL DEVELOPMENT COMPONENTS SHOULD NECESSARILY FOCUS ON PRACTICAL DEMONSTRATIONS OF THE SKILLS ACQUIRED. THE UNIVERSITY MAY LIKE TO CONSULT THE RESPECTIVE SECTOR SKILL COUNCIL FOR DESIGNING THE EXAMINATION AND ASSESSMENT PATTERN FOR THE SKILL DEVELOPMENT COMPONENTS. THE UNIVERSITY MAY ALSO CONSIDER USING THE DESIGNATED ASSESSORS OF SECTOR SKILL COUNCILS/INDUSTRY ASSOCIATIONS FOR THE CONDUCT OF PRACTICAL ASSESSMENT. 7. 3 THE UNIVERSITY HAS TO NECESSARILY ESTABLISH A CREDIT BASED ASSESSMENT AND EVALUATION SYSTEM FOR THE B. VOC. PROGRAMME. 8. INFRASTRUCTURE AND FACULTY FOR B. VOC. PROGRAMME 8. 1 UNIVERSITY/COLLEGE NEEDS TO HAVE ADEQUATE LABORATORY /WORKSHOP FACILITIES FOR FACE TO FACE DELIVERY OF SKILLS AND HANDS-ON PRACTICE EITHER OWNED OR ARRANGED THROUGH TIE-UP WITH THE PARTNER INDUSTRY OR ANY INSTITUTION RECOGNIZED BY THE CERTIFICATION AGENCY. 8. 2 THE UNIVERSITY/COLLEGE SHOULD USE ITS REGULAR FACULTY FOR THE CONDUCT OF GENERAL EDUCATION COMPONENT AND ALSO FOR THE SKILLS COMPONENTS, IF  EXISTING. ADDITIONALLY, THEY MAY HIRE FACULTY ON CONTRACTUAL BASIS AND GUEST FACULTY IN THE CORE TRADES ONLY AS PER UGC NORMS. 8. 3 THERE IS A PROVISION OF ONE ASSOCIATE PROFESSOR AND TWO ASSISTANT PROFESSORS (PURELY ON CONTRACTUAL BASIS DURING XII PLAN PERIOD), UNDER THIS SCHEME. 9. STUDENT FEE STUDENT FEE SHOULD BE DECIDED AS PER THE PREVALENT MECHANISM FOR FEE FIXATION FOR AIDED COURSES IN THE UNIVERSITY/COLLEGE. 10. OTHER CONDITIONS 10. 1 THE UNIVERSITY HAS TO NECESSARILY ADOPT A CREDIT BASED ASSESSMENT AND EVALUATION SYSTEM IN SEMESTER MODE FOR THE B. VOC. PROGRAMME. 10. 2 THE B. VOC. PROGRAMME SHOULD BE EVALUATED AND MONITORED BY THE UNIVERSITY/COLLEGE THROUGH ITS EXISTING MECHANISM OR BY SETTING UP AN ALTERNATE MECHANISM, WITH INVOLVEMENT OF INDUSTRY REPRESENTATIVES. UGC? GUIDELINES? FOR? B. Voc.? 9 10. 3 UNIVERSITY/COLLEGE SHOULD DEVELOP BYE-LAWS FOR RUNNING THE B. VOC. DEGREE PROGRAMME. 10. 4 BYE-LAWS FOR THE COURSE SHOULD INCLUDE PROVISION OF REJOINING OR RE- ADMISSION TO THE COURSE DURING THE PERIOD AND COUNSELING/ MECHANISM FOR PROPER SELECTION OF SPECIALIZATION BY THE STUDENTS AT THE TIME OF ADMISSION. 10. 5 A COLLEGE/UNIVERSITY SHOULD OFFER A MINIMUM OF 2 SKILL SPECIALIZATIONS. UNDER THE B. VOC. PROGRAMME. 11. FINANCIAL ASSISTANCE THE FINANCIAL ALLOCATION WILL BE MADE BY UGC WITHIN OVERALL CEILING OF RS. 1. 85 CRORES FOR A PERIOD OF THREE YEARS UNDER DIFFERENT HEADS AS GIVEN BELOW: 11. 1 START-UP ASSISTANCE: A ONE-TIME START-UP ASSISTANCE OF RS. 50. 00 LAKH FOR SETTING UP OF LABORATORIES/WORKSHOPS FACILITIES, PROCUREMENT OF TEACHING AND LEARNING MATERIALS, MACHINERIES/EQUIPMENT AND RENOVATION. THIS SHALL NOT COVER ANY NEW CONSTRUCTION. 11. 2 FACULTY: ONE ASSOCIATE PROFESSOR AND TWO ASSISTANT PROFESSORS – RS. 75. 00 LAKH FOR THREE YEARS (PURELY ON CONTRACTUAL BASIS DURING XII PLAN  PERIOD). RS. 25. 00 LAKHS PER ANNUM X 3 YEARS = RS. 75. 00 LAKH TO BE REIMBURSED ON ACTUAL BASIS WITHIN THE TOTAL ALLOCATION. 11. 3 INSTITUTIONS SHOULD RECRUIT FACULTY ONLY IN THE CORE TRADES BEING OFFERED UNDER THE SCHEME. 11. 4 VISITING/GUEST FACULTY: RS. 5. 00 LAKH FOR FIRST YEAR AND RS. 10. 00 LAKH FOR SECOND AND RS. 15. 00 LAKH FOR THIRD YEAR. 11. 5 THE OPERATIVE YEARLY COST: THE OPERATIVE YEARLY COST SHALL BE OF RS. 10. 00 LAKHS PER ANNUM. EXISTING FACULTY RS. 500/- PER LECTURE VISITING/GUEST FACULTY RS. 2,000/- PER LECTURE UGC? GUIDELINES? FOR? B. Voc.? 10 12. PROCEDURE FOR APPLYING UNDER THE SCHEME  12. 1 UNIVERSITY/COLLEGE SHOULD SUBMIT PROPOSAL FOR INTRODUCTION OF B. VOC. PROGRAMME DIRECTLY TO UGC IN THE PRESCRIBED PROFORMA ATTACHED AS ANNEXURE-I. HOWEVER, COLLEGE SHOULD ALSO SUBMIT A COPY OF â€Å"NO OBJECTION CERTIFICATE† FROM THE AFFILIATING UNIVERSITY. 13. ANNEXURES (A) PROFORMA FOR SUBMISSION OF PROPOSAL FOR INTRODUCTION OF B. VOC. PROGRAMME AS GIVEN IN ANNEXURE-I. (B) PROFORMA FOR SUBMISSION OF MANDATE FORM AS GIVEN IN ANNEXURE-II. (C) PROFORMA FOR UTILIZATION CERTIFICATE IS GIVEN IN ANNEXURE-III. (D) PROFORMA FOR SUBMISSION OF STATEMENT OF EXPENDITURE INCURRED FOR INTRODUCTION OF B. VOC. COURSE IS GIVEN IN ANNEXURE-IV. (E) PROFORMA FOR SUBMISSION OF ANNUAL PROGRESS REPORT IS GIVEN IN ANNEXURE-V. UGC? GUIDELINES? FOR? B. Voc.? 11 ANNEXURE-I Proposal Form for B. Voc. Programme 1. Details of the University / College: Please ensure that the details entered below match exactly with the details registered with UGC. 1. Name of the University / College: 2. Full Postal Address: 3. Name of the Affiliating University 4. Whether covered under Section 2(f) and 12(B) of the UGC Act, 1956 (If yes, please enclose a copy of the letter) Yes / No Whether Autonomous Yes / No 5. Whether the college is aided or  self financing? 6. Name, designation and contact details (Tel/fax/mobile/email) of Head of the Institution. 7. Website URL of the College / University 8. Any other relevant information (Maximum 100 words) College / University may like to share UGC? GUIDELINES? FOR? B. Voc.? 12 2. Details of the Proposed Skills Specialisations in the B. Voc. Program ( * ) This would be mentioned within Parenthesis in the name of the Award, e. g. B. Voc. (Specialisation) Programme Name of the Specialisation (*) Job Roles proposed to be covered in each year (Along with NSQF level) Proposed intake of students (Annually) Yr-1 Yr-2. Yr-3 UGC? GUIDELINES? FOR? B. Voc.? 13 3. Proposed subjects / papers in the General Education component in each of the three years. Year-1 Credits 1. 2. 3. 4. 5. Year-2 1. 2. 3. 4. 5. Year-3 1. 2. 3. 4. 5. UGC? GUIDELINES? FOR? B. Voc.? 14 4. Basis for choosing the specialisation(s): The choice of specialisation should be based on: a) Skills Gap requirements, to ensure that the program fulfils the skills requirement of industry; b) University / College has expertise in the specialisation; and c) University / College have one or more committed industry partner(s) for design, delivery, internship and placement. Provide detailed basis for the choice of each of the specialisation(s). This would be an important factor during the approval process of this proposal. 4. 1. Skill Gaps identified: Specialisation Skill Gaps Identified(Quantitative, Qualitative, Source,†¦) 1. 2. 3. 4. 2. Existing expertise of the University / College: Specialisation Existing expertise (Which can be leveraged by the institution) 1. 2. 3. UGC? GUIDELINES? FOR? B. Voc.? 15 4. 3. Industry Partner(s) S. No. Specialis ation Details of the Industry Partnership(s) Name of Organisation and Address Nature of Partnership / Support (*) Name, Designation  and Contact details of official 1. 2. 3. 4. (*) Curriculum design, content creation, admission, conduct of courses, provision of infrastructure (in University / College, at employer location), internship, placement, etc. 4. 3. 1. Attach MOU(s), if any, signed with the industry Partner(s): UGC? GUIDELINES? FOR? B. Voc.? 16 5. Curriculum Design and Approval 5. 1. What is the proposed process and plan for curriculum design? How is the University / College ensuring that the curriculum meets the objectives of the B. Voc. Program? 5. 2. Status / Plan for curriculumapproval by the appropriate body of the University / Colleges? 6. Student placement plan: 6. 1. How would the University / College set up an effective mechanism for placement of students? UGC? GUIDELINES? FOR? B. Voc.? 17 7. Faculty: 7. 1. Availability of Faculty(For year-1) Specialisation / Area Faculty Needed Available with Institution To be Recruited Guest Faculty Guest faculty to be provided by Industry Partner 1. 2. 3. 4. 5. 6. 7. 7. 2. Training needs of Faculty(For Year-1) S. No. Specialisation / Area Details of Training Needed and duration Training Provider 1. 2. 3. 4. 5. 6. UGC? GUIDELINES? FOR? B. Voc.? 18 8. Availability of Infrastructure 8. 1. 1. Details of physical infrastructure. Name of the Specialisation Availability of physical infrastructure Infrastructure Available in the College/ University To be provided by Industry Partner 1. Classroom Laboratory Workshop Library ICT Facility Others 2. Classroom Laboratory Workshop Library ICT Facility Others 3. Classroom Laboratory Workshop Library ICT Facility Others UGC? GUIDELINES? FOR? B. Voc.? 19 9. Details of Expenditure: (It is assumed that the existing infrastructure / faculty will be used as far as possible. The expenditure to be listed here is only for any incremental requirements the University / College may need. ) S. No. Components Expenditure (amounts in Rs. ) Remarks (Provide justification for expenditure) Y-1 Y-2 Y-3 Total 1. Faculty / Staff a. Contractual b. Guest c. Lab Assistant d. 2. Equipment for Labs / Workshops / Classrooms a. b. c. 3. Raw Materials etc. for Labs / Workshops a. b. c. 4. Faculty Training a. b. 5. Admission Process, Pre-admission Student Counselling etc. 6. Office Expenses / Contingencies (including expenditure on publicity, guidance and counselling, transport, field visits, postage, stationery, electricity, water etc. ) 7. Travel 8. Others a. Assessments b. Contingencies c. Workshops / conferences / seminars e. Any other expense TOTAL UGC? GUIDELINES? FOR? B. Voc.? 20 10. Student / Learner Fee details: (All figures in Rupees) S. No. Programme(s) Annual Fee per student Proposed student intake per year Total Fees proposed to be collected Y1 Y2 Y3 Total Y1 Y2 Y3 Total 1. 2. Total 11. Key Milestones / Plans for Year-1 Key Plans / Milestones Person Responsible Expected Completion Date 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 12. Any other Information which the host college / university may like to provide. _________________________________________________ Signature with Seal of the Head of the Host Institution Name : Date: UGC? GUIDELINES? FOR? B. Voc.? 21 ANNEXURE – II MANDATE FORM Electronic Clearing Service (Credit Clearing)/ Real Time Gross Settlement (RTGS) facility for receiving payments. A. Details of Accounts Holders:- 1. Name of Account Holder 2. Complete Contact Address 3. Telephone Number/Fax/E-mail B. Bank Account Details:- 1. Bank Name 2. Branch Name with Complete Address, Telephone No. and E-mail 3. Whether the Branch is computerized? 4. Whether the Branch is RTGS enabled? If yes then what is the Branch’s IFSC Code 5. Is the Branch also NEFT enabled? 6. Type of Bank Account (SB/Current /Cash Credit) 7. Complete Bank Account No. (Latest). 8. MICR Code of Bank I hereby declare that the particulars given above are correct and complete. If the transaction is delayed or not effected at all for reasons of incomplete or incorrect information I would not hold the use Institution responsible. I have read the option invitation letter and agree to discharge responsibility expected of me as a participant under the Scheme. Date: SignatureofCustomer Certified that the particulars furnished above are correct as per our records. (Bank’s Stamp) Date: SignatureofCustomer 1. Please attach a photocopy of cheque along with the verification obtained from the bank. 2. In case your Bank Branch is presently not â€Å"RTGS enabled†, then upon its up gradation to â€Å"RTGS Enabled† branch, please submit the information again in the above proforma to the Department at earliest. NOTE:- Refund of Security Deposit/ Hire Charges Due to operation of E-payment w. e. f. 01/04/2012 the Mandate form may please be submitted, duly verified by the bank, to this office for claiming Refund of Security Deposit/Hire Charges along with a photocopy of blank Cheque. UGC? GUIDELINES? FOR? B. Voc.? 22 ANNEXURE – III UNIVERSITY GRANTS COMMISSION, NEW DELHI UTILIZATION CERTIFICATE IT IS CERTIFIED THAT THE TOTAL GRANT OF RS. ___________ (RUPEES .. ) SANCTIONED BY THE UGC VIDE LETTER NO. F. _______________________ DATED___________ HAS BEEN UTILIZED BY THE COLLEGE/UNIVERSITY AS PER DETAILS GIVEN IN THE ATTACHED STATEMENT (AS PER ANNEXURE D) IN ACCORDANCE WITH THE TERMS AND CONDITIONS LAID DOWN BY THE UGC VIDE ITS LETTER NO__________ DATED______________. AND THAT ALL THE TERMS AND CONDITIONS HAVE BEEN FULFILLED BY THE COLLEGE/UNIVERSITY AND THE GRANT HAS BEEN UTILIZED FOR THE PURPOSE FOR WHICH IT WAS SANCTIONED. IT IS FURTHER CERTIFIED THAT THE INVENTORIES OF PERMANENT AND SEMI-PERMANENT ASSETS. CREATED/ACQUIRED WHOLLY OR MAINLY OUT OF THE GRANTS GIVEN BY THE UGC AS INDICATED IN THE ENCLOSED STATEMENT ARE BEING MAINTAINED IN THE PRESCRIBED FORM AND ARE BEING KEPT UP-TO-DATE AND THESE ASSETS HAVE NOT BEEN DISPOSED OFF, ENCUMBERED OR UTILIZED FOR ANY OTHER PURPOSE. IF AS A RESULT OF CHECK OR AUDIT OBJECTION, SOME IRREGULARITY IS NOTICED AT A LATER STAGE, THE COLLEGE/UNIVERSITY WILL REFUND THE OBJECTED AMOUNT. ___________________________________ ______________________________ SIGNATURE OF PRINCIPAL / REGISTRAR WITH SEAL SIGNATURE OF AUDITOR WITH SEAL NOTE: THE UTILIZATION CERTIFICATE SHOULD BE ACCOMPANIED BY AUDITED STATEMENT OF ACCOUNT INDICATING EXPENDITURE ON VARIOUS ITEMS. UGC? GUIDELINES? FOR? B. Voc.? 23 ANNEXURE-IV UNIVERSITY GRANTS COMMISSION PROFORMA FOR SUBMISSION OF STATEMENT OF EXPENDITURE INCURRED FOR THE OF B. VOC. PROGRAMMES (DIPLOMA/ ADVANCED DIPLOMA/DEGREE) 1. Name of the University/ College: 2. Name of the Vocational degree/Advance Diploma/Diploma Course: 3. No. Date of UGC’s approval No. F. _______________________________ Dated ___________________ 4. Period to which the accounts related : w. e. f. _____________________________ to ____________________________________________. 5. Details of actual expenditure incurred : Grants approved Grants released Unspent balance (i) (ii) (iii) (iv) NOTE 1. The statement of expenditure should be filled up separately for each vocational degree course. 2. List of equipment purchased should be submitted. 3. Details of periods taken, amount paid to leach teacher by name under guest faculty and internal faculty should be submitted. Signature Head of Institution / Principal/Registrar Govt. Auditor/CA UGC? GUIDELINES? FOR? B. Voc.? 24 ANNEXURE – V UNIVERSITY GRANTS COMMISSION, NEW DELHI ANNUAL PROGRESS REPORT (to be submitted annually to the UGC by each University /College) 1. Name and Address of the institution: 2. Name of the Head of the institution: 3. Period of the Progress Report: 4. Activities Taken up During the Year: 5. Utilization of Grants during the Year: 6. Specific Outcomes: 7. Difficulties encountered in implementation, if any: CERTIFICATE This is to certify that the data/ information presented in this Annual Progress Report are true and correct to the best of my knowledge and belief and the required documents will be provided to the UGC, as and when the same are called for. ____________________________________________ Signature with Seal of Head of the University /College Place: Date:

Portrayal Of Vampires In Literature

Portrayal Of Vampires In Literature His face was a strong, a very strong, aquiline, with high bridge of the thin nose and peculiarly arched nostrils, with lofty domed forehead, and hair growing scantily round the temples but profusely elsewhere. The mouth, so far as I could see it under the heavy moustache, was fixed and rather cruel-looking, with peculiarly sharp white teeth (Stoker, 1897). For many centuries this crude, bloodcurdling image prevailed what is now known to us as the blood sucking vampire. This description of Dracula, as illustrated by Bram Stoker in 1897, compares nowhere near the handsome, romantic, and charming figure vampires have become in modern day film and literature. Yet what is most interesting, in a rather peculiar way, is to see the irony of such a thoughtless creature becoming a prevalent reflection of modern culture; their unchanging, dead existence representing the ever-changing situations of our conscious and unconscious fears. This essay will seek to critically analyse two well known lit erary texts portraying vampires. Through the description of the vampires appearance, role, function and purpose and the several motifs and cultural myths such portrayals and images are drawn upon, this essay hopes to provide several reasons for the human fascination of such creatures and further suggest vampires represent several cultural beliefs and actions implemented by human society. An obscure sort of figure and a likely representation of both erotic anxiety and corrupt desire, the literary vampire is one of the most powerful archetypes bequeathed to us from the imagination of the nineteenth century (Gordon Hollinger, 1997). Yet, interestingly as times change it seems each age embraces the vampire it needs (Gordon Hollinger, 1997). Prior to the 1970s, the ideal vampire was a portrayal of Bram Stockers Dracula; the captivating, cultured, yet evil Eastern European Count. Since then, as a result of numerous novel publications, including Anne Rices Vampire Chronicles and Stephanie Meyers Twilight, the illustration of the vampire has changed, due to the ongoing transformations in the broader cultural and political mise-en-scene (Gordon Hollinger, 1997). It is mainly through certain motifs and cultural beliefs, both of the past and present, in which the figure of the vampire has transformed. As a prominent figure of time, vampires have represented metaphors for sex uality and power. As of late, while still powerful and appealing, vampires have become a symbol for alienation, choice, societys attitudes towards illness, their definition of evil, and can also act as representations for individual obsession, free agency, self-control, sacrifice and faith. Anne Rices Interview with the Vampire (1976) and Stephenie Meyers Twilight (2008), are just two texts incorporating the fascination of the vampire. However, the texts present several differences; each utilising contrasting ideas in the illustration, function, roles, and purpose of the vampire. Anne Rices Interview with the Vampire accounts the life of a 200-year-old vampire, Louis du Pointe du Pac. Turned into a vampire at the age of 25 by Lestat, Louis story gives audiences two representations of the vampire. Rice steers away from the old portrayal of the creature, captivating this through Louis and Claudia, while also using Lestat as an illustration of the evil, crude, and self-centred vampire. Lestat and Louis are two different vampires; in their appearance, their function, their roles, and their purpose. Louis is the good vampire; humane, genuine and honest. Depicted as beautiful, with utterly white and smooth(Rice,1976) skin, his face a seemingly inanimate as a statue, except fo r two brilliant green eyes( Rice,1976), his hair black, the waves combed back over the tips of the ears(Rice,1976), his shoulders broad(Rice,1976), his figure tall and slender (Rice,1976), his lips silken and delicately lined like any persons lips, only deadly white(Rice,1976), Louis is the image of a different vampire from the one normally envisioned. Lestat, on the other hand is described little in the novel. He is however the opposite to Louis. Illustrated in this book as being 6ft tall with curly blond hair and grey eyes, a short and narrow nose and a mouth that is slightly large for his face(Rice, 1976)), Lestat is charming, attractive and charismatic, but evil. Throughout the novel, Louis relives the moments of how he became indoctrinated, unwillingly, into the vampire way of life (Rice, 2010). He also describes his longing to not hurt but rather to comfort Claudia, who is his only friend and his life. He somewhat becomes a father figure to her, taking it upon himself to care and love her with the last breaths of humanity he has inside (Rice, 2010). Both Louis and Claudia struggle to understand themselves, their purpose, their hatred of Lestat and both become desperate to find somewhere they belong, to find others who understand (Rice, 2010). This is in contrast to Lestat who believes vampires are killers Predators. Whose all seeing eyes see a human life in its entirety, not with any mawkish sorrow but with a thrilling satisfaction in being the end of that life, in having a hand in the divine plan(Rice, 2010). He believes his life has no purpose, a least none that involves being honest and caring, but rather a killer and a monster. Similarly, Twilight, a novel written by Stephenie Meyer, further illustrates the idea set by Anne Rice in her novel. When Bella Swan moves back to her childhood home in order to be with her father, she discovers some things that she never thought were possible. She meets the very mysterious Edward Cullen, who while irresistible and charming, has a certain past which he would rather keep hidden. Determined to find out his dark secret, Bella befriends Edward and the two become close. What she does not realise is that the closer she gets to him, the more she is putting herself and those around her at risk (Meyer, 2008). Although Edward warns her on several occasions that he is not the good guy he seems to be, soon Bella puts together the pieces and comes to the evident conclusion that is a vampire. Meyers vampires are in certain ways very different from Anne Rices image in Interview with the vampire. While chalky pale, palest of all the students(Meyer, 2008), with dark eyes(Meyer, 2008) yet all their features were straight, perfect and angular(Meyer, 2008), their faces all similar, yet different; devastatingly, inhumanly beautiful(Meyer, 2008), as Louis in Rices story, the Cullens are humanised with features most cannot resist. To add to the already humanistic vampire image, Meyer also gives her characters gifts above and beyond the norm (Meyer, 2008). In subtle ways these gifts represent their role and function, and as Edward explains their strongest human traits (Meyer, 2008). Each character brings their gift for good; Edward with his ability to read minds, Alice with her gift to see the future, Carlisle brings his compassion, Esme her ability to love, Emmett his strength, Rosalie her tenacity and Jasper his ability to control peoples feelings and emotions. As with the characteristics of the vampires, Meyer challenges the image of the old vampire by means of changing their purpose. Part of the story revolves around what is means to be a vampire. Constantly, Edwa rd is reluctant to befriend Bella as he still believes deep down he is not superhero, but rather the bad guy. He struggles with his existence, describing himself as the worlds best predator, dangerous (Meyer, 2008) and even at one point he confesses to Bella of his struggle to keep himself from killing, to control his thirst for blood. He does still however feel, as any human, revealing to Bella numerous times he cannot live with himself if he killed her(Meyer, 2008), sounding in a way confused and saddened at the prospect. It is important to also mention the Cullen philosophy. It is explained through Edwards father, Carlisle Cullen that their kind are not killers. Carlisle rebelled against being a vampire, he went to great lengths to destroy himself (Meyer, 2008), fighting hard to resist drinking other peoples blood and looking for an alternative to being the vile monster he feared(Meyer, 2008), finding a way to exist without being evil (Meyer, 2008). Both Interview with the Vampire and Twilight, utilise several motifs, metaphors, and cultural beliefs to illustrate the existence, images, and purpose of vampires. The vampire can in several ways, provide a metaphor for sexuality and power, but can also represent alienation inflicted by society, societys attitude towards illness, its definition of good and evil and can even reinforce individual feelings of obsession, free agency and choice, self-control, sacrifice and faith. Present in both texts, however more profoundly in Anne Rices novel, the original representation of the vampiric metaphors, images and purpose related to sexuality and societys attitudes towards illness are explored. It is interesting to see the close similarities between the idea of death from a vampires bite and the death by disease, associating to a vampires wasting, with paleness, with blood flow from the mouth, night restlessness and alternate burning and chills (Gordon Hollinger, 1997). Interview with the Vampire is of the two texts more inclined to present audiences with the vampire-as-a-disease metaphor, coincidently incorporating cultural events and beliefs present in America at the time. Rice utilises the metaphor to illustrated societys awareness of AIDS and homosexuality. This changing metaphor of sex and violence leads to the homoeroticism of Least and Louis' (Grey,2003) relationship, encouraging mainstream audiences to accept this new way of society and accept homoeroti c protagonists with fewer qualms that normally evincible (Grey,2003). It also uses sexuality to reinforce the image of the old vampires seduction, its ability to attract both men and women, and of the vampire taking the life of its victims. Twilight however, while describing Edward as attractive and mesmerising, it is important to note the metaphor of a vampire being a crude creature is not heavily present in this novel. Instead, Meyer uses the vampires as metaphors for kindness and sincerity, even in some respect using Edward as a figure of goodness and love. Their romance, cosmically disproportionate, is a parable or transparency of the inequalities and responsibilities of the divine-human synergy (Granger, 2009). Edwards love for Bella is forever unchanging and respectful, while Bellas love for him in return is selfless and sacrificial. Written from a religious point of view, the choices which both Edward and Bella make support the idea of free agency; the power for humans to mak e their own decisions and at the same time be responsible for these choices. Both of them pay the consequences for their choices, whether good or bad. In earlier vampire literature, it is important to note vampires were considered related to the Devil. Very few people befriended such creatures, rather using certain symbols to eliminate them. As a result, the belief of faith and religion can be related to the figure of the vampire. The most common for victory were few: armed with crucifixes, wooden stakes, holy water, garlic and occasionally fire and sunlight, good always prevailed (Gordon Hollinger, 1997). Before long anything capable to fend off the vampire, meant those against them possessed great faith. This implied that symbols of faith, when handled by those of less-than-perfect or non-existent faith, might prove ineffective. (Gordon Hollinger, 1997) As in the 1960s and 70s, culture took on a secular view of the world, victims died because of their lack of faith. But as society quickly confronted its loss of faith, vampires lost their ability of their magical arsenal (Gordon Hollinger, 1997). Little is seen of a vampires ab ility to transform into bats and wolves, to crawl on surfaces and disappear in a puff of smoke. And as Louis explains in Rices novel, no such myths exist any longer. The more contemporary vampire exhibits little of the metaphysical, magical, anti-Christian act, but rather his/her own acts are expressions of individual personality and condition (Gordon Hollinger, 1997). This decrease in focus on the vampires metaphysical and religious status supports a loss in the past folkloric characteristics of the vampire. The change from the metaphoric Anti-Christ to secular sinner, from magical to mundane permeates the appearance of and indeed, permits the existence of good as well as bad (Gordon Hollinger, 1997) vampires. And as Edward states in Twilight just because weve been dealt a certain hand it doesnt mean we cant choose to rise above- to conquer the boundaries of destiny that none of us wanted. To try to retain whatever essential humanity we can. (Meyer, 2008) Many argue the contemporary vampire story often represents the very intriguing condition of what we now known as postmodernism, this idea of good and evil. And what better example than the most central motif present in Anne Rices novel. Lestat represents the vampire of the postmodern era; he dismisses any faith, except faith in himself. On the other hand, Louis is the vampire which struggles against becoming the postmodern, evil creature, taking his loss of faith as an illustration for his loss of humanity. The book also portrays Louis as being aware of the question of good and evil, of struggling to accept Lestats philosophy and belief. Claudia also finds herself in a situation where she is caught between two different examples of what a vampire could be and as a result becomes determined to find out the origin of her existence. Good and evil also appears a central theme within Twilight. Meyer uses the Cullens as the good vampires, who harm no one, and James and Victoria as the bloo dsuckers and murderers. On a more personal level, Edward battles between good (his human desire to not harm) and evil (the fact that he is a vampire) suggesting an example of a conscious and human thought process. Thus, it is not what you are born as or what you are made to be that defines your existence, but rather what choices you make based on your own ideas and identity. The vampire today has transformed from an figure of super evil to being simply an alien other, no longer embodying metaphysical evil, no longer a damned soul (Gordon Hollinger, 1997), but rather an metaphor for our awareness of multiculturalism merely ethnic, a victim of heredity (Zanger, 1997 in GH). Both Interview with the Vampire and Twilight depict vampires as outsiders. In Twilight Bella describes her feelings towards this alienation, feeling pity towards the Cullens, pity because, as beautiful as they were, they were outsiders, clearly not accepted (Meyer, 2008). The idea of being alone is also evident in Edwards distance from his family and his school friends. While his brothers and sisters have moved on and formed close relationships, he remained alone. Incidentally, vampires are forced to live away from society in order to keep their existence a secret. Interview with the Vampire also suggests Louis and Lestat are not accepted within society, constantly being illustrated as outcasts, needing acceptance from society but it seeming as if this acceptance can only be found in another of his kind. This theme speaks to almost every individual, as almost everyone has felt alone or alienated at some point in their lives and illustrates societys attitudes towards certain groups of people. Sacrifice, self-control and obsession are several other themes which vampires represent in both texts. Sacrifice is a dominant theme throughout Twilight. While Bella sacrifices everything to be with Edward, it is Edward who makes a decision to be with Bella, to trust her and her intention of keeping his secret. He sacrifices his secret to be with Bella, and while he may be at a loss, his sacrifice can be seen as acceptable when it may be a free choice to gain something greater. Again, the same takes place in Interview with the Vampire, when Louis makes a decision to leave Lestat and sacrifice his life to take care of Claudia and to find more of his existence. Self-control is equally evident in both of the texts. Self-control is very important in Twilight, as it is closely linked to free agency. In order to have free-agency, the Cullens must have self-control, and as a result self-control is in this case a way of overcoming their instinct and a way to create ones wanted life and princ iples. Vampires in both of the texts are not saints, but just like real people they have flaws. And just like real people, they are under the driving force of obsession. Bellas love for Edward, Louis cling to humanity and Lestats belief to kill goes beyond reason, beyond practically. In a way all of these attributes apply to society today, from the ways we make choices, to the sacrifices we make for those we love and our obsessions with love, humanity, and death. The literary vampire has entertained and captured audiences for many years, changing but never completely disappearing. For it is evident every ages does seem to embrace the vampire is needs (Gordon Hollinger, 1997), guiding us along our paths of socialisation, separations and individualisation. Whether the fears are personal, societal, internal, or external, the vampiric metaphor transforms as time passes. The themes of sexual desire, disease, political and social indifference, religion, alienation, good versus evil, and many more represent the vampire figure. All of the themes discussed mirror our current views of boundaries between individuals and society, between one group and the rest. How intriguing it is to see that such social anxieties and personal beliefs are represented through such a creature, one that breaks boundaries between life and death, good and evil, love and fear. And how interesting it is, that the vampire lives on in this modern society of constant conflict, b etween what is real and what is not, between what is private and what is public, in such a way as helping to dissolve the numerous conflicts and the fixed boundaries by means of representation and example. Vampires encourage creative thought and emotional stability, they act as beings we would all rather be, even examples of how we should be. Providing us with a desire to be good rather than evil, vampires have captured the imagination of the twenty-first century. Like flowers perfuming our dreams and beliefs, vampire will continue to capture us with anticipation and dread for years to come.

Dead Poet’s Society :: Film Movies

Dead Poet’s Society The film, Dead Poet’s Society, is a story of a English professor who instructs a group of eager boys in a highly accredited and traditional boys academy. Professor Keatings, played by Robin Williams, introduces his students into the world of poetry. Throughout the school year, the professor inspires the students to â€Å"seize the day† and make their lives extraordinary. A group of students gets swept away by their teacher’s enthusiastic spirit, and they decide to reorganize â€Å"The Dead Poet’s Society†, a select club which used to meet in a cave when the professor attended school, to experience inspiration through poetry. The inspirational impact he has on his students backfires when the school’s board of trustees finds out about the unorthodox teaching methods that go on in the classroom. One of his students commits suicide after the boy’s father, a very controlling man, rejects his son and his enthusiasm for acting and the stag e. Professor Keatings doesn’t follow textbooks or the curriculum, but teaches from his heart. Unlike his conservative colleagues, Keating employs decidedly unorthodox teaching methods and strives to teach more than just his subject matter, which is poetry. His goal is to inspire his students to suck the bone of life to the marrow, to seize the day and to make their lives extraordinary. In Keating's class, you learn passion, courage, romanticism, and, of course poetry. You pass if you avoid conformity and find your own voice, and you fail if you neglect to live life to the fullest. The impact that professor Keatings has on his students is eternal. His spirit will probably always live in his students’ hearts. Any teacher who is like Keatings is priceless. He wasn’t just teacher of academics but a teacher of life. I have had some teachers similar to Professor Keatings, whom I will always remember.

Gertrude Stein :: essays research papers fc

Gertrude Stein   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"I know I am† (Burnett 51). This response form Gertrude Stein was given in answer to the question â€Å"You think you are a genius?† posed to her by the French artist Henri Matisse. This was the epitome of Stein.   Ã‚  Ã‚  Ã‚  Ã‚  Born in 1876, in Allegheny, Pennsylvania, Gertrude was the fifth child, and youngest, to Daniel and Amelia Stein, German-Jewish immigrants. She was a bright girl, but was noted for â€Å"her lifelong indifference to rules† (Gombar 41), especially in school. The early death of her mother was the cause of this. Her father was the king of his castle, often acting as a tyrant, and Stein â€Å"credited her lifelong aversion to all authorities and father figures† (Gombar 41) to him.   Ã‚  Ã‚  Ã‚  Ã‚  Gertrude always had a close relationship to her older brother, Leo. They were fast friends throughout their childhood, and into their adulthood. Though she had completed few years of high school, and did not meet the requirements in Latin, when Leo attended Harvard in 1892, Gertrude followed in 1893, in the women’s Harvard Annex. While at Harvard, she was taken under the wing of noted psychoanalyst, William James. James had an effect on Stein’s later writings as well. His method of â€Å"automatic writing, in which subjects wrote down their unedited, free-associative thoughts† (Gombar 42), was often the way Gertrude wrote many of her literary pieces. In 1897, she was denied her bachelor’s degree, but the next year, she graduated magna cum laude with the class of 1898. Because of high recommendations from James and her other professors, she was granted admission to Johns Hopkins Medical School, where her brother was also studying. They lived together in Baltimore, and Leo would gather friends on the weekends for their infamous salons. Leo, from his familiar post leaning against the bookcase, would direct discussions that lasted five to six hours. Life was pleasant in their household, and Gertrude failed to notice Leo was changing. Within weeks, he was packed and on his way to Europe. For a while, Gertrude lived with another roommate, but she, too, got restless, and in 1903, she joined Leo in Europe. After traveling in Europe and Africa, she settled with Leo in France. Their apartment at 27 rue de Fleurus was soon filled with paintings by the new Modernists, such as Pablo Picasso, Paul Cà ©zanne, and Henri Matisse. Being among the first to accept the Modernist paintings, Gertrude and Leo became friends with the artists.

Thoughts on Whats It Mean To be Human Essay -- Human Nature Essays

Thoughts on What's It Mean To be Human Last year I had a lot of headaches. Two months passed, and I still did not go to the doctor. However, one morning I woke up, and I just could not open my eyes because the pain that I had in my head would not let me. Also I felt dizzy every time that I tried to stand up. I decided to go to the doctor and present my concerns. The doctor recommeded an MRI test. The test indicated that I have a tumor in my pituitary. Thanks to the great development of technology and good equipment such as the computer system that doctor used to test and figure out my disease, I am being treated successfully with the help of doctors and artificial intelligence. Artificial intelligence may be described and evaluated by learning about the Turing test, the Loebners contest and discussing basic human nature contrasted with computers. According to www.encarta.com the definition for Artificial Intelligence is a system that makes it possible for a machine to perform functions similar to these performed by human intelligence such as learning, reasoning, self - correcting and adaptive. In other words, machines are able to do what a human does such as learning, reasoning, etc. Then does it mean that computers are intelligent. The most widely spread definition of Artificial Intelligence is called the Turing test. According to Platts article the Turing test has it origin in 1950, when Alan Turing a British mathematician proposed: If a computer successfully impersonate a human during a free- form exchange of the test messages, then for all practical purposes the computer should be considered intelligent(12). Then the Turing test is quite simple. If a computer is found to give answers to questions that cannot be distin... ...owever, computers are never going to replace human intelligence. Even though an MRI can give you a highly enhanced view of your brain, it will always be necessary for a doctor to look at the results and make a diagnosis that a computer is still unable to do. This is, because humans are spontaneous, they are able to do whatever they want to do without another person telling them what to do. Instead, Computers always have to do what somebody else tells them to do and do not think by their own. Works Cited Artificial Intelligence. 2000 www.encarta.com. ( April 10, 2001.) Laucius, Joanne. Otttawa Citizen. Newsweek magazine. December 2000. Platt, Charles. Whats It Mean ToBe Human, Anyway? Composing Cyberspace Identity, Comunnity, and Knowledge in the Electronic Age. Ed. Richard Holeton. US: MC Grow Hill, 1998. 12-20. News. 2000 www.msn.com. (April 10, 2001. )

Concept Of An Internal Combustion Engine Engineering Essay

The chief map of an engine in all different types that they exist as is to alter the energy stored in fuel as chemical energy into a thermic energy which is a signifier where the engine can pull out and bring forth mechanical work end products from it. [ 1 ] Normally the engine is the device that makes all of this possible by leting the air/fuel mixture to travel through different sort of phases to make to the chief end which is pull outing mechanical work out of the chief energy supply which is normally chemical energy [ 1 ] . There are two different type of engines which are: internal burning engine, an external burning Engine, the chief difference between the two is where the Burning of fuel happens, in an external engine the burning of fuel/ air mixture happens outside the cylinder halls, while on the other manus the burning take topographic point inside the cylinder of the Piston in the internal burning engine [ 1 ] . There are different constituents that together organize an internal burning engine some of the of import 1s are: Cylinder form that contains Piston traveling up and down of it, Spark stopper to light the fuel/air mixture, Valves ( recess and fumes ) , Piston rings, Connecting rods, and Crankshafts ( Refer to calculate 1 to exemplify the Engine constituents ) [ 2 ] . Figure Engine parts The engine nomenclature can be summarised by four simple stairss: first measure being the recess valve gap and the Piston traveling down indoors a cylinder to allow as much air/fuel mixture into the cylinder as possible and so step two takes topographic point where the Piston moves back upwards to compact the mixture this is done merely when both valves are closed recess and exhaust valves is closed to halt any opportunity of mixture escaping, the 3rd phase is summarised by the ignition of the mixture to let go of thermic energy which causes the Piston to be driven down to pull out all the energy through Piston and linking rod. Once the energy is extracted the Piston hit the underside of the cylinder the fumes valve is unfastened to let to force the fuel outside of the cylinders so the rhythm can be so once more carried out [ 2 ] .this will be farther explained in subdivisions below.there are different sort of ways in which internal burning engines can be classified under such as: ba sed on thermodynamic rhythms, working rhythms, Fuel used in it, Method of ignition, Speeds, method of chilling, lubrication systems, application country and basic engine designs and many others [ 1 ] . However a focal point is drawn to two types of engines in this article which are: Diesel engine, Petroleum engine and chiefly a deeper research and focal point is done on the crude oil internal burning engine [ 1 ] . There is a quite difference between the two engines, in an Otto Engine ( crude oil engine ) , the first difference is being that the Otto engine suction phase suctions in both fuel and air together while Diesel engine suction in air merely and so shoot fuel in the air, hence more constituents are required in the Petroleum engines as a portion needed to blend the fuel and air before come ining the burning chamber which are normally carburetors and parts to light the mixture to let go of thermic energy out of it unlike in Diesel engine where self-ignite is carried out. Furthermore, they operate with different compaction ratios with crude oil holding less compaction ratios and many other differences are shown in the tabular array below [ 1 ] . Internal burning engine ( Spark ignition ) the four shot engine existed of all time since 1876 when Otto introduced his Figure Comparison between Spark ignition engine and Compression ignition engines thought at the universe exhibition in Paris and it was found that his thought of Otto engines is considered to be most economical at that clip, merely like any other engineering that exist and introduced to the market the Four shot engine has gone under different sort of accommodation to increase the efficiency and to better the functionality and adaptation for new sort of different application. However the construct still remains the same as the map of Otto engines is define by an Otto Cycle which consists of 4 Phases in each of these phases a critical timings and different factors affect the work, the chief thought was summarized before but now a farther account is given with respect of how an Spark ignition internal burning engine work [ 3 ] . As said earlier, Otto Engines are called four shot engines which mean each engine rhythm take four phases to finish, or in another words the Piston has to go four times inside the cylinder in order to bring forth any work [ 3 ] . First phase being the suction phase which is illustrated in figure 4, portion ( a ) this phase start by the recess valve unfastened to let air/fuel mixture to come in the cylinder when the Piston caput moves down to suck in air/fuel mixture, while in the same clip the fumes valve is closed to halt escaping gases, this phase halt when the Piston has travelled to the full to the underside and the Inlet valve shutting. This besides can be seen as the 0-1 phase on the P-V diagram in Figure 3 [ 3 ] . Second phase is explained as the compaction phase, where the chemical mixture is compressed and it is illustrated in figure 4, portion ( B ) . In this phase both valve is closed for the same ground earlier which is to halt mixture from get awaying while the Piston is compacting it during upward motion this can be seen in 1-2 in a P-V diagram figure 3, towards the terminal of this phase the tight mixture is so ignited to utilizing a flicker stopper which is normally found in the Centre of the cylinder, this ignition helps in altering the chemical energy into a thermic energy signifier which will consequences in high addition in temperature inside the burning chamber, this is shown by 2-3 on the P-V diagram figure 4 [ 3 ] . Phase 3 could be explained as the phase where enlargement is go oning which is illustrated in Figure 4 portion ( degree Celsius ) .the status is about the same as the compaction phase except the Piston is forced downwards as consequence of the combustion gases force per unit areas, hence power is produced during this phase and absorbed by the Piston. A noticeable bead in both temperature and force per unit area is go oning due to the enlargement go oning this is seen 3-4 in Figure 3 [ 3 ] . Stage four is the phase where gases are allowed to get away outside the cylinder this is shown in figure 4 portion ( vitamin D ) .In this phase the Exhaust valve is opened and this Piston moves once more up wards to coerce the staying gases outside the cylinder this is shown in 5-0 in the P-V diagram in Figure 3 [ 3 ] . This is where an engine finish one rhythm now the same rhythm is repeated merely with commixture of residuary gasses ( gases that did non get away during the exhaust phase ) [ 3 ] . Figure P-V diagram Figure Four-Stroke Engine phases The advantages of holding four shot engines over the 2 shot engines are many such as the four shot engines are much more fuel economic than the 2 stroke engines cause during 2 phases at that place is non adequate clip to fire all fuel, which once more leads to another advantage of being less polluted than 2 stroke engines as it tends to fire most of the mixture. Another advantage being that the four shot engine produces more torsion at low revolutions per minute when compared to the 2 shots engines this is once more related to the fuel combustion and the clip take to devour the energy over all. Furthermore comparing both engines in lastingness country, a immense advantage is found on the four shot engine than it is in the two shot engine, the ground being is that 2 shot engines are to run at truly revolutions to bring forth power and the more you revolute the more you wear your engine constituents [ 4 ] . Furthermore, when comparing both engine gasolene and Diesel there are certain points where the gasolene return advantage over Diesel while the other manner around in some other, when it comes to power and torsion it is a split determination between them none of them radiances, it is more like based on the application. When fuel economic system Diesel takes over in this field as the energy denseness in fuel is higher than this present in gasolene which means takes batch energy to bring forth the same power produced by a Diesel engine [ 5 ] . Another field to look at is cost when comparing both engines a gasolene is cheaper than a Diesel as Diesel engine required to work under high compaction ratios therefore everything comes with monetary value. Noise and quiver a gasolene engine takes over this field as it is much more quitter than a diesel engine and it agitate less and sometimes it is even difficult to state if a gasolene engine is running at low velocity [ 5 ] . Cold conditionss is another facet to compare both engine and the advantage of gasolene is by clear stat mi as the gasolene tends to hold flicker stoppers which helps in get the better ofing the cold conditions unlike Diesel engines where it self-ignite which means it may take clip before it can make so. Maintenance wise, the gasolene engines have advantage in short-run as there are several grounds doing Diesel to lose in this class such as big sum of oil nowadays in the engine fuel filters and so on [ 5 ] . Fuel cost, Diesel engines tend to hold it as advantage because Diesel is easy to polish from natural gasoline than gasolene which means it cost less than gasolene normally but nevertheless in some instances, Diesel may stop up with high monetary values as it is non a usual fuel to run vehicle in that specific part. Finally fuel handiness gasolene is more likely to be found all over states than the Diesels found as it is used more frequently when it comes to autos for obvious grounds such as comfort and safety and size [ 5 ] .Engine public presentationEngine public presentation is normally referred to as engine efficiency ( ? ) . There are different sorts of efficiency that outline the overall public presentation of an engine, such as [ 3 ] : Indicated thermic efficiency ( -Indicated thermic efficiency is fundamentally defined as how much energy in an indicated power ( & A ; igrave ; P ) is ensuing per the injected fuel ( & A ; igrave ; degree Fahrenheit ) [ 3 ] . Brake thermic efficiency ( -This is similar to the Indicated thermic efficiency except it defines the interruption power instead than the indicated power, so it is how much interruption power ( is ensuing due to fuel injected ( & A ; igrave ; degree Fahrenheit ) [ 3 ] . Mechanical thermic efficiency ( -Mechanical efficiency is defined and found to be as sum of interruption power ( to the corresponding indicated power ( and may besides be found by as the sum of interruption thermic efficiency to a corresponding thermal indicated efficiency [ 3 ] . Volumetric efficiency ( – This efficiency normally found as how much volume flow rate of air is sucked in an engine over the rate of displaced volume [ 3 ] . Density is the denseness of air at the recess valve. This efficiency is consider to be an of import parametric quantity that defines and outlines the over all of four shot engines. As the overall engine external respiration is controlled by this efficiency [ 3 ] . Furthermore, the better status of air sucked in by engine will specify the power of the engine under the status of an engine will suck in every bit much air allowed indoors. The mean ideal volumetric efficiency found when using full accelerator in spark engines is between 80 % -85 % [ 3 ] . You want maximize the volumetric efficiency of an engine to increase the thermic efficiency of an engine which will increases the overall public presentation of an engine [ 3 ] . Relative efficiency ( – Relative efficiency is explained as the sum of thermic efficiency produced by an engine during a rhythm compared to an ideal rhythm. The value of the comparative efficiency is of import as it defines the advancement of an engine [ 3 ] . Mean Piston velocity ( ) -the average Piston velocity counts and play a immense function in specifying engine public presentation it is found to be as L is the shot of Piston N is the grouch shaft rotational velocity The average Piston velocity defines how much each phase of the four shot engines is efficient. However this parametric quantity comes with bounds as the gases resist fluxing into an engine or as the emphasis produced due to the clash of different traveling constituents [ 3 ] . Specific power end product ( – Specific power end product is found to be the sum of power produced to the corresponding Piston country, this can be used to specify how good is the Piston country used by the engine maker to bring forth power without taking cylinder size into consideration [ 3 ] . Specific Fuel ingestion ( sfc ) -The sum of fuel consumed by an engine is normally explained and defined by the specific fuel ingestion, which is found by spliting the fuel over clip by the power produced by the engine. The value of SFC tells how good is the engine executing [ 3 ] . Fuel/Air ( F/A ) ratio or air/fuel ratio ( A/F ) – this is another of import factor that consequence the overall public presentation of an engine, it is really of import to fit the right values of fuel and air. Looking at both footings normally the term fuel to air is used as the fuel is the factor altering with the velocity in four shot engine. There are three different sorts of mixtures that can ensue of different ratios ; the first mixture is referred to it as chemically right ( stoichiometric ) sum of air to make complete burning of all fuel, 2nd one is called Rich mixture where the ratio of fuel interior is higher to the corresponding air atoms, and eventually the thin mixture where the sum of fuel/air ratio is less than stoichiometric. Thin mixtures are considered to be the most efficient [ 3 ] . The chief point to make the end of high efficiency is to make full the cylinder of an engine with every bit much possible and so combust in an efficient manner. To command how much is the charge being drawn by a cylinder, a really of import constituent plays a great function in commanding that, Cam shafts, as an addition on the valve gap or being lifted will ensue in restricting the limitation on the charge at the consumption which will take to and increase on the sum drawn to inside of the cylinder [ 6 ] . This is reasonably simple and non a difficult undertaking to accomplish. However the consequence of imbrication is complicated, overlapping is defined as the period where the consumption valve and the fumes valve are unfastened at the same clip [ 6 ] . To explicate, when the fumes valve is unfastened during the exhaust phase, at the terminal of that phase the air being exhausted out could do to suck in more charges into the cylinder if the consumption valve is unfastened to a certain extent, this relates to good fumes scavenging ( the procedure of taking left combusted gases out of the cylinder and make fulling it with new mixture ) [ 6 ] . Second point to maximise the air at the recess, an consumption design should be near idle at relation with the camshafts. Different RPM required different smuggler times and diameters [ 6 ] . At low RPM, Long but little diameter smuggler are required which will ensue in making maximal intake speed, therefore will take to higher intake inactiveness. As the RPM increases the diameter smugglers tend to increase in size and acquire shorter. Besides an addition in the figure of intake valves and recess ports will take to an addition of charges inside of cylinder nevertheless this is tend to be limited to the design of the burning chamber [ 6 ] . Compaction ratios are considered to be a high precedence factor that enhances an engine public presentation, the higher the compaction ratio the more thermic efficiency. But merely like any other factor this comes with a restriction as the more compress a mixture, the more you move towards self-ignite ( as the enlargement of fuel/air mixture will ensue in high temperature which will take the fuel to light before the release of the flicker ) this is the nomenclature used to run diesel engines. Another ground of the restriction of ability to increase the compaction ratio is that it may explode if non self-ignite ( explode besides known as the engine knock, it is defined as the combustion of fuel at high temperatures due to high compaction ratios which will take to strike hard or sudden detonation inside of a burning engine ) . The ideal compaction ratios that normally a crude oil engine can manage are around 10.5:1 [ 6 ] . However, in existent life scenario engines are capable to losingss at every phase, so even as it is desired to hold 100 % efficiency, it is rather impossible to accomplish due to clash and other grounds such as transmittal and so on, the ideal flicker ignition engine will hold about 25 % -30 % maximal [ 2 ] .Internal burning engines fabricating and managing practical facetsIn general internal burning engines existed since long clip now and different sort of development and betterment where introduced to the engines in which some of them where successful and some of them where non. A batch of these developments where discarded as it did non turn out it is functionality. Most engines that exist today are merely improved versions of those in early ages, Engine Design count to be a major of import facet while fabricating an engine, as any mistake or misidentify in little inside informations can be the company a batch of money other than impacting the safety and the comfort of a rider. En gine design requires critical determinations that are non based on mathematical background instead situational [ 7 ] . A successful engine design sing weight, majority, finicky and dependability and lastingness will depend on how good is the original elaborate design. Major jobs during planing an engine and fabricating an engine occur such as Structural unity, which means offering a portion practical structural place that can manage a batch of the end point gas force per unit areas, thermic enlargements and vibrational forces without adding excess cost and weight or size in the engine, it is a really hard undertaking to accomplish and yet the most of import factor to see while looking at designing/manufacturing of an engine [ 7 ] . Choosing the right stuff in which each portion of the engine is manufactured from is another critical measure to be taken attention of ; as the status inside of an engine differs some of portion should defy high force per unit areas while other should stand high temperatures. Besides the ability of these stuffs to defy different sort of day-to-day conditions such as wear, corrosions and so on based on the location of each portion, In general the stuff used to fabricate parts of engines are about standardised nevertheless the sum of complexs inside the stuff is still a variable to look at in order to accomplish good consequences [ 7 ] . Packaging and put ining engine inside of vehicle requires a deep idea to insulating the engine from the vehicle construction to cut down all the quiver cause by the inertial minute of engine which if transmitted will take to noises and unwanted uncomfortable drive. Engine saddle horses are at that place to function and assist in work outing this job, their chief map is to back up the engine weight inside a auto goon and to halt transmittal of the vibrational voices which limits the above conditions and increases comfort of the drive. Choosing the right saddle horse for the engine to settle on is really of import as if the saddle horse chosen is non suited it may take to clefts and interrupting down of the engine pipes and fumes pipes which will do a batch of money to replace [ 8 ] . The factors above were considered while doing and planing an engine and so put ining. Another facet to look at is the care of engines after installing and how it affects the overall public presentation of an engine and the life clip of that peculiar engine. Furthermore since engines are running normally at really high temperatures, and most of the energy released is heat, a chilling system is required to be installed to forestall engine off of overheating, furthermore chilling systems have another of import function which is to heat up the engine at really fast rate yet maintain it on coveted temperature, cause engine running at cold conditions will increase the wear of it constituents and the rate of bring forthing pollutant gases, another ground to keep engines at changeless coveted temperature is that to hold the burning chamber hot plenty to accomplish complete burn of the fuel and to keep the oil at low viscousness values which make it easy for the engines portion to travel. There are two different types of engine chilling which is either liquid or air chilling [ 9 ] . When it comes to utilize of auto, it is used on day-to-day footing so maintenance of different sort of auto parts is required ; engine care is one of those parts. Carburetors that mix fuel should be checked on regular footing to guarantee holding the right mixtures to fire, Oil altering is required every bit good on regular as it has of import function of lubricating the engine parts such as Piston and camshafts and linking rods and many others, oil systems are normally running in a cringle where the oil is collected eventually in a sump, the oil normally should be changed cause it accumulates soil and wont lubricate as much, do oil additives will finally turn less so it will non be as effectual [ 2 ] .Well to wheel Energy/ EmissionsWell to wheel energy is defined as the energy spent from pull outing different fuels from the natural stuff up until the energy is used by the auto and released as emanations. There are two chief phrase should be understood, first one is the Well to Tank ( WIT ) which is the energy spent to acquire fuel from natural stuff extracted from to the fuel pumps and armored combat vehicles and ready to be distributed for autos, the other is called Tank to Wheel ( TIW ) which is defined as sum of energy released during pumping and combustion of fuel up until its consumed and used by the auto wheels as mechanical energy, ( WIT ) and ( TIW ) represent a life rhythm of fuel which is shown in figure ( 5 ) .The usual fluid found and used in the internal burning engines in automotive field such as gasolene and Diesel are extracted from rough oil [ 10 ] . Extraction of rough oil is normally by natural force per unit area of belowground armored combat vehicles, nevertheless some state of affairs it requires the gas force per unit area injected in to pull out the petroleum oil, following measure is to stabilise the rough oil before transporting it as it is normally come with gases ( normally either shipped as by merchandise or used to shoot back into the belowground armored combat vehicles ) . The status of pull outing rough oil and bring forthing it vary based on many factors such as part it is extracted from, Fieldss, even from one well to another. So accurate value of emanations and energy can non be stated, an appraisal of those values can be give as 3.3g emanations eq/MJ and 0.025 MJ/MJ, normally the petroleum oil available for usage in Europe states is shipped all the manner from Gulf states this explain the low energy spent as it tends to be at low scope in that part where petroleum oils extracted [ 10 ] . C: UsersGambitDesktopFu el cycle.JPG Figure Fuel Cycle Well To Wheel Crude oils so shipped to different states to be refined after it has been extracted and produced. Largely rough oil is transported utilizing the sea but this may alter based on the distance it has to go, another mean of transit of petroleum oil is the grapevine through different countries such as Russian country to the European eastern states [ 10 ] . Here once more the diverseness of transporting a fuel it makes it difficult to gauge the entire energy/emissions, but since it is already considered most fuel is from in-between east the values of energy is around 10MJ/MJ and 0.8 eq/MJ [ 10 ] . Now that the petroleum oil has been transported to European part it has to be refined before usage, so the survey of energy spent and emanations produced is based on surveies in the Europe refineries. Oil refinery fundamentally is to divide different constituents of the petroleum oil, acquire rid of the unwanted compounds such as sulfur, altering the heavy molecules presented to want light leaden molecules. Usually refineries spent an norm of 6 % of energy to bring forth and polish, oil refineries tends to make a batch of merchandises from one stock, so it is about impossible to divide and happen values of energy and co2 emanations of individual merchandise but instead the values of the refinery itself as whole. However a unsmooth appraisal can be achieved based on survey done on 3 different merchandises and different sort of restriction has been set before giving the consequences shown in graph ( 6 ) [ 10 ] . Figure Energy and Greenhouse Gases emanations in refineries Then fuel is transported to fuel station by different sort of mean such as route oiler, trains or even grapevines, to presume the entire energy and emanation produced, all of the above transit is been taken into consideration. A value of 20KJ and more than 1 gram combining weight per MJ is set to be the concluding station of fuel [ 10 ] . The standard NEDC [ New European Driving Cycle ] has been taken as mention for ciphering and gauging the TTW emanations and fuel ingestions. The usual route fuels are taking into consideration while gauging the value below in the graphs based on the NEDC ordinance and computations. Harmonizing to many surveies that the mix of different engineerings are introduced to run autos are turning so that is taken into consideration as good [ 11 ] . The NEDC WTW Energy and emanation equations are given below as [ 11 ] : WTW GHG ( g CO2eq/km ) = TTW GHG ( g CO2eq/km ) + TTW energy ( MJf/100 km ) /100 ten WTT GHG ( g CO2eq/ MJf ) [ 10 ] Entire WTW energy ( MJ/100 km ) = TTW energy ( MJf/100 km ) x ( 1 + WTT sum expended energy ( MJxt/MJf ) ) [ 10 ] The information in figure ( 7 ) and figure ( 8 ) represent the energy spent and used to travel the auto in a European rhythm for 1 kilometers without neglect to the beginning of the fuel [ 11 ] . Figure ( 6 ) illustrate the well to wheel energy spent by different type of vehicles such larboard injection flicker ignition ( PISI ) , direct injection flicker ignition ( DISI ) for both gasolene and Diesel over the old ages of 2002 boulder clay 2010 and so including different sort of intercrossed autos in the 2010s. We can observer a batch of betterment towards utilizing energy as the DICI and PICI engines are shuting the spread between them with respect to efficiency and fuel ingestion as the engineering is taking a good advantages of turbocharging and downsizing, every bit good as traveling towards intercrossed autos the energy consuming is improved by about 15 % in crude oil engines and 18 % in Diesel [ 11 ] . So the focal point towards constructing intercrossed autos and bettering bing 1s will assist in sufficiently in diminishing the energy consumed to run autos. [ 11 ] Figure WTW Energy Using NEDC Cycle 2002-2010 Figure 7 represents the Greenhouse Gases emitted WTW Numberss utilizing the NEDC route Cycle once more, and as said earlier the PICI and DICI are traveling towards bettering and the spread in between them is contracting and every bit good as they are acquiring closer to viing with diesel efficiency due to grounds Clearfield before, now as the efficiency of any engine addition means the fuel ingestion decreases which means less fuel to fire to acquire same energy, less fuel mean less emanations are produced. Hybrid autos debut and betterments is assisting a batch in cut downing the emanations because electrical constituents function otherwise and a burn of chemical energy is non required hence, there is no release of gases [ 11 ] . Figure WTW Greenhouse Gas emanations Using NEDC Cycle as mention