Soft Money in Economics :: essays papers

Soft Money in EconomicsWith each election cycle rolling around e actually 4 years, the various political parties, specially the Republican and Democratic parties, are setting new records for private road contri furtherions and raising higher and higher amounts of funds toward their goals. It seems elected officials spend more and more meter on fundraising and less time on working for the people they are sworn to serve Now what is wrong with that picture? Does the phrase We have the scoop out government money can buy, mean what it says? If it did, our nation would be in serious trouble. Only of 1% of the people give 80% of all campaign contributions. These special interest groups and wealthy individuals are controlling the peoples government. Whether the issues are concerned over the military, education, Medicare, or Middle East issues, individuals like you and me have little or no say in what should be done to correct the situation. Soft money and the whole campaign finance ref orm issue is a very big concern to our economy. Yes it does have a more political stance then an economic stance but it will affect the regular toughened working families of our nation. Have you ever taken the time to actually read the U.S. tax codes? If not, you are very lucky. Its a Brobdingnagian mess and hardly readable, but there is a reason why you cant read it. Former Sen. Wyche Fowler (D-Georgia) once said, Every single interest that comes to you has got a special private interest where they are pursuit to get subsidized, through the tax code Tax bills are a good place to hide those special legislative favors congressmen and women receive when they are elected. With the money donated from insurance industries, health professionals, and law firms and a huge amount of special interest groups, the resulting factor ends up being a tax system skewed toward big-money interests. How will this affect your standard of living? Welllets look at the something everyone has problems with and that is oil and gas prices. The gas application is a very generous industry for politicians and in turn very prosperous in reaping the benefits. In the 98 election cycle, gas companies gave over $22 million in soft money contributions. This huge contribution gave gas companies a long list of tax breaks created by a Congress that is supposed to be the best money can buy.

How to Buy Your First Home :: Process Essays

How to Buy Your First HomeI answered the phone with trepidation. Would I be the one? Did I get it?No, not the new job, drafting jackpot, or the starring role in the next movie blockbuster. The one bedroom, split-level Id mold an offer in for just a few days earlier.A home. I was a single girl on the verge of owning her own home. Hey, chance on me roar.According to the National Association of Realtors, single women represent the fastest-growing segment in the housing market. We subvert 12% more than condominiums than men, and we make up 35% of world-class home buyers. And due to many programs designed to encourage single women and minorities to direct in a new home, the purchasing power of the first-time home buyer is steady rising.As terrifying as the prospect of home-ownership is, particularly for those who view plants as a commitment, there are benefits. Youre building equity instead of paying rent. following payments on your mortgage can be tax deductible. And you could ma ke a passel of money when you finally sell it, particularly if youve had the good sense not to buy near a nuclear waste treatment plant. Some tips from a happy home ownerDeep in your heart of hearts, youve probably everlastingly had an ideal vision of your perfect home. Sprawling lawns, cathedral ceilings, hand-carved banisters. Scratch that, and fall upon on to what you can actually afford.You can usually qualify for a mortgage equaling about two times your annual income, and youll need enough currency for a 5 to 10 percent down payment. Figure in the remainder cost, which include percentage points tacked on to your mortgage (1 - 4% of the total mortgage) by your lender. The lower the points the better. Youll need a property appraisal (about $250) and a survey (about $200), during which strangers tromp done your new pad and determine what shape its in - literally. Appraisers look at the condition of the property and surveyors measure the contents. Youll also need a pest reapp raisal - which unfortunately does not mean the neighbors.Other major closing costs include a prepayment of insurance and real estate taxes into an escrow account. You pay up battlefront and the bank takes care of the bills. Future payments into this account come out of your periodic mortgage payment. Your real estate taxes will vary based on area. make out it to say a sprawling villa in Beverly Hills will cost you more in taxes than say, a sprawling villa in suburban Cleveland.How to Buy Your First Home Process EssaysHow to Buy Your First HomeI answered the phone with trepidation. Would I be the one? Did I get it?No, not the new job, lottery jackpot, or the starring role in the next movie blockbuster. The one bedroom, split-level Id put an offer in for just a few days earlier.A home. I was a single girl on the verge of owning her own home. Hey, hear me roar.According to the National Association of Realtors, single women represent the fastest-growing segment in the housing mark et. We buy 12% more condominiums than men, and we make up 35% of first home buyers. And due to many programs designed to encourage single women and minorities to invest in a new home, the purchasing power of the first-time home buyer is steadily rising.As terrifying as the prospect of home-ownership is, particularly for those who view plants as a commitment, there are benefits. Youre building equity instead of paying rent. Interest payments on your mortgage can be tax deductible. And you could make a passel of money when you finally sell it, particularly if youve had the good sense not to buy near a nuclear waste treatment plant. Some tips from a happy home ownerDeep in your heart of hearts, youve probably always had an ideal vision of your perfect home. Sprawling lawns, cathedral ceilings, hand-carved banisters. Scratch that, and move on to what you can actually afford.You can usually qualify for a mortgage equaling about two times your annual income, and youll need enough cash for a 5 to 10 percent down payment. Figure in the closing costs, which include percentage points tacked on to your mortgage (1 - 4% of the total mortgage) by your lender. The lower the points the better. Youll need a property appraisal (about $250) and a survey (about $200), during which strangers tromp through your new pad and determine what shape its in - literally. Appraisers look at the condition of the property and surveyors measure the contents. Youll also need a pest inspection - which unfortunately does not mean the neighbors.Other major closing costs include a prepayment of insurance and real estate taxes into an escrow account. You pay up front and the bank takes care of the bills. Future payments into this account come out of your monthly mortgage payment. Your real estate taxes will vary based on area. Suffice it to say a sprawling villa in Beverly Hills will cost you more in taxes than say, a sprawling villa in suburban Cleveland.

Animals In The Eyes of The Dragon :: essays papers

Animals In The Eyes of The DragonAlthough it may seem quite absurd, the role of animals in The Eyes of the Dragon is a very(prenominal) supreme and dignified part of the novel. Through the development of the novel, the animal kingdom roars novel from insects to dogs and they all play their own, individual roles. The great black and s straightway-white Anduan ill-humoured named Frisky who is, out of all of her dogs, Naomis favorite, leads Ben Staad and Naomi directly to the whereabouts of Dennis, Peters butler.Flaggs animals are symbols of his plans for the downfall of Delain. The dragon that is killed by King Roland may be considered the most the memorable of all. In this prototypical tale, Thomas sees Flagg murder Thomass father through the eyes of the dragon. In the end of the novel, though, all of the animals roles fall into place.Frisky, Naomis companion, is a strong-willed, over-confident, Anduan Husky who may have been the great track dog that ever lived. This dog sums u p the meaning of a mans best friend. Frisky, who can track a three-day-old scent in the middle winter, is the causality the floor takes place as it does. Just as arson dogs help nail down the location of substances used to start fires, Frisky uses her keen sense of nip to pinpoint exactly where Dennis, son of Brandon, has journeyed to from Peynas farmhouse. Denniss mission is to go back to the castle where Thomas the Tax-Bringer and Flagg,the kings magician, live and are at high power. Peyna, who has just given up his Judge-Generals bench, has a senseing that there is some reason why Peter has asked for the Royal Napkins and his mothers dollhouse. Dennis is to find this reason by sending a letter to Peter, who is captive at the time. Dennis journeys from Peynas farm in the Inner Baronies back to the fearful castle with zippo except for the risks of getting killed. Five days later, with not a reason well-read the whereabouts of Dennis, Naomi and Ben Staad (Peters best friend ) come upon the deserted farm. Naomis dogs have been pulling the sleds for thirty miles all the way from a snowy hollow in which they were camping.The two now feel helpless. With no clue on where there friend had traveled to, they search diligently for any signs of what they are to do next and find nothing atAnimals In The Eyes of The Dragon essays papersAnimals In The Eyes of The DragonAlthough it may seem quite absurd, the role of animals in The Eyes of the Dragon is a very supreme and dignified part of the novel. Through the development of the novel, the animal kingdom roars novel from insects to dogs and they all play their own, individual roles. The great black and white Anduan Husky named Frisky who is, out of all of her dogs, Naomis favorite, leads Ben Staad and Naomi directly to the whereabouts of Dennis, Peters butler.Flaggs animals are symbols of his plans for the downfall of Delain. The dragon that is killed by King Roland may be considered the most the memorable of all. In this archetypal tale, Thomas sees Flagg murder Thomass father through the eyes of the dragon. In the end of the novel, though, all of the animals roles fall into place.Frisky, Naomis companion, is a strong-willed, over-confident, Anduan Husky who may have been the greatest tracking dog that ever lived. This dog sums up the meaning of a mans best friend. Frisky, who can track a three-day-old scent in the middle winter, is the reason the story takes place as it does. Just as arson dogs help pinpoint the location of substances used to start fires, Frisky uses her keen sense of smell to pinpoint exactly where Dennis, son of Brandon, has journeyed to from Peynas farmhouse. Denniss mission is to go back to the castle where Thomas the Tax-Bringer and Flagg,the kings magician, live and are at high power. Peyna, who has just given up his Judge-Generals bench, has a feeling that there is some reason why Peter has asked for the Royal Napkins and his mothers dollhouse. Dennis is to fin d this reason by sending a letter to Peter, who is imprisoned at the time. Dennis journeys from Peynas farm in the Inner Baronies back to the fearful castle with nothing except for the risks of getting killed. Five days later, with not a soul knowing the whereabouts of Dennis, Naomi and Ben Staad (Peters best friend) come upon the deserted farm. Naomis dogs have been pulling the sleds for thirty miles all the way from a snowy hollow in which they were camping.The two now feel helpless. With no clue on where there friend had traveled to, they search diligently for any signs of what they are to do next and find nothing at

Mobile Phones In Business :: essays research papers fc

Introduction to lively PhoneMobile Phone is a wireless device that emits RFR (radio-frequency radiation) to transmit info and allows people to communicate anywhere. It can be carried anywhere as long as there is a signal transmission. There are three types of Mobile coverage, which are AMPS, GSM and CDMA AMPS (Analogue Mobile Phone System)It is an analogue signal and system for transmit data and be used for mobile communication. The effectuality of this system is it has a unwrap network coverage than GSM. However it is the most insecure mobile phone. This system is in any case going to be closed in Australia until end of 2000 as the governance states that analogue signal make the frequency too crowded.GSM (Global System for Mobile Communication)It is a digital system that converts from our voice to digital (pulse) and transmits it to air for mobile communication. The strength of this system is it is more secure than analogue system. On the other hand, the weakness is the signa l is not as strong as analogue system.CDMA(Code Division nine-fold Access)It uses a digital systems but it is not pulsed as GSM did. The strength of this system is it has the best signal receiver, and it is secure communication. However, it is just being introduced in Australia and the rest of the world.<div manikin="sub-title">Network Provider in AustraliaOptusOptus stated that they amaze 93% population coverage, which means, the capacity of the network that Optus can carry is up to 93 % of total population. It also has strength, which it has the lowest congestion rate (making and receiving call)TelstraTelstra stated that they have 94% population coverage, which means they can carry up to 94 % of the total population. Their strength is they have better network signal compare to other competitors.VodafoneVodafone have 91% population coverage. Their strength is they are international recognition so people leave alone believe that they have more experienced worldwide.T he market shares of these companies are as followTelstra 49%, followed by Optus 33 % and last by Vodafone 18%<div yr="sub-title">The Users of Mobile PhonesBusiness PeopleIt is obvious that most of business people in Australia use Mobile Phone now. It can be seen from the street that near every business people have a mobile phone.Rural Business PeopleIt is important that rural business people to be up to(p) to communicate to other people, as sometimes the lines connection to rural area is not available.

The role of Women in Greece :: essays research papers

Greek women, as depicted as in their history and literature, execute many hardships and struggle to establish a meaningful status in their society. In the Odyssey, Penelopes unless purpose in the epic is to back down Odysseus and remain loyal to him. She is at home and struggles to keep her family intact while Odysseus is away trying to return to his native land. The cultural role of women is depicted as being supportive of man and nothing more. Yet what women in ancient Greece did long ago was by far more impressive than what men did. regrettably though, they were still placed at a level that was below man because he is depicted as being the rootof the family. This fact not only holds true for The Odyssey but in the ancient Greek way of life, too. For example, women did not have such a meaningful role in Greek dramatic event as the men did. The parts of women would be played by men in the majority of the plays. The reason this took place was because all of the playwrights were men. There were cases in which women were utilize in plays but they were used solely as models. Nonetheless, all of the types of women that lived in ancient Greece were depicted in all of the playwrights. The women in these plays were depicted by the role of a sinner, saint, poetess, coward, heroine, and many more. This was purposefully done in an attempt to make the audience relate to a certain character. In doing so, they could imagine that they were indeed a part of the play to some extent. As a result, these characters have significant religious meanings and serve as a form of inspiration to other women. This would in the main apply to those women who were in attendance. This would include women of all classes that simply wanted to watch a play. Their limitations amongst society can also be noticed by the heart and soul of education that they are entitled to. Platos Republic mentions how the role of women is determined by the status of their spouse. For instance, if a woman were to be the wife of a guard, whence she would be expected to live at the level of that status, too. She is expected to be able to contribute to society a great deal more alternatively than stay at home and take care of her children and household.

Worlds of History by Kevin Reilly :: essays research papers

Worlds of History by Kevin ReillyResponse to From Hominids to homo Beings, From Nisa The carriage and lyric of a Kung Woman, Women and the Agricultural Revolution, From Hammurabis Code, From the Upanishads Karma and Reincarnation, and From the Upanishads Brahman and AtmanSocieties of today are very opposite from the first civilizations. Pre-historic cultures depended on the cooperation of its people to live. Today, however, everyone is dependent on money. Even though the main focus of each story was distinctly different, they all had a correspondent view on society. They all matt-up that cooperation was essential to the survival of their community.From Hominids to Human Beings revealed how the people of pre-historic civilizations interacted. Pre-historic man was a forager, a hunter-gatherer. They traveled in bands of about xxv people and used only transient camps. The band, not the nuclear family was the foreland social unit. (Matossian, pg 13). Every member of the band worke d together to obtain food. The adults taught the children to be reactive to others needs and share the food with the group. Frans de Waal, a researcher at the Yerkes high priest Research Center in Atlanta, Georgia, traced this behavior back to chimpanzees. Chimpanzee groups consist of caring, sharing individuals who form self-policing networks (pg 13). Despite this fact, chimps share food only when it is to their advantage and invention whenever they can get away with it. When the cheaters are identified, food is withheld in the next windfall.Nisa, from From Nisa The Life and Words of a Kung Woman, feels extremely jealous of her newborn brother, Kumsa, and often makes him cry. Nisa felt she wasnt being paid enough attention to and deprived her brother of draw by nursing. Nisa leaves to live with her grandmother after being berated several quantify for stealing. She thought that was what her mother precious, but when she returned her parents told her they wanted her to be with t hem. Yes, even your mother wanted you and missed you. (Shostak, pg 28). Later in the story, Nisas father arranges a marriage. At that time women were married when they were still young girls. As a result, they were often terrified of their husbands and a woman would sleep between the newly married couple. A woman named Nukha layed between Nisa and Bo to show her that she had nothing to be afraid of. Nukha and Bo would bump in Nisa while making love, but Nisa didnt say anything.Worlds of History by Kevin Reilly essays research papers Worlds of History by Kevin ReillyResponse to From Hominids to Human Beings, From Nisa The Life and Words of a Kung Woman, Women and the Agricultural Revolution, From Hammurabis Code, From the Upanishads Karma and Reincarnation, and From the Upanishads Brahman and AtmanSocieties of today are very different from the first civilizations. Pre-historic cultures depended on the cooperation of its people to live. Today, however, everyone is dependent on mon ey. Even though the main focus of each story was distinctly different, they all had a similar view on society. They all felt that cooperation was essential to the survival of their community.From Hominids to Human Beings revealed how the people of pre-historic civilizations interacted. Pre-historic man was a forager, a hunter-gatherer. They traveled in bands of about twenty-five people and used only transient camps. The band, not the nuclear family was the principal social unit. (Matossian, pg 13). Every member of the band worked together to obtain food. The adults taught the children to be responsive to others needs and share the food with the group. Frans de Waal, a researcher at the Yerkes Primate Research Center in Atlanta, Georgia, traced this behavior back to chimpanzees. Chimpanzee groups consist of caring, sharing individuals who form self-policing networks (pg 13). Despite this fact, chimps share food only when it is to their advantage and cheat whenever they can get away w ith it. When the cheaters are identified, food is withheld in the next windfall.Nisa, from From Nisa The Life and Words of a Kung Woman, feels extremely jealous of her newborn brother, Kumsa, and often makes him cry. Nisa felt she wasnt being paid enough attention to and deprived her brother of milk by nursing. Nisa leaves to live with her grandmother after being berated several times for stealing. She thought that was what her mother wanted, but when she returned her parents told her they wanted her to be with them. Yes, even your mother wanted you and missed you. (Shostak, pg 28). Later in the story, Nisas father arranges a marriage. At that time women were married when they were still young girls. As a result, they were often scared of their husbands and a woman would sleep between the newly married couple. A woman named Nukha layed between Nisa and Bo to show her that she had nothing to be afraid of. Nukha and Bo would bump in Nisa while making love, but Nisa didnt say anything.

Change for the better Essay

Describe a situation in which critical and creative thought could dedicate been used for a better outcome. Describe why it is important to think critically and creatively in similar situations. A situation that critical and creative thought could have been used for a better outcome is when buyers were making choices about buying real demesne. There was a time back in 2006 thru 2007 that the real estate market was showing significant weakness where previously to that year it was thriving, but buyers were not thinking critically and creatively. Instead investors were being avaricious and they let their grasping ways of thinking make decisions for them. To make things poorer, lenders were very hostile in their lending procedures while nobody in the government was watching. Investors continue to buy properties at high prices. They were even paying over the listed prices for certain properties. Then there went it was ruined, and investors were trapped with nearly valueless properties. This is why and how thousands of properties started going into foreclosure. This was a hard lesson to take up but today the lending rules have changed thanks to a revamp of the lending practices. By thinking critically and creatively the government has constricted an amend unsupervised system.Define free will, truth, knowledge, and opinion. Explain how we use them to form thoughts. The moderate definition of free will is when people have choices when it comes to decisions like whether to attend an vitrine or finish an assignment. Another example is getting up to go to work, although it may look uncontrollable, it really is a choice you make every day. For this reason, it is humorous that so much confusion exists about truth (Ruggiero, p. 27, 2009). Even otherwise intelligent people can be heard saying things such as Everyone makes his or her own truth, One persons truth is another persons error, Truth is relative, and Truth is constantly changing (Ruggiero, p. 27, 2009).All of these thinkers undermine thinking (Ruggiero, p. 27, 2009). Knowledge can change as new information is becomes accessible. Ideas do not constitute knowledge unless they correspond to reality (Ruggiero, p.28, 2009). Opinions are intensely personal, so it is understandable that people have strong feelings about theirs (Ruggiero, p. 34, 2009). But many people carry those feelings beyond the boundaries of good sense (Ruggiero, p. 34, 2009). They take the valid idea Everyone has a right to his or her opinion to the ridiculous extreme of Everyones opinion is right (Ruggiero, p. 34, 2009).

An Evaluation of Blood Brothers

Blood Brothers is about two twins who are separated at birth. One is sold and one is kept. They wherefore lose later on except do non know they are twins until the day they die. It is told throughout the shrink from, by the interventionist narrator, with songs as soliloquys, to assist heavy the story and explaining the characters imagination and feelings.One key theme throughout is superstition. It starts with Mrs Johnstone and her superstitious nature but then develops throughout the narrative as Mrs Lyons then becomes superstitious and things, happenings start to evolve around the superstitious nature. It begins to affect the cinch, as the characters start to behave divers(prenominal)ly, Mrs Lyons as she approaches a mental breakdown diversitys and her change in conduct is effected by the superstition of having a sold child, and not only a child but a twin, if ever two twins sh both meet and know of there brother hood both sh tout ensemble die on that same day.The portray al of all the characters was extremely good. Especially Mickey. Played by the con Richard Munday. His portrayal of the character I thought was inc inflammationible, I knew being a professional actor he would be good and good at vie small children but I was rattling, very surprised. The way he portrayed his character was (to me) extraordinary. His use of body language was great, the way he moved and walked and talked you could leave his seven year old character shining through, so clearly I was amazed, that anyone could use such simple things to completely change their persona. They way he changed from a small child to a teenager, was great, every(prenominal)thing changed about him except his true character and Mickey was still very much there, you could just see he had grown up.His character changing in age helped me understand the story more, I knew they grew up but seeing his age and character change and his relationships with different people I understood, the later themes i n the play. Mickey and Eddie growing up with Linda. I could really see there relationship change as Linda strike down in bed with Mickey, his maturity was funny, the way he acted around her but it was distinctively different from when he was a younger child. His body language, speech but most of all the atmosphere was very different between the characters as they grew up especially Mickeys towards Linda.Another character that surprised me was the teacher played by Paul Dallison who played the teacher. The transaction between the two different teachers was really good and surprised me. As well as very good (and quick) change of costume, the change in body language, voice and facial expression was extraordinary. As the posh teacher he was very smart and spoke very properly, articulating all words, standing up straight and being very respectable, then changing to the scruffy, worn down, teacher, who speaks very commonly, body language and posture change is very evident, he slumps, sh owing wariness and exasperation. His portrayal of the two different characters is great the very quick change makes it even more impacting.The interventionist narrator plays a very big role in Blood Brothers. Throughout the play he tells the story, but a jackpot more than that. Being an interventionist narrator he intervenes and interferes with the characters and the play. Simply by bringing on most of the set and props, he becomes a very important part of the play. As the play goes on he beings to affect the play more and interfere. When Mrs Johnstone agrees to sell Mrs Lyons one of the twins, the interventionist narrator hands Mrs Lyons the bible so as to make Mrs Johnstone swear upon it. This is a good example of when the narrator interferes.not only this but he plays on the characters conscious, playing with their minds, this is where, the songs as soliloquies come in, the narrator whispering in the characters ears, telling them whats right, telling them whats wrong. This adds a lot of melodramatic tension to the play, because the narrator becomes very influential.One of the most strong drama techniques used in blood brothers is the action before narrative. It has such a stiff ending that at first I thought it would take away from that but from seeing it I understand that it doesnt and even gives more to the play and ending. Its all done in silence, which adds dramatic tension in its self because it leaves the audience thinking and questioning. Even though the audience know what happens at the end, it is still dreadful when it comes. There is a lot of dramatic irony, the audience know that Eddie and Mickey are twins separated at birth but the characters do not this adds great tension because every time something serious happens you begin to wonder if their going to find out their twins. This is a very simple yet emotive device because it adds more layers to the complex plot but not in a bad way, it positively keeps the audience really attentive.The s ongs used throughout the play help to nurture the production and add effect. With the narrator being the characters conscious and playing with there minds. Using the songs as soliloquys I thought was very ruling because it gives them more meaning and impact. Blood Brother being a play with songs and not a musical makes it better, because it not songs for the sake of it, it songs to convey feelings, emotions and happening reservation it more influential. Connecting to the audience in a different way entirely. They are more engaged and attentive. Listening for meaning and depth.There were many symbols used in blood brothers, the strongest of all being that blood brothers hand clasp. It being so strong and powerful, symbolising unity, love and bonds is used throughout the play. This helps to enforce the themes of unity and love which are shown throughout the play. The bond between Eddie and Mickey being blood brothers is the key symbolism of the hands clasping and is so powerful its and symbolic its used to enhance the themes and messages throughout the play.The lighting is very impacting on the performance as it changes throughout the play, as the play open there is red lighting this creates a very sombre feeling. The red being symbolic of blood and death, creates tension, mystery and fear. This helps to convey the mood of the play. The action before narrative begins the show, with the death of both twins the red light adds great affect and setting to the mood of the scene, as it does throughout the play.The change in lighting from dark to light at different points in the play is well used, the lights darken a lot when the narrator speaks to add dramatic affect, to his normally powerful but solemn speeches, being and interventionist narrator, always engaged this adds greater affect making his role even more mysterious. The lighting when he hands Mrs Lyons the bible is very affective, the narrator in darkness with his acantha to the audience and his hand and Mrs Lyons spot lighted gives great affect like a grave idea or action being planted so darkly from the shadows. The lighting I think as well as adding affect, gives to the audiences response more, so they enjoy the play to a greater extent.I thought the play was very, very powerful and I really loved it. You can tell that everything in the play is there for a reason, every prop and every lighting effect is obviously thought out, it adds so much effect and drama. Everything has a meaning and purpose, the play is very symbolic and influential. It has a very powerful ending, with a lot of dramatic potential. I thought Eddie and Mickey not finding out they were twins was very good, as it used a lot of dramatic potential, prolonging the drama, making the ending more impacting and shocking when it happened. I loved the entire play but I thought the ending was so unprovided for(predicate) that it made the play incredible and dominating.

Discuss the importance of children making choices Essay

Issues that could be considered susceptibility be that the children are young and cant cl objective lens up their mind enough, take down though its good to let children authorize choices the adults are to support the child helping and reassuring the child. Some children are more confident acting in a set operation any child who is not as confident has to be helped and giving motivation to help their development. Children like to happen the same as others living with a medical condition whitethorn make a child feel different Tassoni p, (2007) childcare and education tertiary sport page 60.When giving children the opportunities to make choices you make them feel in control and help to build up their self-esteem, children need to make choices to develop their arrangement of the world and know how to handle their self, not encouraging them to make choices might lead them to misbehave or rebel. Choices enhance their imagination looseness can inhabit of amusing or imaginative a ctivity for independent play or with others. The rites of play are evident through place nature it helps in their social development.In a classroom its important for the children to choose what activities they would like to do, according to Piagets constructivist principles if they can make their own decision they lead be self-motivated and they will not feel the need to break rules behind the t distributivelyers back. Play often entertains props, tools, animals, or toys in the context of learning and recreation. Some play has clearly delineate goals and when structured with rules is called a game. Whereas, some play exhibits no such goals, nor rules and is considered to be unstructured in the literature. http//en. wikipedia. org/wiki/Play_(activity) A1 Describe how practicians can encourage children to direct their own play. For play to be empowering children must be allowed to take control of their own play rather than follow what adults involve them to do Tassoni p, (2007) ch ildcare and education 3rd edition pg. 318 Practitioners would have to provide activities that would encourage children to play independently, letting the children choose what activates and equipment they want to use can help.When the children are performing on equipment a practitioner could ingest the child how are you supposed to use it this will make the child show you, its good for a quieter child, encouraging them to take part in the play. When laying out activities or equipment its important that you are aware of spaces around, the children will not be encourage to play when an activity is not challenge to them. Make sure that there is enough room for the children to play around it. When choosing the equipment get the children involved let them choose what they would like to play.A practitioner should intervene when the children are choosing numerous activities let one child at a time get a say then the practitioner can make the final decision making sure you explain to othe r children why they could not have done that activity then. Creative play D1 describe the activity You will need 2 medium sized containers 2 different coloured paints Paint brushes (different sizes) Pasta (different shapes) Different colour sting Scissors slanted paper Beads Glue Pour the pasta into the separate containers. Allow the children to paint the pasta.Use the different colour paint for each container. When they have holy painting, leave the pasta to dry. When they have dried the children can choose whether to make jewellery or use the pasta to decorate their drawings. D2 what is the purpose or aim of the activity? Include the age of the children. This activity is for children aged 3 or 4. It will help to develop their hand and eye co ordination skills, whilst making their jewellery, threading the string through the pasta. It helps develop their fine motor skills.It helps with their social development because they are working with other children and learning how to take turns. Children need to feel secure, cute and loved without this emotional support they find it hard to show co operative behaviour. Attention seeking behaviour can be assign that a child needs more support Tassoni p, (2007) childcare education 3rd edition page 44 This activity will also support their lyric and communication skills because they are talking to other children, telling each other what theyre making and who theyre doing it for.D3 describe how the activity is set up to hike up the children the childrens interest. Get the childrens attention firstly and tell them to come and help you set up the activity. When youre choosing the paint ask the children what colours they want to use. Choose a child to pour the pasta into the containers, give all the children paint brushes to paint the pasta, supervise them to make sure they are all playing together and encourage all the children to take part in the activity.Once all the pasta has been painted take the trays and put the m away to dry, explaining to them the next beat of the activity. When the pasta has dried put them onto a table, (still in the containers) get out any beads that may be around and ask the children who wants to make a necklace or bracelet. You give the children the choice of what they want to make, while they are doing so interact with them, ask them questions about what they are making, keeping an eye out for the children that are struggling.Play may also serve as a pretext, allowing people to explore reactions of others by engaging in playful interaction. http//en. wikipedia. org/wiki/Play_(activity) D4 health and asylum considerations Consider any skin allergies of the children. They may not be able to use the paint. Make sure the children are supervised at all generation when making the jewellery because the small beads are choking hazards. D5 the adults role in stimulating play in this activity. During this activity the practitioner will play the role of the facilitator.Th e practitioner will be talking to the children asking them questions what are you making, who are you making it for and helping the children if they need it. He/she will try and encourage the children who are having trouble and motivating them giving each child praise and acknowledging their efforts. D6 explain how this activity provided for childrens choices This activity allows the children to make choices and be independent with their play when theyre making their jewellery they can choose whether to make a necklace or a bracelet and they will be able to choose what colour string they would like to use.They can also choose what shape pasta there are. C1 description of a resource that supports spontaneity and choice The beads support the childrens element of choice because there are different beads of shapes and size a colour it supports their spontaneity because each childs jewellery will be different and unique. D7 how does this activity accommodate the individual needs of the children? This activity can be for all children. Children with allergies may not be able to do the painting part of the activity.Children with learning needs can take part with the help and supervision of an adult because they might not fully understand what to do so the adult can support and encourage them. B1 explain how the activity can be extended to meet individual play needs. To extend this activity you could use the pasta for different things. Getting a box and gluing the pasta onto it. Making pictures with the pasta. The children could use the left over pasta as food in a food tray. This activity is suitable for a child with learning needs because its supervised by an adult, the child will get help.

Philippines Annexation Essay

Although controversial to some, the Americans made the right determination to annex the Philippines after successfully freeing them from Spanish tyranny and rule. Without American rule and support, the Philippines would have been an easy target to be embracen over by Germany, England or Japan who altogether would have savaged the land and further suppressed the sight. The Filipinos were weak, inexperienced and not ready to realize their own set upment and self rule themselves. During the cartridge clip of the annexation, the Americans needed a strategic place in that part of the world to entertain their interests, expand their trading partners and show the world they were a power to be reckoned with in banquet democracy. So even though the annexation of the Philippines was views by some as doing the same things as some of the other major countries, the Americans always viewed it as a short term solution to educate the people, help them establish themselves to self rule and t o allow them time to prepare to protect themselves from other enemies.At the time the decision to annex the Philippines was made, there were other countries waiting and ready to attack and takeover the figure that Spain had lost to the Americans. American rule allowed human rights, independences and quality of flavour that would not have been possible had America walked away and allowed the fledgling country try and rule itself. Germany, England, Japan and even Spain would have jumped at the opportunity to take over control of the Philippines and its many resources. Many important and profitable trade routes utilized the Philippines as a gateway to trade their goods and wares. Although it was profitable for the Americans to control this surface area and have access to the trade routes and resources, they were helping prepare the Filipinos to one day self rule and govern themselves as a free and independent country. unquestionably not an opportunity they would have gained under rule of one of the other dominant and brutal governments.As Albert Beveridge so eloquently stated in The jar against of the Flag speech, We can not retreat from any soil where Providence has unfurled our banner, it is ours to save for liberty and civilization. Having been brutalizedand controlled for so many years under the tyranny control of Spain and its attracters, the Filipinos were ill prepared and ready to set up their own government and rule for themselves. There would not have been any experienced and supported leader that would have gained the support of virtually Filipinos. This would have led to fractions fighting, internal battles and weakness within the country. These conditions would have made the Philippines an easy target to be retaken and lose their course to independence they had by being annexed by the Americans. The Americans trained their leaders, helped establish an internal phalanx as well as set up a military base that helped to protect their people fro m outside attacks and takeovers from other countries. Even though others like Abraham Lincoln stated that no man is good enough to govern another man without that others consent, leaving the Philippines to be savaged by others would have been much worse for the Filipinos than the temporary annexation by the Americans.During the time the Americans foiled the Spaniards and gained control over Cuba and the Philippines, the world was in constant battle. Many of the powerful countries were trying to expand, conquer and takeover weaker countries and lands. The Americans who believe in democracy and freedom for people knew that they had to show their strength and protect others in the process. The part of the world where the Philippines lies was one of the most volatile and dangerous in the world. That being said, it also had some of the most profitable trade routes, richest resources and was a vital part of the world to have a stronghold. By following through with the annexation of the P hilippines, the Americans were able to gain a stronghold on the other side of the world, enrich themselves by gaining access to the valuable resources that were so plentiful and to take the time to help spread freedom and democracy. William McKinley clearly believed and stated that we could not turn them over to France and Germany our commercial rivals in the Orient that would be bad business and discreditable.There were many arguments as to the merits of annexing the Philippines or to walk away and grant them their immediate freedom. The Filipinos had been tormented, had their land savaged and destroyed by Spain for so long, there was truly only one humane and correct decision and that was to annex the Philippines. The Americans although financially gained from the decision, never waivered from their long-term commitment to help to train, educate and prepare the Filipinos toself-rule and govern.Establishing a stronghold in that part of the world helped the Americans establish th emselves as a world power and leader in personal freedoms and spreading of democratic governments. With America and its military located on the Philippines they were able to protect the Filipinos from attacks from others with bad intentions such as Germany, England, Japan and Spain. During the time of American annexation, the Filipinos united together, learned the skills necessary to survive and protect themselves from others and over time gained the long-term independence and freedom they never would have secured if not for the annexation of the Americans.

Suboxone: Neuron and Post-synaptic Potentials

Suboxone Biological Psychology Suboxone Addiction psychology has made a great impact on the field of biological psychology, especially when it comes to subjects such as psycho-pharmacology. The abuse of prescription pain medicine has risen to an estimated 9 million in America unaccompanied who take the medication for non-medical reasons. The psychology field has had a new revolution in addiction control called Suboxone. In order for psychiatric doctors or new(prenominal) doctors to prescribe this medicine they ar required to complete a training course on the substance.Rapidly replacing Methadone, a more traditional detoxify and maintenance drug used for many years, Suboxone seems to have many treatment advantages over it. Buprenophine Buprenophine, the chemical compound found in Suboxone has stated that it is suitable for great deal who still have social ties to their families and employers whereas Methadone is suited best for those who need additional structure in their treatment with more supervision.While it is nearly unfeasible to overdose on Suboxone due to its ceiling effect, Methadone is easily abused as it is a full-agonist opiate. An different advantage that Suboxone has over Methadone is it readability. Where patients must go to Methadone clinics for dosing, doctors can prescribe Suboxone for a month at a time, allowing patients to detox and maintain their treatment. Buprenophine is available in two pill forms, one without Naloxone-called Subutex, or one with Naloxone-called Suboxone.Naloxone is a comfortably known opiate antagonist, that when injected, causes instant withdraw in the patient. Putting this ingredient as an additive with Buprenophine keeps the drug from being abused. Buprenophine is usually prescribed for just a few weeks, but some patients may need maintenance doses depending on their opiate usage and/or dependency. In order to conk out understand the way Suboxone and other opiates work within the central nervous system individuals should understand post-synaptic potentials, synaptic ransmission, the receptors that produce and regulate behavior (including abusing opiates), as well as understanding and knowing the primary neurotransmitters and their role in brain function and behavior. Excitatory and Inhibitory Post-synaptic Potentials The role of excitatory and inhibitory post-synaptic potentials is summed up by NCBI Bookshelf (n. d. Postsynaptic conductance changes and the potential changes that accompany them alter the probability that an action potential willing be produced in the postsynaptic cell. Post-synaptic Potentials decrease the probability that the post synaptic cell will generate an action potential. PSPs are called excitatory (or EPSPs) if they increase the likelihood of a postsynaptic action potential occurring, and inhibitory (or IPSPs) if they decrease this likelihood.Given that most neurons receive inputs from both excitatory and inhibitory synapses, it is import ant to understand more precisely the mechanisms that determine whether a particular synapse excites or inhibits its postsynaptic partner. Synaptic Transmission and Receptors Producing and Regulating Behavior Neurons blow over through synaptic transmission.The synapse can be found as a tiny gap found in the middle of the axon terminal and the neuron next to it. Neurotransmitters are chemical substances that are located in synaptic vesicles are responsible for delivering messages across the synapse and bind to the receptor sites. When a molecule of a neurotransmitter binds to the receptor it then continues to activate or inhibit the neuron until the deactivation occurs.A method of deactivation is called re-uptake, allowing the neurotransmitter molecules to be delivered back to the presynaptic neuron. Various drugs, including opiates such as hydrocodone or methadone function as agonists because they increase the activity of the neurotransmitter while others such as Naloxone ac t as antagonists decreasing the activity of the neurotransmitter. primary Neurotransmitters The three major neurons located in the nervous system are the sensory, motor, and inter-neurons.Sensory neurons are responsible to input messages from the sense organs to the spinal electric cord and brain. Motor neurons carry impulses from the brain and spinal cord to the muscles and organs. Interneurons perform connective or associative functions within the nervous system. The brain and spinal cord are called the central nervous system while all neurons that connect the CNS to the muscles, glands, and sensory receptors are located in the peripheral nervous system.In this regard, the PNS is shared out into two systemsthe somatic nervous system that includes sensory and motor neurons, and the autonomic nervous system required to regulate glands as well as other involuntary functions such as circulation, breathing, and digestion. The autonomic nervous system consists of two branches as well. The sympathetic branch activates or arouses bodily organs while the parasympathetic branch does the complete opposite. Most nerves enter and leave the CNS via the spinal cord.

Education Systems of France and America Essay

in that respect be present many deflections in the way of life betwixt France and the united States of America from the social structure to the job market, from the political atmosphere to the legislative structure from the language to fashion and so on. The focus of my research paper is a comparative study of the system of reading of the dickens nations highlighting the individual traits of each and discussing the similarities and the differences betwixt the two. I lead focus on the following How the educational systems of France and the USA are alike and how they differ Similarities and differences between the French and American primary education Similarities and differences between French alternate and American high directs Approaches to educational reform under dramatizen by France and the U. S. An examination of these areas intends to offer a clearer insight to the French and American educational systems. Basic Differences between the French and American Systems From the origin of the two systems of education, to the policies governing teachers, the federal budget allocation for education the dissimilarities are many.I will highlight the major differences between the two distinct systems. According to pedagogics in France, 2006, in 2006, the French federal budget for education was $83 billion (or 64. 6 billion Euros) whereas the American budget was $69. 4 billion ( secernment in America, 2006). The Ministry of National upbringing is Frances largest employer, employing educators at every level from elementary to professors, whereas in America, teachers are employed by district and professors directly by their respective College or University.There is no unified body, unlike the Ministry of National Education in France, which manages educator employment. French schools are comprised of cardinal comp starnts 1. Kindergarten or Maternelle, 2. native school or Ecole elementaire, 3. Junior senior high or College, and 4. uplifted school or Lycee, American schools are generally divided into terzetto or four parts, according to Cozic (1992) 1. Preschool and kindergarten 2. Junior high 3. High school Frances philosophy of education is essentially unlike that of the United States, as highlighted below, quoting Fraser (1963)In 1957 the Ministry of National Education gave the following account of school organization in France The hierarchy of the three great branches, Primary, Secondary, and Higher, as conceived by the Constituent Assembly and built by forty winks to which was later added Technical Education stops the basis of our school organization. French education is divided into three parts basic American education is in effect branched into only two, primary and secondary, with the third component, higher education, is fast becoming a privilege, not enjoyed by too many students in the current era.The high school graduation rates also differ between the two nations. In 2001, it was estimated that 70% of America n public high school students gradatory (Greene & Forster, 2006). France was aiming to achieve 80% high school graduation rate. This seemingly small difference has significant consequences on the literacy levels of the nations, which then become evident in new(prenominal) areas, such as the employment rate, a nations technological or scientific level of advancement, higher education levels of a country (percentage of the population who has attended College or University).Differences in the Primary Educational Systems of France and USA Education at the primary level is highly stressed upon in both the countries. The principals and philosophy of education between both the nations is most similar at this stage in a childs academic career than any some other stage. Kindergarten and elementary school, or maternelle and ecole elementaire is viewed as a critical juncture in the life of a child. Attendance in kindergarten and maternelle is compulsory in both the countries however parents chose to send their children at as young an age as possible 3 or 4 being the average age of attendance.In France, preschool or maternelle is divided into three one-year periods. These are 1. Petite section (age 3), 2. Moyenne section (age 4), and 3. Grande section (age 5). There exist also pre-maternelle institutions (or daycare centers), which parents often decide to send their children to (Lee& Sivell, 2000). Primary inculcate Children of both France and the U. S. are required to attend primary schools. In France, a national mandate has been set which dictates the compulsory school attendance of all sixer year old children ( Education in France, 2006). This isnt the case in America, where the policies differ between the states.A child can start at 5, or 6 depending on the educational laws in the state of residence. It is generally agreed however that children in both America and France should attend school as earlier as possible, which proves to be beneficial in the cognitive and learning development of a child helps to develop their social skills and ins public treasurys disciplinary values. childlike School Elementary school attendance in both the nations is compulsory too. In America, this usually entails the duration between 6 years to 11 or 12, depending on the states (of residence) policy on education.The elementary schooling system runs from 1st grade, 2nd grade, 3rd grade and so on in the American system. The one-sixth grade is included in the Elementary system in some state, while not in others. In France, however, due to the national guidelines on education, children capture ecole elementaire from the age of 6 to 10, in the duration of which they pass through five grades, cours preparatoire, cours elementaire premiere annee, cours elementaire deuxieme annee, cours moyen premiere annee and cours moyen deuxieme annee.In the early stages of elementary system (or ecole elementaire) of both the countries, one or two teachers are assigned to teach all the subjects, which too are very similar, including language, history, geography, social studies, math, science, art or music and physical education Religious education is avoided at this level in France and in America only a very few Elementary schools provide religious courses. High School (or Lycee) methodologyWhile the teaching philosophy and methods between both the countries are unique, they fundamentally serve similar purpose equipping students with a stiff educational base to set up them for their futures. The differences between the French secondary schooling system (college, and lycee) and the American junior high and high school are many. There exist similarities too both systems require attendance (although in France no attendance is required after the age 16).In both systems, school pick is based on the area of residence and in both nations parents can pay a little more and educate their children privately. In the American secondary system, middle or ju nior high is the gap of 2 or 3 years between elementary and high school. In France, however, middle school or college normally begins in grade 6, denoted as 6e, at 11 years of age. This holds four years, going down to grade 3e when the students are about 14. grad 2e follows, and begins the high school (lycee), a three year period, ending with their last year or terminale.In the American system, students commence junior high every at the 6th Grade (age 12) or the 7th Grade (age 13), staying at this stage for 2-3 years and then moving on to Grade 9 (or High School) around the age of 15 (Urdan, 2001, p. 112). This phase extends to four years, ending at the completion of the 12th Grade. Another major dissimilarity between the two systems is that U. S. students are usually required to shrink standardized tests as soon as the Grade 6, including the SATs or ACTs occasionally during middle and high school.In France, students can take the standardized tests, or the baccalaureat after the completion of their schooling, to help determine what route theyll take after lycee. The French baccalaureat is the equivalent of the U. S. high school diploma, only difference being that French students have to clear specific tests to acquire their bac (as it is called. Also, students may decide not to take the bac, since it is in law more an exam for approach into university than a lycee completion exam (Baccalaureat 2006).A notable aspect of the French lycee is that students are provided the opportunity to specialize in particular courses the last few years of high school. Both the U. S. and French secondary systems require student attendance, hardly students in France are obliged to attend only till the age of 16. After that certain exams are to be undertaken which decide what courses the student will take for the rest of his/her schooling. Students who do well on these examination are given a chance to attend a lycee to study for the baccalaureat till they are 18 years old.Vo cational Courses offer those students a brief study period of two years who dont score well on the entrance tests. That is considered one of the strengths of the French system. Instead of isolating the vocational branch, they amalgamate it within the secondary schooling system, which is encouraging for students to not only learn about other areas within their current educational system, but to remain with their peers too. Regarding the courses, French students are permitted only a restricted number of options for the path they choose to take.They are restricted to a few courses and the number of electives they can take are very few. American students, on the other hand, arent restricted as such. Most schools permit their students to take electives, provided they fulfill certain pre-requisites and the extra courses will eventually help them lead up to a diploma. French students who dont do well on the in 2nde grade exams can prepare for for Brevet dEnseignement Professionel (BEP a certification in teaching), or Certificat dAptitude Professionelle (CAP a certificate of professional aptitude).Both these are easily adaptable to earn the student a baccalaureat professionel, which, although not as esteemed as a baccalaureat in other areas, like as math or science, but would still be a huge advantage to students pursuing other areas (Guichard, 2000, p. 62). French students who decide to take the bac are given a choice between three streams, all of which entail exclusive specializations and carry different weights. They are 1. Scientifique (natural sciences), 2.Economique et sociale (a blend of sciences and literature with some economics and social studies), and 3. Litteraire (French language, geography, history, foreign languages and literature) (Baccalaureat, 2006). Educational cleanse In the recent years, the topic of educational reform has been gaining momentum. The Bush administration set forth a Leave No Child Behind educational reform policy (McGuinn, 2006) , with the aim of providing education to every child in the United States.Similarly, in France, educational reform often turns into political issue for the leaders, who stir over sections of the core curriculum in regards to what is best for the nation. There is a significant disparity between reform in France and America. As stated earlier, France has a standardized curriculum for its public schools, whereas in the United States, the curriculum has to be set by the states and school districts. This is one of the reasons French educational reform is less(prenominal) extensive than the reform bills and acts passed in the U. S.to modify the educational system. Conclusion Taking into view all the ways in which education differs between France and the United States, it is baffling which country has the superior system. Each of the two countries have pros and cons. The question of which system is superior is irrelevant in this context. There is no one correct or incorrect way to educate a child what works well for one student might fail for another. Selecting one structure over the other would be meaningless since both have their own set of accolades and setbacks.

Breast cancer reflection

The finding was made finished a study from the Breast Cancer and the Environment Research Program at Michigan subject University, which indicated that before any umors appear, there are changes in the chest that include increased cell step-up and alterations in immune cells. I believe this is a great topic for a health comprehension class for students, has many other broader areas of work and subject to further dispute such disease and preventions that whoremonger be made and servicings teachers energize more than knowledge as to what diseases fucking be prevented from phrases like this one..This article helps a lot in a health science class. In health science it is of the essence(predicate) to teach students the different diseases that are killing many out there and the early reventions that arse help reduce the venture of it become a disease, in this case, crab louse. In a health science class, we can discuss food groups and differentiate what are high fat diet food s. Also, we can deeply discuss puberty, which usu tout ensembley half of them know, because even their parents are too shy to discuss such topic.Sometimes students see changes in their body and have no idea why, and I think this subject tie ins puberty to a well discussed topic in a classroom. Finally, being able to discuss breast cancer, and other cancers can link a great topic for a health science class, discussing hat is a cancer, how it develops, how it is trim and moreover and most important, how it can be prevented.Discussing about how high fat diet plans during puberty increases the risk of breast cancer, we as teachers can link this topic in other subject so students compass the information, share it with their families and spread what can save a life in their community. In English, writing essays as to how you would inform the community of what high fat diet during puberty can cause can link the topic. In social studies, students can be engaged in the global social month of cancer awareness which is in the month of October.And finally linking health science with English, and social studies, to help more and branch out such article, we can engage in different arts and craft that visually help to exempt students and others of how we help in cancer awareness, know what it is and how we can spread the word. Articles like this one are truly important to students and teachers for the betterment of self-knowledge and also to help the community. While most people are aware of breast cancer, many forget to take the steps to have a plan to detect the disease in its early stages and encourage others to do the same.We have made a lot f progress simply still have a long way to go and articles like these make us have a broader idea of what can cause it and instead of finding ways to prevent it, once and for all be able to avoid it by taking the necessary steps to live better, longer and healthier. Students, females in this case are able to also avoid un-heal thy dietary plans and take more care ot them and us as teachers not only help increase the cancer knowledge of what can cause it to our students however moreover help our students share the information and make our community help a nation with more information flowing for the betterment of everyone.

The Philosophy of Action in Hamlet

Words, wrangle, spoken run-in junctures philosophy of doingivity Central to any gaming is process. What distinguishes dramatic dissemble from other literary forms is the very circumstance that it is acted upon a peg, that voice is presumption to the words and that driveway creates meaning. It is, in that respectfore, puzzling that the near seminal salient subject atomic number 18a in the English language contains, arguably, precious little of what many powerfulness describe as dramatic process. Nevertheless it has moved, enthr on the wholeed and, what is to a greater extent, entertained generations of theatre goers across the centuries and is still regarded as oneness of Shakespe ars almost popular looseness of the bowels.It has divided critics Johann Wolfgang von Goethe regards as central to the play settlements inability to act1 whereas T. S. Eliot reduces the work to an aesthetical failure. 2 If Tom Stoppard is to be believed, even the characters are at o dds with this apparent lack of drama as Stoppards Rosencrantz asks is it too much to expect a little start outed action? 3 If then, we are to acknowledge that action is central to drama, it is important to re fragment that much(prenominal) action is usu completelyy derived from conflict.When regarding juncture by dint of this basic philosophy, the play is in every way dramatic. The play is concerned with conflict. We develop international conflict, familial conflict and internal conflict and it is these conflicts that drive the play. This is confirmed at heart the opening line Whos on that point? (I. i. 1)4 Immediately we are plunged into the separate of paranoia that envelops Elsinore, the question is confrontational and, winmore, directs us towards the international conflict between Denmark and no.way. The drama of the play, however, is non as simple as this.For instance, we must also consider the dramatic structure of a play and apply this to juncture a structure that goes from equilibrium to conflict and then on to a new equilibrium. It is impossible to relate this to the play for who would agree that the Elsinore, at the start of small town, is in a state of equilibrium? Indeed, as Stephen Ratcliffe points out, the catalyst for all action in the play does non occur within the play5. The put to death of small towns puzzle has already happened when Barnardo delivers that famous offset line, a line which itself argues a response to something that has happened off correspond.Ratcliffe goes on to discuss that the line could almost be a response to a ping knock joke but more seriously that it begins the play in response non unless to some inexplicit, unspoken physical action- some motion or noise in the dark, but to an implicit action not performed on stage some motion of the Ghost of junctures father which Bernardo, who speaks this line, must imagine he has seen and/or heard. 6 Ratcliffe also suggests that the action not performed on stage does not happen at all.Alarmingly, he refutes Claudiuss confession of fratricide in Act III, arguing unconvincingly that Old villages murder had never taken place. 7 In spite of this he does arrange an interesting issue that is concerned with the question as to wherefore when in Western literature dramatic narrative is defined by cause and effect does Shakespeare place the primary cause off stage and beyond the gaze of his reference? We are left to imagine the dramatic possibilities of opening the play with the stately and visually striking image of a brothers murder.If Shakespeares decision to leave this kindle and sinister face in the wings confounds us, what, then, are we to make of the rising tide of the play? If we are to afford to the classic dramatic structure of a play, we expect to see rising action leading to a climax that, in turn, leads on to the falling action culminated by the denouement. critical point gives us no such structure. There is no climax i n the classic sense or if there is it appears in the closing moving-picture show, not where one would expect. There is, nevertheless, one possibility that the climax may appear sooner in the play and that would be, in the traditional sense, in Act III.The murder of Polonius in Act III, medical prognosis iv might be regarded as the turning point of the play in the same way that Mercutios death in Romeo and Juliet is seen as such. It is at this point that we see Hamlet at a elevation of passion, How now? A rat breathless for a ducat, deathly (III. iv. 23). The use of the word rat shows Hamlets contempt for his supposed victim, the repetition of dead embellishes his determination to kill, and the ducat is the small price Hamlet value the life he has just taken. The consequences of this action feed into every other event that is to happen Claudiuss resolve to kill Hamlet, Ophelias eath and Laertess act of avenge which generates about the plays last(a) dynastic collapse. Once a gain, kilobytegh, Shakespeare removes the audience from the action, having the murder take place offstage. Polonius is murdered behind the tapis and this takes us away from the immediacy of the action. There is no huge build up with a climactic duel as there is in Romeo and Juliet we are not even given the drama of penitence that is evident in Macbeth. For these reasons, it is impossible to consider the death of Polonius to be the dramatic climax of the play, merely another(prenominal) cause leading on to another effect.This shortage of action, though, is illusory. A. C. Bradley comments on this when he suggests a divinatory reaction to the play What a sensational story Why, here are some eight baseless deaths, not to speak of adultery, a ghost, a mad woman, and a fight in a intemperate 8 Hamlet does energise a dramatic conclusion, of that no one is in doubt, but this has come afterward a series of procrastinations from the titular hero. All other action is kept firmly offst age. One might hear Bradley go on to say Treason, pirates, war, the storming of a castle and a regime change The last mentioned two were included in Branaghs film version strongly alluding to the storming of the Iranian embassy in 1981 an event that was intensely exciting and dramatic for any that can remember it. For Shakespeare, however, such extravagant action appears to be superfluous to his play and is, therefore, not of splendour. As a consequence, it would appear redundant to continue analysing what is not in the play, as Ratcliffe has done at length9, and to focus on what Shakespeare does give us. What Shakespeare does give us is words, words, words, words(II. i. 192) and it is by these words that he provides the action. It is here where I must agree with Ratcliffe when he suggests that, in Hamlet, it is the language that is of importance and not the action. 10 It is indispensable, then, to look at the power of language within the play and how Shakespeare facilitates it in order to sustain a dramatic structure. Firstly, as mentioned above, the catalyst for all the action in the play happens off stage but is delivered to the audience, and Hamlet, through with(predicate) the words of the ghost. We know that these ords are to hold significance as we lay down divided Horatios fretting for the ghost to stay and speak (I. i. 142). The appearance of the ghost is not enough. It is, therefore, the words that are spoken to Hamlet in conjunction with the apparition that help to creates the first piece of dramatic action in the play Now, Hamlet, hear. Tis given out that, sleeping in my orchard, A serpent stung me so the whole ear of Denmark Is by a forged process of my death Rankly abusd but know, thou noble youth, The serpent that did sting thy fathers life Now wears his crown. Ay, that incestuous, that adulterate beast, With witchcraft of his wit, with unfaithful gifts- O wicked wit, and gifts that arouse the power So to seduce won to his shameful l ust The allow for of my most reckoning-virtuous queen. (I. i. 34-46) What is striking about this scene is how it is dominated by the ghost and how little Hamlet rattling says. If it were one of the lesser characters, it could be assumed that they were struck dumb and in awe of the presence of a spectre but, even this early in the play, we know enough about Hamlet to realise that this would not be the case for him.He mentions a few lines earlier that he is not afraid, saying I do not set my life at a pins fee (I. iv. 65), so why now is he so quiet? Surely Shakespeare feels that Hamlet, like the audience, should be still with trepidation at the drama that is unfolding before them. In this short passage of the ghosts speech we have incest, adultery, witchcraft, treachery, not to mention murder. Here we see Shakespeare using the power of words to create the action upon the stage, words that, like Ratcliffe points out, enter through our ears as did Claudiuss poison. 11 Later on in the play we exit see words used as poison, again by Claudius, when, in true Machiavellian style, he corrupts the sound judgment of the vengeful Laertes. When discussing the power of words we must look at the play-within-a-play sequence of Act III, an spirit of the play which has been discussed at length by the critics but also one that brings into question another scene of action, that of acting. Hamlet is an extremely self-conscious play, bringing comedy into a highly dramatic moment in Act I, scene v when Hamlet asks the ghost Canst work ith earth so fast? (l. 170) this is an obvious comment on the crudeness of Elizabethan stagecraft. Earlier in the same scene Shakespeare has commented on the possibility of a bored audience when Hamlet comments on this distracted globe (l. 97)12 and, when Polonius states that when he contend Caesar Brutus killed me. (III. ii. 103) Jenkins points out that the actors playing Hamlet and Polonius were likely to have played Brutus and Caesar respec tively in an earlier play and therefore are about to re-enact the murder. 13 If we look at Hamlets operating instructions to the players turn to the speech, I pray you, as I pronounced it to you, trippingly on the tongue but if you mouth it as many of your players do, I had as lief the town-cryer spoke my lines. Nor do not saw the contrast too much with your hand, thus but use all gently for in the very torrent, tempest, and, as I may say, whirlwind of your passion, you must acquire and beget a temperance that may give it smoothness.O, it offends me to the somebody to hear a robustious periwig-pated fellow tear a passion to tatters, to very rags, to split the ears of the groundlings, who for the most part are capable of nothing but inexplicable dumb-shows and noise. I would have such a fellow whipped for oerdoing Termagant. It out-Herods Herod. Pray you avoid it. (III. ii. 1-14) Again, we have a very self-conscious speech where there seems to be an in-joke upon the acting style o f the actor who plays Polonius, if not intended by Shakespeare it could certainly be performed as such.There is also the awareness of audience as well in the comments about the groundlings which is earlier a unafraid(p) joke which, had they been enjoying the play, would have gone down in good humour. It might also be considered that Shakespeare followed up the joke by including the dumb-show that followed If we look closely at the instructions, however, we notice the emphasis on the words rather than the action. The opening imperative is Speak the speech and interestingly as I pronounced it not as I acted or showed it which seems strange to say when instructing actors.It is true that in the restricted views of an Elizabethan playhouse an audience would go to hear a play but this would not be the case in a private courtly performance. Also we must remember that Hamlet is only concerned with one member of the audience someone who, one might assume, would have the best view of the pl ay. Hamlets instructions are followed by references to the tongue and mouth where the words must inevitably come from and then the fable of the town cryer again placing stress on verbal communication.Hamlet requests a limit to the action, the body movement the acting- so that it is the language that is of paramount importance. In such a self-aware moment of the spirit of acting and drama in the play are we not to assume that this is approach from Shakespeare as much as Hamlet? The players sequence has significance because here we have on stage the mechanics of Hamlet. There is the murder of Gonzago/Hamlet acted out on stage, the betrayal of Lucianus/Claudius and the union between the Lucianus/Claudius and Queen/Gertrude.Here Shakespeare gives us what we were denied in the first act the event which sets the whole play in motion. Not only that but by having Lucianus as the nephew to Gonzago we are also witnessing the events that are about to happen on stage or, at to the lowest d egree, those that we expect to happen. interestingly enough, though, is that Shakespeare has included a dumb-show as if to appease the groundlings despite his earlier comments but it is not through ceremony this that Claudius reacts but rather the words of the players that follows.At the line On wholesome life usurps immediately (III. ii. 254) Claudius can no longer remain seated for he cannot deny the words, something that has been discussed and embellished by Ratcliffe. 14 The question as to why Claudius does not react to the dumb-show can be resolved in performance by choosing to have Claudius showing signs of innervation throughout until he can final examinationly stand it no more as in Oliviers film version. There is nothing in the text, however, that suggests that this is how it should be performed. The king questions Hamlet, Is there no offence int? (III. ii. 227) and in this dialogue there is nothing to suggest that he is suffering from any anxiety regardless of how this line has divided critics. 15 So once again we see that it is words that have more power, more effect and more significance than mere actions. In looking at the philosophy of action in the play one must recognise that the play is essentially a retaliation play and that all action must stem from the concept of revenge. Michael Mangan defines the revenge play as a play which harts the booster amplifiers attempts to revenge this may involve a period of doubt, in which the protagonist decides whether or not to go ahead with the revenge, and it may also involve some complex platting (in both senses of the word) as the protagonist decides to take revenge in an apt or fitting way. The revenger, by deciding to take revenge, places himself alfresco the normal order of things, and often becomes more and more isolated as the play progresses an isolation which at its most extreme becomes madness. 16 It would appear, from this definition, that Hamlet is, indeed, a revenge play but who is it that seeks revenge?I would entreat that it is not Hamlet for, as Catherine Belsey notes, revenge is not evaluator17 and we are reminded throughout the play that Hamlet seeks justice. For instance, Hamlet does not act rashly for he states Give me that man That is not passions slave, and I will wear him In my hearts core, ay, in my heart of heart (III. ii. 71-73) This might suggest that Hamlet holds reason close to his heart. Here we see that contrary to popular belief Hamlet is not a man that is ruled by passion but that is not to say that he is not passionate.If Hamlet were ruled by passion he would not have devised such an elaborate gambit to confirm the guilt of the king but would have acted straight away. Gone would be the procrastinations and Hamlet could have roused up the populace as easily as Laertes does in Act IV, as Bradley points out18, and Claudius would have been dead by Act II. Many critics that have argued this case seem to suggest that Shakespeares reason for prolo nging the action was to fill out the five act structure of the play. 19 We are given three possible revenge heroes in the play Hamlet we can discount, Fortinbras and Laertes.Shakespeare has provided these two characters to put Hamlets inability to act into stark contrast. Through Fortinbras we see the noble prince revenging the death of his father through careful planning and needlelike resolve and in Laertes we see a rash young man whose desperate bid for revenge only quickens his own demise. It is important to note that even with the careful planning Fortinbras still shares Hamlets prolonging of the act when we consider that Denmarks defeat of Norway was at the time of Hamlets birth some thirty years previous.Hamlet, however, does not seek revenge. He could have easily been able to exact it when he says Now might I do it pat (III. iii. 73). The semantics of the word might suggest that he has no intention of committing the murder. Will or must would imply a more decisive move her etofore Shakespeare gives us a Hamlet who is questioning his actions. His decision to spare Claudius whilst at prayer further indicates that it is justice and not revenge that Hamlet desires.Claudius points out to Laertes that No place indeed should murder sancturise but Hamlet delays his action because he wants justice a death for a death- like for like. Significantly, Hamlet is a revenger who is unable(p) to act as Calhoun states he is unable to play the role,20 or to use Ted Hughess parable Like the driver of a bus containing all the characters of the drama, he hurtles towards destruction, in slow motion, with his foot pack down hard on the brakes. 21 Having established the substance and value of words in Hamlet it is necessary to return to the question of dramatic climax in the play.It has always been recognised that it is a dramatic impossibleness to act Hamlet on the stage in its entirety and it is not unknown for students of the text to sheer through sections when readi ng material but one thing always remains and that is the soliloquies. Within the play we have the most beautiful speeches composed in the English language and it is one of these that, I believe, forms the climax of the play. The climax of language that we are given in the play does follow the classic dramatic structure coming in Act III and at the risk of sounding cliched I would suggest that it is the To be or not to be speech.It is in this soliloquy that we have the nub of the play rests and that is Hamlets internal conflict on how he should act. It has long been considered to be the musings of a affect mind contemplating suicide and whilst no one will argue that Hamlets is not a troubled mind is he really deliberating the end of his own life? I would argue no. Shakespeare has already given us such ruminations earlier in the play with o that this too too sullied flesh would hightail it (I. ii. 129) and I find it difficult to accept that a dramatist of Shakespeares calibre would not have developed his main character by the third act.In fact, I would argue that after confronting the ghost and consultation the charge against Claudius, Hamlet has been given new meaning to his life and that all thoughts of suicide have faded. To be or not to be should read as To do or not to do or To act or not to act for it is in this speech that we witness Hamlets thoughts on whether to proceed with the killing of Claudius. Not once in the speech is there an I, nowhere does Hamlet refer to himself. His examples of the whips and scorns of time (III. i. 70) save one do not seem to be justifications for taking ones own lifeThoppressors wrong, the proud mans contumely, The pangs of disprizd love, the laws delay, The archness of office, and the spurns That patient merit of thunworthy takes (III. i. 71-74) Apart from unrequited love, for which many have taken their life, these seem to be the wrongs that are urging Hamlet to seek justice against Claudius. I might take this furthe r and suggest a reading of the soliloquy where Hamlet knows that Claudius is eavesdropping, something that seemed to me implicit in Brannaghs film. Through this reading we can see that Hamlet is acting a role for us as an audience but specifically for Claudius and Polonius.He is diverting attention from his true thoughts of murder whilst also confirming his antic disposition (I. v. 180). In addition to this it explains why he apparently forgets the ghost of his father as he claims No traveler returns (III. i. 80) as it would not be practical to reveal the truth at this stage. Also, the speech concludes that it is conscience that prevents him and the cultism of the unknown when prior to this he has stated that it was because that God has fixd / His canon gainst self-slaughter (I. ii. 131-132).Arguably, this could be a variation of the same rationale yet there is a distinct change in vestige which suggests a difference in attitude. Therefore, it is within this soliloquy where Hamlet reaches his decision which he reveals to Ophelia (and Claudius) when he says that all but one shall live (III. i. 150). One might argue that the opening line of this speech, To be or not to be (III. i. 56), uncontrovertibly suggests that Hamlet is, indeed, reflecting on suicide but, once again, this is another self-conscious reflection upon the nature of drama.For Hamlet, the character in the play Hamlet, must act in order to be and as a revenge hero, that act is the murder of Claudius. While Claudius is alive, Hamlets mind and soul are troubled and only through the act of revenge with a bare bodkin can he bring about his quietus (III. i. 75-6). Words, therefore, are the focus of this play. It is Shakespeares longest and in it we are given a character who comes alive only in language22, it is through words that the dramatic action, except the final scene, takes place upon the stage.In terms of drama, the play is at odds with its form in that the driving action of the plot precedes the start of the play. We are given a revenge hero who is unable to live up to that title of respect and only seems to spring into what one might call action when he has been hit by Laertes poisoned tuck and he knows that he is about to die, something which he points out twice in the scene. Indeed, in performance, the final scene can be played as equally low-key as it can be played dramatic. In a self-conscious play such as this it seems clear that Shakespeare understands the power of words.To a dramatist, all action that can be created on a stage is a representation one that is created through words. Crucially it is through language that the world of Elsinore is created and all those that exist within it exist through the words that they speak. It is, therefore fitting that Hamlets dying words are the rest is silence (V. ii. 363) for he knows that without language he is nothing. Through Hamlet Shakespeare gives us a world where action is secondary to language because, in drama, one creates the other. 3967 words (exc. footnotes) 4338 words (inc. footnotes) Bibliography Primary SourcesShakespeare, William, Hamlet, ed. Harold Jenkins, The Arden Shakespeare, 3rd series (London and raw York Routledge, 1994) Stoppard, Tom, Rosencrantz and Guildenstern are Dead (London Faber & Faber, 1967) von Goethe, Johann Wolfgang, Wilhelm Meisters Apprenticeship, ed. and trans. Eric A. Blackall (Princeton, NJ Princeton University Press, 1995) Secondary Sources Belsey, Catherine, Revenge in Hamlet, in Hamlet Contemporary little Essays, ed. Martin Coyle (London Macmillan, 1992), pp. 154-159. Bloom, Harold, Hamlet Poem limitless, (Edinburgh Canongate, 2003) Bradley, A. C. , Shakespearean Tragedy, 3rd edn. London Macmillan, 1992), pp. 84-166. Calhoun, Jean S. , Hamlet and the Circumference of Action, conversion News, Vol. 15, No. 4. (Winter, 1962), 281-298. Dickson, Andrew, The Rough Guide to Shakespeare, (London Rough Guides, 2005) Eliot, T. S. , Hamlet in Selected Essays ( London Faber & Faber, 1951), p. 141-146. Fernie, Ewan, Terrible Action Recent critical review and Questions of Agency, Shakespeare, Vol. 2, No. 1 (June, 2006), 95-118. Hughes, Ted, Shakespeare and the Goddess of Complete Being (London Faber & Faber, 1992), pp. 233-239. Jump, John D. , (ed. ) Hamlet A Selection of minute Essays (London Macmillan, 1968), pp. 2-32. Kettle, Arnold, From Hamlet to Lear, in Shakespeare in a Changing World, ed. Arnold Kettle (London Lawrence & Wishart, 1964), pp. 146-159. Mangan, Michael, A Preface to Shakespeares Tragedies (London and New York Longman, 1991) Ratcliffe, Stephen What Doesnt Happen in Hamlet The Ghosts Speech, Modern Language Studies, Vol. 28, No. 3/4. (Autumn, 1998), 125-150. , Whos There? Elsinore and Everywhere, Modern Language Studies, Vol. 29, No. 2. (Autumn, 1999), 153-173. 1 Johann Wolfgang von Goethe, Wilhelm Meisters Apprenticeship, ed. and trans.Eric A. Blackall (Princeton, NJ Princeton University Press, 1995), p. 146. 2 T. S. Eliot, Hamlet in Selected Essays (London Faber & Faber, 1951), p. 143. 3 Tom Stoppard, Rosencrantz and Guildenstern are Dead (London Faber & Faber, 1967), p. 86. 4 William Shakespeare, Hamlet, ed. Harold Jenkins, The Arden Shakespeare, 3rd series (London and New York Routledge, 1994), subsequent references are to this edition. 5 Stephan Ratcliffe, What Doesnt Happen in Hamlet The Ghosts Speech, Modern Language Studies, Vol. 28, No. 3/4. (Autumn, 1998), pp. 125-150. 6 , Whos There? Elsinore and Everywhere, Modern Language Studies, Vol. 29, No. 2. (Autumn, 1999), p. 153. 7 Ratcliffe, What Doesnt Happen in Hamlet The Ghosts Speech, pp. 135-139. 8 A. C. Bradley, Shakespearean Tragedy, 3rd edn. (London Macmillan, 1992), Lecture III, p. 93. 9 Ratcliffe, What Doesnt Happen in Hamlet The Ghosts Speech pp. 125-150 10 Ibid. , p. 129. 11 Ibid. p. 131 12 Having opened my Christmas presents and receiving Blooms Poem Unlimited after I had written this essay, I feel obliged to cite him for what I assumed to be an acute and original observation.If only Father Christmas hadnt been so efficient, I could have at least pleaded ignorance Harold Bloom, Hamlet Poem Unlimited (Edinburgh Canongate, 2003), p. 10 13 Jenkins (ed. ), Hamlet, p. 294 14 Ratcliffe, What Doesnt Happen in Hamlet The Ghosts Speech, pp. 131-132. 15 Jenkins explains how the line has been used to show Claudiuss calm attitude to the play and to prove his edginess in Jenkins (ed. ), Hamlet, p. 301. 16 Michael Mangan, A Preface to Shakespeares Tragedies (London and New York Longman, 1991), p. 67. 17 Catherine Belsey, Revenge in Hamlet, in Hamlet Contemporary Critical Essays, ed.Martin Coyle (London Macmillan, 1992), p. 154. 18 Bradley, Shakespearean Tragedy, p. 98. 19 Notably the anonymous critic in Extracts from Earlier Critics, 1710-1945 in Hamlet A Selection of Critical Essays, ed. John D. Jump (London Macmillan, 1968), p. 22. 20 Jean S. Calhoun, Hamlet and the Circumference of Action, rebirth News, Vol. 15, No . 4. (Winter, 1962), p. 288. 21 Ted Hughes, Shakespeare and the Goddess of Complete Being (London Faber & Faber, 1992), p. 236. 22 Ewan Fernie, Terrible Action Recent Criticism and Questions of Agency, Shakespeare, Vol. 2, No. 1 (June, 2006), p. 96.

Phenomenal Woman Essay

Ive read this poem, phenomenal cleaning lady old age ago simply I have never forgotten it ever sincesuch is the power of Maya Angelous words. Whenever I feel sad, or experience anything that blows my self-esteem to smithereens, I think about this poemit is sensation of the few that eject instantly make me feel uplifted and empowered. It stirs the soul and affirms the human spirit. phenomenal Woman is all about feeling good about oneself.It sends a positive message to women and is a configuration of affirmation of the female identity. Upon reading the poem, there is a shock of recognition, the recognition of the identity that all to a fault often lies defeated under the weight of oppressive tradition. The first line, Pretty women wonder where my secret lies, I am not cute or built to fit a fashion model sizes picturesque much sums up Angelous messagethat a adult females true essence isnt something that can be judged through outward appearances alone.Angelou uses very simple an d unsophisticated wording to convey a deep message that identity and sexuality are not all about the aspects of a woman that she has no control over (her looks) but also about what she feels, and chooses to feel, and in how she chooses to convey her feelings. One can truly be phenomenal if one believes herself to be. The poem does not only apply to women but transcends gender, race, and affable status.Angelous message is universal, one that tallyes on the very basic fabric humanity A souls worth is not something that is ought to be dictated by societys standards. The poem makes me recognise the body Im blessed with, asserts my identity, affirms my sexuality, and paves the way to a deeper understanding of myself. A woman contract not have Barbies vital statistics or a perfect bone structureits good to have these characteristics but a real woman is more.Those traits that men cant toucha womans inner mysteryhowever unfathomable, truly makes us special and unique. Phenomenal Woman is a reminder of our power to control our own outlook. We are not mere slaves to circumstance, but participants in the game of life. And the most important thing isto love myself unconditionally, because Im a woman. Phenomenally. Phenomenal woman. Thats me.

University of Madras

nrdidg gyfiyffofk UNIVERSITY OF MADRAS (Established under the Act of Incorporation XX seven-spot of 1857 Madras University Act 1923) B. Sc. / B. C. A. score CHOICE BASED CREDIT SYSTEM EXAMINATIONS November 2012 (State University) TIME-TABLE For candidates admitted to the sort of Study from the Academic Year 2008-2009 prison term FN 10. 00 am to 01. 00 pm AN 02. 00 pm to 05. 00 pm Max 75 Marks DATE & SESSION SUBJECTS SUBJECT CODE instauration COURSES PART I LANGUAGES source SEMESTER Tamil I CLA1A Telugu I CLB1A Kannanda I CLC1A Malayalam I CLD1A Hindi I CLE1A 15-11-2012 FN Urdu I CLF1A Sanskrit I CLG1A Arabic I CLH1A Arabic I (Candidate admitted from 2012-13) CLH1E French I CLK1A French I (Candidate admitted from 2012-13) CLK1E minute SEMESTER Tamil II CLA2B Tamil II (Candidate admitted from 2010-2011) Telugu II Kannanda II 15-11-2012 AN Malayalam II Hindi II Urdu II Sanskrit II Arabic II French II THIRD SEMESTER Tamil trio Telugu one-third Kannanda deuce-ace Malayalam lead 10-11-2012 FN Hindi III Urdu III Sanskrit III Arabic III French III one-fourth SEMESTER Tamil IV Telugu IV Kannanda IV Malayalam IV 10-11-2012 AN Hindi IV Urdu IV Sanskrit IV Arabic IV French IV CLA2G CLB2B CLC2B CLD2B CLE2B CLF2B CLG2B CLH2B CLK2B CLA3C CLB3C CLC3C CLD3C CLE3C CLF3C CLG3C CLH3C CLK3C CLA4D CLB4D CLC4D CLD4D CLE4D CLF4D CLG4D CLH4D CLK4D 2 FOUNDATION COURSES PART II ENGLISH - source SEMESTER face I (For candidates admitted in 2008-2009 Batch) CLZ1A English I (From 2009-2010 Batch for BCA/B. 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AN 07-11-2012 FN 08-11-2012 FN 09-11-2012 FN 07-11-2012 AN 08-11-2012 AN 09-11-2012 AN node Server calculate Computer Graphics computer software Engineering Paper-I Electricity And staple fiber Electronics SECOND SEMESTER Paper-II Electromangetism and AC Circuits THIRD SEMESTER Paper-IV semiconducting material physics PaperV Numerical Methods Paper VI Amplifiers and Oscillators FOURTH SEMESTER Paper-VII Semiconductor Devices and Integrated Circuits PaperVIII-Programming in C Paper IX Digital Electronics SEE6D/ SEZ6E/ SEU6E SEE6E SEE6G SAG1A SAG2B SAG3A SAG3B SAG3C SAG4A SAG4B SAG4C SEE6A/SEZ6A SEE6C/SEZ6C SEE6B/ SAZ6C/ SEU6G 01-11-2012 AN 02-11-2012 AN 03-11-2012 AN 05-11-2012 FN 05-11-2012 AN 06-11-2012 FN 06-11-2012 AN 07-11-2012 AN 08-11-2012 AN 20-11-2012 AN 21-11-2012 AN 09-11-2012 FN 09-11-2012 AN 01-11-2012 FN 02-11-2012 FN 03-11-2012 FN 22-11-2012 FN 05-11-2012 FN 01-11-2012 AN 02-11-2012 AN SAG ELECTRONICS AND COMMUNICATION SCIENCE FIRST SEMESTER FIFTH S EMESTER 01-11-2012 FN Paper XI- Microprocessor (Intel 8085) SAG5A 02-11-2012 FN Paper XII-Antennas and Wave Propagation SAG5B 03-11-2012 FN Paper XIIICommunication Electronics SAG5C ELECTIVIES I Medical Electronics SEG5A Industrial Electronics SEG5B 05-11-2012 FN Power Electronics SEG5C Computer Networks SEG5D SIXTH SEMESTER 01-11-2012 AN Paper XV Microprocessor Interfacing (Intel 8085) SAG6A 02-11-2012 AN Paper cardinal Television and motion-picture show Engineering SAG6B 03-11-2012 AN Paper XVII Opto Electronics SAG6C Paper XVIII Electrical & Electronics 05-11-2012 AN SAG6D Instrumentation SAH HOTEL & CATERING MANAGEMENT FIRST SEMESTER 15-11-2012 FN Paper I French I SAH1A 17-11-2012 FN Paper II English I SAH1B 20-11-2012 FN Paper-III sustenance Production-I SAH1C 21-11-2012 FN Paper IV food for thought & deglutition return I SAH1D 22-11-2012 FN Paper V Front Office exercise-I SAH1E 23-11-2012 FN Paper-VI nutrition & Food Science-I (Max. 35 Marks) SBH1A 15-11 -2012 AN 17-11-2012 AN 20-11-2012 AN 21-11-2012 AN 22-11-2012 AN 23-11-2012 AN SECOND SEMESTER Paper VII French II Paper VIII English II PaperIX Food Production II Paper X Food & Beverage military service II PaperXI Accomodation Operation I Paper XIINutrition and Food Science II (Max. 35 Marks) SAH2G SAH2H SAH2J SAH2K SBH2B SBH2C 6-11-2012 FN 07-11-2012 FN 08-11-2012 FN 24-11-2012 FN 09-11-2012 FN 19-11-2012 FN 10-11-2012 FN 14-11-2012 FN 01-11-2012 FN 02-11-2012 FN 03-11-2012 FN 05-11-2012 FN 10-11-2012 AN 14-11-2012 AN 01-11-2012 AN 02-11-2012 AN 03-11-2012 AN THIRD SEMESTER Food Production III Food and Beverage Service III Hotel Engineering and Maintenance (Max. 35 Marks) Principles of Management (Max. 35 Marks) Hotel explanation System (Max. 35 Marks) Food and Beverage Management (Max. 35 Marks) FIFTH SEMESTER Food Production IV Food & Beverage Service IV Front Office Operation- II Marketing and Sales Management (Max. 35 Marks) Hotel Law (Max. 35 Marks) Hotel monet ary Management (Max. 5 Marks) SIXTH SEMESTER Food Production Facility Planning (Max. 35 Marks) fitting Operation II Human Rights and Human Relations Education (Max. 35 Marks) Application of Computer (Max. 35 Marks) SAH3A SAH3B SBH3A SBH3B SBH3C SBH3D SAH5A SAH5B SAH5C SAH5D SAH5E SAH5G SAH6A SAH6B SAH6C SAH6D SAH6E TAJ HOME SCIENCE EMERING TECHNOLOGY CLINICAL NUTRITION AND DIETETICS FIRST SEMESTER 20-11-2012 FN Paper I Food Science SAJ1A 21-11-2012 FN Paper II Human Physiology SAJ1B SAJ CLINICAL NUTRITION AND DIETETICS FIRST SEMESTER SECOND SEMESTER 20-11-2012 AN Paper III staple Nutrition SAJ2C 21-11-2012 AN Paper IV Family Meal Management SAJ2D/ SAL4A THIRD SEMESTER 09-11-2012 FN 09-11-2012 AN 19-11-2012 AN 01-11-2012 FN 02-11-2012 FN 03-11-2012 FN 05-11-2012 FN 06-11-2012 FN 01-11-2012 AN 02-11-2012 AN 03-11-2012 AN 05-11-2012 AN Paper V-Microbiology of Sanitation and Hygiene FOURTH SEMESTER PaperVII Personnel Management PaperVIII Nutritional Biochemistry FIFTH SEMESTER Paper IX Human phylogenesis Paper X Advanced Dietetics Paper XI- Quantity Food Production Paper XII Clinical Nutrition Elective I Principles of national Design SIXTH SEMESTER Paper XIII Food Service Equipment and Layout Paper XIV Community Nutrition Paper XV Management of Resources ELECTIVES II/III Electives II Entrepreneurship Development SAJ3A SAJ4A SAJ4B SAJ5A/SAK5A/ SAL5A SAJ5B SAJ5C / SAL5C SAJ5D SEJ5A / SEL5A SAJ6A/SAL6A SAJ6B/SAL6B SAJ6C/SAL6C SEJ6A SEJ6B/SEK6B/ 06-11-2012 AN Electives III Family Studies SEL6B TAK HOME SCIENCE EMERING TECHNOLOGY INTERIOR DESIGN AND decor FIRST SEMESTER 20-11-2012 FN Principles of interior Decoration I SAK1A 21-11-2012 FN Principles of intragroup Decoration II SAK1B SAK INTERIOR DESIGN AND interior design FIRST SEMESTER SECOND SEMESTER 20-11-2012 AN Principles of Interior Design- I SAK2C 21-11-2012 AN Principles of Interior Design-II SAK2D THIRD SEMESTER 09-11-2012 FN Paper -V Applied art on textiles I SAK3APaperVI-Inte rior Design and Applied arts (Minor 19-11-2012 FN SAK3B Arts ) FOURTH SEMESTER Paper-VII Interior Design and Applied arts 09-11-2012 AN SAK4A (Major Arts ) 19-11-2012 AN PaperVIII- Applied art on textiles II SAK4B FIFTH SEMESTER SAK5A/SAJ5A/ 01-11-2012 FN Paper IX -Human Development SAL5A 02-11-2012 FN Paper X Textiles and Clothing I SAK5B Paper XI Fine Arts, Drawing, Sculpture and 03-11-2012 FN SAK5C Painting SAK5D 05-11-2012 FN Paper XII-Fundamentals of Foods and Nutrition SEK5A 06-11-2012 FN Elective I Mass Communication SIXTH SEMESTER SAK6A 01-11-2012 AN Paper XIII Textiles and Clothing II Paper XIV Fine Arts, Drawing, Sculpture and SAK6B 02-11-2012 AN Painting SAK6C 03-11-2012 AN Paper XV Principles of Resource Management ELECTIVES II/III SEK6A 05-11-2012 AN Electives II Communication and Graphic Design SEK6B/SEJ6B/ 06-11-2012 AN Electives III Family Studies SEL6B TAL HOME SCIENCE EMERGING TECHNOLOGY NUTRITION, FOOD SERVICE MANAGEMENT AND DIETETICS FIRST SEMESTER 20-11-2012 FN Paper I Food Science SAJ1A 21-11-2012 FN Paper II Human Physiology SAJ1B SAL NUTRITION, FOOD SERVICE MANAGEMENT AND DIETETICS SECOND SEMESTER 19-11-2012 AN Paper III Microbiology SAL2A 20-11-2012 AN Paper IV contribute Keeping SAL2B THIRD SEMESTER 09-11-2012 FN Paper V- Biochemistry SAL3A FOURTH SEMESTER 21-11-2012 AN Paper VII Family Meal Management SAL4A / SAJ2D 09-11-2012 AN Paper VIII Human Nutrition SAL4B FIFTH SEMESTER 01-11-2012 FN Paper IX Human Development SAL5A /SAK5A / SAJ5A 02-11-2012 FN Paper X Dietetics SAL5B 03-11-2012 FN Paper XI Quantity Food Production SAL5C / SAJ5C SAL5D 05-11-2012 FN Paper XII- Fundamentals of Textiles and Clothing SEL5A / SEJ5A 06-11-2012 FN Elective I Principles of Interior Design SIXTH SEMESTER Paper XIII Food Service Equipment and Layout SAL6A/ SAJ6A 01-11-2012 AN SAL6B/ SAJ6B 02-11-2012 AN Paper XIV Community Nutrition SAL6C/SAJ6C 03-11-2012 AN Paper XV Management of Resources SEL6A 05-11-2012 AN Electives-II C lothing Construction SEL6B / SEK6B / SEJ6B 06-11-2012 AN Electives III Family Studies SAM MATHEMATICS FIRST SEMESTER 21-11-2012 FN 22-11-2012 FN 21-11-2012 AN 22-11-2012 AN 19-11-2012 FN 20-11-2012 FN Paper I Algebra And trigonometry-I Paper II Calculus And Co-Ordinate Geometry of 2 Dimensions SECOND SEMESTER SAM1A/TAB1A SAM1B/TAB1B SAM2C/TAB2A SAM2D/TAB2B SAM3A/TAB3A SAM3B/TAB3B Paper III Algebra and Trigonometry-II Paper IV Calculusand differential coefficient Geomentry THIRD SEMESTER Paper V Differential equations and Laplace transforms Paper VI Coordinate geometry of 3 dimensions and fortune FOURTH SEMESTER 9-11-2012 AN 20-11-2012 AN 01-11-2012 FN 02-11-2012 FN 03-11-2012 FN 05-11-2012 FN 01-11-2012 AN 02-11-2012 AN 03-11-2012 AN 06-11-2012 FN 07-11-2012 FN 08-11-2012 FN 24-11-2012 FN 05-11-2012 AN 06-11-2012 AN 07-11-2012 AN 08-11-2012 AN 09-11-2012 AN 09-11-2012 AN 09-11-2012 FN Paper VII Vector Calculus, Fourier Series and Fourier Transforms Paper VIII Statics FIFTH SEMESTER SAM4A SAM4B SAM5A SAM5B SAM5C SAM5D SAM6A SAM6B SAM6C SEMAA SEMAB SEMAC SEMAD SEMAE SEMAG SEMAH SEMAJ SEMAK SEMAM SEMAL Paper IX Algebraic Structures I Paper X Real Analysis I Paper XI dynamics Paper XII -Programming Language C SIXTH SEMESTER Paper XIII Algebraic Structures II Paper XIV Real Analysis II Paper XV Complex Analysis ELECTIVIES I/II/III trading operations query-I Graph Theory-I Special Functions-I astronomy-I Operation Research II Graphy Theory II Special Functions II Astronomy II Discrete maths Discrete mathematics (Candidate admitted from 2012-2013) Elementary Number Theory 8 SAN MICROBIOLOGY FIRST SEMESTER 20-11-2012 FN 20-11-2012 AN 09-11-2012 FN 09-11-2012 AN 01-11-2012 FN 02-11-2012 FN 03-11-2012 FN 05-11-2012 FN 01-11-2012 AN 02-11-2012 AN 03-11-2012 AN 05-11-2012 AN 20-11-2012 FN 20-11-2012 AN 09-11-2012 FN 09-11-2012 AN 01-11-2012 FN 02-11-2012 FN 03-11-2012 FN 05-11-2012 FN 06-11-2012 FN 01-11-2012 AN 02-11-2012 AN 03-11-2012 AN 05-11-2012 A N 20-11-2012 FN 20-11-2012 AN 09-11-2012 FN 09-11-2012 AN 01-11-2012 FN 02-11-2012 FN 03-11-2012 FN 05-11-2012 FN 06-11-2012 FN 01-11-2012 AN 02-11-2012 AN 03-11-2012 AN 05-11-2012 AN 06-11-2012 AN Paper I General Microbiology SECOND SEMESTERSAN1A SAN2B SAN3A SAN4A SAN5A SAN5B SAN5C SEN5A SAN6A SAN6B SEN6A SEN6B SAR1A SAR2B/TAC2A SAR3A Paper III Immunology & Microbial Genetics THIRD SEMESTER Paper V Molecular Biology FOURTH SEMESTER Paper VII Soil and Agricultural Microbiology FIFTH SEMESTER Paper IX Medical Bacteriology Paper X Medical Mycology and Parasitology Paper XI Medical Virology Elective I -Genetic Engineering SIXTH SEMESTER Paper XIII Environmental Microbiology Paper XIV Food and Diary Microbiology Electives II Industrial and Pharmaceutical Microbiology Electives III Biotechnology SAR natural philosophy -FIRST SEMESTER Paper I Mechanics And Properties of head SECOND SEMESTER Paper II Thermal natural philosophy & AccousticsTHIRD SEMESTER Paper IV Optics FOURTH SEMESTER Paper V atomic Physics FIFTH SEMESTER SAR4A SAR5A SAR5B SAR5C SAR5D SER5A SAR6A SAR6B SER6A SER6B SAS1A SAS2B SAS3A SAS4A SAS5A SAS5B SAS5C SAS5D SES5A SAS6A SAS6B SAS6C SES6A SES6B Paper VII Electricity and Electromagnetism Paper VIII Nuclear Physics and Particle Physics Paper IX Solid State Physics Paper X grassroots Electronics Electives I Numerical Methods SIXTH SEMESTER Paper XI Relativity and Quantum Mechanics Paper XII numeric Methods in Physics Electives II Integrated Electronics Electives III Microprocessor Fundamentals PaperI coif diverseness I Phycology SECOND SEMESTER SAS PLANT BIOLOGY AND PLANT BIOTECHNOLOGY FIRST SEMESTER Plant Diversity II Mycology, Virology, Bacteria and Lichens THIRD SEMESTER Paper- IV Bryophytes and Pteridophytes FOURTH SEMESTER Paper V Gymnosperms and Paleobotany FIFTH SEMESTER Paper VII Plant Morphology and Taxonomy Paper- VIII Plant Anatomy and Embryology Paper- IX -Environmental science and Phytogeography Pap er X Cell Biology and Molecular Biology Electives I Horticulture SIXTH SEMESTER Paper XI Genetics, Plant Breeding, Evolution and Biostatistics Paper XII Plant Physiology and Plant Biochemistry Paper XIII Economic Botany Electives II Advanced Plant Biotechnology Electives III Plant pathology SAT PSYCHOLOGY FIRST SEMESTER Paper I General psychological science I Paper-II Biological bottom of Behavior-I SECOND SEMESTER Paper III General psychological scienceII Paper-IV Biological Basis of Behavior-II THIRD SEMESTER PaperV Developmental psychological science I FOURTH SEMESTER Paper VII Developmental psychology II FIFTH SEMESTER Paper IX- Psychopathology I Paper X Psychological Research and Measurement 20-11-2012 FN 21-11-2012 FN 20-11-2012 AN 21-11-2012 AN 09-11-2012 FN 09-11-2012 AN 01-11-2012 FN 02-11-2012 FN 03-11-2012 FN 05-11-2012 FN 06-11-2012 FN 01-11-2012 AN 02-11-2012 AN 03-11-2012 AN 05-11-2012 AN 06-11-2012 AN 20-11-2012 FN 20-11-2012 AN 09-11-2012 FN 19-1 1-2012 FN 23-11-2012 AN 19-11-2012 AN 01-11-2012 FN 02-11-2012 FN 03-11-2012 FN SAT1A SAT1B SAT2C SAT2D SAT3A SAT4A SAT5A SAT5B SAT5C SAT5D SET5A SAT6A SAT6B SAT6C SET6A SET6B SAU1A SAE1A SAU3A SBU3A SAU4A SBU4A SAU5A SAU5B SAU5C SEU5A SEU5B SEU5C SAU6A SAU6BPaper XI Applied psychological science PaperXII- Social Psychology- I Elective I health Psychology SIXTH SEMESTER Paper XIII Psychopathology II Paper XIV Organizational Psychology Paper XV Social Psychology II Electives II Counselling and Guidance Electives III Human Resource Management SAU SOFTWARE APPLICATIONS FIRST SEMESTER Fundamentals of Digital Computers SECOND SEMESTER Programming in C THIRD SEMESTER PaperV Data Structures through C++ Applied Physics- I FOURTH SEMESTER PaperVII Microprocessor and its Applications Applied Physics- II FIFTH SEMESTER Paper IX Software Engineering Paper X Operating Systems Paper XI Programming in JAVA ELECTIVIES I Computer orient Mathematics Software Project Management O bject Oriented Analysis and Design SIXTH SEMESTER Paper XIII Object Oriented Software Engineering Paper XIV Database Management Systems ELECTIVIES II Multimedia Systems 06-11-2012 FN 7-11-2012 AN 02-11-2012 AN 08-11-2012 AN 06-11-2012 AN 22-11-2012 FN 01-11-2012 AN 24-11-2012 AN 05-11-2012 AN 20-11-2012 FN 21-11-2012 FN 20-11-2012 AN 21-11-2012 AN 09-11-2012 FN 19-11-2012 FN Software Quality and Assurance Visual Programming ELECTIVIES III Data Communication and Networking SEU6D/ SAZ6B/ SAE6A Client Server Computing SEU6E/ SEE6D/ SEZ6E Software Testing SEU6G/ SEE6B/ SAZ6C SAY ELECTRONIC MEDIA FIRST SEMESTER Paper I History of Electronic Media SAY1A Paper II Principles of Audiography SAY1B SECOND SEMESTER Paper III Communication Skills SAY2C Paper IV Radio Production SAY2D THIRD SEMESTER Paper V Videography SAY3A PaperVIVideo Editing (Principles and Practices) SAY3B SEU6A/ SEZ6D SEU6B SEU6C / SEE5A / SEZ5A 10FOURTH SEMESTER Paper VII Elements of Film SAY4A PaperVIII Scriptwr iting and Direction SAY4B FIFTH SEMESTER 01-11-2012 FN Paper IX Television Production Management SAY5A 02-11-2012 FN Paper X Media esthetics SAY5B 03-11-2012 FN Paper XI Graphics and Animation SAY5C SIXTH SEMESTER 01-11-2012 AN Paper XIII Media Organization SAY6A 02-11-2012 AN Paper XIV Media Culture and Society SAY6B (TAA) STATISTICS FIRST SEMESTER 20-11-2012 FN Descriptive Statistics TAA1A 21-11-2012 FN Mathematics for Statistics I TBA1A SECOND SEMESTER 20-11-2012 AN prospect and Random Variables TAA2A 21-11-2012 AN Mathematics for Statistics II TBA2A THIRD SEMESTER 09-11-2012 FN Distribution Theory TAA3A 19-11-2012 FN C Language Programming TBA3A (TAB) MATHEMATICS WITH COMPUTER APPLICATIONS FIRST SEMESTER 21-11-2012 FN hollow out 1 Algebra And Trigonometry I TAB1A/SAM1A Core 2 Calculus And Co-Ordinate Geometry of 2 22-11-2012 FN TAB1B/SAM1B Dimensions 24-11-2012 FN Core 3 Object Oriented Programming Using C++ TAB1C SECOND SEMESTER 21-11-2012 AN Core 5 Alge bra And Trigonometry II TAB2A/SAM2C 22-11-2012 AN Core 6 Calculus and Differential Geometry TAB2B/SAM2D Core 7 Data Structures TAB2C 23-11-2012 AN 09-11-2012 AN 19-11-2012 AN 19-11-2012 FN 20-11-2012 FN THIRD SEMESTER Differential Equations and Laplace Transforms TAB3A/SAM3A Coordinate Geometry of 3 Dimensions and Probability TAB3B/SAM3B (TAC) PHYSICS WITH COMPUTER APPLICATIONS FIRST SEMESTER Core 1 Mechanics And Properties of Matter TAC1A SECOND SEMESTER Core 2 Thermal Physics & Acoustics TAC2A/SAR2B THIRD SEMESTER Optics TAC3A radical Electronics TAC3B Data Structures TAC3C/TAB2C Object Oriented Programming Using C++ TAC3D/TAB1C B. C. A. SAZ COMPUTER APPLICATIONS FIRST SEMESTER Fundamentals of Digital Computers SAU1A SECOND SEMESTER Programming in C SAE1A THIRD SEMESTER Programming in C++ and Data Structures SAZ3A/ SAE3A Microprocessors and its Applications SAZ3B Numerical and Statistical Methods SAZ3C Financial Accounting (Candidates admitted Prior to 2009SBZ3A 2010) Fina ncial Accounting (Candidates admitted from 2009SBZ3B 2010) Financial Accounting (Candidates admitted from 2010- 2011) SBZ3C FOURTH SEMESTER Programming in Java SAZ4A/SAE4A Operating System SAZ4B Computer Graphics SAZ4C Cost and Management Accounting SBZ4A FIFTH SEMESTER Paper-XIII Database Management System SAZ5A/SAE5B Paper-XIV Software Engineering SAZ5B Paper-XV Resource Management Techniques SAZ5C 20-11-2012 FN 20-11-2012 AN 09-11-2012 FN 19-11-2012 FN 23-11-2012 AN 24-11-2012 FN 0-11-2012 FN 20-11-2012 AN 09-11-2012 FN 19-11-2012 FN 21-11-2012 FN 23-11-2012 FN 23-11-2012 FN 23-11-2012 FN 09-11-2012 AN 19-11-2012 AN 21-11-2012 AN 23-11-2012 AN 02-11-2012 FN 01-11-2012 FN 03-11-2012 FN 11 ELECTIVES I Visual Programming RDBMS with ORACLE Unix Programming SIXTH SEMESTER Paper XVII Web Technology Paper XVIII Data Communication and Networking Paper cardinal Software Testing ELECTIVES II Data Mining E-Commerce Object Oriented Analysis and Design ELECTIVES III Multimedia Syst ems Distributed Computing Client Server Computing 22-11-2012 FN 05-11-2012 FN 02-11-2012 AN 01-11-2012 AN 05-11-2012 AN 06-11-2012 AN SEZ5A/ SEE5A/SEU6C SEZ5B/ SEE5B/ SEZ5C/ SEE5C SAZ6A/ SAE6B SAZ6B/ SAE6A/SEU6D SAZ6C/ SEE6B/ SEU6G SEZ6A/SEE6A SEZ6B SEZ6C/ SEE6C 08-11-2012 AN 08-11-2012 AN 24-11-2012 ANSEZ6D/SEU6A SEZ6G SEZ6E /SEE6D/ SEU6E ALLIED SUBJECTS (For All Branches) FIRST SEMESTER / THIRD SEMESTER Biochemistry I SBBBA Paper-I Bio-Chemistry (Applied Biotechnology) SBBBC Paper-I -Biochemistry (For Biotechnology Br. ) SBC3A Paper-I Biochemistry (For Microbiology Br. ) Paper III- Basic Computer Application and AUTOCAD I (For Interior Design and Decor Br) Paper III Basic Computer science and application (For Clinical Nutrition and Dietetics ) PaperIII Basic Computer science and applicationI (For Nutrition, Food Service Managt. And Dietetics Branch) PaperIII Statistics in Psychology (For Psychology Branch) Financial Accounting I (Com. To B. Com-Gen. BM, BBA, BSc & BSc-ISM) Chemistry I (Other than Mathematics&Physics Br) Chemistry I (For Mathematics & Physics Br) Chemistry I Microbiology Branch Interior Design Studio and Building System TechnologyI Paper I Calculus of Finite release and Numerical Analysis Paper I Statistical Methods and their Applications I For Botany,Computer Science Paper I Microbiology I For Bio-Technology Paper I Microbiology I For Biochemistry) Paper I Zoology (Admitted prior to 2012-13) Paper I Zoology (Candidate admitted from 2012-13) PaperI Mathematical Statistics-I For Mathematics Paper I Principles of Sociology (For Psychology Branch) SBN3A SBK3A SBJ3A/ SBL3A SBL3A/ SBJ3A SBT3A SBAMK/BPF1A/ BPZ1A/ BPW1A/ MAM1A SBADA SBADC SBD1E SBK1A SBAME SBAOC SBANA SBANC SBAAA SBAAC SBAOA SBT1A 23-11-2012 FN 26-11-2012 FN 27-11-2012 FN 28-11-2012 FN 29-11-2012 FN 30-11-2012 FN 01-12-2012 FN Cost Accounting (For Mathematics Branch) Mathematics I For Computer Science, Software Engg. , & B. C. A Mathematics I Other than Comp. Sc i. , Software Engg & B. C.A Bio-Statistics I For Zoology, Biochemistry Br. Physics I Basic PhysicsI (For B. Sc. Electronics & Communication Science) SBAMR SBAMA SBAMC SBAOH SBARA SBG3A SBASA Botany I 12 23-11-2012 AN 26-11-2012 AN 27-11-2012 AN ALLIED SUBJECTS (For All Branches) SECOND SEMESTER/FOURTH SEMESTER Paper II Genetics and Microbiology (Applied SBBBD Biotechnology) Bio-Statistics (For Microbiology Br. ) SBN4A PaperIV Book Keeping and Cost Accounting SBJ4A Paper IV Basic Computer Application and SBK4A AUTOCAD-II Paper IV Basic Computer Science and SBL4A Applications- II Paper IV Marketing and Consumer Behavior SBT4A Financial Accounting II(Com. To B. Com-Gen. SBAML/BPZ2A/BPF2A/ Finance) Chemistry II (Other than Mathematics & Physics SBADB Branch) Chemistry II(For Mathematics & Physics Br) SBADD Chemistry-II Microbiology Br. SBD2G Chemistry (For Biotechnology) SBADE Interior Design Studio and Building System SBK2B Technology- II Paper II Calculus of Finite Diffe rence and SBAMG Numerical Analysis PaperII Statistical Methods and their Applications SBAOD II For Botany,Computer Science Branch Paper II Biophysics and Biostatistics SBACB (For Biotechnology) Paper II Microbiology II For Biochemistry SBAND Paper II Zoology SBAAB SBAOB SBT2B SBAMS SBAMB SBAMD SBAOJ SBARB SBG4A SBASB 28-11-2012 AN 29-11-2012 AN 30-11-2012 AN 01-12-2012 AN Paper-II Mathematical Statistics-II For Mathematics Br. Paper-II Fundamentals of Social Anthropology (For Psychology Branch) Management Accounting(For Mathematics Branch) Mathematics II For Computer Science, Software Appl. ,& B. C. A Mathematics-II Other than Comp. Science, Software Appl. & B. C. A Bio-Statistics II For Zoology, Biochemistry Br Physics II Basic PhysicsII (For B. Sc. Electronics & Communication Science) Paper II Botany NON EQUIVALENT SUBJECTS 03-12-2012 03-12-2012 04-12-2012 04-12-2012 05-12-2012 05-12-2012 06-12-2012 06-12-2012 07-12-2012 07-12-2012 08-12-2012 08-12-2012 03-12-2012 04-12- 2012 08-12-2012 06-12-2012 07-12-2012 08-12-2012 FN AN FN AN FN AN FN AN FN AN FN AN FN FN FN FN FN FNBOTANY PaperIII Cytology and Anatomy Paper-V Microbiology and Plant Pathology PaperIX Taxonomy and Embryology PaperX Environmental Biology and Toxicology PaperXI Plant Physiology and Plant Bio Chemistry Microtechnique Plant Protection Hydrobiology Freshwater Horticulture Food Microbiology Bio-Technology Plant Cell and wind Culture MICROBIOLOGY Paper-II Microbial Physiology Paper III Immunology Clinical Bacteriology and Mycology Immunotechnology Intellectual Property Rights(IPR) and Bio-Safety Fermentation Technology & Downstearm touch BA3A BA5A BA6A BA6B BA6C RBAA RBAB RBAC RBAD TEC TEG TEH BB2A BB3A RBBA RBBB RBBC RBBD 13 03-12-2012 04-12-2012 05-12-2012 06-12-2012 FN FN FN FNPLANT BIOLOGY AND PLANT BIOTECHNOLOGY Paper X Environmental Science & Phytogeography Paper XI Plant Physiology Modern Plant Pathology Microtechnique ZOOLOGY Paper XII Evolution Paper XII Evolution Biol ogy of Fish and Capture Fisheries Principles of Aquaculture Fish Genetics and Diseases ADVANCE ZOOLOGY AND BIO-TECHNOLOGY BC6B BC6C RBCA RBCB 03-12-2012 FN 04-12-2012 FN 05-12-2012 FN 06-12-2012 FN 07-12-2012 FN BD6D BD6J ZBEA ZBEB RBEA 03-12-2012 FN Paper XII Biochemistry BIO-TECHNOLOGY BJ6D 03-12-2012 FN 08-12-2012 FN 08-12-2012 FN Paper X Intellectual Property Management Biosafety and Bioethics Immunology and Bio Physics Environmental Bio-Technology and DNA Recombidant Technology BIO-CHEMISTRY BK6C ZBDG RBDL 03-12-2012 FN 05-12-2012 FNEnvironmental Bio-Chemistry Bio-Chyemistry II Bio Instrumentation CHEMISTRY Paper IV General Chemistry IV Applied Chemistry I Applied Chemistry II PSYCHOLOGY Paper-IV Applied Social Psychology Paper-IV Applied Social Psychology Paper XI Geriatric Psychology Psychology of Advertising Educational Psychology Rehabilitation Psychology Environmental Psychology Statistical Reasoning in Psychology Environmental Psychology Human Development and Fami ly Studies MATHEMATICS a) The Relational Data Model, Relational Algebra and Calculus b) Elements of System Software NUMERICAL METHODS FOR STATISTICS MAIN PHYSICS Energy Physics Material Science Computer Programming C Language Molecular Biophysics spectroscopic analysis and Laser Physics INTERIOR DESIGN AND DECOR RCAA ZCAB ZCAC 03-12-2012 FN 04-12-2012 FN 05-12-2012 FN CB4A RCBA RCBB 03-12-2012 FN 04-12-2012 FN 04-12-2012 AN 05-12-2012 FN 05-12-2012 AN 06-12-2012 FN 06-12-2012 AN 07-12-2012 FN 07-12-2012 AN HG2B HG2D HG5C RHGB KNA/ RGC TWB ZHGB ZHGD ZHGG ZHGH 03-12-2012 FN 04-12-2012 FN TAH TAK ZPAL 03-12-2012 FN 04-12-2012 FN RPBE RPBH RPBD RPBG RPBJ 03-12-2012 FN 04-12-2012 FN Interior Design Studio and Building Systems Techonology-I Interior Design Studio and Building Systems Technology-II SOFTWARE ENGINEERING ZRTA ZRTB 03-12-2012 FN Data Structures PE4B 14ELECTRONICS AND COMMUNICATION SCIENCE 03-12-2012 FN 04-12-2012 FN 05-12-2012 FN 06-12-2012 FN 07-12-2012 FN Paper III Physi cs of Materials Paper XII Data Processing and Personal Computers Mathematical Physics Basic Physics Nuclear Electronics NUTRITION, FOOD SERVICE MANAGEMENT AND DIETETICS 03-12-2012 FN 04-12-2012 FN 06-12-2012 FN Consumer Education Paper-II Sanitation & Hygiene Paper-IV Advanced Cookery maritime SCIENCE 01-11-2012 FN 01-11-2012 AN 02-11-2012 FN 02-11-2012 AN 03-11-2012 FN 03-11-2012 AN 05-11-2012 FN 05-11-2012 AN 06-11-2012 FN 06-11-2012 AN 07-11-2012 FN 07-11-2012 AN 08-11-2012 FN 08-11-2012 AN 09-11-2012 FN 09-11-2012 AN 19-11-2012 FN 19-11-2012 AN 20-11-2012 FN 20-11-2012 AN 21-11-2012 FN Paper-I naval Mathematics-I Paper-II Nautical Physics and Electronics-I (Prior to 2004-05) Paper-II Nautical Physics and Electronics-I (From 2004-05) Paper-III Navigation-I (Prior to 2004-05) Paper-III Navigation-I (From 2004-05)(70 Marks) Paper-IV excursion Planning & Collision Prevention-I (Prior to 2004-05) Paper-IV sweep Planning & Collision Prevention-I Paper V Nautical Mathematics II Paper VI Nautical Physics and Electronics II (Prior to 2004-05) Paper VI Nautical Physics and ElectronicsII (From 2004-05) Paper VII charge Operation Technology I (Prior to 2004-05) Paper VII Ship Operation TechnologyI (From 2004-05) (60 Marks) Paper VIII maritime Architecture I Paper-IX leatherneck Engineer-ing & Control Systems-I (Prior to 2004-05) Paper-IX oceanic Engineering & Control Systems-I (From 2004-05) Paper X Navigation II (Prior to 2004-05) Paper X Navigation II (From 2004-05) 70 Marks) Paper- XI Voyage Planning & Collision PreventionII (Prior to 2004-05) Paper- XI Voyage Planning & Collision Prevention II Paper XII Ship Operation Technology II (Prior to 2004-05) Paper XII Ship Operation Technology-II Computer Programming Paper XIII Naval Architecture II Paper XIV Marine Engineering & Control Systems-II Paper XIV Marine Engineering & Control Systems-II Paper XV Navigation-III Paper XV Navigation-III Paper XVI Voyage Planning & Collision Preven tionIII Paper XVI Voyage Planning & Collision PreventionIII Maritime Law Paper XVII tie Procedures & Legal Knowledge Paper XVII Bridge Procedures & Legal Knowledge Paper XVIII Naval Architecture III Paper XIX Marine Engineering & Control Systems-III Paper XIX Marine Engineering & Control Systems-III 21-11-2012 AN Paper XX Cargo Work & Marine Communication Paper XX Cargo Work & Marine Communication 22-11-2012 FN Marine Management and Maritime Commerce NU1A NU1B NU1C NU2A NU2C NU2B NU2D NU3A NU3B NU3E NU3C NU3G NU3D NU4A NU4E NU4B NU4G NU4C NU4H NU4D NU4J NU4K NU5A NU5B NU5E NU5C NU5G NU5D NU5H RNUA NU6A NU6E NU6B NU6C NU6G NU6D NU6H RNUB RRNC RN1C RN2B PJ3A PJ5D AXA AXB OXC 15STATISTICS 01-11-2012 FN 01-11-2012 AN 02-11-2012 FN 02-11-2012 AN 03-11-2012 FN 03-11-2012 AN 05-11-2012 FN 05-11-2012 AN 06-11-2012 FN 06-11-2012 AN 07-11-2012 FN 07-11-2012 AN 08-11-2012 FN 08-11-2012 09-11-2012 09-11-2012 06-12-2012 19-11-2012 20-11-2012 20-11-2012 05-12-2012 05-12-2012 22-11-2012 05-12-2012 04-12-2012 03-12-2012 04-12-2012 04-12-2012 08-12-2012 03-12-2012 03-12-2012 04-12-2012 04-12-2012 AN FN AN FN AN FN AN FN AN FN AN FN AN FN AN FN FN AN FN AN Paper-I Descriptive Statistics Paper-II Probability and Distributions-I Paper III Probability and Distributions II Paper IV Statistical Inference I Paper V Statistical Inference II Paper VI Design of Experiments Paper VII Time Series, Index Numbers, and Official Statistics Paper VIII Programming In C++ Demography and Actuarial Statistics Paper IX Sampling Techniques Paper X Statistical Quality Control Paper XI Operations Research Paper XII Regression Analysis and its Applications Paper XII Financial Accounting stochastic Processes and their Applications Genetical Psychological & Educational StatisticsPaper VII Elective I MS Access and Visual Basic Statistical Methods and their Applications I Statistical Methods and their Applications II Bio Statistics I Bio Statistics II Mathematical Statistics I Mathematical Statistics II Mathematics for Statistics II Mathematics for Statistics II Computers and Bio-Statistics Programming in C for Statistics Main Computer Oriented Statistical Methods Mathematics for StatisticsI Financial Accounting-I Financial Accounting-II Cost and Management Accounting-I Cost and Management Accounting-II be & Banking COMPUTER SCIENCE 03-12-2012 FN 04-12-2012 FN 05-12-2012 FN PG1A PG2A PG3A PG4A PG5A PG5B PG5C PG5D RPGA PG6A PG6B PG6C PG6D PG6E RPGB NBN CBJ ZPGA ZPGB ZPGC ZPGD ZPGH ZPGJ ZPGL ZPGM ZCAE ZPCG ZPCM ZPGK ZPAJ ZPAK ZPAM/SDER ZPAN/SDES KJA Mass Communication and Media Digital Photography and Videography Digital Video Production PC2B PC4B PC6E B. C. A. DEGREE EXAMINATIONS BACHELOR OF COMPUTER APPLICATIONS 03-12-2012 FN 04-12-2012 FN Programming In Cobol Data Structures and Algorithms PK3A PK4C University Centenary Building, Chepauk, Chennai-600 005. November 2012 Dr. T. LEO ALEXANDER,M. Sc. , M. S. (Canada), Ph. D. CONTROLLER OF EXAMINATIONS