All About Carbon Fiber and How Its Made

Also called graphite fiber or carbon graphite, carbon fiber consists of very thin strands of the element carbon. Carbon fibers have high tensile strength and are very strong for their size. In fact, carbon fiber might be the strongest material there is. Each fiber is 5-10 microns in diameter. To give a sense of how small that is, one micron (um) is 0.000039 inches. One strand of spider web silk is usually between 3-8 microns. Carbon fibers are twice as stiff as steel and five times as strong as steel, (per unit of weight). They also are highly chemically resistant and have high-temperature tolerance with low thermal expansion. Carbon fibers are important in engineering materials, aerospace, high-performance vehicles, sporting equipment, and musical instruments--to name just a few of their uses. Raw Materials Carbon fiber is made from organic polymers, which consist of long strings of molecules held together by carbon atoms.  Most carbon fibers (about 90 percent) are made from the polyacrylonitrile (PAN) process. A small amount (about 10 percent) are manufactured from rayon or the petroleum pitch process.  Gases, liquids, and other materials used in the manufacturing process create specific effects, qualities, and grades of carbon fiber. The highest grade carbon fiber with the best modulus properties are used in demanding applications such as aerospace. Carbon fiber manufacturers differ from one another in the combinations of raw materials they use. They usually treat their specific formulations as trade secrets. Manufacturing Process In the manufacturing process, the raw materials, which are called precursors, are drawn into long strands or fibers. The fibers are woven into fabric or combined with other materials that are filament wound or molded into desired shapes and sizes. There are typically five segments in the manufacturing of carbon fibers from the PAN process. These are: Spinning. PAN mixed with other ingredients and spun into fibers, which are washed and stretched.Stabilizing. Chemical alteration to stabilize bonding.Carbonizing. Stabilized fibers heated to very high temperature forming tightly bonded carbon crystals.Treating the Surface. ​The surface of fibers oxidized to improve bonding properties.Sizing. Fibers are coated and wound onto bobbins, which are loaded onto spinning machines that twist the fibers into different size yarns. Instead of being woven into fabrics, fibers may be formed into composites. To form composite materials, heat, pressure, or a vacuum binds fibers together with a plastic polymer. Manufacturing Challenges The manufacture of carbon fibers carries a number of challenges, including: The need for more cost-effective recovery and repair.The surface treatment process must be carefully regulated to avoid creating pits that could result in defective fibers.Close control required to ensure consistent quality.Health and safety issuesSkin irritationBreathing irritationArcing and shorts in electrical equipment because of the strong electro-conductivity of carbon fibers. Future of Carbon Fiber Because of its high tensile strength and lightweight, many consider carbon fiber to be the most significant manufacturing material of our generation. Carbon fiber may play an increasingly important role in areas such as: Energy: Windmill blades, natural gas storage, and transportation, fuel cells.Automobiles: Currently used just for high-performance vehicles, carbon fiber technology is moving into wider use.  In December 2011 General Motors announced that it is working on carbon fiber composites for mass production of automobiles.Construction: Lightweight pre-cast concrete, earthquake protection.Aircraft: Defense and commercial aircraft.  Unmanned aerial vehicles.Oil exploration: Deepwater drilling platforms, drill pipes.Carbon nanotubes: Semiconductor materials, spacecraft, chemical sensors, and other uses. In 2015, carbon fiber had a $2.25 billion market size. Projections have the market expanding to $31 billion by 2024. To accomplish this, costs must be reduced and new applications targeted.

Sexual harassment in the workplace-India - Free Essay Example

Sample details Pages: 6 Words: 1786 Downloads: 3 Date added: 2017/06/26 Category Law Essay Tags: India Essay Sexual Harassment Essay Did you like this example? India In India, when the case comes close to deal with the issue of sexual harassment in a workplace, we may first refer to a case law, Vishaka and Ors v State of Rajasthan and Ors. In this case, the Supreme Court of India has laid down the guidelines against sexual harassment in the workplaces. First, the case provides us the duty of the employer or other responsible persons in work places and other institutions. Don’t waste time! Our writers will create an original "Sexual harassment in the workplace-India" essay for you Create order It stated that, the employer or persons in charge at the work places or other institutions have a duty to prevent or the commission of acts of sexual harassment. Besides, the employer or the person in charge at the work places or other institutions also have a duty to provide the procedures for settlement, resolution or prosecution of acts of sexual harassment by taking all required steps. Second, the case also defines what amounted to sexual harassment where it includes such unwelcome sexually determined behavior (whether directly or by implication) as (a) sexually colored remarks; (b) showing pornography; (c) physically contact and advances; (d) a demand or request for sexual favors; (e) any other unwelcome physical, verbal or non-verbal conduct of sexual nature. All these shall considered as sexual harassment in situation where if anyone conducted it to the others. Third, the case also provides us the preventive steps, where all employers or person in charge at the work p laces whether in public or private sector should take appropriate steps to prevent sexual harassment. Without prejudice to the generality of this obligation, employers must expressly prohibit of sexual harassment at the work places by notify or publish the rules and regulations at the notice board. The rules and regulations of government and public sector bodies relating to conduct and discipline should include rules and regulations prohibiting the sexual harassment and provide penalties for those who offended the rules. Under the Industrial Employment (Standing Orders) Act 1946, the private employers, should take all steps to include the aforesaid prohibitions in the standing orders. Moreover, an appropriate work conditions in respect of work, leisure, health and hygiene at the work places must be provided by the employer or persons in charge. For example, a company must provide the prayer rooms for the Muslims to pray. Under the Indian Penal Code or under any other law, i f any employees been sexual harassed, the employer shall initiate appropriate action in accordance with law by making an appropriate complaint with the appropriate authority. In particular, it should ensure that victims or witnesses are not victimized or discriminated against while dealing with complaints of sexual harassment. The right to seek transfer of the perpetrator or their own transfer should be given to the victims of sexual harassment. Therefore, an appropriate complaint mechanism should be created in the employerà ¢Ã¢â€š ¬Ã¢â€ž ¢s organization in order to put right on the complaint made by the victim. Such complaint mechanism should ensure time bound treatment of complaints. Most of the time, the Complaint Committee headed by a woman and half of its member should be women as women always be the victims when the cases dealing with sexual harassment. The Complaint Committee needs to make an annual report to the Government department about the complaints and act ion taken by them. The employers and persons in charge also need to report on the compliance with the aforesaid guidelines including on the reports of the Complaint Committee to the Government department.[1] The employees should also be given the rights to raise issues of sexual harassment during Employer-Employee Meetings. [2] Other than the case and the policy of the government, we may also refer to the statutes, such as Indian Penal Code and Indecent Representation of Women (Prohibition) Act 1987 in dealing with sexual harassmentà ¢Ã¢â€š ¬Ã¢â€ž ¢s issue. First, section 294 provides that if whoever does any obscene act in any public place, whether sings, recites or utters any obscene songs ballads or words, in or near any public place, can be punished with imprisonment for a term which may extend to three months, or with fine or both. Second, section 354 provides if whoever assaults or uses criminal force on any woman, intending to outrage her modesty or knowing it li kely that he will thereby outrage her modesty, can be punished with imprisonment for a term which may extend to two years, or with fine or both. Also in the Indian Penal Code, section 509 provides that, whoever intending to insult the modesty of a woman, utters any words, makes any sound or gesture, or exhibits any object, intending that such word or sound shall be heard, or that such gesture is seen by such woman, or intrudes upon the primary of such woman, shall be punished with simple imprisonment for a term which may extend to one year, or with fine or both. In addition, Indecent Representation of Women (Prohibition) Act 1987 provides that, if anyone harasses another person with books, photographs, paintings, films, pamphlets, packages, etc. which containing the à ¢Ã¢â€š ¬Ã…“indecent representation of womenà ¢Ã¢â€š ¬Ã‚ , they are liable for a minimum sentence of two years of imprisonment. Section 7 of Indecent Representation of Women (Prohibition) Act 1987 further holds companies where there has been à ¢Ã¢â€š ¬Ã…“indecent representation of womenà ¢Ã¢â€š ¬Ã‚ , such as the display of pornography on the premises, guilty of offences under this act, with a minimum sentence of two years imprisonment. On 23rd April 2013, à ¢Ã¢â€š ¬Ã…“The Sexual Harassment of Women at Workplace (Prevention, Prohibition and Redressal) Act 2013 had finally brought into force which dealing with the protection of women against sexual harassment at workplaces. This Act has in fact followed the decision in the Vishakaà ¢Ã¢â€š ¬Ã¢â€ž ¢s case. In adopting the statement in the Vishakaà ¢Ã¢â€š ¬Ã¢â€ž ¢s case by the Supreme Court, Section 2n of this Act has defined sexual harassment to include any one or more of the following unwelcome acts or behavior (whether directly or by implication) namely: (i) a demand or request for sexual favors; (ii) physical contact and advances; (iii) showing pornography; (iv) any other unwelcome physical, verbal or non-verbal conduc t of sexual nature; or (v) making sexually colored remarks. Further, the Act also add in the following which may also amount to sexual harassment: (i) implied or explicit threat about present or future employment status; (ii) implied or explicit threat of detrimental treatment; (iii) implied or explicit promise of preferential treatment; (iv) interference with work or creating an intimidating or offensive or hostile work environment; or (v) humiliating treatment likely to affect health or safety. At district and block levels, the Act contemplates the constitution of Internal Complaints Committee at the work place and Local Complaints Committee. A District Officer shall be responsible for facilitating and monitoring the activities under the Act. Every workplace employing ten or more than ten employees is required to constitute an Internal Complaints Committee. The Internal Complaints Committee is required to consist of at least four members, and its presiding officer is requ ired to be a woman who at a senior level. In case if no senior woman employee is available, may nominate a woman presiding officer from another office, administrative unit, workplace, or organization. Further, one half of the members must be women. Local Complaints Committees are to be set up by the government which shall receive complaints in respect of establishments that do not have Internal Complaints Committees on account of having less than ten employees and to receive complaints from domestic workers. Based on this Act, it also provides five steps of complaint process. First, a complaint needs to be made in writing by an aggrieved woman within three months of the date of the incident. The time limit may be extended for another three months if, in where the situation, the woman was unable to file the complaint. If the aggrieved woman is unable to make a complaint because of her physical or mental incapacity or death, then her legal heirs may make the complaint on behalf of the victims. Second, upon receipt of the complaint, the Internal Complaints Committee or Local Complaints Committee must proceed to make an inquiry in accordance with the service rules applicable to the respondent or in their absence, in accordance with rules framed under the Act. Third, the inquiry must be completed within a period of 90 days. In case of a complaint by a domestic worker, if in the opinion of the Local Complaints Committee a prima facie case exists, the Local Complaints Committee is required to forward the complaint to the police to register a case under the relevant provisions of the Indian Penal Code. Forth, where the Internal Complaints Committee finds that the allegations against the respondent are proven, Internal Complaints Committee must submit a report to the employer to take action against the offender follow the rules provided under the Act and deduct his wages or salary and such deduction shall be given to the victims as compensation. Lastly, the employer must act on these recommendations given by the Internal Complaints Committee within 60 days. On the part of the duties of the employer, the case law stated earlier has been used where been put into the Act and makes it the duty for every employers to: a) provide a safe working environment at the workplace which shall include safety from all the persons with whom a woman comes into contact at the workplace; b) display at any conspicuous place in the workplace, the penal consequences of sexual harassment and the order constituting the Internal Complaints Committee; c) organize workshops and awareness programs; d) provide necessary facilities to the Internal Complaints Committee for dealing with complaints and conducting inquiries; e) assist in securing the attendance of the respondent and witnesses before the Internal Complaints Committee; f) make available such information to the Internal Complaints Committee or Local Complaints Committee, as it may require; g) provide a ssistance to the woman if she so chooses to file a criminal complaint; h) initiate criminal action against the perpetrator; i) treat sexual harassment as a misconduct under the service rules and initiate action for such misconduct; and j) monitor the timely submission of reports by the Internal Complaints Committee. If the employer fails to obey with the provisions of the Act, he or she shall be liable to be punished with a fine Rs. 50,000(RM2,675++). In case of a second or subsequent conviction under this Act, the employer may be punished with twice the punishment prescribed or by cancellation of his license or withdrawal of his registration.[3] Sarojini (2012, March 22). Sexual Harassment Cases. Retrieved April 24, 2014, from https://legalservices.co.in/blogs/entry/Sexual-Harassment-Cases Dr.Bismi Gopalakrishnan (2013) Understanding The Sexual Harassment of Women at Workplace (Prevention, Prohibition and Redressal) Act 2013. Retrieved from https://www.livelaw.in/understan ding-the-sexual-harassment-of-women-at-workplace-prevention-prohibition-and-redressal-act-2013/ [1] https://legalservices.co.in/blogs/entry/Sexual-Harassment-Cases [2] (JT 1997 (7) SC 384) [3]https://www.livelaw.in/understanding-the-sexual-harassment-of-women-at-workplace-prevention-prohibition-and-redressal-act-2013/

Feminism, the Public and the Private Essay - 1471 Words

Feminism, the Public and the Private Conceptualizations of the public and the private have always been central to the politics of second-wave feminism. The slogan, the personal is political, implied that private life was often the site, if not the cause, of womens oppression. In 1974, some of the authors of Woman, Culture and Society (Lamphere and Rosaldo 1974), one of the founding texts of academic feminism, asserted that the universal cause of womens oppression lay in their confinement to the domestic sphere. Since that time, anthropologists have modified and complicated their assertions about the private. 1 Many other scholars have turned to confronting the meaning of the public. Joan Landess anthology represents an important†¦show more content†¦Benhabib rejects both Arendts agonistic republicanism and liberalism in favor of Habermass radically procedural approach, which, she contends, offers a way to contest the rigid distinctions Habermas posed between public and private, justice and the good life, norms and values, and needs and interests. The analysis of Habermas continues in Part II, Gender in the Modern Liberal Public Sphere, which deals with the history of the public sphere from the Enlightenment through the establishment of what Carol Pateman calls in her essay, The Patriarchal Welfare State. In The Public and Private Sphere: A Feminist Reconsideration, Landes criticizes Habermass universalizing and textualizing tendency. Like several other authors in this volume, Landes calls for a conception of the public that includes embodiment, iconicity, theatricality, [End Page 179] unruliness, affectivity, and particularity as well as the Habermasian rational discourse that masks its origin and interests as universality. Lenore Davidoff is less interested in criticizing political theory than in showing how historians and others must look carefully at the ragged edges of the public, the semi-public, and the private spheres to understand how Victorian women and men of a variety of social classes came to define others and themselves in terms of rationality, individuality, the market, and property. 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A Social Media Policy - 724 Words

There are a number of governmental policies and regulations in place for employers to consider when developing, implementing and enforcing a social media policy. In contrast, the lack of a social media policy leaves an employer at a loss in regards to their avenues of disciplinary action towards employees who take to social media. The governmental policies revolve around the Constitutional right of the First Amendment and the freedom of speech. While this provides some protection for employees there are limitations and exclusions that resulted in the National Labor Relations Board stepping in and providing opinions for the legality of employer disciplinary actions regarding social media content and participation. Freedom of Speech The use of the First Amendment right to the freedom of speech is not applicable to all employees. Carson (2014) clarifies this protection is assigned to public employees only (p. 485). However, there are additional limitations to this protection for these public employees. The protection is only afforded when the statements made by a public employee meet specific criteria. As defined by Carson (2014), the criteria, using the Pickering-Connick test, as follows: A. The speech must be intended to address a matter of public concern that outweighs the employer’s interest. B. An employer speaking to their official duties are not protected (p. 485). The protection of public employees is limited under the First Amendment in regards to workplaceShow MoreRelatedPolicy and Social Media1805 Words   |  8 PagesDepartments: Korean Consumer Society Social Media’s Impact on Policy Making (Age) 20-24 25-29 30-34 35-39 40-49 50-59 60 and above Source: National Election Commission (Aug 3, 2010). 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Group 1 Syllabus Free Essays

G R O U P – I S E R V I C E S (HONS. DEGREE STANDARD) SCHEME OF EXAMINATION Minimum qualifying marks for consideration for Oral Test SC/ST/ B. Cs Oth PH ers Minimum qualifying marks for consideration for Selection SC/ST B. We will write a custom essay sample on Group 1 Syllabus or any similar topic only for you Order Now Cs. Othe /PH rs Maximum Marks Dura-tion Subject 1 SCREENING TEST General Studies Mental Ability (Objective Type) 150 Questions. WRITTEN EXAMINATION (CONVENTIONAL TYPE) A. COMPULSORY SUBJECTS: General English Paper-I. General Essay Paper-II. i. History Cultural heritage of India with emphasis on 20th century history of India. i. Social history of Andhra Pradesh i. e. , the history of various social and cultural movements in Andhra Pradesh iii. General overview of the Indian Constitution Paper-III: i) Planning in India Indian Economy ii) Land Reforms and social changes in Andhra Pradesh after independence iii) Andhra Pradesh’s Economy, present status its strengths and weaknesses Paper-IV: i) The role and impact of Science Technology in the development of India with emphasis on the applied aspects ii) General awareness with the modern trends in life sciences. ii) Development and environmental problems Paper-V: i) Data appreciation and interpretation ii) The candidates will b e asked to draw their own conclusion from the data presented in the tabular form in graphical or otherwise iii) Problem solving – duly structured situation will be presented to the candidates and they will be asked to suggest their own solutions to the problem arising out of situation. Alternatively, they may be called upon to prove the understanding of the situation by answering certain searching questions based on the situation TOTAL: 2 2? (Hours) 3 150 4 5 6 7 8 9 3 3 3 50 150 150 3 150 3 150 3 150 225. 00 262. 50 300. 00 750 75 B. ORAL TEST (INTERVIEW) 247. 50 288. 75 330. 00 GRAND TOTAL: 825 1 Other Important Points: 1. There will be a Screening Test (Objective type) comprising General Studies and Mental Ability. This test is meant for short-listing the number of candidates to be admitted to the Written (Conventional Type) Examination i. e. , consisting of six compulsory papers. The number of candidates to be admitted to the Written examination (conventional type) would be 50 times to the vacancies available at material time irrespective of Communities. . The papers except General English may be answered in English or Telugu or Urdu chosen by the candidates. However, a candidate is not permitted to write part of the paper in English and part of it in Telugu or Urdu. 3. Candidates must appear for all the papers in Main examination and Oral test, who qualified for the same. Absent in any of the above will be liable for disqualification. 4. The General English paper is for qualifying one and the standard of this paper is that of S. S. C. The minimum qualifying marks in this paper are 40% for O. Cs. , 35% for B. Cs. and 30% for SC/ST/PH. These marks are not counted for Ranking. 5. In the event of the S. C. and S. T. candidates not coming up for selection with the existing minimum prescribed for the selection in the competitive examination conducted by the Commission, their selection shall be considered on the basis of Rank with reference to their performance in the Written and Oral competitive examination. 6. Hall Tickets for admission to the Written Examination will be sent to the admitted candidates. There is no need to submit separate application for this purpose. After Written Examination, eligible candidates will be called for an Interview at the ratio of 1:2 with reference to the number of vacancies duly following the special representation as laid down in General Rule-22 of A. P. State and Subordinate Service Rules. Sd/- Secretary 10/01/2008 2 GROUP- I SERVICES SYLLABUS GENERAL STUDIES AND MENTAL ABILITY (SCREENING TEST – OBJECTIVE TYPE) 1. General Science – Contemporary developments in Science and Technology and their implications including matters of every day observation and experience, as may be expected of a well-educated person who has not made a special study of any scientific discipline. . Current events of national and international importance. 3. History of India – emphasis will be on broad general understanding of the subject in its social, economic, cultural and political aspects with a focus on AP Indian National Movement. 4. World Geography and Geography of India with a focus on AP. 5. Indian polity and E conomy – including the country’s political system- rural development – Planning and economic reforms in India. 6. Mental ability – reasoning and inferences. MAIN EXAMINATION (CONVENTIONAL TYPE) GENERAL ENGLISH (X CLASS STANDARD, QUALIFYING FOR INTERVIEW) . Comprehension 2. Precis-writing 3. Re-arrangement of sentences 4. Correction of sentences 5. Synonyms 6. Antonyms 7. Filling in the blanks 8. Correction of spellings 9. Vocabulary and usage 10. Idioms and phrases 11. Verb tenses 12. Prepositions 13. Active voice and Passive voice 14. Parts of speech PAPER-I GENERAL ESSAY (Candidate should write three Essays one from each section compulsorily. Each section contains three topics. Each Essay carries 50 marks. ) SECTION-I SECTION-II : Crisis management, Social problems, Analysis and solutions. Current events of national and international importance. SECTION –III : Current events relating to State of Andhra Pradesh. 3 PAPER-II SECTION-I HISTORY AND CU LTURAL HERITAGE OF INDIA WITH EMPHASIS ON 20TH CENTURY HISTORY OF INDIA 1. Indus Civilization – Vedic Civilization – Distinction between Indus Civilisation and Vedic Civilisation – Evolution of Varna, Jathi/caste system – Religious condition – Emergence of Religious Movements (Jainism, Buddhism and other sects) – Rise of Magadha Imperialism – Rise of Mahayana and Development of Art (Gandhara, Mathura and other Schools). . Advent of Islam and its impact – Influence of Islam on Indian Culture – Religious Movements – Nature and significance of Bhakti Movements – Growth of vernacular languages, literature, fine arts, architecture, monuments, Indo-Persian art and architecture – Vijayanagara empire and their contribution to art, literature and culture – socio-economic conditions, administration, fall of Vijayanagar empire – the Great Moghals and their contribution to Indian Fine Art, Architec ture and Fine Arts – Rise of Shivaji. . Stages of colonialism – changes in administrative structure and politics – factors leading for the British supremacy, assistance of Indian Powers and the causes of failures – Civil rebellions – Revolt of 1857 and its impact – Rise of nationalist consciousness and factors for the growth of Indian Nationalism and Freedom Struggle : Three Phases :1885-1905, 1905-1920, 1920-47 and significance of Gandhian Era. 4. Rise and growth of Socio-Religious-cultural – anti-caste, Dalit and non-Brahmin, Justice/selfrespect movements in modern India – Social reform organisations and role of intellectuals – Raja Ram Mohan Roy – Dayanand Saraswathi – Jyotiba Phule – Narayana Guru – Mahathma Gandhi – Ambedkar and others. 5. Nationalist Literature – growth of peasant and labour movements – role of leftist parties in antifeudal and anti-colonial struggles-rise and growth of Women’s movements – origin and growth of communalism – workers and peasant movements –freedom and partition of India; important historical events after independence. SECTION-II SOCIAL AND CULTURAL HISTORY OF ANDHRA PRADESH 1. The Satavahanas and their contribution – social structure – religious conditions – growth of literature and painting – Ikshvakus and their cultural contribution – Growth of Buddhism in Andhra Pradesh – The Eastern Chalukyas of Vengi and their importance – socio-cultural contribution – growth of Telugu language Literature – education and learning – Religious Sects – growth of art and architecture. Socio- Cultural and Religious conditions in Andhra Desha between 1000 AD – 1565 AD Growth of Telugu Language and Literature – Nannaya- Molla etc. fine arts and architecture – Monuments – Significance – Contribution of Qutubshahis to Telugu language and Literature – Art- Architecture- Monuments. Modern Andhra – Socio-cultural awakening in Andhra – Brahma Samaj, Arya Samaj, Theosohica society – A di-Andhra, Movements and role of Veereshalingam and others – Non-Brahmin, Adi- Andhra /Dalit and Justice/self – respect movements – Gurram Joshuva – Boyi Bheemanna – Sri Sri and others – Growth of Nationalist Movement in Andhra and the Andhra Leaders during the Freedom Struggle – Role of socialists – communists – antizamindari-kisan movements. Asafjahi Dynasty – socio-cultural awakening in Telangana -Adi-Hindu Movement – Nizam Rashtra Janasangham – Andhra Mahasabha – Andhra Saaraswata Parishat – The role of Hyderabad State Congress and Vandemataram Movement. Telangana People’s Armed Struggle – Ittehadul-Muslimeen – Razakars-anti-Nizam Struggles and end of Nizam’s Rule and integration of Hyderabad State in Indian Union – Formation of Andhra Pradesh. 2. 3. 4. 5. 4 SECTION-III GENERAL OVERVIEW OF THE INDIAN CONSTITUTION 1. Nature of the Constitution – constitutional developments – salient features – Preamble – Fundamental Rights, Directive Principles of State Policy and their relationship Fundamental Duties, Distinctive features of Indian Federation. Distribution of Legislative Powers between the Union and the State; Administrative and Financial relations between the Union and the States – Powers and the functions of Constitutional Bodies. Unicameral and Bicameral Legislatures – Functions and crises of accountability, decline of legislature – Delegated Legislation – Legislative and Judicial control over the delegated legislation – Judicial review of administrative action. Amendment of the Constitution – Basic Structure Theory – Emergency Provisions and Decentralisation – Community development experiment – 3 tier model of Panchayat Raj – 73rd and 74th amendments and their implementation. Welfare Mechanism in India: Provisions for scheduled castes, Tribes and Minorities; Reservations for SC, ST and Backward classes; Prevention of SC and ST Atrocities Act; National and State SC and ST Commission; Women’s Commission; National and State Minorities Commission and Human Rights Commission. 2. 3. 4. 5. PAPER-III SECTION-I PLANNING IN INDIA INDIAN ECONOMY 6. 7. National and per capita income and human development – Sectoral changes in the Indian Economy (GDP and work force). Indian Planning – Objectives, priorities, specific aims of the recent 5 year plan– experience and problems. Changes in the role of public-Private Sectors and their shares in the total plan outlay before and after economic reforms. Poverty and unemployment problems– magnitude and measures initiated to ameliorate them. Monetary policy – Structure of Indian Banking and non-banking financial institutions and reforms in them since the 1990s—regulation of credit by RBI. Pattern of revenue, expenditure and public debt and effects on the economy. 8. 9. 10. SECTION-II LAND REFORMS SOCIAL CHANGES IN A. P. AFTER INDEPENDENCE 1. . 3. Historical background of land reforms and the change in laws from time to time – Intermediaries abolition, tenancy reforms, ceilings on holdings and land issues in A. P. Structure of the Andhra Pradesh economy – its sectoral and regional distribution and the extent of poverty. Agricultural inputs and technology. Demographic features and social backwardness, literacy and occupation structure; changes in the sectoral distribution of incom e and employment. Socio-political and economic empowerment of women. State finances and budgetary policy – tax structure, sharing central taxes, expenditure pattern in revenue and capital account as well as plan and non-plan accounts. Public debt – composition – internal and external debt including World Bank loans. Five year plans of AP – Outlays, financing public sector plan and resource allocation pattern in the recent 5 year plan. 4. 5. 5 SECTION –III ANDHRA PRADESH’S ECONOMY, PRESENT STATUS, ITS STRENGTHS AND WEAKNESSES 1. 2. 3. 4. 5. Growth and structure of industries in AP; Factories, small and tiny sectors, their comparison, growth, weaknesses and problems. Structure of agricultural outputs. Administrated prices including support and procurement prices – Public Distribution System in Andhra Pradesh. Regional disparities in income, industrial output, rainfall, irrigation, health and education in AP. Institutional and non-institutional sources of rural credit in AP – structure and growth cooperatives and their share in total credit – adequacy and problems. Service Sector of AP – Importance, composition and growth with special reference to transport and communication, tourism and information technology. PAPER-IV SECTION-I ROLE AND IMPACT OF SCIENCE AND TECHNOLOGY IN THE DEVELOPMENT OF INDIA: UNIT 1: National policy of science and technology and changes in the policy from time to time, Technology Missions. UNIT 2: Space programme in India and its applications with special reference to industrial, agricultural and other rural developmental activities, INSAT and IRS systems. UNIT 3: Role of Information Technology in Rural India, basics of computers, computers in communication and broadcasting, software development in economic growth. Broad IT applications. UNIT 4: Energy Resources: Energy demands, renewable energy resources, nuclear energy, the development and its utilisation in the country. UNIT 5: Current Science Technology Developments in India, Climate change, Disaster Management (Floods, Cyclones and Tsunami); Crop science in India, Fertilisers, Control of pests and diseases – scenario in India; Drinking water and supply, urbanisation and industrial development. SECTION-II GENERAL AWARENESS WITH THE MODERN TRENDS IN LIFE SCIENCES UNIT 1: Progress of Agricultural Science and its impacts – Introduction to Biotechnology: History of fermentation development, industrially important fermentation products (antibiotics, organic acids, alcohols, vitamins, amino acids (only one in each category is to be studied)) Production of low volume, high value fermentation products (insulin, growth hormones, recombinant vaccines, interferons) UNIT 2: Plants and human affairs, characteristics of plants, usefulness for mankind, origin of agriculture, useful and harmful plants. Introduction to animals, Domestic and wild animals, usefulness of animals for mankind, Exploitation of animals by man for food and medical advancements. UNIT 3: Introduction to and applications of Genetic Engineering Stem Cell Research: Basic concepts (the basic process of genetic engineering) – Biotechnology in agriculture (Biofertilisers, Biopesticides, Biofuels, Genetically modified crops, Tissue culture) animal husbandry (transgenic animals- applications) and environment (Biotechnology in Environmental clean up processes). UNIT 4: Microbial infections ; Common present day infections and preventive measures. Introduction to bacterial, viral, protozoal and fungal infections. Basic knowledge of infections caused by different groups of micro organisms – diarrhoea, dysentry, cholera, tuberculosis, malaria, viral infections like HIV, encephalitis, chikungunya, bird flu – preventive measures during out breaks. UNIT 5: Vaccines: Introduction to immunity, Fundamental concepts in vaccination and traditional methods of vaccine production (production of DPT and Rabies vaccine), Production of Modern Vaccines (production of Hepatitis vaccine), Applications of immunological methods in diagnosis. SECTION-III DEVELOPMENT ENVIRONMENT PROBLEMS: UNIT 1: Environmental Segments, Promoting Environmental Protection, The Environment (Protection) Act, Air (Prevention and Control of Pollution) Act, Water (Prevention and control of pollution) Act, Water pollution Cess Act, Forest conservation Act, Environmentalism UNIT 2: Natural Resources: Forest Resources – Types of Forests, Uses of Forests . Water Resources- Types of Dams, Drought Occurrences and Floods, Land Resources: Soils and Cropping patterns, Mineral resources. UNIT 3: Eco-Systems and Bio-diversity: Terminology of Ecology, Basic Concepts of Ecology, concept of an Ecosystem, Food Chains in Eco systems, Types of Eco systems. Biodiversity and its conservation: Types of biodiversity, Hotspots of Biodiversity, threats to diversity. UNIT 4: Environment Pollution and Solid Waste Management: Air Pollution, water pollution, Soil Pollution, Noise pollution. Solid Waste Management: Types of Solid waste, Factors affecting the solid waste generation, Impact of solid wastes, Recycling and reuse. UNIT 5: Role of Information Technology in Environment and Human Health. Global Environmental Issues like Climate Change, Acid Rain, Global warming, Wasteland Reclamation, Watershed management, watershed approach for sustainable development. PAPER-V DATA INTERPRETATION AND PROBLEM SOLVING 1. 2. Data appreciation and interpretation using ratios, percentages and averages. Drawing conclusions from the data present in tabular, graphical and diagrammatical forms and to point out deficiencies, limitations or inconsistencies therein. Problem solving using the following: a) Sequences and Series: Analogies of numbers and alphabets, completion of blank spaces in a:b,c,d, odd thing out, missing number in a sequence or series. Coding and decoding problems: A given word or group of letters in English are to be coded or decoded based on the given code(s). . b) c) Date, time and arrangement problems: Calender and clock problems, blood relationship and seating arrangements. Passage Analysis: A duly structured situation will be presented to the candidates and they will be asked to analyse and suggest their own solution to the problem arising out of situation. Alternatively, they may be called upon to prove the understanding of the situation by answering certain searching questions based on the situation. d) Sd/- Secretary 7 How to cite Group 1 Syllabus, Papers

Great Expectation Essay Introduction Example For Students

Great Expectation Essay Introduction In the novel Great Expectations by Charles Dickens, three people have a very firm hold of Pip’s future. The first of these characters is Joe, the kind-hearted young man, who loved Pip very much. Second, Estella, who is the attractive, cold-hearted young lady whom makes Pip love her all his life. Last, Miss Havisham, the lady who raises Estella, and makes her hurt all men, and break their hearts. These three people have much to do with Pip’s destination or expectations as it is so eloquently put. Joe always stood up for Pip. He married Pip’s sister, Mrs. Joe, only because he wanted to have Pip with him. Joe withstood all of Mrs. Joe’s meanness just to be with Pip, even though Pip does not show love towards Joe. Joe is not very intelligent, but he is a strong man. He takes satisfaction in being a blacksmith, and he has pride in himself. He believes in integrity, and he always treats people politely. An example of how Joe treats people is in the beginning of the story, when Pip’s criminal is apprehended. When the criminal says that he is sorry for eating the pie, Joe says, â€Å"God knows you’re welcome to it-so far as it was ever mine!†. Joe helps Pip with anything and he is always with Pip when needed. Joe is one of the characters in this story, that Pip will always recollect. Miss Havisham persuades Pip to tell her what he thinks of Estella, and then taunts him. Her view of love is â€Å"Blind devotion, unquestioning self-humiliation, utter submission, trust and belief against yourself and against the whole world, giving your whole heart and soul to the smite, like she did†. She tells Pip to love Estella. She makes Estella physically attract Pip. Miss Havisham pushes Estella to the limit, and ends up hurting Estella and herself as well. Miss Havisham is the one person in the story that can honestly be called evil.Estella made Pip want to become a gentleman. Miss Havisham had Pip come to her house and play cards with Estella, when he was young. She also, made Estella hurt Pip. She took Estella’s heart, and made her have no feelings at all. Pip continues his visits, until he is apprenticed to Joe. Estella is ashamed of her background and the life that she is living. Miss Havisham has instructed her to hurt the entire male race. Estella says that her heart is cold. She is infatuated by beauty, and is loyal for a time to Miss Havisham. When she wants something, she usually gets it. She uses Pip, to get other men. She also uses other men. Estella thinks of the men hovering around her as, â€Å"Moths and all sorts of ugly creatures hover about a lighted candle. Can the candle help it?. She marries Pip’s rival, Mr. Drummle, who beats her, and lives a hard life. When Estella and Pip meet again, it is at the â€Å"Satis† House. Estella has learned how to love, and what it feels like to be hurt. In conclusion, you can see why these characters emotionally, mentally and physically, controlled Pip’s expectations in life. This novel not only expresses how people had an effect on Pips life, but also give insight to how our friends and family can affect our own expectations in life. In essence this novel is a great learning tool to how we can set our own expectations in life.

Martin Luther Essay Thesis Example For Students

Martin Luther Essay Thesis Book Report #1Martin Luther The Great ReformerBy: J. A. MorrisonRevised Edited by: Michael J. McHughOn November 10, 1483, Martin Luther was born. His parents were Hans and Margaret Luther. Martin came from a poor family. The Luthers were Germans. They lived in the Thuringian Mountains near Eisleben. Martin Luther was still a small baby when his parents moved from Eisleben to Mansfeld, where his father found work in the mines. Martin, his brother, and his three sisters didnt have the easiest childhood to grow up with. Their parents taught them religion. Luthers parents were devout Catholics and their strenuous and even unmerciful discipline of their children, they believed, was the very best for the childrens welfare. So when Martin or his siblings did anything wrong, they were beat as a punishment. Hans Luther wanted to give his children better education than he has himself growing up. They started to teach Martin as soon as they could. Even if he was at home he was always learning. But in school because the schoolteachers were ignorant, he received fifteen whippings one morning at school. Martin referred the name of school to hell and purgatory. When the schoolmasters at Mansfeld were through pounding Latin into Luther with a stick, he was getting ready to go to Magdeburg for school. Because Luther was so poor to have money for his own expenses, Luther had to sing in the streets. It was common for Luther to see other students as poor as him standing in front of wealthy citizen houses. Sometimes they were invited to come in for some food. He stayed in Magdeburg for about one year before moving to Eisenach and going to a school known as The School Of St. George. Ursula Cotta heard Luther singing in the street for money. So she and her Husband, Conrad, invited Luther to come into their beautiful home and share its comforts with them. Then in about May of 1501, Luther enrolled as a student at Erfurt. Then in 1502, he took the degree of Bachelor of Arts and three years later that of Master of Arts. Luther had been hunted by fears that Gods wrath was being stored up against him. Luther didnt look to the Bible for an answer to his burning question. He has been taught to look to the Roman Catholic Church for the answer. It advised him to become a monk if he would be perfect and have a great reward in heaven. Luther struggled to figure out what to do with his life. He wanted to be perfect in heaven but he didnt really want to be a monk. Certain happenings in Erfurt seemed to warn him that the end was near for him. So he left the university and went home. On July 2, when he was returning to the university, he was overtaken by a severe thunderstorm. Luther actually thought the devil was after him. Luther made a vow that he would become a monk and the battle was over. When he told his friends they tried to talk him out of it but Luther made up his mind and was sticking with it. Luther soon found out that not all monks were good people. Luthers fath er was furious when he found out that Martin had become a monk. In February 1507, Martin was ordained a Priest. Than in May, when Martin celebrated his first mass. His father came with some friends and gave his son a present from him. When Martin tried to explain why he choice this life. All his father could say was Have you not heard that a man should honor his parents? In Wittenberg they were building a new University and invited Martin to become a lecturer on moral philosophy. .u8628050568fe4ce5d5a21b5bae0099ca , .u8628050568fe4ce5d5a21b5bae0099ca .postImageUrl , .u8628050568fe4ce5d5a21b5bae0099ca .centered-text-area { min-height: 80px; position: relative; } .u8628050568fe4ce5d5a21b5bae0099ca , .u8628050568fe4ce5d5a21b5bae0099ca:hover , .u8628050568fe4ce5d5a21b5bae0099ca:visited , .u8628050568fe4ce5d5a21b5bae0099ca:active { border:0!important; } .u8628050568fe4ce5d5a21b5bae0099ca .clearfix:after { content: ""; display: table; clear: both; } .u8628050568fe4ce5d5a21b5bae0099ca { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u8628050568fe4ce5d5a21b5bae0099ca:active , .u8628050568fe4ce5d5a21b5bae0099ca:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8628050568fe4ce5d5a21b5bae0099ca .centered-text-area { width: 100%; position: relative ; } .u8628050568fe4ce5d5a21b5bae0099ca .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8628050568fe4ce5d5a21b5bae0099ca .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8628050568fe4ce5d5a21b5bae0099ca .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u8628050568fe4ce5d5a21b5bae0099ca:hover .ctaButton { background-color: #34495E!important; } .u8628050568fe4ce5d5a21b5bae0099ca .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8628050568fe4ce5d5a21b5bae0099ca .u8628050568fe4ce5d5a21b5bae0099ca-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8628050568fe4ce5d5a21b5bae0099ca:after { content: ""; display: block; clear: both; } READ: Effects Of Global Warming Essay While Martin was lecturing at Wittenberg University was one of the happiest time in his life. Then a dispute started so Luther was chosen to go to Rome to talk to the Pope about this problem.Luther and John Von Mecheln of Nuremberg set off to Rome with each other. Their walk there was hard. Several times they thought that they would never make it to the great city. Luther spent four weeks in Rome. When he heard stories of the very corrupt life of Alexander VI, who had been Pope until about seven years before Luthers visit. And when he heard people who make fun of those who were trying to live holy lives. He was mad and upset. He said, If there is a hell, Rome is built over it. When in Rome, Luther visited the chapel Sancta Sanctorum. When he was making it up the flight of stairs he never felt any better. Then he heard The just shall live by faith. This is when Luther started to begin to see that faith in Jesus Christ and His divine power will save, and bring peace to the soul, when c limbing so-called holy-steps fails. Luther was made a regular professor after his return from Rome. Luther became professor of theology at Wittenberg University. He studied and took part in practical, religious, and social questions of the times, and tired to use his learning for the betterment of these departments of life. John Tatzel, who was an agent of the Pope of Rome, came up into Germany to sell indulgences everywhere. Tatzel claimed to be greater than St. Peter. He told people that as soon as there money rattled in the collection-chest, their loved ones where lifted out of purgatory. This made Martin Luther extremely furious. He was determined to do what he had to do to keep the poor people from being deceived and robbed of their money. This is when Luther wrote out his famous ninety-five theses. Some may say that on October 31,1517, (the day after the Feast of All Saints) was the day when the great Lutheran Reformation began. With a crowd of people that day Luther nailed a set of his ninety-five theses to the wooden church door. Then soon after Luthers name was a household word in all Europe. When Pope Leo heard about the theses, he thought a drunken man had done the work and soon would realize the wrong he has done. When he found out it was Martin Luther he sent Cardinal Cajetan to tell Luther to come to the trail about his theses. The trail was to be held in Augsburg before a court of the Romish representatives. He also made it very clear that no one was to house or hide Martin or they also would be punished. When Martin heard of this he thought that he would never return alive. The Cardinal asked Luther to admit that he was wrong, and Luther refused. The Pope then decided to send Charles von Miltitz to come talk to Luther. Miltitz found out that three out of four people were in favor of Luthers movement. When Luther and Miltitz met they decided that Luther should write a note to the Pope and apologize. Miltitz was to also write to the Pope, and tell his that an adjustment had been mad e. All Luther had to do was keep quit. But soon Eck and Luther were debating at Leipzig. It became clear that the breach between Luther and the Roman Catholic Church was growing wider and wider. In 1520, Luther wrote his famous Address to the German Nobility. Luther quoted scriptures from the Bible to prove his point and very soon he dismissed the three walls of the Roman Catholic Church. Later, he wrote his Treatise on Christian Liberty. Luther had now broken the last cord that bound him to the Romish Church. He had assailed her doctrines, ridiculed her practices, and defied her authority.