Social Media Essay Example for Free

Social Media Essay Social media today is one of the most advanced platforms for companies to market their product instantaneously and to a large audience with just a click of a button. With the current technological boon the world is undergoing, social media has definitely taken the front seat and helped an array of organisations from different fields to become some of the world’s leading profitable organisations. Social media marketing (SMM) is a form of Internet marketing that utilizes social networking websites such as Facebook, twitter, instagram etc. as a marketing tool to advertise and market their products to the general public. This essay will focus on the different uses that social media websites have to cater to marketing with reference to a multinational, e-business company called amazon. Since the internet is such a large market with a colossal number of social networking sites, it is important for organisations to plan before they venture into a marketing campaign on what exactly they need to achieve.. see more:social networks and our young generation. speech Amazon has now dominated the world of e commerce and online retailing with an immense competitive advantage by engaging customer satisfaction and planning a genuine marketing strategy. A large proportion of amazon’s marketing is on social media websites which is an appropriate place to find a large target audience to its website. Some of the companies’ key motives and strategy on social media marketing are discussed below. Firstly, amazon has established a clear cut goal of marketing online to increase brand awareness by promoting and advertising with sales offer to its target group on social networking arenas. Secondly the company has figured on what types of social media platforms they need to market their website on. Some of its primary marketing campaign takes place on sites such as Facebook, YouTube, twitter and Instagram, which are largely driven and operated by a young population who are more likely to shop online. Also its has engulfed and adapted strategies such as engage potential customers, prioritize the brand, measure the outcome, listen to feedback and control and develop its image. Social media has gained so much attention today, with a large population hooked onto social networking sites. This has given a massive opportunity for entities to market their products on these sites to a large audience with  sometimes at no cost to post online. amazon is a pioneer in social media marketing with its active involvement in advertising and promoting its business online. from directly emailing existing customers about sale offers to posting about its products on their facebook fanpage, it definitely has a large and active social media marketing involvement.

Defining brand identity of Indian milk producer

Defining brand identity of Indian milk producer Amul is the brand name for milk-based products manufactured by Gujarat Co-operative Milk Marketing Federation a state level apex body of milk cooperatives in Gujarat started in 1946. Its major functions involve collection of milk from farmers, procuring and processing the milk and most importantly, marketing of milk and milk products. Amul is synonymous with White Revolution, instrumental in making India worlds largest milk producer India. Its product range includes milk powders, milk, butter, ghee, cheese, curd, chocolate, ice cream, cream, shrikhand, paneer, gulab jamuns, basundi, Nutramul brand and others. PART I DEFINING BRAND IDENTITY OF AMUL USING KAPFERERS MODEL According to Kapferer, more than the concepts of brand image and positioning, brand identity is more important. It is an identity which the brand defines for it self. The identity of a brand is important to ensure durability of the brand and make it more coherent and realistic. There are 6 aspects to brand identity which are addressed by Kapferers Prism Physique Refers to physical features which generate instant recall and awareness Personality A characterisation of the brand, providing it qualities and mannerisms of a human being to explain its products and services Culture Values that inspire the brand and are reflected in its products and its communication Relationship The brand in a way represents the transactions and exchanges that take place between people and forge a bond between them Reflection The brand builds an image of the user/buyer that it is addressing the image as a result of brand usage by the customer Self-Image The consumer of the brand makes an image of himself as a result of the usage of the brand Kapferers Prism for Amul Physique The connotations associated with Amul with respect to this aspect are the unique taste of its milk products, the utterly, butterly Amul girl and the butter. Personality The connotations associated with Amul with respect to this aspect are the facts that it is a completely Indian product, traditional and innovative, simple yet honest someone who will never cheat the consumer and only take what is its due Culture The connotations associated with Amul with respect to this aspect are that there is a co-operative culture with emphasis on sharing and being socially responsible Relationship The connotations associated with Amul with respect to this aspect is reliability which consumers perceive on basis of product experience. Another feature that is associated with this aspect is being sociable Amul is a part of the consumers social lives as experienced by the extensive use of Amul products Reflection The connotations associated with Amul with respect to this aspect is the feeling of care and concern for loved ones and also, a deep respect and orientation for values. Self-Image The connotations associated with Amul with respect to this aspect include being fun-loving, a proud Indian, who at the same time, believes in quality and is a firm believer in values. PART II CHARTING THE PRODUCT LIFE-CYCLE OF AMUL Amul is the brand representation for Gujarat Cooperative Milk Federation formed in 1946 to give farmers their due and protect them from unscrupulous middlemen. Apart from collecting milk, Amul had to find ways to make efficient use of the surplus milk it had which gave rise to launch and marketing of milk-derived products, starting with butter Launched in 1955, butter was one of the first milk products offered by Amul which also helped it to beat its rival, Polson Dairy. The same year, it launched ghee and skimmed milk powder which also garnered success. In 1959, came processed cheese from its stable followed by cheese powder in 1970s which by 80s, had become popular Economic reforms of 1990 brought lifestyle changes and changes in tastes. The management of GCMMF thus, wanted to go with the trends. Thus, there was emphasis on higher quality and diversification of product portfolio. An increase in milk production meant that an increase in consumption base of milk -based products was important to make its products more regular in the households. In 1996, an IMRB survey for GCMMF showed that the consumers wanted that Amul should come out with the following products ice cream, curd, paneer3, cheese, and condensed milk. Thus, the next few years were focused on these In 1997, Positioned as the Real Ice-cream, Amul Ice cream was one of the few milk-based ice creams in the market. Branded yoghurt got a start in India for the first time, when Amul came out with Masti Dahi in 1999. In January 2000, Amul launched Amul Taaza non sweetened, low fat, carton milk which served functional and lifestyle purposes. In November same year, came mozzarella cheese which had use in pizzas. 2001 saw Amul tie-up with Tata Coffee for instant coffee distribution in July while in August, they entered ready-to-eat segment with parathas, cheeseburgers and sandwiches under Snowcap brand which also had ketchup. Soon, Snowcap came out with pizzas in flavours like tomato-onion-capsicum, fruit pizza (pineapple-topped), mushroom and Jain pizzas'(pizzas without onion or garlic). Amul also entered the domain of soups called Masti in tetra packs with flavours like Hot n Sour and Tomato. In 2003, Amul discontinued its flavoured milk brand Shakti and launched Amul Kool instead in an attempt to target the youth with its cool and trendy positioning but with a nutritional base In 2007, bottled water segment caught Amuls attention and it looked to launch Narmada Neer brand of water, in the aftermath of its failed attempt earlier to market Jaldhara brand of bottled water of NDDB. In July 2008, bakery segment became the next area to venture in with the plans of GCMMF to manufacture biscuits and cakes In February 2010, GCMMF declared plans to launch a tea brand having already sold it to their milk producers at concessional rates. In July same year, came the plans to market a milk-based sports drink called Stamina which would compete directly with Gatorade and is aimed at sports professionals More recently, Amul has announced plans to launch pro-biotic lassi by the coming summer season in major metros of India having already test marketed it in Ahmedabad. PART III THE CHANGES IN COMMUNICATION STRATEGIES OF AMUL OVER THE YEARS The crux of all promotional strategies used by Amul is the concept of rotation. With every new product that Amul comes out with every 3-4 years, a new promotional campaign for the same is launched which helps it to stay in touch with its customers. Since Amul markets a wide range of milk-based beverages and products, it aims to move the consumers through this value chain from loose milk to better quality products with Amul providing those to the consumer The communication strategy follows a pattern of umbrella branding which means that Amul became the common name for most of its products and the promotional campaigns also tend to focus on the same aspect Amuls main strategy has always been to advertise the Amul brand and not the products as such. The communication of Amul dates back to 1966 when Sylvester Da Cunha got the account for Amul butter as before that, the advertisements were corporate in nature and quite boring. Sylvester, along with designer Eustace Fernandez, gave birth to the famous Amul moppet which since then has become the symbol for Amul. The utterly, butterly campaign began with hoardings and bus panels as media vehicles as with limited resources, that was the only possible option and also provided a much better frequency to the campaign. In its early years, Amul continued to advertise through billboards for its butter but in the late 90s, it came to realise that its image was not as savvy as its competitors and its forays in chocolates was taking a beating against rivals like Cadburys and thus, it looked to other media like TV soon leading to its all-pervasive Taste of India campaign which linked to its inherent Indianness and also became an underlying, consistent theme for its future communication strategies. In 2000, Amul got into other strategies of brand-building when it sponsored a nation-wide contest to find Amul Butter girl and Amul Cheese boy through its program Surabhi All these efforts, coupled with Amuls outstanding product quality and distribution network, meant that with just an ad budget spend of 1% of its revenues, it was able to gain significant mileage and visibility. But with passing time, came up concerns that with respect to increasing competition from players like Brittania, Nestle and others, Amul was compromising on its visibility and its effectiveness was now restricted to point-to purchase advertising. Therefore, in the last 3-4 years, Amul has gone all out in its communication strategies. In places like Delhi and Chennai where they cant put up hoardings, they are moving their topical advertisements to print. Amul is also looking to actively use digital media to its advantage with its venture into virtual world Second Life in form of virtual parlours where it intends to showcase its earlier ads and even replicate its co-operative model. Its below-the-line activities, in form of Amul Vidya Shree awards to school students and Amul Food festival are already going strong In TV, Amul is going in a completely new form as it looks to attract the youth actively to its products and has thus, rolled out campaigns like Hey Dude Wheres The Dudh? and Chill Your Dill. But amongst all this, the legendary Amul moppet will continues to hold its place as it still has legacy value for Amul and a symbol despite its efforts to woo the younger generation. With the Amul topicals continuing to draw its inspiration from contemporary events, it continues to maintain its status and relevance amongst every age group of consumers

Employment Relationship in Industrial Relations

Employment Relationship in Industrial Relations The employment relationship between an employer and an employee has often led to being described by two different terms ‘Industrial Relations or ‘Employee Relations. These, though seen as interchangeable terms often have been under the scrutiny of writers. Employee relations in general can be seen as a relationship between any employer and his workers, i.e., be it in the form of domestic labour, self-employed employers or professionals. On the contrary, Industrial Relations take into account employment in all spheres where economy activity takes place, i.e., industrial relationship. Since there is a misconception that Industrial Relations is just concerned with the study of trade unions, strikes, labour markets etc., and hence in some books writers have used the term employee relations to evade these among general public. However, in context with UK, the term industrial relations is seen to be more appropriate. Industrial relations is a multidisciplinary field and is influenced by a lot of internal as well as external factors. The main actors that play an important role in affecting a countrys industrial relations system are employers and management of an organisation, third-party agencies like the state and finally, employees and their representatives, i.e., trade unions. However, it must be noted that each of these actors have functions towards themselves as well as towards the role of other actors. In other words, there is a dependency between all of them. Brief Overview of the Current Changes in Industrial Relations over the last three decades In the last three decades, i.e., since 1980s the industrial relations in Britain has undergone a massive reform. The major changes undergone include the demise of collective bargaining, decline in trade union recognitions and membership density, a reduction in the number of strike activities and an increase in the intervention on law in the industrial relations since 1979. Moreover, there have been reforms in the organisation of the work which is related to restructuring of labour market, new management practices adopted by the employers and globalisation. However, in order to understand how these changes have played a role and influenced the present industrial relations, it is important to have a look at the historical background of it prior to the reforming. Industrial Relations in UK Historical Overview, i.e., before 1979 Earlier, it was seen that the central matter of industrial relations in UK was the concept of ‘free collective bargaining, a term introduced by the Webbs and developed in practice by the trade unions. According to this, the rights of the employees like wage determination among others were supported by the trade unions present in organisations. It was their peak presence during 1960s and 1970s which contributed to the decline of UKs economy because of them leading to increasing unemployment and lower productivity. The employers believed in the old tradition of unscientific management where all the costs regarding technical staff as well as capital were kept to minimum. And any alternative systems regarding organisation of work and for controlling of labour were looked upon as risky. Also, it was seen that the state was not looked upon as a part of the industrial relations system and a contributor towards labour strength due to both the employers and trade unions implying collect ive bargaining or voluntarism phenomenon (as it was called) not wanting any kind of legal intervention. Unions believed that the presence of law might take away workers from unionising and hence just believed in a labour law system and moreover, since employers looked for employee cooperation and productivity, they encouraged trade unions. Owing to all these factors, the Industrial Relations in UK till 1960s started being looked as a problem because of low wage, low productivity and increasing strike activity. Therefore, the concept of reforming it was a prime concern. Now we shall see how there has been change in the management of industrial relations during the last three decades and what does it tell us about the influence of the three major actors on the current framework of industrial relations in UK. Change in the Role of State and Law and its influence During the last three decades, there has been a drastic change in the legislative frameworks with the coming up of Conservative Governments during 1980s and 1990s and the Labour Party beyond 1997 contributing to the development of participation by the law in industrial relations moving beyond the traditional voluntary approach among organisations. The criticism by pluralists that state couldnt play any role in industrial relations was not justified during the Conservative Government Period of 1979-1997. During this period, the government curbed the presence of the trade unions and eradicated the collective bargaining phenomenon with an aim to restricting individual employment rights, giving more freedom to the employers. However, owing to the EUs directive influence on the domestic UK Law, there were a number of issue mismatches between the UK policies and the EU employment policy. As a result of which, UK opted out of the EU Community. Nevertheless, the influence of the EU is still seen there. These de-regulatory measures did not contribute much towards juridification of the industrial relations and the employment relationship was still determined voluntarily. Also, due to the changing law, it was seen that in the period after 1980s and 1990s, the number of days which had been lost in dealing with strikes suffered a decrease indicating that the strike pattern in UK observed a diminishing trend. The influences of these successive Conservative Governments show that the role of the state has had only a negative impact on industrial relations. Though, a number of acts and commissions were developed in order to combat certain issues, but the outcome was very different. In regard to the trade unions, The Employment Act in 1982 made sure that they suffered penalties for all their wrong doings as a result of which the statutory immunities enjoyed by them were gradually reduced. This showed the restoration of the private law. Also the restrictive re-regulation of collective action made changes in the unfair dismissal law to protect the rights of strikers. Both these regulatory techniques made sure that a fully functional labour market was restored unlike before. However, it is noted that though the legislative change provided unions with some national leadership like controlling of strike ballots, it has also led to the deterioration of the financial expenses of the unions. Similarly, the rising influence of the European Community Law saw policies like equality in pay for equality in work between men and women and employment protection taking place in Britain. In spite of restoration of the Equal Pay for Equal Work in 1983, the negative economic outcomes of legislative action relation to pay and productivity have been there. The removal of wage councils has led to pay differences in low-wage sectors and hence widened the pay inequalities in UK. As for the contribution of legislation in improving economic performance, it has only been seen in areas where unionism and closed-shops have eradicated. Moreover, it was Conservatives who were keen on the idea â€Å"of de-regulating labour markets and removing ‘obstacles to the free operation of market forces (Blyton and Turnbull, 1998)† for which they wanted to remove trade unions. However, adopting a strategy based on cost-reduction (i.e., the least labour costs) in times of high levels of unemployment, bad economic activity state, deficits in payments etc., only led to the uprising of an economy having low skill, productivity and wage along with being technologically backwards. Therefore, it is seen that although the successive Conservative laws has reformed the old traditions of UK industrial relations relying on centralised bargaining systems and absence of statutory rights but it hasnt managed to solve many of the problems like that of still continuing unemployment and no legal protection right with employees (be it collective or individualistic). But, post 1997, Labour Party came into force and has been there since then been, maintaining a balance between using legal regulation where required like in new concepts of national minimum wage, individual employee rights and supporting collective bargaining and employee representations along with retaining some earlier Conservatives approaches like restrictions on strikes and internal trade union procedures. But still some restrictions on industrial relations from previous times like the ballots are still there. Moreover, in this period UK signed up with the EU Social Charter which resulted in current legal framework developments like working time regulation and improved rights for non-standard workers among others. This new legislation has also affected the British industrial relations in a different number of ways with having positive along with negative implications. The current Labour Law sees that a legal intervention is a source of employment rights in Britain and the Labour Party seems to maintain labour flexibility with fair universal minimum standards unlike the previous governments. The most important piece of legislation introduced by the Labour Party was the introduction of National Minimum Wage and its influence is seen in the sense that it prevented employers from cutting pay and hence did not affect employment and inflation adversely. Also, in order to support collective bargaining, there was a statutory procedure to gain trade unions recognition under the Employment Relations Act 1999. Though, the current legal framework in UK shows there has not been an aim to remove old philosophies and accept new changes but the aim is to maintain continuity. Nevertheless, it is still evident that there have been tensions and contradictions due to the present Labour Government balancing between pressures from the domestic law as well as maintaining the standards of the EU employment law. This has led to compromises between many aspects like those between managerial freedom and workers relationship and not all EU developments being welcomed in spite of the no longer opposition to becoming a part of it. Furthermore, though the Labour Government has advocated social partnership and fairness, but it is unclear as to how it will achieve these by retaining the old Conservative Law practices of restriction on trade union governance and strikes along with ensuring flexibility in labour market. Also, in UK the employees still have no rights to bargain which is considered important by the all the other European states as necessary and legitimate elements for the industrial relations to work effectively. It is also questionable that how will productivity and flexibility increase in an environment of removed individualistic legal rights and counteracting collective representation. Change in Employers and Management Strategies and their outcomes The earlier British management style was predominant on collectivism but depended on a hostile union-management relationship along with the cost-driven individualism. Moreover, till 1980s, management as an actor in Industrial Relations was not given much importance due to it being considered as not interested in changing things and just responding to the other actors being trade unions and the state in its decision making. However, after the period of 1980s, management has started getting lot of attention owing to its increased activity in taking a lot of initiatives leading to the emergence of lot of key issues. Firstly, it is due to the development of management models which shows the respective roles of it as being a system actor, a strategic actor and a capital agent. However, all these three models arent sufficient to explain the role of management which is diverse consisting of complexity and variety. Secondly, due to the non-presence of legal regulations and multi-employer bargaining, it might be easy for British managers to opt for any choice but this is not as such and can be influenced by variables like sector, size, occupation etc., indicating the variety of management practices. Also, as the British economy shifted after 1980s, the industrial relations underwent a change and the interest of employers too changed. The current framework sees an attitude of social partnership and voice arising from EU policy giving much more rights to employees though not to a great extent as also indicated by the role of state. This new UK policy has begun to reshape the participation of the employees by a direct and an indirect impact and also though the increased legal regulation. Moreover, attempts to involve EI into management practices and consolidate and integrate voice measures indicate the confident approach of the current British management towards organisational participation. Furthermore, new management prerogatives have emerged with changes in the thinking of management and strategic intentions of large firms to manage labour with an emphasis on individualism moving away from the traditional norms of collectivism in 1970s. They are looking forward to a single-employer bargaining system which helps firms link its labour to the product market and brings in new payment systems and grades along with need for more flexibility, single unionism and individualisation of industrial relations. Therefore, this new strategy shows moving away from external market structures by linking industrial relations to the needs of business. In spite of all these changes, the influence of the new management too hasnt been that good. It is clear that employers after 1980s and 1990s adopted individualistic manners for determination of pay conditions and shift from the collectivism approach led to the introduction of two different styles involving high commitment practices in a union as well as non-union environment. However, what ais seen contrasting here is that, even though union presence led to encouraging efficient management along with the high commitment practices and partnership agreements with the employees relating to a new form of collective bargaining so as to increase productivity, still it has not been possible to identify the current style of management. The main reason seen to be is that after 1980s, the decline in unionism has allowed management wider choice to choose which style to adopt be it with unions or without. And evidence still suggests that â€Å"management are driven more by a cost-minimisation and opportunistic approach to employees, reflecting more than anything a traditional lifestyle (Edwards, P. 2003)†. Also, the deregulation of collective bargaining has led to the development of organisational employment systems with employment relations dependency on human resource management having minimized unionised role. Furthermore, there also have been problems with individualism or non-collective reforms stating that they cannot comply with a single formula. An example of this is seen from the fact that in order to restructure and reorganise its business when Knowco created an individualised employee relations it was faced with employee insecurity and low trust between managers and staff. And hence it is worth questioning that whether, the use of individualism will protect the firms or worsen competitive tendencies. These facts state that the present influence of management is to manage its employee relations both individually and collectively. To add to all this, despite decline in unions as a means of employee representations, still more and more companies are indulging in partnership in the presence or absence of trade unions. And even though there has been a shift from conflicting industrial relations to a one with new employment trends, still the new employers and unions have a striking relationship. This is due to the new management strategy model consisting of its effects on trade unions and partnerships. Hence, even without partnership or with it, trade-unions will have to make organisational participation work as well as manage tensions and conflicts in employment relationship skilfully. Lastly, it should be pointed that the managements main aim is cooperation and compliance both in regard with its employees, but the problem faced by the former till date is the old managerial issue of maintaining a labour which is cost-effective, productive and co-operates. This is due to the fact that the management in UK still relies on short-term tendencies. Moreover, the absence of the trust between employees and management is the biggest obstacle for a better industrial relations system in UK. This is evident from the so called Labour Partys social partnership strategy, according to which where there are no employee rights either governed by law or through rights in a de-regulated market; employees can just trade their pay for their labour resulting in exploitation by employers. Therefore, for management to effectively contribute for the development of better Industrial Relations and improve the UK industry, it should bring about a change in its attitudes so as to build up trust and confidence in its workers along with concentrating on enhancement of productivity than maintain cost-minimising approach. Changes in Trade Unions and their influence Though the unions have been at their highest peak till 1979, but after this with the emergence of the Conservative Governments, there has been a decline in Union membership from 55% in 1979 being at its peak to 33% presently along with a huge demise in collective bargaining indicating a continual drop in trade union recognition after 1980s. Though, union membership is required, but if it doesnt influence dealings with the management it is not worth anything. The 2004 WERS survey showed that in comparison to the 1998 survey there has been a fall in union recognition from 33 to 27 percent. Also, 77 percent managers agreed that they would directly speak with the employees instead of wanting trade unions to fight for employee rights in comparison to 8 percent who disagreed to it. Moreover, 33 percent stated that unions dont help in improving performance at the workplace in comparison to 23 percent who agreed that they improve. These results show that management believes in generally sett ing terms for its workers, with legislation, trade unions and industry agreements playing a minimalist role. In the current scenario, by means of interviews with different industry employers and unions, a case study shows the impact of Employment Relations Act (ERA) 1999 on trade unions and employers. According to the study, there has been a widespread agreement between the two with employers recruiting mangers with an ability to deal with unions showing no hostility towards unions and unions tolerating the legal law interference by the government. Most of the employers have agreed to the statutory recognition of the unions and started reviewing their policy of anti-unionism. Though they have accepted the presence of unions, still they give them limited rights seeking their views for organisational changes but giving them no influence on pay-setting. However, while giving employees consultative rights, ERA moves away from the contemporary industrial relations practices taking it back to the adversarial system. This can affect trade unions by giving them a chance to develop their presence wi th no-members. This indicated that collectiveness of workers is returning but with an attitude of representative and consultative agreements rather that the old norm of free collective bargaining. Contrary to this is a fact that though this collectiveness gives consultations rights, it might make unions have more influence on employers by the former just letting the latter know of the key issues and this might make them freer from the dependence on the fundamental levels of the lay activists. This weakening of power of the unions can be attributed to have taken place due to a variety of global changes highlighting an employment shift from unionised to non-unionised sectors due to competitive product markets and internationalisation of labour markets. Also, restructuring of employment led to more self employment and a fragmented workforce with the size of the workplace being smaller, indicating challenges for the unions to recruit elsewhere which they couldnt afford due to lack of resources and organisation skills. Though a contrasting point was that in 1980s during unemployment rise in the entire Europe, when all countries unions brought a wage cut to stir employment opportunities, UK was the only exception with its distribution of wages brining a real gain. A discussion on union membership in countries outside and within OECD during 1970-2003 showed that there is a level of decline in the union density in many of these countries (except four) with unions being more popular in public than private sectors. This was also evident from the WERS 2004 Survey, according to which union density in public sector was 64 percent compared to meagre 22 percent in the private sector. Although there was a probability that more male members were a part of unions but females too were there though in public sectors noted again by the WERS Survey (53 percent women being members compared to 46 percent men). The most important feature which came out from the discussion was that age plays a major role in deciding to be a member in unions and it follows an inverted U-shape with maxima at 50. This is due to a main factor that since young and new workers in a union are usually paid less than that of the older union workers, it becomes an added advantage to employ ers to hire them. Also, a number of possibilities arise like older union members quit their jobs and get promoted to non-union jobs in order to increasing their earning levels, older members though enjoy union benefits, they forget to pay their union due etc. The increasing decline in Unions in 1980s and 1990s along with the increase in non-union workplaces show that the reversal of this trend is unlikely. However, these findings indicate that unions now know how they can get recognition through different routes (example: the participation in ballots) by the ERA. But, the potential of this act to control decline can be seen as a future research agenda for industrial relations. Unions have not been able to influence the Industrial Relations in a positive way, in spite of the fact that during the reforms of unions in 1980s and 1990s, their decline has been able to stop the decline of UKs economy to an extent, because of the new legislation adopting a ‘third way of interaction between the government and the unions, thereby eradicating the phenomenon of anti-unionism. They still are faced with a number of challenges. The key problem is that there is still rivalry between unions for members in UK which leads to a lack in coordination between union movements and depicts further problems of recruitment and organisation. They also have to deal with the challenges of their decreasing membership along with the increasing managerial attack in the form of policies of cost-reduction leading to the unions having to bear a scope with limited finances. Also, there has been evidence by a research conducted on to test unemployment measures effects on inflation results , which lead to the fact that high union density can cause unemployment and hence shouldnt be there. Finally, though the presence of the traditional unionism approach of collective bargaining can although lead to a less attrition rate, it also contributes to low productivity and poor performance in jobs in firms. Thereby, it should be stated that in order for the industrial relations in UK to not crumble further and rise again, the unions have to find a way to deal with these current problems. Conclusion In the end we should examine whether Industrial Relations in UK has really improved from the previous times. There have been some positive as well as negative outcomes. Firstly, though there has been a decline in the number of strike activities saving work stoppage days but other problems have also arisen particularly relating to an increase in number of ACAS or tribunal cases with employees complaining about the behaviour of their employers. This suggests that the climate at workplaces still shows a dispute between managers and employees perceptions. Secondly, diminishing collective measures and resorting to individual measures indicate the present scenario has little place or role for trade unions to influence events. However, a contrary point to this is that, the concept of individualism is already seen as a failure and hence the recognition for the efficaciousness as well as legitimacy of representation by collective interest is seen to be encouraged both by the UK as well as the European Law. Also, the efficacy of challenging systems of workers involvement, i.e., partnership and high performance workplaces indicate more scope for trade unionism analysis in future. Finally, in spite of the fact that Labour Party will maintain legal regulations in employment conditions and markets, UK becoming a part of the EU Social Charter, leads to the imposition of EU laws into the national laws which can have implications on domestic laws like the directive introduced in national system for informing and consulting workers. To sum it all it can be said that the Industrial Relations in UK can be improved to a greater extent if all the actors in it, i.e., state, management and trade unions realise the need for long-term measures indicating a wider area for the rights of employees and the joint regulation of the employment relationship.

Review of These United States: The Questions of Our Past Essay

Review of These United States: The Questions of Our Past The textbook I am reviewing is These United States: The Questions of Our Past, by Irwin Unger with the historical portraits and documents by Debi Unger, Prentice Hall publishing with last publication date being 1995. This text is written by one single author and not by a committee. This is the sixth edition of this book so the author has made significant changes to its historical context and the general styling of the book. His focus was to address not only the "political, diplomatic, and military events" but also "social, cultural, and economic events and currents" (Irwin Unger, preface xiv). He attempts to include all human aspects of these events by integrating women and men of all culture, race, religion, economic stature, and age. The text is set up chronologically separated by individual chapters, the chapters are not grouped together to form one specific unit. At the beginning of each chapter it has the title, a timeline of events for that period and then a question. The purpose of the question is to get the students to think about it as they read the chapter, encouraging them to engage in active thinking as they read. Some of the questions ask for a decisive answer, such as was this event a failure or a success, hoping to receive conflicting answers at the end. Others simply question why were things they were and why would people feel this way. I feel these questions are effective in encouraging students to think outside of the way the information is being presented to them. There does not seem to be a correct answer for any of them, which then eliminates a certain bias. It forces the students to think in an historical perspective rather than thei... ... in a religious or political bias, but more one of his personal admiration or distaste for certain historical figures. He often times uses superfluous adjectives to make a certain event seem more dramatic and emotional, not to the extent that it hinders the information, but is still obvious to the reader. Overall I was impressed with this text. It was difficult for me to find an inaccurate historical event because I found myself learning about topics I had never heard of before. His ability to incorporate the little picture with the big made for informative chapters, with more context than an ordinary textbook would have. Compared to other textbooks I have encountered, this one addresses facts, stories, the "little people" and diversity in a way that none is more important than the other and encourages us to criticize and also appreciate the United States.

Carl Orffs Philosophies In Music Education :: essays research papers

While Carl Orff is a very seminal composer of the 20th century, his greatest success and influence has been in the field of Music Education. Born on July 10th in Munich, Germany in 1895, Orff refused to speak about his past almost as if he were ashamed of it. What we do know, however, is that Orff came from a Bavarian family who was very active in the German military. His father's regiment band would often play through some of the young Orff's first attempts at composing. Although Orff was adamant about the secrecy of his past, Moser's Musik Lexicon says that he studied in the Munich Academy of Music until 1914. Orff then served in the military in the first world war. After the war, he held various positions in the Mannheim and Darmstadt opera houses then returned home to Munich to further study music. In 1925, and for the rest of his life, Orff was the head of a department and co-founder of the Guenther School for gymnastics, music, and dance in Munich where he worked with musical beginners. This is where he developed his Music Education theories. In 1937, Orff's Carmina Burana premiered in Frankfurt, Germany. Needless to say, it was a great success. With the success of Carmina Burana, Orff orphaned all of his previous works except for Catulli Carmina and the En trata which were rewritten to be acceptable by Orff. One of Orff's most admired composers was Monteverdi. In fact, much of Orff's work was based on ancient material. Orff said: I am often asked why I nearly always select old material, fairy tales and legends for my stage works. I do not look upon them as old, but rather as valid material. The time element disappears, and only the spiritual power remains. My entire interest is in the expression of spiritual realities. I write for the theater in order to convey a spiritual attitude.1 What Orff is trying to say here is that he does not use "old" material, but material that is good enough to be used again. If one eliminates the fact that this material was written many years ago, then there is nothing to stop that material from being any less legitimate in recent times. Orff's work in Music Education has been astounding. In the early 1920's, Orff worked with Mary Wigman. Wigman was a pupil of Emile Jaques-Dalcroze, another very influential name in Music Education. In fact, Orff's approach to music is very similar to Dalcroze's, but Orff focuses on education through percussion instruments. In 1924, Orff joined Dorthee Guenther and together

Electronics and Communication Engineering (Ece) Syllabus Book R07

JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY, HYDERABAD B. TECH. ELECTRONICS AND COMMUNICATION ENGINEERING I YEAR COURSE STRUCTURE Code Subject English Mathematics – I Mathematical Methods Applied Physics C Programming and Data Structures Network Analysis Electronic Devices and Circuits Engineering Drawing Computer Programming Lab. IT Workshop Electronic Devices and Circuits Lab English Language Communication Skills Lab. Total T 2+1 3+1 3+1 2+1 3+1 2+1 3+1 25 P/D 3 3 3 3 3 15 C 4 6 6 4 6 4 6 4 4 4 4 4 56JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY HYDERABAD. B. TECH. ELECTRONICS AND COMMUNICATION ENGINEERING II Year COURSE STRUCTURE Code Subject Mathematics – III Probability Theory and Stochastic Processes Environmental Studies Signals and Systems Electrical Technology Electronic Circuit Analysis Electronic Circuits Lab. Electrical Technology Lab. II YEAR II Semester Code Subject Pulse and Digital Circuits Control Systems Object Oriented Programming Switching Theory and Logic Design EM Waves and Transmission Lines Analog Communications Analog Communications Lab.Pulse and Digital Circuits Lab. T 4+1* 4+1* 4+1* 4+1* 4+1* 4+1* 30 P 3 3 6 C 4 4 4 4 4 4 2 2 28 T 4+1* 4+1* 4+1* 4+1* 4+1* 4+1* 30 P 3 3 6 C 4 4 4 4 4 4 2 2 28 I Semester JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY HYDERABAD. B. TECH. ELECTRONICS AND COMMUNICATION ENGINEERING III Year COURSE STRUCTURE Code Subject Managerial Economics and Financial Analysis Computer Organization Linear IC Applications Digital IC Applications Antennas and Wave Propagation Digital Communications Digital Communications Lab.IC Applications and ECAD Lab. T 4+1* 4+1* 4+1* 4+1* 4+1* 4+1* 30 P 3 3 6 C 4 4 4 4 4 4 2 2 28 II Semester Subject Management Science Telecommunication Switching Systems Digital Signal Processing VLSI Design Microwave Engineering Microprocessors and Interfacing Electronic Computer Aided Design Lab. Advanced English Communication Skills Lab T 4+1* 4+1* 4+1* 4+1* 4+1* 4+1* 30 P 3 3 6 C 4 4 4 4 4 4 2 2 28 I Semester III YEAR CodeJAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY HYDERABAD. B. TECH. ELECTRONICS AND COMMUNICATION ENGINEERING IV Year COURSE STRUCTURE Code Subject Computer Networks Electronic Measurements & Instrumentation Cellular and Mobile Communications Radar Systems Elective-I Micro Controllers and Applications Television Engineering Operating Systems Elective-II Digital Image Processing Satellite Communications Data Base Management Systems Microwave and Optical Communications Lab.Digital Signal Processing Lab IV Year COURSE STRUCTURE Code Subject Optical Communications Elective-III Embedded and Real Time Systems Bio-Medical Instrumentation Digital Design Through Verilog Elective-IV Wireless Communications and Networks DSP Processors and Architectures Artificial Neural Networks Industry Oriented Mini Project Seminar Project Work Comprehensive Viva T 4+1* 4+1* P C 4 4 T 4+1* 4+1* 4+1* 4+1* 4+1* P C 4 4 4 4 4 I Semester 4+1* – 4 30 3 3 6 2 2 28 II Semester 4+1* †“ 4 15 – 2 2 10 2 28 Note :All End Examinations (Theory and Practical) are of three hours duration. * – Tutorial T – Theory P – Practical C – Credits D – Drawing I Year B. Tech. ECE JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY HYDERABAD T 2+1* ENGLISH P 0 C 4 1. INTRODUCTION : In view of the growing importance of English as a tool for global communication and the consequent emphasis on training students to acquire communicative competence, the syllabus has been designed to develop linguistic and communicative competence of Engineering students.The prescribed books and the exercises are meant to serve broadly as students’ handbooks. In the English classes, the focus should be on the skills of reading, writing, listening and speaking and for this the teachers should use the text prescribed for detailed study. For example, the students should be encouraged to read the texts/selected paragraphs silently. The teachers can ask comprehension questions to stimulate discussion and based on the discussions students can be made to write short paragraphs/essays etc.The text for non-detailed study is for extensive reading/reading for pleasure by the students. Hence, it is suggested that they read it on their own with topics selected for discussion in the class. The time should be utilized for working out the exercises given after each section , as also for supplementing the exercises with authentic materials of a similar kind for example, from newspaper articles, advertisements, promotional material etc.. However, the stress in this syllabus is on skill development and practice of language skills. 2.OBJECTIVES: a. To improve the language proficiency of the students in English with emphasis on LSRW skills. b. To equip the students to study academic subjects with greater facility through the theoretical and practical components of the English syllabus. c. To develop the study skills and communication skills in formal and inform al situations. 3. SYLLABUS : Listening Skills: Objectives 1. To enable students to develop their listening skill so that they may appreciate its role in the LSRW skills approach to language and improve their pronunciation 2.To equip students with necessary training in listening so that can comprehend the speech of people of different backgrounds and regions Students should be given practice in listening to the sounds of the language to be able to recognise them, to distinguish between them to mark stress and recognise and use the right intonation in sentences. †¢ Listening for general content †¢ Listening to fill up information †¢ Intensive listening †¢ Listening for specific information Speaking Skills : Objectives 1. To make students aware of the role of speaking in English and its contribution to their success. 2.To enable students to express themselves fluently and appropriately in social and professional contexts. †¢ Oral practice †¢ Describing obj ects/situations/people †¢ Role play – Individual/Group activities (Using exercises from all the nine units of the prescribed text: Learning English : A Communicative Approach. ) †¢ Just A Minute(JAM) Sessions. Reading Skills: Objectives 1. To develop an awareness in the students about the significance of silent reading and comprehension. 2. To develop the ability of students to guess the meanings of words from context and grasp the overall message of the text, draw inferences etc. Skimming the text †¢ Understanding the gist of an argument †¢ Identifying the topic sentence †¢ Inferring lexical and contextual meaning †¢ Understanding discourse features †¢ Recognizing coherence/sequencing of sentences NOTE : The students will be trained in reading skills using the prescribed text for detailed study. They will be examined in reading and answering questions using ‘unseen’ passages which may be taken from the non-detailed text or othe r authentic texts, such as magazines/newspaper articles. Writing Skills : Objectives 1. To develop an awareness in the students about writing as an exact and formal skill 2.To equip them with the components of different forms of writing, beginning with the lower order ones. †¢ Writing sentences †¢ Use of appropriate vocabulary †¢ Paragraph writing †¢ Coherence and cohesiveness †¢ Narration / description †¢ Note Making †¢ Formal and informal letter writing †¢ Editing a passage 4. TEXTBOOKS PRESCRIBED: In order to improve the proficiency of the student in the acquisition of the four skills mentioned above, the following texts and course content, divided into Eight Units, are prescribed: For Detailed study 1. LEARNING ENGLISH: A Communicative Approach, Hyderabad: Orient Longman, 2006. Six Selected Lessons) For Non-detailed study 2. WINGS OF FIRE: An Autobiography – APJ Abdul Kalam, Abridged version with Exercises, Universities Press (India ) Pvt. Ltd. , 2004. A. STUDY MATERIAL: Unit –I 1. Astronomy from LEARNING ENGLISH: A Communicative Approach, Orient Longman, 2005. 2. Unit –II Chapters 1-4 from Wings of Fire: An Autobiography – APJ Abdul Kalam, an abridged version with Exercises, Universities Press (India) Pvt. Ltd. ,2004 Information Technology from LEARNING ENGLISH: A Communicative Approach, Orient Longman, 2005.Chapters 5-8 from Wings of Fire: An Autobiography – APJ Abdul Kalam, an abridged version with Exercises, Universities Press (India) Pvt. Ltd. ,2004 Humour from LEARNING ENGLISH: A Communicative Approach, Orient Longman, 2005. Chapters 9-12 from Wings of Fire: An Autobiography – APJ Abdul Kalam, an abridged version with Exercises. , Universities Press (India) Pvt. Ltd. ,2004 Environment from LEARNING ENGLISH: A Communicative Approach, Orient Longman, 2005. Chapters 13-16 from Wings of Fire: An Autobiography – APJ Abdul Kalam, an abridged version with Exercises, Univ ersities Press (India) Pvt. Ltd. ,2004 3. 4.Unit –III 5. 6. Unit –IV 7. 8. Unit –V 9. Inspiration from LEARNING ENGLISH: A Communicative Approach, Orient Longman, 2005. 10. Chapters 17-20 from Wings of Fire: An Autobiography – APJ Abdul Kalam, an abridged version with Exercises, Universities Press (India) Pvt. Ltd. ,2004. Unit – VI 11. Human Interest from LEARNING ENGLISH: A Communicative Approach, Orient Longman, 2005. 12. Chapters 21-24 from Wings of Fire: An Autobiography – APJ Abdul Kalam, an abridged version with Exercises, Universities Press (India) Pvt. Ltd. , 2004. * Exercises from the lessons not prescribed shall also be used for classroom tasks.Unit – VII Exercises on Reading and Writing Skills Reading Comprehension Situational dialogues Letter writing Essay writing Unit – VIII Practice Exercises on Remedial Grammar covering Common errors in English, Subject-Verb agreement, Use of Articles and Prepositions, Tense and aspect Vocabulary development covering Synonyms & Antonyms, one-word substitutes, prefixes & suffixes, Idioms & phrases, words often confused. REFERENCES : 1. Strengthen Your English, Bhaskaran & Horsburgh, Oxford University Press 2. 3. 4. 5. 6. 7. 8. 9. 10. Basic Communication Skills for Technology, Andrea J Rutherfoord, Pearson Education Asia.Murphy’s English Grammar with CD, Murphy, Cambridge University Press English Skills for Technical Students by Orient Longman Everyday Dialogues in English by Robert J. Dixson, Prentice-Hall of India Ltd. , 2006. English For Technical Communication, Vol. 1 & 2, by K. R. Lakshmi Narayanan, Sci tech. Publications. A Hand book of English for Engineers & Technologists by Dr. P. Eliah, B. S. Publications. Developing Communication Skills by Krishna Mohan & Meera Benerji (Macmillan) Speaking and Writing for Effective Business Communication, Francis Soundararaj, MacMillan India Ltd. , 2007.The Oxford Guide to Writing and Speaking, John Seely, O xford I Year B. Tech. ECE JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY HYDERABAD T 3+1* MATHEMATICS – I P 0 C 6 UNIT – I Differential equations of first order and first degree – exact, linear and Bernoulli. Applications to Newton’s Law of cooling, Law of natural growth and decay, orthogonal trajectories. UNIT – II Non-homogeneous linear differential equations of second and higher order with constant coefficients with RHS term of the type e ax , Sin ax, cos ax, polynomials in x, e ax V(x), xV(x), method of variation of parameters.UNIT – III Rolle’s Theorem – Lagrange’s Mean Value Theorem – Cauchy’s mean value Theorem – Generalized Mean Value theorem (all theorems without proof) Functions of several variables – Functional dependenceJacobian- Maxima and Minima of functions of two variables with constraints and without constraints UNIT – IV Radius, Centre and Circle of Curvature – Evolu tes and Envelopes Curve tracing – Cartesian , polar and Parametric curves. UNIT – V Applications of integration to lengths, volumes and surface areas in Cartesian and polar coordinates multiple integrals – double and triple integrals – change of variables – change of order of integration.UNIT – VI Sequences – series – Convergences and divergence – Ratio test – Comparison test – Integral test – Cauchy’s root test – Raabe’s test – Absolute and conditional convergence UNIT – VII Vector Calculus: Gradient- Divergence- Curl and their related properties of sums- products- Laplacian and second order operators. Vector Integration – Line integral – work done – Potential function – area- surface and volume integrals Vector integral theorems: Green’s theorem-Stoke’s and Gauss’s Divergence Theorem (With out proof). Verification o f Green’s – Stoke’s and Gauss’s Theorems.UNIT – VIII Laplace transform of standard functions – Inverse transform – first shifting Theorem, Transforms of derivatives and integrals – Unit step function – second shifting theorem – Dirac’s delta function – Convolution theorem – Periodic function – Differentiation and integration of transforms-Application of Laplace transforms to ordinary differential equations Partial fractions-Heaviside’s Partial fraction expansion theorem. Text Books: 1. A text Book of Engineering Mathematics, Vol-1 T. K. V. Iyengar, B. Krishna Gandhi and Others, S. Chand & Company. 2.A text Book of Engineering Mathematics, C. Sankaraiah, V. G. S. Book Links. 3. A text Book of Engineering Mathematics, Shahnaz Bathul, Right Publishers. 4. A text Book of Engineering Mathematics, P. Nageshwara Rao, Y. Narasimhulu & N. Prabhakar Rao, Deepthi Publications. References: 1 . A text Book of Engineering Mathematics, B. V. Raman, Tata Mc Graw Hill. 2. Advanced Engineering Mathematics, Irvin Kreyszig, Wiley India Pvt. Ltd. 3. A text Book of Engineering Mathematics, Thamson Book Collection. I Year B. Tech. ECE JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY HYDERABAD T 3+1*P 0 C 6 MATHEMATICAL METHODS UNIT – I Matrices and Linear systems of equations: Elementary row transformations-Rank-Echelon form, Normal form – Solution of Linear Systems – Direct Methods- LU Decomposition- LU Decomposition from Gauss Elimination –Solution of Tridiagonal Systems-Solution of Linear Systems UNIT – II Eigen values, eigen vectors – properties – Cayley-Hamilton Theorem – Inverse and powers of a matrix by Cayley-Hamilton theorem – Diagonolization of matrix. Calculation of powers of matrix – Modal and spectral matrices.UNIT – III Real matrices – Symmetric, skew – symmetric, orthogonal, Linear T ransformation – Orthogonal Transformation. Complex matrices: Hermitian, Skew-Hermitian and Unitary – Eigen values and eigen vectors of complex matrices and their properties. Quadratic forms- Reduction of quadratic form to canonical form – Rank – Positive, negative definite – semi definite – index – signature – Sylvester law. UNIT – IV . Solution of Algebraic and Transcendental Equations: Introduction – The Bisection Method – The Method of False Position – The Iteration Method – Newton-Raphson Method.Interpolation: Introduction- Errors in Polynomial Interpolation – Finite differences- Forward DifferencesBackward differences –Central differences – Symbolic relations and separation of symbols-Differences of a polynomial-Newton’s formulae for interpolation – Central difference interpolation Formulae – Gauss Central Difference Formulae –Interpolation with unevenly spaced points-Lagrange’s Interpolation formula. UNIT – V Curve fitting: Fitting a straight line –Second degree curve-exponentional curve-power curve by method of least squares. Numerical Differentiation and Integration– Trapezoidal rule – Simpson’s 1/3 Rule –Simpson’s 3/8 Rule.UNIT – VI Numerical solution of Ordinary Differential equations: Solution by Taylor’s series-Picard’s Method of successive Approximations-Euler’s Method-Runge-Kutta Methods –Predictor-Corrector Methods- AdamsMoulton Method –Milne’s Method. UNIT – VII Fourier Series: Determination of Fourier coefficients – Fourier series – even and odd functions – Fourier series in an arbitrary interval – even and odd periodic continuation – Half-range Fourier sine and cosine expansions. Fourier integral theorem (only statement)– Fourier sine and cosine integral s.Fourier transform – Fourier sine and cosine transforms – properties – inverse transforms – Finite Fourier transforms. UNIT – VIII Formation of partial differential equations by elimination of arbitrary constants and arbitrary functions – solutions of first order linear (Lagrange) equation and nonlinear (standard type) equations. Method of separation of variables. z-transform – inverse z-transform – properties – Damping rule – Shifting rule – Initial and final value theorems. Convolution theorem – Solution of difference equation by z-transforms. Text Books: 1. Mathematical Methods, T. K. V. Iyengar, B. Krishna Gandhi and Others, S.Chand & Company. 2. Mathematical Methods, C. Sankaraiah, V. G. S. Book Links. 3. A text book of Mathematical Methods, V. Ravindranath, A. Vijayalaxmi, Himalaya Publishers. 4. A text book of Mathematical Methods, Shahnaz Bathul, Right Publisshers. References: 1. A text Book of Engineering Mathematics, B. V. Raman, Tata Mc Graw Hill. 2. Advanced Engineering Mathematics, Irvin Kreyszig, Wiley India Pvt. Ltd. 3. Numerical Methods for Scientific and Engineering Computation, M. K. Jain, S. R. K. Iyengar & R. K. Jain, New Age International Publishers. 4. Elementary Numerical Analysis, Aitkinson & Han, Wiely India, 3rd Edition, 2006 I Year B.Tech. ECE UNIT I JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY HYDERABAD T 2+1* APPLIED PHYSICS P 0 C 4 BONDING IN SOLIDS : Introduction – Types of bonding in solids – Estimation of cohesive energy – Madelung constant. CRYSTAL STRUCTURES AND X-RAY DIFFRACTION: Introduction -Space lattice – Basis – Unit cell Lattice parameter – Bravais lattices – Crystal systems – Structure and packing fractions of Simple cubic Body centered cubic – Face centered cubic crystals – Directions and planes in crystals – Miller indices Separation between successive [h k l] planes – Diffraction of X-rays by crystal planes – Bragg’s law – Laue method – Powder method.UNIT II PRINCIPLES OF QUANTUM MECHANICS: Waves and particles – Planck’s quantum theory – de Broglie hypothesis – Matter waves – Davisson and Germer experiment – G. P. Thomson experiment – Heisenberg uncertainty principle – Schrodinger’s time independent wave equation – Physical significance of the wave function – Particle in one dimensional potential box. UNIT III ELECTRON THEORY OF METALS: Classical free electron theory – Mean free path – Relaxation time and drift velocity – Quantum free electron theory – Fermi-Dirac distribution (analytical) and its dependence on temparature – Fermi energy – Electron scattering and resistance.BAND THEORY OF SOLIDS: Bloch theorem – Kronig-Penney model (qualitative treatment) – Origin of ener gy band formation in solids – Classification of materials into conductors, semi conductors & insulators Concept of effective mass of an electron. UNIT IV DIELECTRIC PROPERTIES: Introduction – Dielectric constant – Electronic, ionic and orientational polarizations – Internal fields in solids – Clausius – Mossotti equation – Dielectrics in alternating fields – Frequency dependence of the polarizability – Ferro and Piezo electricity.MAGNETIC PROPERTIES : Permeability – Magnetization – Origin of magnetic moment – Classification of magnetic materials – Dia, para and ferro magnetism – Hysteresis curve – Soft and hard magnetic materials. UNIT V SEMICONDUCTORS : Introduction – Intrinsic semiconductor and carrier concentration – Equation for conductivity – Extrinsic semiconductor and carrier concentration – Drift and diffusion – Einstein’s equatio n Hall effect – Direct & indirect band gap semiconductors.SUPERCONDUCTIVITY: General properties – Meissner effect – Penetration depth – Type I and Type II superconductors – Flux quantization – DC and AC Josephson effect –BCS Theory – Applications of superconductors. UNIT VI LASERS: Introduction – Characteristics of Lasers – Spontaneous and stimulated emission of radiation Einstein’s coefficients – Population inversion – Ruby laser – Helium-Neon Laser – CO2 laser -Semiconductor Laser – Applications of lasers.UNIT VII FIBER OPTICS AND HOLOGRAPHY: Introduction – Principle of optical fiber – Acceptance angle and acceptance cone – Numerical aperture – Types of optical fibers and refractive index profiles – Attenuation in optical fibers – Application of optical fibers – Basic principles of holography – Construction and reco nstruction of image on hologram – Applications of holography. UNIT VIII SCIENCE & TECHNOLOGY OF NANOMATERIALS: Introduction to Nano materials – Basic principles of Nanoscience & Technology – Fabrication of nano materials – Physical & chemical properties of nanomaterials – Carbon nanotubes – Applications of nanotechnology.TEXTBOOKS: 1. Applied Physics 2nd edition by Dr. P. Appala Naidu & Dr. M. Chandra Shekar, V. G. S. Book links. 2. Introduction to Solid State Physics by C. Kittel ; Wiley Eastern Ltd. 3. Nanotechnology by Mark Ratner and Daniel Ratner; Pearson Education. REFERENCES: 1. Materials Science and Engineering by V. Raghavan; Prentice-Hall India. 2. Materials Science by M. Arumugam; Anuradha Agencies. 3. Solid State Physics by N. W. Ashcroft & N. David Merwin; Thomson Learning. 4.Materials Science by M. S. Vijaya & G. Rangarajan; Tata McGraw Hill. 5. Solid State Physics by P. K. Palanisamy; Scitech Publications (India) Pvt. Ltd. 6. Nano Materials by A. K. Bandyopadhyay, New Age International Publishers. 7. Applied Physics by P. K. Mittal; I. K. International. 8. Applied Physics by K. Vijay Kumar & T. Sreekanth; S. Chand & Company Ltd. I Year B. Tech. ECE JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY HYDERABAD T 3+1* C PROGRAMMING AND DATA STRUCTURES P 0 C 6UNIT – I Algorithm / pseudo code, flowchart, program development steps, structure of C program, A Simple C program, identifiers, basic data types and sizes, Constants, variables, arithmetic, relational and logical operators, increment and decrement operators, conditional operator, bit-wise operators, assignment operators, expressions, type conversions, conditional expressions, precedence and order of evaluation. Input-output statements, statements and blocks, if and switch statements, loops- while, do-while and for statements, break, continue, goto and labels, programming examples.UNIT – II Designing structured programs, Functions, basics, paramete r passing, storage classes- extern, auto, register, static, scope rules, block structure, user defined functions, standard library functions, recursive functions, header files, C preprocessor, example c programs. UNIT – III Arrays- concepts, declaration, definition, accessing elements, storing elements, arrays and functions, twodimensional and multi-dimensional arrays, applications of arrays. pointers- concepts, initialization of pointer ariables, pointers and function arguments, address arithmetic, Character pointers and functions, pointers to pointers, pointers and multidimensional arrays, dynamic memory managements functions, command line arguments, c program examples. UNIT – IV Derived types- structures- declaration, definition and initialization of structures, accessing structures, nested structures, arrays of structures, structures and functions, pointers to structures, self referential structures, unions, typedef, bitfields, C program examples.UNIT – V In put and output – concept of a file, text files and binary files, streams, standard I/o, Formatted I/o, file I/o operations, error handling, C program examples. UNIT – VI Searching – Linear and binary search methods, sorting – Bubble sort, selection sort, Insertion sort, Quick sort, merge sort. UNIT – VII Introduction to data structures, singly linked lists, doubly linked lists, circular list, representing stacks and queues in C using arrays and linked lists, infix to post fix conversion, postfix expression evaluation.UNIT – VIII Trees- Binary tress, terminology, representation, traversals, graphs- terminology, representation, graph traversals (dfs & bfs) TEXT BOOKS : 1. Computer science, A structured programming approach using C, B. A. Forouzan and R. F. Gilberg, Third edition, Thomson. 2. DataStructures Using C – A. S. Tanenbaum, Y. Langsam, and M. J. Augenstein, PHI/Pearson education. REFERENCES : 1. C& Data structures – P. P admanabham, B. S. Publications. 2. The C Programming Language, B. W. Kernighan, Dennis M. Ritchie, PHI/Pearson Education 3. C Programming with problem solving, J. A. Jones & K. Harrow, dreamtech Press 4.Programming in C – Stephen G. Kochan, III Edition, Pearson Eductaion. 5. Data Structures and Program Design in C, R. Kruse, C. L. Tondo, BP Leung, Shashi M, Second Edition, Pearson Education. I Year B. Tech. ECE JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY, HYDERABAD T 2+1* NETWORK ANALYSIS P 0 C 4 UNIT – I Introduction to Electrical Circuits Circuit Concept – R-L-C parameters – Voltage and Current sources – Independent and dependent sourcesSource transformation – Voltage – Current relationship for passive elements – Kirchoff’s laws – network reduction techniques – series, parallel, series parallel, star-to-delta or delta-to-star transformation.UNIT – II A. C Circuits – I R. M. S and Average value s and form factor for different periodic wave forms, Steady state analysis of R, L and C (in series, parallel and series parallel combinations) with sinusoidal excitation – Concept of self and mutual inductances – co-efficient of coupling series circuit analysis with mutual inductance. UNIT – III A. C Circuits – II Resonance – series, parallel circuits, concept of band width and Q factor. Three phase circuits: Phase sequence – Star and delta connection – Relation between line and phase voltages and currents in balanced systems – Calculations of active and reactive power.UNIT – IV Network topology Definitions – Graph – Tree, Basic cutset and Basic Tieset matrices for planar networks – Loop and Nodal methods of analysis of Networks with independent and dependent voltage and current sources – Duality & Dual networks. UNIT – V Network Theorems Tellegens, Superposition, Reciprocity, Thevinin ’s, Norton’s, Max Power Transfer theorem. Milliman’s Theorem – Statement and proofs problem solving using dependent and independent sources for d. c and a. c excitation.UNIT – VI Two-port networks Z,Y, ABCD, h-parameters – Conversion of one parameter to another parameter – condition for reciprocity and symmetry – 2 port network connections in series, parallel and cascaded – problem solving. UNIT – VII Transient Analysis Transient response of R-L, R-C, R-L-C circuits (Series combinations only) for d. c. and sinusoidal excitations – Initial conditions – Solution using differential equation approach and Laplace transform methods of solutions. UNIT – VIII Filters L. P, H. P, B. P, B. E, Prototype filters design – M-derived filters of L.P. and H. P. – Composite filter design of L. P. and H. P design of various symmetrical attenuators. TEXT BOOKS : 1. Network Analysis – ME Van V alkenburg, Prentice Hall of India, 3rd Edition, 2000. 2. Networks, Lines and Fields – JD Ryder, PHI, 2nd Edition, 1999. REFERENCES : 1. Engineering Circuit Analysis – William Hayt and Jack E Kemmerly, McGraw Hill, 5th Edition, 1993. 2. Network Analysis – N. C. Jagan and C. Lakshminarayana, B. S. Publications, 2006. 3. Electric Circuits – J. Edminister and M. Nahvi – Schaum’s Outlines, TMH, 1999. . Electrical circuits by A. Chakarborthy, Dhanpath Rai & Co. , I Year B. Tech. ECE JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY HYDERABAD T 3+1* ELECTRONIC DEVICES AND CIRCUITS P 0 C 6 UNIT-I ELECTRON DYNAMICS AND CRO: Motion of charged particles in electric and magnetic fields. Simple problems involving electric and magnetic fields only. Electrostatic and magnetic focusing. Principles of CRT, deflection sensitivity (Electrostatic and magnetic deflection), Parallel Electric and Magnetic fields, Perpendicular Electric and Magnetic fields.UNIT- II JUNCTIO N DIODE CHARACTERISTICS : Review of semi conductor Physics – n and p –type semi conductors, Mass Action Law, Continuity Equation, Hall Effect, Fermi level in intrinsic and extrinsic semiconductors, Open-circuited p-n junction, The p-n junction Energy band diagram of PN diode, PN diode as as a rectifier (forward bias and reverse bias), The current components in p-n diode, Law of junction, Diode equation, Volt-ampere characteristics of p-n diode, Temperature dependence of VI characteristic, Transition and Diffusion capacitances, Step graded junction, Breakdown Mechanisms in Semi Conductor (Avalanche and Zener breakdown) Diodes, Zener diode characteristics, Characteristics of Tunnel Diode with the help of energy band diagrams, Varactar Diode, LED, LCD. And photo diode UNIT- III RECTIFIERS, FILTERS AND REGULATORS : Half wave rectifier, ripple factor, full wave rectifier, Harmonic components in a rectifier circuit, Inductor filter, Capacitor filter, L- ? section filter, ? à ¢â‚¬â€œ section filter, Multiple Lsection and Multiple ? section filter, and comparison of various filter circuits? n terms of ripple factors, Simple circuit of a regulator using zener diode, Series and Shunt voltage regulators UNIT- IV TRANSISTOR and FET CHARACTERISTICS : Junction transistor, Transistor current components, Transistor as an amplifier, Transistor construction, Detailed study of currents in a transistor, Transistor alpha, Input and Output characteristics of transistor in Common Base, Common Emitter, and Common collector configurations, Relation between Alpha and Beta, typical transistor junction voltage values, JFET characteristics (Qualitative and Quantitative discussion), Small signal model of JFET, MOSFET characterisitics (Enhancement and depletion mode), Symbols of MOSFET, Comparison of Transistors, Introduction to SCR and UJT.UNIT-V BIASING AND STABILISATION : BJT biasing, DC equivalent model, criteria for fixing operating point, Fixed bias, Collector to base bia s, Self bias techniques for stabilization, Stabilization factors, (S, S ‘, S'’), Compensation techniques, (Compensation against variation in VBE, Ico,) Thermal run away, Thermal stability, UNIT- VI AMPLIFIERS : Small signal low frequency transistor amplifier circuits: h-parameter representation of a transistor, Analysis of single stage transistor amplifier using h-parameters: voltage gain, current gain, Input impedance and Output impedance. Comparison of transistor configurations in terms of AI , Ri , Av , Ro, UNIT- VII FEEDBACK AMPLIFIERS : Concept of feedback, Classification of feedback amplifiers, General characteristics of negative feedback amplifiers, Effect of Feedback on input and output characteristics, Voltage series, voltage shunt, current series, and current shunt feedback amplifiers with discrete components and their analysis UNIT-VIII OSCILLATORS : Condition for oscillations.RC-phase shift oscillators with Transistor and FET, Hartley and Colpitts oscillator s, Wein bridge oscillator, Crystal oscillators, Frequency and amplitude stability of oscillators, TEXT BOOKS : 1. Electronic Devices and Circuits – J. Millman, C. C. Halkias, and Satyabratha Jit Tata McGraw Hill, 2nd Ed. , 2007. 2. Electronic Devices and Circuits – R. L. Boylestad and Louis Nashelsky, Pearson/Prentice Hall,9th Edition,2006. REFERENCES : 1. Electronic Devices and Circuits – T. F. Bogart Jr. , J. S. Beasley and G. Rico, Pearson Education, 6th edition, 2004. 2. Principles of Electronic Circuits – S. G. Burns and P. R. Bond, Galgotia Publications, 2nd Edn.. , 1998. 3. Microelectronics – Millman and Grabel, Tata McGraw Hill, 1988. 4.Electronic Devices and Circuits – Dr. K. Lal Kishore, B. S. Publications, 2nd Edition, 2005. 5. Electronic Devices and Circuits- Prof GS N Raju I K International Publishing House Pvt . Ltd 2006 I Year B. Tech. ECE JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY HYDERABAD T 0 ENGINEERING DRAWING P 3 C 4 UNIT – I Introduction to engineering graphics – construction of ellipse, parabola and hyperbola – cylindrical curves. UNIT – II Orthographic projections of points, lines and planes – axis inclined to one planes and inclined to both the planes. UNIT – III Orthographic projections of solids : Cylinder, cone, prism, pyramid and sphere positions and axis inclined to both the planes.UNIT – IV Isomeric projections of lines, planes and simple solids UNIT – V Conversion of orthographic views into isometric views and vice-versa. TEXT BOOKS : 1. Engineering drawings By N. D. Bhatt 2 Engineering graphics By K. L. Narayana & P. Kannayya REFERENCES:1. Engineering drawing and graphics: Venugopal/ New age 2. Engineering drawing : Johle / TMH I Year B. Tech. ECE JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY HYDERABAD T 0 COMPUTER PROGRAMMING LAB P 3 C 4 Objectives: †¢ To make the student learn a programming language. †¢ To teach the student to write programs in C solve the problems †¢ To Introduce the student to simple linear and non linear data structures such as lists, stacks, queues, trees and graphs.Recommended Systems/Software Requirements: †¢ †¢ Intel based desktop PC ANSI C Compiler with Supporting Editors Week l. a) Write a C program to find the sum of individual digits of a positive integer. b) A Fibonacci Sequence is defined as follows: the first and second terms in the sequence are 0 and 1. Subsequent terms are found by adding the preceding two terms in the sequence. Write a C program to generate the first n terms of the sequence. c) Write a C program to generate all the prime numbers between 1 and n, where n is a value supplied by the user. Week 2. a) Write a C program to calculate the following Sum: Sum=1-x2/2! +x4/4! -x6/6! +x8/8! -x10/10! b) Write a C program toe find the roots of a quadratic equation.Week 3 a) Write C programs that use both recursive and non-recursive functions i) To find the factorial of a given integer. ii) To find the GCD (greatest common divisor) of two given integers. iii) To solve Towers of Hanoi problem. Week 4 a) The total distance travelled by vehicle in ‘t’ seconds is given by distance = ut+1/2at2 where ‘u’ and ‘a’ are the initial velocity (m/sec. ) and acceleration (m/sec2). Write C program to find the distance travelled at regular intervals of time given the values of ‘u’ and ‘a’. The program should provide the flexibility to the user to select his own time intervals and repeat the calculations for different values of ‘u’ and ‘a’. ) Write a C program, which takes two integer operands and one operator form the user, performs the operation and then prints the result. (Consider the operators +,-,*, /, % and use Switch Statement) Week 5a) Write a C program to find both the larges and smallest number in a list of integers. b) Write a C program that uses functions to perform the following: i) Addition of Two Matrices ii) Multiplication of Two Matrices Week 6 a) Write a C program that uses functions to perform the following operations: i) To insert a sub-string in to given main string from a given position. ii) To delete n Characters from a given position in a given string. ) Write a C program to determine if the given string is a palindrome or not Week 7 a) Write a C program that displays the position or index in the string S where the string T begins, or – 1 if S doesn’t contain T. b) Write a C program to count the lines, words and characters in a given text. Week 8 a) Write a C program to generate Pascal’s triangle. b) Write a C program to construct a pyramid of numbers. Week 9 Write a C program to read in two numbers, x and n, and then compute the sum of this geometric progression: 1+x+x2+x3+†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. +xn For example: if n is 3 and x is 5, then the program computes 1+5+25+125. Print x, n, the sum Perform error checking. For example, the formula does not make sense for negative exponents – if n is less than 0. Have your program print an error message if n

Tom Robinson and Lynch Mob

Tom Robinson and the Lynch Mob During the scene at the gaol Scout and the other children don’t fully understand the incredible danger posed by the presence of the lynch mob. The story is told from Scout’s point of view we aren’t directly told what could happen. Similarly we are not given access to the thoughts of the members of the lynch mob. The narrative perspective prevents us from knowing Tom Robinson’s thoughts or even what Atticus is thinking at this point in the novel.However, we gain some insight into Atticus’s assessment of the situation through his actions and dialogue during this scene. Task: Your task is to step into Tom or Atticus’s skin and retell this event from the point of view of this character. You should consider the depth of understanding that each of these character’s possess. They would be aware of the significance of this moment. They both have knowledge of the intentions of the mob and are fully aware of the ca pabilities of a group of angry men.There is a real danger to Tom, Atticus and the children. Review the main points of the scene up until when the mob disperses, then write what the experience was like from either Tom or Atticus’s point of view. Keep in mind that what people said or actions they took are set in stone, but we don’t know what was in Tom or Atticus’s mind. I heard Mr Finch’s footsteps as he walked over to the gaol, I couldn’t see him but I could hear him, he told me that all would be ok; I wasn’t so sure of this.I knew they were coming, everyone in town knows that I moved to the gaol, the only thing I didn’t know was who is in the group that was coming to torture and hang me. Then I heard cars pull up and men jump out and slam the doors, this was it, I then heard men walking closer and closer to the outside of the gaol and towards Mr Finch, my heart started beating really fast and I felt so bad that I couldn’t help him. Then an unknown man began to talk to him asking if I was here; my instantly heart dropped, I knew that this was it, they would kill him first then come in here and kill me before I even had a chance.Then another voice but not the kind you would hear in this sort of situation, its sounds like a young girl, â€Å"Scout perhaps? † I whispered to myself. She began to talk to someone, it sounded as if she was almost talking to herself until a man’s voice told her to leave. Not long after those words, I heard heavy footsteps that sounded as if they were walking away from the gaol, I whispered to myself, â€Å"Are they playing jokes with me? , can’t they just get it over and done with? † Then there was the sound of car doors opening and engines’ rumbling was I let off? Was I finally free?