Omega 3 fatty acids and their correlation to mental health Essay

Omega 3 fatty acids and their correlation to mental health - Essay Example The media and fad dieticians have promoted diets that are low in fat. While there is a basis for reducing our intake of fat, the elimination of the essential omega-3 fatty acids may be responsible for the increasing rates of mental illness in the United States. A primary source for the omega-3 fatty acids is from cold water fish. Researchers have been aware that countries with a high percentage of seafood in their diet were less prone to having numerous mental disorders. Noaghiul & Hibbeln (2003) reported that countries with a diet high in seafood consumption such as Iceland and Korea, had far lower rates of bipolar I disorder, bipolar II, bipolar spectrum, and schizophrenia (p.2224). The study found that Germans, who consumed approximately 25 pounds of seafood per year per person, had a prevalence rate for bipolar spectrum disorder that was over 30 times greater that the population of Iceland where the average seafood consumption is almost 10 times that of the Germans (Noaghiul & Hibbeln, 2003, p.2223-2224). Intermediate countries such as the United States, Korea, and Puerto Rico all showed a strong correlation between the amount of seafood consumed and a lower rate of these major mental illnesses (Noaghiul & Hibbeln, 2003, p.2224). Thoug h they could not demonstrate the activity and causal relationship of omega-3, Noaghiul and Hibbeln (2003) concluded that the studies findings were, "†¦consistent with the hypothesis that an insufficient dietary intake of omega-3 essential fatty acids increases the risk of affective disorders" (p.2225). Increasing the consumption of seafood may help to prevent some forms of mental disorders. Some of the predisposition to the affective disorders may be treatable by increasing the intake of the omega-3 essential fatty acids. Andrew Stoll, director of the pharmacology research laboratory at Harvard

International business Case Study Example | Topics and Well Written Essays - 1000 words

International business - Case Study Example Trade involves exports and / or imports of goods and services. One of the most important facets of Wal-Mart business strategy is offering the best quality products at the lowest possible prices. To achieve this objective, Wal-Mart depends heavily on imports from countries such as China, where the productions costs are significantly lower, mainly on account of low-cost manpower. For example, its imports from China during 2003 amounted to $15 Billions (Case study, Rugman & Collinson, 2009, pp.30 ). In contrast to exports / imports, FDI is investment in foreign countries, with a view to set up operation bases to service the local / regional markets from such bases. FDI helps to expand markets and competitiveness due to many factors such as savings on freight costs, commanding scarce but locally available raw materials, catering to the Wal-Mart’s strategy of wide coverage of the US market with quality products offered at lowest prices soon found competitors as well as distracters. The factor of cheap imports from China and other Asian region sweat-shops could be easily copied by the competitors. Wal-Mart’s distracters targeted its reliance on imports from China at the cost of local producers and the adverse impact of its massive operations on the survival of small businesses, like the neighborhood stores. In the face of such developments, Wal-Mart had to find new markets for business expansion. The US, European Union (EU) and Japan form the triad of economic regions in the developed world and command a high standard of living and lion’s share in international business. The EU has 27 member countries, all of which are geographically and culturally close. EU has emerged as the world’s largest importer and exporter and its gross domestic product (GDP) is higher than that of the US or Japan (Rugman & Collinson, 2009, Ch.1). The political, economic, social and technological factors

Effect of Low Self Esteem on Academic Performance

Effect of Low Self Esteem on Academic Performance Abstract The aim of this study was to inspect the self-esteem and contingencies of self-worth used to see the relationship of students academic performance. Iqra University students (N=90) participant completed Rosenbergs Global Self-esteem (Rosenberg, 1965) and Contingencies of self-worth scale developed by (Crocker, Luthanen, Cooper, Bourvrette, 2003). Students Cumulative Grade Points Average taken from the EDP department of university, to check those students who score high on self-esteem also have high academic results, Also checked which domain of CSW out of seven factors (Academic Competence, approval from others and virtue) are more likely students tend to invest their self-esteem. Students global self-esteem and CSW shows that these students academic performance was independent of their self-esteem. No matter how much students have low or high grades they have on an average healthier and good level of self-esteem. The incorporations of findings from the CSW showed that Iqra Universit y students more likely to invest their self-esteem in the domain of virtue than any other domain; they tend to invest in this variable which is under their control and can be easily satisfy the accomplishment of self-esteem through Virtue. Other domain variables had negative or no significance relationship with students academic performance. Iqra University students did not shown the variables which are independent on others approval or on the control of others like, approval from others, family support etc. Research shows that these students more likely to invest in those domains which are under their control. CHAPTER ONE: INTRODUCTION To Study the Impact of Self-Worth on Student Academic Performance at University Level The conventional symbol of proficient university graduates career has been the acquisition of a good degree, underlying by specialist knowledge, transferable and marketable skills with successful outcomes measured in quantifiable terms. At the personal level, better academic accomplishments attached are with higher self-esteem, and this is especially the case for non-traditional students. At the university level, understanding and willing to help the dispositional and emotional needs of students is important, not least because student mental health linked to success and retention rates. For this reason, university students whether graduation level or post graduation level are subjective interpretations of their education experiences and how this impose on very personal aspects of their lives and themselves is receiving increasing attention. The construct of self-esteem is crucial in this debate, because it is an integral part of the self, of personal well-being and a prerequisite for educational achievement. Self-esteem is one of the important factors that help for learning outcomes. The question is how this a vital notion would be measured and analyze in university level students? The purpose of this research is to report the relationship of students academic performance, their level of self-esteem, the study adopted a self-worth measuring instrument, about 90 students of bachelors, and masters level from different the department of Iqra University. The research begins with a review of the concept of self-esteem, its introduction, definition and how this has been viewed by many researchers; it will also discuss about the contingencies of self-worth, a concept which was majorly define and describe by Jennifer Crocker. Results from all the students who fill up the CSWS (Contingencies of self-worth Scale) along with Rosenberg Self-esteem scale will be taken their GPA or CGPA from examination department and will see that those students who have higher GPA like 3 or more, where these students mostly invested their self esteem. Contingencies of self-worth also shape long-term and short-term goals. People want to prove that they are a success, not a failure, in domains of contingent self-worth, because that would mean they are worthy and valuable; in other words, they have self-validation goals in these domains (Crocker Park, 2004). People not only need to be recognized by others but it is also an inner satisfaction through which people want to have a feeling of self-acceptance about their worth value. The main research question addressed was: Is there any relationship of students self-esteem with their academic performance, Is students high or low self esteem of a have any impact on his/her academic performance? One of the main objectives of this research is to check where university students mostly place their self-esteem in the domains of contingencies of self-worth. the research will conclude whether the high or significantly good level of self esteem of student have any positive or negative impact on his/her academic performance or there is no link in between these variables. Hypotheses H1. The relationship of students academic performance is depended on students self-esteem. H2. Students invest their self-esteem in the domain of family support in the contingencies of self-worth. H3. Students invest their self-esteem in the domain of Gods Love in the contingencies of self-worth. H4. Students invest their self-esteem in the domain of Academic Performance in the contingencies of self-worth. H5. Students invest their self-esteem in the domain of Appearance in the contingencies of self-worth. H6. Students invest their self-esteem in the domain of Virtue in the contingencies of self-worth. H7. Students invest their self-esteem in the domain of Competence in the contingencies of self-worth. H8. Students invest their self-esteem in the domain of Approval from others in the contingencies of self-worth. CHAPTER TWO: REVIEW OF THE RELATED LITERATURE The Concept of Self-esteem Self-esteem is the most highlighted concept that is discusses not only psychological clinical situations but also one of the most research concepts in psychology. According to statistical research on Wikipedia, Self-esteem is one of the most frequent themes in psychological literature, which been used for the research in psychology. Self-esteem is continue to be one of the most generally research thought in social psychology (Wells Marwell, 1976). Fortunately, in recent years, a growing number of researchers have begun to incorporate additional aspects of self-esteem into their research and theories. These aspects include implicit self-esteem (Covington, 2000), contingent self-esteem (Crocker Wolfe, 2001) and stability of self-esteem (Kernis Goldman, 2002). In this research, the research had discussed the concept of self-esteem and the contingencies of self worth of students in the university sample. Students are future of any nation; there natural development is very vital and effective while it comes to their studies and development of these skills. The study examines the joint implications of level and stability of self-esteem for various aspects of psychological and interpersonal functioning. This research has begun by discussing some definitional and measurement issues concerning these two self-esteem components. In clarification of the optimistic emotions and favorable beliefs are associated to the self with high self-esteem. It seems reasonable to think that people who have high self esteem fare better in terms of the objective outcomes they experience in life— that they would not only be happier but also richer, more successful, better loved, and perhaps even more attractive than low self-esteem people. Although researchers have long speculated that high self-esteem also has objective benefits, these hypothesized benefits are typically small or nonexistent (Kernis, 2006). As (Wells Marwell, 1976) pointed out in their important monograph, three difficulties arise out of the ubiquity of the term. First, the reliance upon common-sense definitions gives the misleading impression that different writers are referring to the same thing when they discuss self-esteem. Secondly, the assumption that everyone has an intuitive understanding of its nature hides the fact that individual theorists hold different views as to what comprises a healthy component of personality. It is a natural phenomenon for general people to think differently and have a concept of complex description and understanding as the phenomenon sound complex and un-unique with general speaking and term for daily life. According to identity theory, the self is composed of multiple identities that reflect the various social positions that an individual occupies in the larger social structure. Meanings in an identity reflect an individuals conception of himself or herself as an occupant of that particular position (Stryker, 1980). Self-verification occurs when meanings in the social situation match or confirm meanings in an identity. Thus, when individuals enact and verify an identity, they simultaneously produce and reproduce the social structural arrangements that are the original source of those meanings. In adopting such a position in the investigation, the research maintains the central focus on the individual within the social structure that has traditionally characterized the structural symbolic interactions position (Stryker, 1980). Understanding of self-esteem is one issue, which still needs to be clear and require much work to be understandable for everyone. On the other hand talking about self-esteem it is also an issue that is very enlighten about its level. There are no. of researches been done for measuring the levels of self-esteem and debating on LSE or HSE have any/what impacts and benefits. Getting high self-esteem also require some cost as nothing is free or for granted. Some recent evidence suggests that high self-esteem has costs, especially under conditions of ego threat. Ego threat did not only losing of money but sometimes losing of relationships as well. How students can cope up with ego threat on the negative aspects shows their over-confident leads to lack of exam preparations or class presentation cause reduction in their marks and failure. While research in each of the directions is extensive (Wells Marwell, 1976), little research has been synthesized the three research streams into an overall integrated model. The theory of self-esteem integrated with the three conceptualizations within the context of structural symbolic interaction, or identity theory (Stryker, 1980). (Ervin Stryker, 2001) began the process by discussing the links between self-esteem, identity salience, and identity commitment. The connections between the different conceptualizations of self-esteem, however, remain unclear. The research connecting the self-esteem with the contingencies of self worth and measuring with GPA scores of students academic performance. In popular culture like today when people have life which not only very fast but also facing pressure from different dimensions, over 2000 self-help books, audiotapes, and childrearing manuals have been developed to enhance peoples self-esteem, with the assumption that high self-esteem (HSE) leads to a more successful, satisfying life. Having high self-esteem create difficulty is a different story but this is for sure that people having low self-esteem will definitely create problem for that person, nevertheless for him/her family too. People who find that have low value in their life, or they think like they havent achieve much their life and they have not much to get or work to get are having somewhere around having low self-esteem, self-concept and self-worth. Measuring or assessment of self-esteem is not that easy, it is a very difficult concept to evaluate for research. Self-esteem is a complex psychological concept, difficult to define and challenging to assess and to research (Rosenberg, 1965). The row form of self-esteem, it is define as the value or worth a person think he have about his self it is the reflection of persons value and appraisal about his self worth and value. Self-esteem is overall evaluation of persons trait about his emotions believe and perception, for example I am a good student in general I have an ability to make tasty food or I am proud on my academic performance. Much self-esteem research in the 20th century focused on global self-esteem. According to (Rosenberg, 1965), the social learning theorist define self-esteem as, an individuals global judgments about him- or herself, including levels of self-worth, self-acceptance and self-respect. Some psychologists (Wagner Valtin, 2004) anticipated that self-esteem was a global concept of one self, which was firm by some precise self-concepts. Self-Esteem establishes most frequently to an individuals overall positive valuation of the self (Rosenberg, 1965).Self-esteem is the inside feeling of a person about one self whatsoever the domain of that self-esteem. Some researchers said that, the collection of two diverse magnitudes were, competence and worth (James, 1890). The competence measurement (efficacy-based self-esteem) submits to the degree though which an individual can see himself as competent and efficacious. The worth measurement refers to the degree though which an individuals feel that they have some value and they are a persons of worth value. In this world of today where everybody is fighting for survival and succession in the life, people are developing their self to be more competent and successful they need to have high level of self-confident and self-esteem i.e. they must believe on their own ability that they can do whatever the environment society is depending. During the 1990s, some psychologists claimed that self-esteem was not a global one-dimensional construct; accordingly, studies on the structure of self-esteem have become increasingly popular. Until recently, researchers believed that self-esteem was a hierarchically organized and multifaceted construct, but they did not agree on how to define the different domains. (Crocker Wolfe, 2001). Now some of the researches have demonstrated different aspects with different domains, through which people can increase their self-esteem, and eventually could decrease their self-esteem, when those domains been affected by any means these different domains were used. Self-esteem has different levels, the highest being global self-esteem, the lowest being evaluation of specific, concrete behaviors in context and with domain self-esteem, such as academic self-esteem and nonacademic self-esteem, being somewhere in the middle. Researchers have explored the structure of self-esteem extensively using this hierarchical model. Other then these hierarchical levels there are also domains through which one can find where he/she is mostly lacking or prospering their self-esteem. In the year 2001, (Crocker Wolfe, 2001) proposed that self-esteem is contingent on different domains like appearance, competition, family support, perception of Gods love, approval from others, school competence and behavior, and they claimed that both global self-esteem and domain self-esteem could be classified as both a trait and a state. Trait self-esteem is relatively more of stable over time, at the same time as state self-esteem fluctuates according to the immediate circumstances or any situation that can affect the persons. The study, deployed instrument of Contingencies of self-worth scale, which have seven factors of domain self-esteem. A contingency of domain self-esteem is the degree to which a person stakes his/her self-esteem on a particular domain or category, such that the person values himself/herself more if s/he meets his/her personal standards of success in these domains (Crocker Wolfe, 2001). It depends in what domain people based their self-esteem; those different domains have different contingencies for their self-esteem. People differ in the contingencies of self-esteem because it all depends where they based their self-esteem (James, 1890), and a person may value multiple contingencies to varying degrees (Crocker Wolfe, 2001). Many researchers like (Crocker, et al., 2003; Crocker, 2006) have done a lot of research on domain based self-esteem conducted in 2003, demonstrated that contingency of academic self-esteem moderates the effect of success and failure events on academic state self-esteem. The domains on which self-esteem is highly contingent, enduring events or dramatically and permanently changed circumstances would influence the level of trait self-esteem claimed by (Crocker Park, 2004). However, these contingencies are the sort of effect, which would not replicated for trait self-esteem, and the social approval contingency did not moderate the effect of social approval from others on trait self-esteem demonstrated by (Lemay Ashmore, 2006). High level of self-esteem often regarded as the holy grail of psychological health— the major keys of self a person can have are like happiness, self-value, self-confidence, success, and popularity. In contract to high self-esteem, low self-esteem blamed for societal problems ranging from poor educational attainment to drug and alcohol abuse. Nevertheless, this glowing view of high self-esteem has detractors who argue that the purpose benefits of high self-esteem are small and limited (Crocker, 2006). Even though pleasant feelings, high self-worth and enhanced initiative are the producer of high self-esteem, it did not cause high academic achievement, good job performance, or leadership, nor did low self-esteem cause violence, smoking, drinking, taking drugs, or becoming sexually active at an early age. Many parents, educators, and policymakers are confused, with some holding steadfastly to the idea that low self-esteem is the root of much, if not all, evil, and others concluding that self-esteem are, at best, irrelevant. Although high self-esteem did little to cause positive outcomes in life, and low self-esteem is not to blame for most social and personal problems, but some of the researcher are disagree that self-esteem is inappropriate (Crocker Wolfe, 2001). There is always a detriment of high or low self-esteems one can get. People want to believe with the aim of they are praiseworthy and important human beings, in addition to this desire drives their behavior. Here the research suggest that self-esteem has great significance lies less in whether it is high or low, but fact of the matter is that, in what manner people judge that, they are in need of to have value and person of worth (Crocker, 2006). What the research call is the contingencies of self-worth. Self-esteem and Contingencies of self-worth About a century ago, William James (James, 1890) recommended that self-esteem is both a stable trait as well as an unstable state; transitory feelings of self-esteem fluctuates a persons distinctive or trait level in response to good and bad events around him. James also noted and highlighted in his research that people are selective about what kinds of events affect their self-esteem. Self-esteem is a belief of one person he/she hold about themselves. High self-esteem people believe they are intelligent, attractive, and popular. Nevertheless high self-esteem people acknowledge that they had flaws or made mistakes in the distant past, they see their present or recent past selves in a particularly positive light, believing they have changed for the better even when concurrent evaluations suggest they have not (Ross, 2002). (Crocker Wolfe, 2001) proposed that good and bad events in domains of contingent self-worth raise or lower momentary feelings of self-esteem around a persons typical or trait level of self-esteem, and these fluctuations in state self-esteem have motivational consequences. When level of self-esteem is on higher site people feel good, and self-esteem is on lower site then people feel bad. Consequently, apart from that whether people typically have high or low self-esteem, they search for the emotional high linked with success in domains of contingent self-worth and struggle to avoid the emotional lows that accompany failure in these domains. Consequently, contingencies of self-worth regulate behavior. Many research studies have verified that people those have high self esteem gets the benefits of having high trait self esteem. The clearest benefits are positive emotions, and certain self-concepts that accompany high self-esteem (Kernis, 2006). Self-esteem strongly related to the sentimental character of daily life, with high self-esteem people reporting happier events, feeling of successes, positive effect, less hopelessness, more life satisfaction, less anxiety, and fewer depressive symptoms as compare to people who are low in self-esteem. In June 20, 2006, a 16-year old boy in Tokyo set fire to his house, killing his stepmother, brother, and sister. The reason for this act was. The boy was ashamed of his poor academic test performance and wanted to avoid scolded by his results-obsessed parents (Lewis, 2006). Although an extreme case, this example illustrates how profoundly failure can affect self-esteem, emotion, motivation, and behavior. When people fail, they may be devastated emotionally; link failure to the self, thinking I am a failure rather than I failed; and pursue goals and behaviors to alleviate the pain of failure (Park, Crocker 2004). This is not the case in everyones situation, however, reacts to failure in the same way. Research has reveals that people react on failure conditions according to their level of self esteem; more particularly, people those have low self-esteem (LSE) are more sensitively hurt and discouraged by failure as compare to people those have high self-esteem (HSE). People who have mod erate or good level of self worth like students, are they also performing good on academic mode, whether the students did not invest their self esteem in the domain of academic competences. However focusing on ones strengths and minimizing ones weaknesses often foster positive mood, optimism, and perseverance, when ones weaknesses interfere with accomplishing important goals and can be addressed, the exaggeratedly positive and highly certain self-views of high self-esteem may be an obstacle to recognizing and addressing their weaknesses and accomplishing their goals. When people have successes, particularly students when performing well and having good GPA are also having higher score on self worth scale. In general, it seems likely that both low and high self-esteem are helpful or adaptive in some situations, and not adaptive in others. Because low self-esteem people doubt their abilities and worry about whether others will accept them, they tend to integrate feedback from others (Brockner, 1984). These positive illusions can be helpful or unhelpful, depending on the state of affairs. the positive self-views associated with high self-esteem may be helpful for asking the boss for a raise, but interfere with understanding his feedback about areas in which one needs to improve before a raise is about to happen. On the bases of previous research and theories, the research hypothesized that people more specifically students based their self-esteem in the domain of academic competence, when they have lower level of GPA must be having a lower score on the scale of CSWS. In the present studies, the research examined the overall self-worth of students at university level; the research also examined their results in GPA form and link with the domain of academic competence. a domain of importance and relevance to many college students (Crocker, Luhtanen, Cooper, Bouvrette, 2003).and found the relationship of Academic performance have any impact on students level of self esteem or not. Contingencies of self-worth symbolize the domains of those people who invest their self-esteem; and their success in these domains boosts self-esteem, whereas failure diminishes it (Crocker Wolfe, 2001). A daily report study of university seniors applying to graduate school showed that academic contingency predicts an increase in self-esteem on days they accepted to graduate programs and a decrease in self-esteem on days they were rejected (Crocker, 2006). Because success and failure in domains of contingencies affect self-worth, people who have contingent self-worth seek success and avoid failure in these domains to maintain or boost their sense of self-worth. Among the seven domains of contingencies commonly identified in university students (Crocker, Luthanen, Cooper, Bourvrette, 2003), the research focused on all the domains of self worth and hypothesized that the significantly high level of self esteem of those students also have higher GPA score when performance academically. The study also see that where university student mostly invest their self-worth in these domains of contingencies. When students are not, sure, that success is possible or failure avoided they will disengage from the task, deciding it did not matter, rather than suffer the loss of self-esteem that accompanies failure in these domains (Crocker, et al., 2002). The Contingencies of self-worth approach extends or challenges existing models of self-esteem in several ways. Crocker Wolfe argument on the importance of self-esteem that lies in what it is contingent upon stands in contrast to decades of research focused on whether trait self-esteem is high or low (Crocker Wolfe, 2001). Furthermore, they did not break up the focus to whether people have low or high self-esteem in specific domains such as academics or competence, but rather symptomatic of that regardless of peoples level of domain-specific self-esteem, contingent self-worth in these domains has predictable consequences. Although the Kernis study complementary to research that focuses on the stability of self-esteem over time (Kernis, 2006), their research also extended that work by showing that instability of self-esteem results from experiencing positive and negative events in those domains in which self-esteem is contingent. The research argues that nearly everyone has contingencies of self-worth but that people differ as to what their self-esteem is contingent happening. Those students who based their self-esteem on top of their academic accomplishments typically have self-validation goals in this domain, viewing their schoolwork as an opportunity to demonstrate their intelligence. Because failure in domains of contingency threatens self-esteem, people try to avoid failure by increasing effort, if they are still uncertain of success, they may abandon their self-validation goal and become unmotivated, or prepare excuses that will soften the blow to self-esteem in case they fail. Basing self-esteem on external factors such as appearance, others approval, or academic achievement has more negative consequences than basing it on internal factors such as virtue or Gods love. And in contrast to most researchers who argue that self-esteem is a fundamental human need that people need to pursue (Stryker, 1980), Pursuing for self-esteem by attempting to prove that one is a success in domains of contingency is costly were argued by (Crocker Park, 2004). There i s always a cost for getting to improve self-esteem those domains, which can boost your level, require different events or elements according to your domain. When failure in domains of contingency cannot dismissed with defensive responses, self-esteem decreases. Consequently, contingencies of self-worth are both a source of motivation and a psychological vulnerability (Crocker, 2006). Making excuses or blaming others is defensive maneuvers by which people deflect the threat to self-esteem when they do fail. In this study the research have investigated the domains in which university students commonly invest their self-esteem, including appearance, others approval, outperforming others, academics, family support, virtue, and religious faith or Gods love. The research indicates that contingencies of self-worth shape students emotions, thoughts, and behavior. In a sample of university, students over all have high self-esteem have also higher when they have to show their performance on academic scales, the additional students pedestal their self-esteem on their academic success. The higher students self-esteem was on days they were admitted to graduate school and the lower their self-esteem was on days they were rejected (Crocker, et al., 2002). It is all about the event, which makes the students self esteem to affected, whether it is getting admissions, getting scores on final exams or getting feedback on their class performance. Contingencies of self-worth are strongly related to the goal of validating ones abilities in the domain of contingency (Crocker Park, 2004), and students report spending more time on activities that are related to their contingencies of self-worth (Crocker, et al., 2002). People always spend time in those activities where they most found themselves worthy and feel un-worthy when they lack or failure on those domains. The research has to see relate with the higher level of self-esteem of students with the domain academic performance of contingencies of self worth. All the educational achievements at university level are measures on GPA bases. GPA is the ultimate result that reflects the students attention on his/her academics. When students based their self esteem in the domain of academic competence/performance then their score in the CSW scale must be high and those who base their self esteem on academics they contingent their self esteem by knowing and upgrading their learning ability and increase their academic performance. One of this researchs important variables is students GPA. Academic achievements measured by students results in form of grades, percentages and Grand point assessments. Students results are depending of many elements but classroom environment and facilitation for learning are the core elements, which are subject to university or institute. Nonetheless, the abilities like mentions above about cognitive learning have to contribute to students performance and it is most important for those people who based their self-esteem in the domain of academic competence, and it is highly depended on students learning attributes and academic environment that ultimately lead to healthier academic self-esteem. Self-esteem is collective of many attributes and component, one of them is person is itself, the image they carry about perception they thing people have for them in their minds. The self-worth theory of achievement motivation suggests that people are motivated to construct an image of them as competent to maintain and enhance their self-esteem (Covington, 2000). Researcher also comment on the situation in which their findings had shown that students whose self worth is contingent on academics tend to adopt achievement goals focused more on performance than on learning. There is another group of students out general people, who base their self esteem on their appearance and approval of others, in this case most of the time students not much focus on their academic results, they try to invest more on their looks, clothes and appearance. Any researches had work on it and propose many conclusions reveals findings. Along these lines, the research propose that constructing an image of the self as competent may involve not only seeing one as competent but also ensuring that others perceive and acknowledge ones competence. Another term for this idea is self-presentation— peoples attempts to create, modify, or maintain an impression of the self in the minds of others. Like many other people who focus and define self-presentation goal as an effort to convey a desired image of one to others students also involve in creating they self-presentation to make an image to your viewpoint. Crocker Wolfe anticipated that people with LSE would show negative responses to failure, but only if they stro

Manufactures Building at the Chicago Worlds Columbian Exposition of 1893 :: Architecture History

missing image Manufactures Building This 11 by 7 inch color lithograph seen here depicts the Manufactures and Liberal Arts Building at the Chicago World's Columbian Exposition of 1893. As the main exhibit space of the fair, it was the largest building ever constructed at the time and the most visited site at the exposition. The general scheme for the building was laid out during the early planning stages of the Chicago fair. It was to be located facing Lake Michigan on its long axis and the east end of the Court of Honor, where the other main buildings were grouped, on its short axis. Architect John Wellborn Root, partner of fair director Daniel Burnham, devised the basic function for the building. Because Root died early in the planning stages, the program was radically altered by his successor Charles Atwood. The latter's idea for a clear span surrounded by galleries prevailed, as fair organizers were intent to surpass that of the famous Galerie des Machines at the Paris exposition of 1889. New York architect George B. Post (1837-1913) was chosen to design the Manufactures building from a group of mostly eastern architects selected for the major fair buildings, including Richard Morris Hunt and McKim, Mead and White. His experience in large classically detailed New York buildings such as the Produce Exchange (1881-84) and the Havemeyer Building (1891-93), both demolished, made him a good candidate to uphold the White City ideal of the fair, emphasizing classical canons of composition and ornamentation. His expertise in the use of iron and steel, as in the large interior light court of the Produce Exchange, would come in handy if the Manufactures Building was to succeed in its "clear-span rivalry" with the Galerie des Machines (Hoffmann). Post succeeded in both aesthetic and technical challenges. Not only the largest building at the fair, the Manufactures Building was one of its greatest architectural assets. It measured 1,687 by 787 feet, had an exhibit space of 44 acres, and a central hall spanning 370 feet and rising 211 feet. The great steel arch trusses were certainly the building's most remarkable feature, left exposed and filled in with glass to form a greenhouse-like ceiling that allowed light to pour in. Surrounding the central space were galleries with additional exhibit space that looked down into the great hall. The exterior was no less impressive. Constructed of the same reinforced plaster as most of the other buildings at the fair, the Manufactures Building featured a severely classical fa ade.

Oops (Bca)

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

Absolute Thresholds and Differential Thresholds

Absolute thresholds are the minimum level of stimulus intensity needed for a stimulus to be perceived. In other words, the absolute threshold is the amount of intensity needed for a person to detect a difference between something and nothing. Differential thresholds refer to the intensity difference needed between two stimuli before people can perceive that stimuli are different. Thus, the differential threshold is a relative concept. Weber’s law (1834) states the positive relation between the first stimulus and the second stimulus. The greater the initial stimulus, the stronger the additional intensity need for the second stimulus to be perceived as different. Absolute thresholdDifferential threshold Amount of stimulusOne stimulusTwo stimuli MeasurementDistance between stimulus and nothingDistance between two stimuli Compare between absolute threshold and differential threshold, absolute threshold just include one stimulus while differential threshold include two. In measurement, absolute threshold measures the distance between stimulus and nothing while differential threshold measures the distance between two stimuli. As I am a marketing student, therefore, the first thing which comes to my mind when I am trying to start off with this piece of journal is that, do these differences between the two thresholds matter with marketers’ marketing strategies? And after I do some research on the internet and with my personal experience, I am quite sure that it does matter. The importance of two thresholds can be different to marketers under different situations. Absolute thresholdDifferential threshold Advertising ElementsExposure, Size, ColorAdvertising quality PeopleInvolvement, motivation, attention, attitude Concerning advertising elements, absolute threshold focuses on exposure, size, color, etc to attract target customers’ attention while differential threshold focuses on the advertising quality appear to customer in order for them to percept the different between those. These two thresholds are based on different people and are closely related to their involvement, motivation, attention, attitude on the particular good or service. So different people will have different threshold when percept the same object. When a firm launches a new product or a new brand emerges in the market, this is when the absolute threshold is more important to marketers. Because absolute threshold measures the minimum intensity that the customers can percept, as the new brand or product probably needs recognitions from them, otherwise poor sales arise. Therefore, the higher the exposures of advertising advance to gain consumers’ attention. On the other hand, the well use of five sensory techniques in the advertising can easier imprint in their mind. When a firm is modifying a product or service (positive improvement or negative change) that either willing or unwilling to let a customer in perceiving the difference, the differential threshold will be considered to be more important. Because differential threshold measure the intensity difference needed between two stimuli before people can perceive, the intensity modify of a product that cause the customer percept or not is what marketers’ concern. For instance, marketers want to know to what degree of a price cut or a bigger meal can be percept by customers, and thus affect their motivation to consume more. On the other hand, marketers want to know to what degree of raise in price or a smaller meal that can’t be precept by customers, or else it will increase the customer’s cost risk and decrease his or her motivation in purchasing. When taking in the consideration in such a negative change, it reminds me with one of my personal experience. As I am a fan of Coca-Cola, I used to drink at least three cans a week and I would save those cans up on my own desk in order to bring those cans for recycling once a week. One day when I was doing the same practice after washing the can and try to put it to the group of cans on my desk, I found out that the can was smaller than those cans that I bought before, and when I took a look on the volume of the Cola, the drink can was cut to 330 ml from 355 ml which indicates a 7 percent reduction in the size of the can. I was kind of shocking that how come a Coca-Cola fan could not recognize such a change in size. After attending the lecture, I know that there is another dimension of sensory discrimination what is known as the â€Å"just noticeable difference† (JND). Weber’s work was applied to marketing by Miller (1962) which states that a 7 percent change in other sizes of similar products is needed before a change is noticed. This implies and explains what I experienced and how the marketers try to apply this theory in their strategic moves.