Self Liberation Passive Resistance And Active Resistance History Essay

Self Liberation Passive Resistance And Active Resistance History Essay The earliest form of forced labour in the West Indies was the encomienda which utilized the Neo-Indian) people and resulted in the near decimation of their entire population. This was followed by the system of white indentured labour which brought immigrants from Ireland, England and Wales. This did not last very long because of the fact that the Europeans were not accustomed to the tropical climate of the West Indies and did not survive in such harsh working conditions. This was then followed by African enslavement which brought millions of people from the coast of West Africa From the outset one notes that systems of slavery existed and predated their imposition in the Caribbean region. There were different concepts as to the duties and responsibilities of both slave and master- concept of slavery always present in almost every recorded human civilisation ( e.g. Greece, Rome, China, Russia, Saudi Arabia, India, Africa ) but each differing from the other. In the British West Indies the slavery system was referred to as Chattel Slavery. This was a system whereby the slaves and their offspring were enslaved during their lifetime and were the sole property of the owner. The slaves were be bought and sold as commodities. This therefore meant that conditions were very inhumane and psychologically destructive to any human being. From the 16th Century until Emancipation in 1834 this form of slavery was made legal and supported by the British government and was implemented in their colonies. The causes for the Emancipation of slaves in the British West Indies can be interpreted in many different ways with Self Liberation (Resistance and Revolts) being at the forefront, the changing Economic climate in England at the time and The Abolitionist Movement. Each of these played an important role in the Emancipation of slavery but it was the incessant revolts which impacted the most and in the process gained recognition from entire the British population. 1.0 Self-Liberation-Passive Resistance and Active Resistance From the inception of African slavery there have been records of many forms of resistance. From the time of capture to the plantation there were forms of resistance by the African slaves. The slaves did not passively accepted slavery and it conditions. It showed that they were determined to fight for their freedom no matter what the cost was. Almost every year there was some form of revolts on the plantation in individually or in groups. There were many daily disruptions the by the slaves as forms of protest and resistance. Slave Resistance can be looked in two ways. Passive Resistance which includes the following: Running Away Most Significant form of non-violent resistance. Easy to do (Physically) A destination however was needed (Sometimes not to be found). Jamaica, Trinidad, St. Vincent, and Guyana were good territories to run away in. The Maroons were runaways who stayed runaways. They set up their own communities apart from the plantation society. The Jamaica Maroons fought two major wars with the British and won which forced the granting of their freedom with a signed treaty. In the treaty they agreed to return all runaways to their masters. Many resources were spent by the plantation owners to catch the runaway slaves. They therefore had to discourage others from trying to do it. It contained many risks trying to recapture runaway slaves. Starvation Slaves starved themselves to death. To lessen their workload. This resulted in a decline of production in the plantation and also caused the owner to lose money if the slave died. Faking Illnesses Not being able to work. Most instances the master did not care but in instances where he thought it was contagious the slave would get rest. Again this disrupted the daily activities in production and the slave still had to be fed. Go Slow This was difficult to succeed. Most times there was a potential for the slave to be whipped. It was high risk to the slaves. In a way the slaves took risks of being punished at the same time trying to form resistances against being enslaved. Sabotage Damage equipment in the factory. Burn sugar cane crop. Kill Animals This was all extremely dangerous but was accomplished. It was highly effective because it resulted in the owner losing money making production of the crop to decline. They were times slaves were put to death if found out. Cultural Retention A vested interest by the slave masters was to take away their culture resulted in dehumanizing the slaves. A practice of drumming which the slaves was an important activity in African culture and religion. It was as type of identity for the slaves. However some of the slaves still practiced it. In removing culture and religion of the slaves, other cultures developed such as a mixture of the African religion with Christianity. By doing this it showed a form of resistance by the slaves. In doing so the slaves maintained form of communication unknown to the masters which enabled their revolts to be started. Educating Oneself It was felt to be most dangerous if slaves were able to read and understand what was communicated by the masters. Being knowledgeable was considered to be dangerous to the slave master because other slaves could be educated as well. By being knowledgeable the other slaves would be informed of what is taking place such as the news of the Haitian Revolt by slaves. Most slave societies had laws banning teaching slaves to read and write. Active Resistance which includes the following: Suicide Slaves killed themselves rather than have to live in such horrible conditions. This resulted in the slave masters to lose money on their investment. . Infanticide Even though the women protected their children they were prepared to save these children from the life they lived and had endured. This meant killing their infant instead of them being born as slaves. Poisoning Most revolts were started by women slaves who tried to poison their masters. Many slave women had knowledge of poisonous plants and used it against the owners. It was always on the minds of owners being poisoned by slave women who cooked for them. Open Revolt and Rebellion It must be noted that the only successful slave revolt was in Haiti in 1804.However many revolts were attempted in the British West Indies. The slave owners controlled how things were done in the plantation the way of life of the slaves but they could never have controlled the minds of the enslaved individual who only thought was freedom. The Major Revolts in the British West Indies Barbados Rebellion in 1816 In 1816 a major rebellion broke out led by an African born slave Bussa. It was spread across one third of the island and included seventy plantations. It was properly organized by the slaves wanting their freedom and a better way of life. By the time the revolt was over a quarter of the sugar cane crop was lost. It resulted in the execution of 214 slaves and the displacement of others who were sold off or shipped out. However it did accomplished a tremendous loss of income to the plantation owners. The Demerara Rebellion in 1823 With sugar prices down slaves were pushed harder in the sugar cane fields so as to increase the production levels. This resulted in a major rebellion in 1823 in Demerara organized by Quamina and Smith. It involved about 9000 slaves. It resulted in the death and injury of many enslaved people. It must be noted that no plantation owners or their families were hurt as in previous rebellion. The Jamaica Rebellion in 1831 The island on Jamaica had a numerous rebellions a total of 16 from 1655 to 1813.However the largest one took place in 1831. It started when enslaved people demanded payment for the work been done. It was led by Samuel Sharpe and it involved 20,000 slaves who took control of over 200 estates and seized a vast amount of land. It was eventually controlled resulting in the loss of live of 200 slaves and 14 British planters. This rebellion lasted several months and took the effort of the British troops and local militia to suppress it. The impact of this rebellion made the British realised the dangers and cost of continuing slavery because this rebellion dealt a very severe blow to the economic value of the plantation system in Jamaica. Thus it can be seen the main reason more and more historians are holding firm of the view that the slaves were themselves responsible for their own freedom. The slave population had vastly outnumbered the Europeans at that time. In number there is strength and the slaves were not going to tolerate being enslaved and dehumanized without putting up a fight. Most important the plantation owners had begun living a life of fear by the high number of revolts which placed their lives in danger even though more slaves died during and after any rebellion than whites. Therefore the threat of more rebellion caused the British to change its position of continuing slavery and whether it was economically viable enough to continue with the plantation system. 2.0 The Change in Economic Policies in England Nearing the end of the 18th century the profitability of the plantation and the system of slavery was in decline. This in a way contributed to the abolition of the slave trade in 1807 which was no longer profitable. The Industrial Revolution had started in England at this time and the economy was moving to a capitalist system. Britain no longer needed good that had been produced under the plantation system and which had to be heavily subsidized by the government Factories in Manchester had begun producing and employing thousands of workers producing goods like cotton which was in heavy demand and very profitable. This rapid growth of Industrialization required huge capital and money from the slavery made was now invested heavily in new factories instead of supporting a now non profitable plantation system. Sugar from the British West Indies could not be sold on the open market in England for a profit and as a result warehouses were overstocked. This was because of the open market system which allowed sugar to be purchased from the cheapest source such as Cuba and Brazil. At the same time too France was producing beet sugar which was cheaper and of a high quality too. Previously the British had imposed heavy taxes on sugar not produced by the British plantation. In this capitalist environment it was difficult for the government to have continued with a socialist economy. In addition the constant threat of revolts by the slaves made the situation worse for the planters. The revolts which occurred resulted in loss of valuable properties such as factories and white human lives. They the plantation system were no longer important to the thriving economic progress which took place in England .The new manufactures and now middle class no longer felt obligated to support a system which no longer brought in a huge sum of money. This resulted in the plantation owners to lose whatever allies and support they had at home. 3.0 The Church, the Abolitionist Movement and Reformation in Government During this period the British experienced had a rebirth in their Christian faith and the thinking of every man being a brother of another. Therefore slavery was now thought of as being very un-Christian and resulted in the Church joining the Abolitionist movement to end slavery. This caused the Church to become actively involved in the emancipation process. The Abolitionist wanted to see the end of slavery as soon as possible and now had tremendous power in parliament with a two-third majority. The plantation now had no lobbying power in parliament. Their campaign included prominent figures such as William Wilberforce who was an MP in parliament and Thomas Buxton who succeeded him. There were also radical figures as Thomas Clarkson whose group mounted tremendous pressures on the British parliament and government. This campaign led to the passage of the Emancipation Act in 1833 and which became law on 1st August 1834. The white working class in cities such as Manchester had begun to get signed petition to end slavery. They began a campaign which soon spread rapidly joining with the Abolitionist movement. In a way these humanitarians efforts did in a way hasten the emancipation process. The average working class citizens had begun to realize that the African slaves were their brothers and started to adopt a more humane stance. It must be noted that the plantation owners were given a grant of 20 million which for compensation for the loss of property and for ending slavery. This helped to enable the plantation owners to keep their properties and control of power intact. The African slaves got absolutely nothing except their so called freedom. The now freed slaves had no money or land to survive making the process of actually having to survive extremely difficult. Conclusion

And Learning English With The Help Of Computers Education Essay

And Learning English With The Help Of Computers Education Essay This study attempts to explore and analyse the role of computers in the process of teaching and learning English in an Argentinean private school of English. The main aim is to investigate and understand the use of computers in the classroom and to discover whether they contribute to foster the process of learning English. The different teaching situations are examined as well as the activities carried out in the classroom and the students and teachers roles. The environments in which students learn and the ways in which people work and live are constantly being transformed by existing and emerging technologies. Hence, technological changes appears to influence everyone in society and challenge the traditional process of teaching and learning, as well as the way in which education is managed. The emergence of the radio, television, tape players and videos became important resources for teachers to support their lessons and the same occurred in the seventies and eighties when personal computers reached the markets. It seems to be useful to carry out this research in order to find the advantages that technology, especially computers, offers to education considering two groups of learners from two different school of English in Olavarrà ­a, which is a city in the Province of Buenos Aires, Argentina. Many theories have been presented by various researches and there is still controversy among this topic. Thus, delving into such important aspects is essential to be experimented in order to formulate our own conclusions. This paper will be aimed at gathering meaningful findings which may help teachers in general to start considering the use of computers and the Internet in the different classrooms. (change or accommodate) Warschauer (1996) suggests that technology turned out to be an essential tool in education as it provides students with valuable connections with teachers, other schools and pupils, as well as a wide network of professionals around the globe. Nowadays, these significant technologies are used in education in order to improve it and make students take full advantage of them. Nevertheless, fostering the use of computers seems to be complex issue to be implemented in Argentineans classrooms due to the lack of resources. As a result, few schools have the possibility to take advantage of the available technology and teachers tend to avoid this new tool. The purpose of this work is to show whether the use of computers and the Internet stimulates students to learn a foreign language and help them to develop the different macro skills efficiently. Expectations are directed towards the activities that learners are able to do with technology that they would not be able to do without it. The findings of this research will bring valuable foundations to reflect upon the advantages of introducing computer assisted language learning (CALL) in the process of teaching and learning a foreign language. Literature review The roles of computers in the classroom The integration of computers in education has been discussed widely and much attention has been devoted to their role in the classrooms. The first implementation of computers in education was around the 1960s but their use was very limited. From that time onwards, the developments of computers grew and the role it has in education nowadays is that of an instructional tool for delivering information that can stimulate teaching and learning. Computer assisted language learning (CALL) is becoming a relevant area and might help teachers to motivate students to learn through technology. Bergel and Gonzà ¡lez (2009) states that web-based tools might cater for real life communicative needs, and they allow students to become more autonomous and to interact with other learners, teachers and society in general. It has also been stated that à ¢Ã¢â€š ¬Ã‚ ¦ certain types of learners may be better suited to some CALL materials than other students (Chapelle Jamieson, 1986, p. 27). The authors assured that students who are not field independent, for example, show a significant preference for using CALL. There are three stages of Computer assisted language learning identifiable in recent years. According to Warschauer (1996), there exists three phases of CALL: Behaviouristic: is based on behaviourist learning theory, and it focuses on repetitive language drills. In this stage, the computer is viewed as a tutor acting as a medium for sending instructions and materials to students. Communicative: The second phase of CALL emerged in the !970s and 1980s when the communicative approach to the teaching of a foreign language was in vogue. This stage emerged when educators felt that the drilling approach did not allow enough authentic communication. The computer is used for skill practice, but there no drilling techniques are used. There is more learner choice, control and interaction. Now, the emphasis is on learning as a creative process of discovery, expression and development. In this case, the purpose of the CALL activity is not so much to have students discover the right answer, but rather to stimulate students discussion, writing, or critical thinking (Warschauer, 1996, p. 3). Integrative: it focuses on a social o socio-cognitive view of learning. The use of language in a more authentic context is emphasised, which encourages students to construct meaning using computers. This phase is based on two important technological developments: multimedia and the Internet. Multimedia technology, brings many advantages and it can only be found in a computer. What makes multimedia even more powerful is that it also entails hypermedia. That means that the multimedia resources are all linked together and that learners can navigate their own path simply by pointing and clicking a mouse (Warschauer, 1996, p. 4). The Internet with the Web 2.0 offers all users the possibility to create, upload and edit texts, besides other interactive tools. Learners can create and exchange information freely. The development from one stage to another does not mean the rejection of the previous stage. All of them are integrated and complement to each other. At present, CALL is in vogue and many researchers have agreed on the advantages it gives to learn a foreign language. It is noticeable that CALL might give the possibility to learn a language as it can be a tutor which offers language drills or skill practice; a stimulus for discussion and interaction; or a tool for writing and research. With the advent of the Internet, it can also be a medium of global communication and a source of limitless authentic materials (Warschauer, 1996, p. 7). As said by Garret (1991), computers can serve a variety of uses for language teaching but the use of the computer does not constitute a method but a medium in which a variety of methods, approaches, and pedagogical philosophies may be implemented (p. 75). Teachers appear to be the ones who are responsible for introducing new technological methods to their classes and guide students towards a better learning. Computers as teaching and learning tools Reading and vocabulary: using computers in the classroom for reading, which include articles taken from the Internet, might support the development of reading skills among students. Kasper (2000) states that these reading materials which are taken from the Internet supply a variety of modern, authentic texts if compared to materials sourced from textbooks. As some researchers have conducted various studies on the use of technology in foreign language teaching, there is one empirical study which showed that two dissimilar group of students were given the same language activity, but in different modes: in the traditional pen-and-paper format and using computers. After the activity, Bruce Levin (1997) were able to identify the different degrees of motivation towards both tasks arguing that computer-assisted version of the activity was found more highly motivating and beneficial for the group of learners which were observed. The skill of writing, for example, is at present the subject of a considerable amount of research. Mills (1996) affirms that writing is mainly a social act concerned first and foremost with cognition and always associated to context. In general, writing seems to be a solitary act in which students generally fulfil an assignment either at home or at school to be handed in to their teachers. The social aspects of writing are diminished when there is a restriction on the social space where readers and writers come together (Mills, 1996, p. 2). Thus, using the tools that the internet is offering might help to abridge the distance between writers and readers. Communication with native speakers allows learners to practise specific skills such as discussing, asking for clarification, negotiating meaning, persuading others, clarifying different aspects, asking for information, etcetera. Warschauer and Meskill (2000) state that Computer based discussion which takes place outside the classroom increases students opportunities to communicate in another forum, affording both general language practice and practice in writing (p. 8). According to Larson (1999), the transactional nature of the Internet and the pedagogical relevance of state-of-the-art web-based interactive technologies make web-based instruction a viable vehicle for foreign language education. There could more research done in this area to further investigate the option of using the Internet to facilitate foreign language learning and thus, main findings will serve as sharing research-based knowledge which will enrich the different investigations that have been done so far. Bergel and Gonzà ¡lez (Ibid.) argues that word-processors, blogs, wikis and emails among others seem to contribute to the learning of a foreign language and increase students motivation promoting contact with authentic language. Computers ought to be integrated in the school environment as it has become an increasingly important feature of the learning situation for students in general, as well as a significant element to the teaching of a foreign language and that is the reason why teachers should find a way to introduce it in the teaching-learning situation The invention of the printing press has transformed the intellectual life of the world and has improved the learning conditions. By the same token, computers have done a similar work nowadays for, with the click of a mouse, we are able to see what is taking place in the world. Therefore, Larson (Ibid.) claims that it is extremely significant to consider these opportunities that technology offers to the educational system taking account of the students level that is the most suitable in each situation. In the present study, the advantages of using technology for learning a foreign language will be discussed, trying to demonstrate such advantages upon a group of learners. What role does the instructor (teacher) play in this aspect, and how important is the instructors presence? What is the technologys effect on the learning of the foreign language and skills? Do students enjoy the experience and feel motivated? Do students perceive that they improved their skill or performance in learning with the help of technology? The answers to these questions will be examined in the present research.

Americas Role in the World Trade Organization Debate Over China Essay

America's Role in the World Trade Organization Debate Over China The open question on Chinese accession, both in the WTO and in China itself, is whether China is more likely to adopt and sustain economic reforms if it is granted early membership or if membership is delayed until policy reforms are undertaken. (Schott 40, 1996) I. Introduction This observation from Jeffery Schott of the Institute for International Economics captures the essence of the China-World Trade Organization debate in America and the world today. China’s unprecedented economic growth has put it at the forefront of the US trade agenda. America’s is the biggest economy and China’s is the most populous nation, in terms of sheer number of people. To conjoin these two great international forces in a more complete way than the previous, bilateral agreements have would be of immeasurable value to both countries. Just in the past two weeks, China and the United States concluded their much-anticipated bilateral trade agreement, which paves the way for China’s accession intro the WTO. Concurrently, the United States has some domestic issues to resolve regarding its trade relationship with China before China can become a universally accepted member. The organ that embodies this global trading order is of course the World Trade Organ ization, or WTO. As we will see in greater depth later in this paper, the United States has a crucial, one could say pivotal, role in allowing China to be totally accepted into the world economy. Underlying all these discussions of politics and legalities, there remains the premise that both the United States and China are eager for China to become an equal, active participant in the world trading system. Both are poin... ...Uruguay Round. Geneva: World Trade Organization Grow, Roy and Burton Levin and Al Porte and Robert White. 1998. "United States-China Relations in the Twenty-First Century" The American Assembly at Columbia University Haass, Richard and Nicholas Lardy. 1997. "The United States and China" A New Framework." Brookings Institute Lardy, Nicholas. 1997. "China and the WTO" Brooking Institute Robertson, Jack. 1999. "China is on slow boat to the WTO." Electronic Buyers’ News Issue 1184, page PG4 Schott, Jeffrey. 1996. WTO 2000:Setting the Course for World Trade. Washington, DC: The Institute for International Economics Smith, Adam. 1981 [1776] .An Inquiry into The Nature and Causes of the Wealth of Nations. Indianapolis, IN: Liberty Fund The Wall Street Journal, November 16, 1999. The Dow Jones Company

life :: essays research papers

Through out history man has always tried to find ways to explain the ways of life. Were do we come from, why are we here, are we alone, so may different questions but yet we still have no answers. Is there there a reason why we do not know?, can we truly comprehend the real answers of life? No one really knows. Some people try to find there answers buy relaying on mans creations. They look to science for answers and believe that there is a reason hidden behind everything and that all things come about by chance. Many other look towards religion to find there answers in hoping that they can gain accurate knowledge of the universe and believe that all things DON’T come about by chance but happen because there were pre-determined and could not be any other way. In order to understand life we must be willing to give up life in order to obtain it because the only real way to understand it would take thousands of years. What is life? Is it something that just happens to be or something that should be? Many people view life as something that is easy to obtain and take it away, to others life is as precious to them as there 1st born. How is it that we can question life itself? Man has tried for so long to figure out how to control it. Scientist spends years and years calculating formulas and equations trying to harness what they can never achieve.Many come to believe that they are higher then god himself. â€Å"The universe must have had a beginning†, Dr.Gish from the institute for creations says. According to the bible god created the earth in seven days but according to scientist the earth and all other things in our universe were created with a huge explosion (Big Bang Theory). To some people the bibles taking of this makes more sense to them but many modern day people are beginning to accept the more scientific approach when it comes to the creation of the universe. Why is this? One reason is because man has become very self-absorbed and believes that they can find a solution for anything. Another reason is because people just don’t believe that god created the universe and that the universe has always been and always will be. So how then do you know?

A Good Life Does Not Have to Be Complex Essay

A good life is defined differently for everyone. Our parents, friends, and the media all comprise a vision that we see as the best way of experiencing our lives. This is different for every person, because nobody follows the exact same path in life, and events influencing someone’s existence are what eventually set the course for one‘s perception of a good, fulfilling, purposeful life. In the cases of some, a good life does not have to be complex. A modest life is often more fulfilling as a busy, complicated lifestyle. Although I don’t necessarily agree that my life would be better if it were suddenly made much simpler, there are people in the world who believe that the best thing one could ask for is simplicity. Taoists are a wonderful example of people who prefer a less-complex life in favour of a simplistic one. Taoism, a Chinese philosophy we learn about and touch upon in the story â€Å"Substance, Shadow, and Spirit†. Substance represents the body, shadow represents fame, and spirit is self explanatory. In the story we learn that someone who chooses to stress substance in their life would spend much of their time gathering material possessions. Their priority in life would be trying to preserve it through building monuments that last beyond their own life span. Someone who chooses to emphasize shadow doesn’t care much about their life being preserved through time. They know eventually it will all slip away and focus on doing things that other people will praise. One who lives by the spirit does not concern themselves with noble deeds. They seem more interested in self-fulfillment as opposed to what others think about them. When you eliminate certain superficial factors that our society puts too much emphasis on, life gets a whole lot simpler. Buddhists are another great example. Choosing to eliminate the need for desires through self-discipline is what it emphasizes. Desires such as material possessions are not nearly as important to a Buddhist living in China as say the average North American. The lack of want for physical objects arguably makes a persons life a lot simpler. When you don’t have to stress or worry about having the latest phone, most money or nicest car – it makes living seem like less of a competition. Spirituality and understanding yourself better are far more important to a Buddhist then other trivial things people in our society don’t need to spend so much effort worrying about. Instead of â€Å"keeping up with the Jones’s† and worrying yourself with what you think you need, your focus can be on more important things like people and relationships. In conclusion, I do not necessarily believe a humble existence is the â€Å"best† way to live and it is most definitely not for me. I am content with my way of life, but I share some of the views that the people I mentioned do. I believe more emphasis should be put on the great memories and times you can have with people, because these things are much more valuable than a thing you can own. I don’t mean to preach, and I’m not declaring how much happier I would be if I rid myself of everything I own and moved to Tibet. I don’t think I have the self discipline or the desire to live in such a simple manner, but with hundreds of millions of Buddhists and Taoists around the world, the simple life is what they choose – and it works just fine for them.

Miss Caroline

When I woke up I took a shower then I m otherwise let on that I should have got a cup of Joe. As soon as I ate breakfast I theory to my self that I have to force back word the students of May-comb. And that girl that they augur scout, aft(prenominal) that I planed what I was sledding to wear to work I picked out a splendid dress. I when to the bathroom to brush my fuzz and my teeth. Well, my first day on the speculate this year wasnt how I expected. In fact, it was a terrible day. My students this year are so disrespectful I have few minute girl whose catch teaches her how to demand and write.I confronted her roughly it telling her brotherly to have her tyro not teach her anymore, so we could start off fresh to a new year of teaching, and she lies to me Apparently her father does not teach her anything, but I aint buying it No integrity point learns about writing until the 3rd step that is without the help of another individual. She was even vainglorious me lip about another person That Walter nestling or whatever his earn was. The least he could have do was accept my deuced quarter I had to whip Scout or else she was deviation to give me more lip. That wasnt even the wipe up of my troubles todaySome little kid named Burris shows up to class with lice in his damn hair After I told him to state the day off too middling him, he stated that hes only here(predicate) for the first day. Thank god. But after that, he starts yelling at me and having an attitude. I told him that if he doesnt leave the class nowadays then I was going to call the principal. He started saying some genuinely offense language to me that in truth yen me. Thankly after he was done, he left. This shite better not is going on for the rest of this year. That girl is eventually going to tell me the truth about her father teaching her or not.If she doesnt and I find out, there will be consequences. right away I was walking past one of my students Burris Ewel l and I noticed he had cooties I didnt even know what one was until a kind boy named Little slash Little explained that it was a cootie. He kindly got me a glass of water and in one case I had recovered I direct Burris Ewell home and gave him a remedy to get rid of his cooties I didnt want to other children or even myself to catch them Oh well, I suppose that you learn something new either day. Thats what I tell my students. Im not that impress he got cooties though he is quite an dirty.But, thats not all that shocked me about this boy though. I found out that he and his whole family only came to naturalise on the first day, and then never came again for the rest of the year. Burris Ewell was extremely unprocessed to me and unfortunately I started to cry in front of my class but they were in truth kind to me. They comforted me and then asked me to empathise them a story. Im rejoiced that they enjoy my stories I do have fun education to them. I really like my pupils and Im glad to have them as I really do love teaching. Today was very eventful and I could write so much more but someones bang on my door.In the city I sawing machine of maycomb Depression meant only that the bad times that had been going on for decades got a little bit worse. These rural areas had long been low and undeveloped. Black people worked for low take in the fields. White farmers were more credibly to own land, but they were cash poor. It was plebeian for children to go to school barefoot, and to suffer from ringworm and other diseases. Although automobiles had been around for some years, about farm families still depended on horses for expatriate and to plow their fields.

Student: Internal Control and Battery Operated Pocket

1. accountancy AND lineage STASTICS Part-I THEORY & PRACTICE OF AUDITING Min. twist marks 36 3 Hrs. eon Max. label coke office-A 1. studying implication, Objects, Fraud, errors concur-keeping, Accounting and inspecting miscellany of audits Planning and procedure of audit analyze programmes audited accountors running(a) papers, Test checking Routine checking. 2. ingrained govern meaning, objective and evaluation of familiar control inborn check and innate audit Internal control regarding sales, purchases, as typesets, liabilities and salaries and allowance vouching. . Verification and valuation of assets and liabilities Rules laid bulge in Kingston Cotton mill about Co. Ltd. (1896) Irish Woolen Co. Ltd. (1901) Westminister Road kink & Engineering Ltd. (1941) and Thomas Gerard and Sons Ltd. (1967). Section-B 1. canvas of fillet of sole proprietorship and partnership concerns. Educational institutions, Cinemas, Clubs and Hospitals. 2. canvas of marijuana cigarette breed companies Appointment, removal and remuneration of come with auditor canvass of share groovy, debentures and mangerial remuneration, Audit for the purpose of Statutory Report and prospectus Audit of Government Companies with reference to Section 619 to the companies Act, 1956. Section-C 1. Rights, duties and liabilities of an auditor and Rules laid bolt down in London and General Bank face (1895) Hedley yrne and Co. Ltd. v/s Heller and Partners Ltd. (1863) CIT v/s G. M. Dandekar (1952) Anupam Roy v/s P. K. Mukherjee (1956). 2. dissociable profits including audit of Reserves and Provisions. 3.Audit Reports and Audit Certificates. 4. Investigation Meaning, objecgtives procedure Investiation on behalf of survey purchaser of melodic phrase, banker and prospective investor. 5. salute Audit Meaning, Nature, Objective, Scope and types of court audit. book of account Recommended 1. B. N. Tondon ANKEKSHAN 2. T. R Sharma ANKEKSHAN 3. S. M. Shukla ANKEKSHAN 4. Jain, KhandelwalANKEKSHAN 5. Spicer & Paglar Practical Auditing (Indian Ed. ) 6. De Paula Principles of Auditing 7. J. Lancaster Princies and drill of Auditing. 8. R. G. Williams Elements of Auditing. 9. Mautz and Sharaf school of thought of Auditing. 0. Ronald I. Irish Auditing. 11. Jagdish Prakash Auditing. 12. Krinadwala & Krishnadwala Auditing. Paper-II OPTIONAL PAPER (ANY virtuoso TO BE OFFERED) Paper-II (1) MANAGEMENT ACCOUNTING Min. clog attach 36 3 hrs. continuation Max. marks carbon Section-A 1. design Meaning of anxiety invoice, conventions of management accounting, organisation of management accounting, functions, responsibilities and qualities of a management accountant, management accounting Vs. traditional accounting, limitations of management accounting. 2. Capital grammatical construction Determinants of capital structure, optimum capital tructure. sanctioned scheme capital structure. 3. Operating and pecuniary leverage. 4. Working Capital Concept, factors affecting run shorting capital requirements, ascertainment of departing caipital requirements, salient features of Tandon Commitee and chore Commitee reports. Section-B 5. Financial digest Meaning, nature and brilliance of pecuniary statements, techniques of mo crystalizeary epitome relative statements, common size statements, trend analytic thinking, limitations of monetary statements analysis. 6. Elementary Ratio outline. 7. Cash liquify and fund menstruum abridgment. Section-C 8. be of Capital. 9.Capital ingestion decisions, Pay-back goal, return on investment, discounted cash flow. 10. accountability accounting. 11. Reporting to management. Note The outlook shall be permitted to utilisation stamp assault and barrage fire operated soap ready reckoner that should not harbour to a greater extent than 12 digits, 6 functions and 2 memories and should be quiet and cordless. Books Recommended 1. Hingorani, Ramnathan and Grewal concern A ccounting. 2. Man Moha & Goyal counsel Accounting. 3. N. K. Kulshreshtha possible action and Practice of worry account. 4. P. K. Ghosh attention account. 5. S. K. Chakraborty Management Accountancy. . N. M. Khandelwal PRABAMDH LEKHANKAN 7. Agrawal & Agrawal Management Accountancy (Hindi) 8. S. P. Gupta Management Accountancy (Hindi) 9. J. Batty Management Accountancy. 10. Anthony R. N. Management Accountancy Principles. 11. De-Paula Managemetn Accountancy Practice. 12. Murphy, M. E. Managerial Accounting. 13. M. R. Khandelwal PRABANDH LEKHANKAN Paper-II (2) ADVANCED hail ACCOUNTING Min. accomplish mark 36 3 Hrs. time Max. marks one C Section-A 1. critical re opinion of hail Accounting as information strategy Concept of live, Types of represents Installation of a Costing clay. 2.Cost temper as distinct from cost decision Control over Wastage, shred, spoilage and defective. 3. by-product and Joint product be including resembling units. 4. Cost control Accounts and Integral Accounts. Section-B 5. bare(a) Costing strain valuation beneath marginal costing Absorption costing foreshorten, linear, break level(p) analysis, Break even charts Differential cost analysis. 6. Cost analysis for management decision making bid-Make or Buy own or rent repair or replace immediately or later sale of scrap or retain shut down or continue expand or contract dropping or adding a product suitable product mix. . determine decision in excess circumstances, like sales below cost, export pricing, dispose and inflation. Section-C 8. Standard Costing General Principles tantrum of standard costs variance analysis cost profit and sales variances, entry of variances. 9. Uniform Costing and Inter so subprogramd comparison. 10. Cost Reduction Meanig Techniques Principles and Procedure intervention of research and maturation costs. Note The chance shall be permitted to use battery operated poke calculator that should not reach more than t han 12 digits, 6 functions and 2 memories and should be quiet and cordless.Book Recommended 1. Maheshwari and Mittal LAAGAT LEKHANKAN SIDDHANT ANVUM VYAVHAAR 2. Prasad, N. K. Principles and Practice of Cost Accounting. 3. Bhar, B. K. Cost Accounting Methods & Problems. 4. Saxena and Vashistha innovative cost Accounts. 5. Ashish K. Bhattacharaya Principles and Practice of Cost Accounting. 6. Horngren Cost Accounting A Managerial Approach. 7. Jain, Narang go Cost-Accounting. 8. Matz, Curry and dog-iron Cost Accounting. 9. Shliling and Zordon Cost Accounting compendium and Control. 10. Nigam , B. M. L. , Sharma Advanced Cost Accounting. 11.Backer and Jacobson Cost Accounting. 12. Oswal, Bidawat, Mangal LAAGAT VISHLESHAN ANVUM LAAGAT NIYANTRAN Paper-II (3) monetary cling to AND MANAGEMENT AUDIT Min. Pass Marks 36 3 hrs. epoch Max. Marks ampere-second Section-A 1. Cost Audit Nature, objects and background cost audit leading to other services cost audit and fina ncial audit. 2. Cost auditor Qualifications, appointment and appointee rights, duties and responsibilities professional and legal down the stairs companies Act, 1956 and Cost and Works Accountants Act, 1959 relationship between statutory financial auditor, cost auditor and informal auditor. 3.Professional ethics and misconduct special penal provision for cost auditors. Section-B 4. supplying of the cost audit programme evaluation of inwrought control brass including material inventrory, dexterity utilization management information system and internal audit. 5. Preparation and verification of cost re pile cost Accounting Re cords Rules u/s 209 (a) (d) of the companies Act, 1956 (only general intimacy is required) Use of statistical sampling methods. 6. The cost audit reports Contents of reports as per Cost Audit Records Rules u/s (b) of the Companies Act, 1956 Review of cost audit reports by Government.Section-C 7. Management audit, Meaning, nature and scope, qualities o f a management auditor, impression of efficiency audit, proprietary audit and running(a) audit. 8. Specific areas of management audit involving canvass of internal control, review of purchasing control, review of selling and distribution policies and programmes, review of manufacturing operations. 9. Corportate loving audit concept, dimenloy and technique. Note The chance shall be permitted to use battery operated scoopful calcualtor that should not hand over more than 12 digits, 6 functions and 2 memories and should be noiseless and cordless.Books Recommended 1. Management Audit. 2. Choudhary D. Management Audit and Cost Audit 3. Ramanathan Cost and Mangement Audit 4. Cona W. L. Management Audit 5. Tikhe J. G. Cost Audit and Management Audit 6. Rose T. G. Cost Audit and Management Audit 7. Kamal Gupta Contemporary Audit Paper-II (4) BUSINESS STATISTICS Min. Pass Marks 36 3 Hrs. duration Max. marks ampere-second Section-A 1. depth psychology of time series Meaning, co mponents of time series, methdos of metre trend, seasonal variations and irregular fluctuations. 2.Interpolation and Extrapolation Meaning, Nilwons method of move on difference, Binomial and Lagsargs method. Section-B 3. Association of attributes. 4. Theory of opportunity Elementary problems based on permutations and combinations, running(a) and mutiplicative rules. 5. Probability distributions Binomial, Poisson and Normal distribution. Section-C 6. Sampling Meaning, adjudicate of attributes and variables, Test of significance, large samples and littler samples, t-test, F-test and chisquare test. 7. depth psychology of variance One way and dickens way classification, design of experiments. 8. statistical timber control.Note The candidate shall be permitted to use battery operated pocket calculator that should not have more than 12 digits, 6 functions and 2 memories and should be noiseless and cordless. Book Recommended 1. 2. 3. 4. Mathur, Khandelwal, Gupta VYAVSAAYIK SAANKHIYAKI NAAGAR SAANKHIYAKI KE SIDDHANT S. P. Gupta Statistical Methods. Sancheti & Kapoor Statistical Methods. Optional Paper-II (5) COMPUTER APPLICATIONS IN ACCOUNTING Min. Pass Marks 36 3 Hrs. duration Max. Marks 100 Section-A 1. universe of electronic computers and automated data processing, development of computers, types of computers, hardware and software. . Binary code system binary arithmetic, words, bytes and bits, introduction to other human activity system (octal and hexadecimal), computer languages. 3. access to flow charts, flow diagram importance, symbols and their action. Section-B 4. mental home to canonical language characteristics, contants, variables and expressions, READ, PRINT, AND DATA statements. CONTROL statements. 5. scheduling in BASIC language-simple programmes. 6. argumentation applications Payroll, iventory control, financial accouting and EDP audit. Section-C 7. Introduction to COBOL language- Histroy of COBOL coding format.Structure o f a COBOL program, character set, COBOL words, data names and identifiers, laterals, 4 divisions of COBOL. 8. Procedure, division and basic verb-More, arithmetic verbs, while control verbs, input and output verbs, conditional verb. 9. Writing simple COBOL programmes. Note 1. in that location result be 3 hours of theory and three hours of computer lab work per week. 2. The candidate shall be permitted to use battery operated pocket calculator that should not have more than 12 digits, 6 functions and 2 memories and should be noiseless and cordless. Books Recommended 1. 2. 3. 4. 5. 6. 7. 8. thoroughs of estimators V.Rajaraman scheduling in COBOL Schaum Series Principles of Auditing Tandon Selecting the Computer System Chorafas System Analysis & Data touch Subramaniam and Menon Computer Data Processing Gordon B. Davis Computer and Common Sense Roger Hund and John Shelly railcar Organisation An Introduction to the Pflager P. C. Structure and program (New York Wiley, 1 982) of Computer Systems 9. naturals of Data Structures Herowitz E. Sahnaj Co. Computer Science Press, 1978 10. Computer Hardare and Organisation Solam M. E. 11. Fundamental Concept of programing System Allaman J. D. 12.COBOL Programming M. K. Roy and D. Ghosh 13. Computer Programming in COBOL V. Rajaraman 14. D. O. S. and 6. 2 Companion Satish Jain Optional Paper-II (6) tax income LAW AND PRACTICE Min. Pass Marks 36 3 Hrs. duration Section-A wealth Tax Act and Rules Max. Marks 100 1. Definitions Charge of wealth tax and assets case to such charges exemptions valuation of assets, computation of net wealth and wealth tax. 2. Procedure of assessment Liability to assessment in special cases appeals revision and reference, earnings and recovery of wealth tax. refunds. Section B Central gross revenue Tax and Rules 3.Definitions Liability of tax on inter-state sales, rates of tax, determination of taxable disturbance and sales tax, declaration forms. 4. Registration of de alers say goods and restrictions and conditions on sales of such goods bill and collection of tax penalities appeals. Section C Rajasthan Sales Tax Act and Rules 5. Definitions incidence of taxtation exemptions and concessions registration of dealers computation of taxable turnover rate and sales tax. 6. Procedure of assessment liability to assessment in special cases payment and recovery of tax offences, penalties and prosecutions appeals and revisions.Note 1. there will be three hours of theory and three hours of computer lab work per week. 2. The candidate shall be permitted to use battery operated pocket calculator that should not have more than 12 digits, 6 functions and 2 me mories and should be noiseless and cordless. Books Recommended 3. 4. 5. 6. Chawala and Gupta DHAKAR ANVUM UPHAAR KAR Bhagwati Prasad Wealth Tax and induct Tax Mehrotra & Goyal Wealth Tax and bequest Tax Chawala, GUpta and Naahar KENDRIYA ANVUM RAJASTHAN BIKRIKAR 7. Patel and Chaudhary DHANKAR, UPHAAAR KAR ANVUM NIGAM KAR 8. Patel and Chaudhary VIKRAY KAR 9. V. K.Singhania Direct Taxes Paper-I (7) ADVANCED fiscal ACCOUNTING Min. Pass Marks 36 3 Hrs. duration Max. Marks 100 Section-A 10. Alteration of share capital and internal reconstruction (excluding framing of schemes). 11. Amalgamation, absorption and outer reconstruction of companies (exclusing framing of schemes). 12. Liquidation of companies. Section-B 13. Accounts of Holiding companies. Preparation of consolidated fin ancial statements (Excluding inter- partnership holdings). 14. Accounts of banking companies and general insurance policy companies. 15. Double accounts system (including accoutns of Electrictiy companies).Section-C 16. Trends in publish accounts. 17. Valuation of inventories AS-2 18. Accounting for agricultural farms and hotels. 19. Indian accounting standards 6 to 12. Note 20. There will be three hours of theory and three hours of computer lab work per week. 21. The candidate shall be permitt ed to use battery operated pocket calculator that should not have more than 12 digits, 6 functions and 2 memories and should be noiseless and cordless. Books Recommended 22. Publications of the Institute of contract Accountants of India. i. Trends in Published Accounts. ii.Indian Accounting Standards 1 to 12 23. Pickless Accountancy 24. Spicer and Peglar Book-Keeping and Accounts 25. Shukla M. C. & Grewal T. S. Advanced Accounting. 26. H. Chakravarty Advanced Accountancy. 27. R. L. Gupta Advanced Accountancy, Vol-II 28. Jain & Narang Advanced Accounts. 29. Monga, Sehgal, Ahuja Advanced Accounts, Vol-II 30. Jain, Khandelwal, Pareek Advanced Accounts Paper-II (8) OPERATION RESEARCH Min. Pass Marks 36 3 Hrs. duration Max. Marks 100 Section-A 31. Introduction valued techniques and operation research, methodology and models of O. R. 32.Linear Programming concept, formulation, lifelike solution, primal and dual simplex method. 33. imparting model, assignment models. Sectio n-B 34. Game theory 35. hold line models. 36. Simulation Section-C 37. Inventory control techniqes. 38. Ne iirk analysis, PERT & CPM, including time-cost trade off. 39. decimal decision models decision making under certainty, uncertainty and Risk expected value of perfect information, decision tree. Note The candidate shall be permitted to use battery operated pocket calcul ator that should not have more than 12 digits, 6 functions and 2 memories and should be noiseless and cordless.Book Recommended 40. Mathur, Khandelwal, Gupta PARINATMAK PRAVIDHIYAAN 41. C. R. Kothari, Vikas Quantitative Techniques 42. Bonieni, Bierman Quantitative Methods 43. Kanti Swaroop Statistical Analysis and Quantitative & Other Techniques. 44. Gupta and Gupta work operations Research. 45. Ghokaru-Saini SANKRIYA VIGYAN 46. C. R. Kothari Operations Research 47. P. K. Gupta & D. S. Hira C. W. Operation Research 48. Churchaman, R. L. Ackoff & Asnoff Introduction to Operations Research 49. Mathur, Khandelwal, Gupta, Gupta Sankriya Vigyan Paper-II (9) BUSINESS maths Min.Pass marks 36 3 Hrs. duration Max. Marks 100 Section-A 50. Arithmetic, geometric and harmonic progressions compound interest and annuities. 51. Permutations and combinations binominal theorem for positive integral index only. 52. Graphs and linear inequalities in two variables to determine feasible regions solution of quadratic equation equations relation between roots of a quadratic equation. Section-B 53. Matrics and determinants of a matrix of stray upto three only useof matrices in firmness simultaneous equations by matrix everting as well as crucial reduction method and by use determinants. 4. Linear, quadratic, exponential and logrithmic functions, concepts and determination of break-even point curve fitting by the method of least square fitting of linear, quadratic, exponential and logarithmic curves. Section-C 55. Elements of trignometry (to enable a student to canvass Integral Calculus wit h aid to trigonometric Rations). Trigonometric Ratios and angles associated with a given angle, assenting formulae, multiple and submultiple angles transformation of sums into products and vice-versa definiton of inverse pecker function. 56.Elements of differentation, simple application of differential coefficients, maxima and minima of unvariate functions rules of integration for indefinite and definite integrates, simple application of integration to calculus accounting and business problems. Note The candidate shall be permitted to use battery operated pocket calculator that should not have more than 12 digits, 6 functions and 2 memories and should be noiseless and cordless. Book Recommended 57. Sancheti and Kapoor Business Mathemtaics. 58. Mehta and Madani Basic Mathematics for Commerce. 59. S. Saha Business Mathematics. 60.Brijesh Gupta VYAVSAAYIK GANIT Paper-II (10) STOCK MARKET AND SECURITY abridgment Min. Pass Marks 36 3 Hrs. duration Max. Marks 100 Section-A 61. Introduction Meaning, nature and importance of stock food securities industry origin and development of stock grocery place in India organisation of stock market in India. 62. Function of stock market. proceedings of business aspect and forward, speculations and classes of speculations margin trading options hedging, arbitrating procedure of transfer of shares and bonds blank transfer. 63. behave market regulations Membership maintenance and audit of their books of account.Securities and Exchange Board of India its function and control, protections of small investors. Section-B 64. Stock exchanges and new issue market mechanism of floating new issuesl inclination of securities, underwritng of securities. 65. Types of securities. Fixed and variable, return securities. Equity shares. Debentures convertrible and non-convertible debentures, warrants, stock options, Government securities. 66. Concept of valuation be value. Internal Rate of Return. Holding period yield. 67. Anal ysis of risk an dreturn on securities. Section-C 68. Fundamental analysis economic analysis company analysis financial and on-financial factors. 69. Technical analysis. 70. Introduction to market efficiency. Note The candidate shall be permitted to use battery operated pocket calculator that should not have more than 12 digits, 6 functions and 2 memo ries and should be noiseless and cordless. Book Recommended 71. Grahum and Dodd Security Analysis 72. Prasanna Chandra The investing 73. Sinha, S. L. N Investment Managemetn 74. Bhall, V. K. Investment Management 75. Preeti Singh Investment Management 76. Birston R. J. The Stock Exchange and Investment Analysis. 77. Dr. Veena Stock merchandise in India. 8. Gupta, U. L. Working of Stock Exchanges in India. Paper-II (11) APPLICATIONS Min. Pass Marks 36 three-figure METHODS 3 hrs. duration AND THEIR Max. Marks 100 Section-A Risk Analysis in capital Budgeting. Ration Analysis Liquidity Ratios and positiveness Ratios. Statist ical Quality Control Introduction control charts for process, variable attributes, defects, etc. uses and Applications of S. Q. C. Section-B racy Statistics. Interpolation and Extrapolation Newtons method and Newtons method of dividid differences. Analysis of tiem series including exponential smoothing.Section-C A. P. G. P. and H. P. Simple and check problems. Probability Elementary problems based on permutations and computations. Elements of organize Theory Definition of Set and Sub-sets, number of elements in a set, shipway of specifiying a set equality and sub-set unversal set and null set. Basic set operations, Venn Diagrams. Book Recommended 79. Statistics Sancheti & Kapoor. 80. Quantitative Techniques C. R. Kothari. 81. Business Statistics Mathur, Gupta, Khandelwal. 82. Quantitative Techniques Sharma, Jain, Pareek. 83. Oswal, Bidawat, MangalLAAGAT VISHLESHAN NIYANRAN ANVUM