The marketing mix is a marketing tool. It is a checklist, which focuses

The market mix is a marketing tool. It is a checklist, which focuses attention on the master(prenominal) marketing activities in which a firm of necessity to carry outUNIT 9 MARKETING MIXThe marketing mix is a marketing tool. It is a checklist, whichfocuses attention on the main marketing activities in which a firmneeds to carry out its marketing strategy. It consists of the four Ps( increase, price, advance and place). Product (including range of pack sizes, flavours and colours) Price (pricing strategy and pricing method) Promotion (branding, advertising, packaging and sales promotion) Place (distribution channels and seeking shop distribution)Managers look at these areas and decide what marketing actions need totaken. For effective marketing each area needs to be considered. Theactions taken must work with each other. A sure-fire mix will achievemarketing objectives and customer satisfaction.The most important element of the mix is the product. Good marketingmeans developing products that fit the market. It needs to be designedto meet requirements of the target market, which is probably achievedby extensive market research. The design must keep pace with marketchanges.Once the product has been chosen, the other elements of the mix becomeclearThe price must be suited to the target market and to the image of theproductThe promotion must be through the media that the target market watchor readThe place should be the ...

Explication of The Love Song of J. Alfred Prufrock Essay -- Poems Poet

Explication of The Love Song of J. Alfred Prufrock Prufrock begins his Love song with a peculiar(a) quote from Dantes Divine Comedy. It reads If I believed that my answer were to a person who could ever return to the world, this flame would no longer quiver. But because no one and only(a) ever returned from this depth, if what I hear is true, without fear of infamy, I answer you. In the Divine Comedy these lines be spoken by a damned nous who had sought absolution before committing a crime. I think that Eliot chose this quote to show that Prufrock is also looking for absolution, but for what he is unsure.Let us go then, you and I, (1). We are being offered an invitation into Prufrocks world. As you read on you see what Prufrock sees and how he perceives it. Take for example, line 3, where he says Like a patient etherized upon a table. On the line before he is describing the evening sky. Prufrock is feeling oppressed by the night sky, or maybe the world in genera l. The intelligence service etherized makes me think he feels helpless. Then you pass by cheap hotels, and restaurants with sawdust floors. Prufrock seems to be getting annoyed when he says, Streets that follow like a tedious object/ Of insidious intent (8-9). Will these streets never end? Is it their goal to annoy me? Are questions I can imagine him asking himself. Then the whimsy kicks in. Do these streets lead to one overwhelming question? Oh, do not ask, What is it? (11) Prufrock seems to be pleading. Whatever you do, dont ask me that question. There is no choice, whatever the destination, we mustiness accompany him and we must make our vi nonplus.In the room the women come and go/ Talking of Michelangelo (13-14). We have arrived at o... ...t a bit obtuse/At times, indeed, almost ridiculous-/ Almost, at times, the Fool (112-119)Prufrock is describing himself as he sees himself. Honestly, and without glory. That is who HE is. In the next two lines we see his wear iness with his current lifestyle. He just wants to sit back and relax. Not worry about what everyone else thinks. He has seen social bells sing to each other, but not to him. He has seen them come and go and grow rare in style. That is not what he wants.We have lingered in the chambers of the sea/ By sea-girls wreathed in seaweed red and brown,/ Till human voices wake us, and we drown (129-131). We spirited in the delusional social world. Surrounded by beauties of all kinds. Eventually, the beauty fades and we realize what is important in life, but usually by then we are drowning or dying and dont have the time to enjoy it.

Julius Caesar :: essays research papers

William Shakespeare is one of the greatest play writers ever born,And this is shown by how popular his plays are still today unconstipated after thousands of years. One of his famous plays still in use today is Julius Caesar. Julius Caesar is one of the greatest plays ever written and has been read or seen by many an(prenominal) generations. There are many topics that can be chosen to talk about in Julius Caesar and one of those topics is the presents of the supernatural Caesar or Caesars ghost and what furbish up he has on the living.For my first main idea I chose the impact of Julius Caesar when he was subsisting and the impact of his ghost. Caesar had a big impact when he was alive and when he was dead with return of his ghost. This shows that Caesar had allot of impact on other peoples lives and even after remnant has an impact on people close to him and those who deceived him.The scrap main idea was the affect on Brutus and how he experienced Caesars return a few years af ter Caesars death. Also how Caesars ghost was not nauseated at Brutus and Brutus acted like nothing had happen and he had not killed him but now worshipped him. This shows that Brutus had killed Caesar for the good of Rome in his mind and still had the up most respect for him.The Third idea was what he had done for Rome and how he gave all his money to the people of Rome and also how he had a perception that if it was his time to die then he would die. This shows that Caesar believes in what is meant to happen should happen and that you cant change was is meant to happen. But also Caesar could have prevented his death and could have more time to contribute to the history of Rome.

Is there an objective standard of taste? Essay -- Art, Aesthetic Princi

In Aesthetics, it is thought that in order to show that a work of subterfuge is truly great, it is required that an assessment of aesthetical value must be made (Graham, 2001). Therefore, it can be seen as important that such criteria of can be defined in order to make such an assessment. In this essay, I shall argue that it is not possible for there to be an accusatory standard of test that can be defined through a set of binding aesthetic principles that can be used to judge value of artistic works. Rather, than an objective standard of grasp can exist without aesthetic rules or principles. This shall be done by first examining Humes seminal work Of the standard of taste (Hume, SOT). Firstly Humes idea of agreeableness of a work art shall be addressed, and how the idea of the test of time can result in consent of in aesthetic judgement as evidence that there can be an objective standard for aesthetic judgement. This shall be confirmed by examining Humes non-cognitivist accou nt of aesthetic judgement proposing that no properties of objects can make them viable candidates for aesthetic evaluation, only the immediate and spontaneous reactions that they can evoke from us can. afterward this has been established it will then be shown that due to the shared nature of the human species, such aesthetic sentiments can display reasonable uniformity. Although it will convey already been established that a uniformity of taste exists, it will be discussed how aesthetic sentiments can be improved by a sound concord of what is being appreciated, as it is possible for some aesthetic judgments to be better than others, through aesthetic judgment of individuals that Hume regards as being good critics, who have well-tuned aesthetic sensibilit... ... (1963)The abbreviations and texts cited above are as followsTA Treatise of Human Nature, edited by L. A. Selby-Bigge, 2nd ed. revised by P.H. Nidditch, Oxford Clarendon Press, (1975)SOTOf the Standard of Taste, in, The Ph ilosophical Works of David Hume, edited by T. H. Green and T. H. Grose. 4 volumes, London Longman, Green, 1874-75. Page references above to individual essays are to volume 3 of this edition. Web Articles usedZangwill, Nick, Aesthetic Judgment, The Stanford Encyclopedia of Philosophy (Winter 2006 Edition), Edward N. Zalta (ed.), uniform resource locator = .Gracyk, Ted, Humes Aesthetics, The Stanford Encyclopedia of Philosophy (Winter 2006 Edition), Edward N. Zalta (ed.), forthcoming URL = .

Henry Fleming In Red Badge Of Courage Essay -- Red Badge Of Courage

Henry Fleming in Red Badge of CourageThe Civil struggle forced many young boys out of childhood and into adulthood. Mostof these young boys were not prepared for war, and Henry Fleming was one ofthese boys.Henry Flemings life in stark naked York was routine. He had his normal share offriends and lived on a farm. When Henry got up in the mornings, he always knewexactly what the day had in store for him. This elemental and boring life droveHenry to enlist.Henry wanted some excitement and to be seen by everyone as a hero. He wanted tobe a man. However, his mother was strictly against his joining the Union Army.She thought that the Army was for rough and uncivilized heathens.His mothers greatest fear was that these heathens would influence Henry tostart swallow and swearing. Despite his mothers concerns, Henry enlisted inthe Army.But being in the Army wasnt enough, Henry was anxious to go to battle. Allalong the way to his station he and his fellow recruits were treated kindly.Old me n patted them on their backs and young boys admired them when they stoppedfor rest. This warm feeling faded when they reached the camp. Here life wasboring for Henry. The solo thing his company did was drill day in and day out.All of the experienced soldiers told war stories every night by the campfire.Henry could only learn because he was still wet behind the ears. He feltleft out and often sat alone wondering about battle. War was like an deceitto him....

Henry Fleming In Red Badge Of Courage Essay -- Red Badge Of Courage

enthalpy Fleming in Red Badge of CourageThe Civil War forced many young boys out of childhood and into adulthood. Mostof these young boys were not prepared for war, and Henry Fleming was one ofthese boys.Henry Flemings demeanor in New York was routine. He had his practice share offriends and lived on a farm. When Henry got up in the mornings, he always knewexactly what the day had in store for him. This simple and boring life droveHenry to enlist.Henry wanted some excitement and to be seen by everyone as a hero. He wanted tobe a man. However, his go was strictly against his joining the Union Army.She thought that the Army was for rough and uncivilized heathens.His mothers greatest fear was that these heathens would influence Henry tostart drinking and swearing. Despite his mothers concerns, Henry enlisted inthe Army.But being in the Army wasnt enough, Henry was anxious to go to battle. Allalong the way to his station he and his fellow recruits were tempered kindly.Old men patted t hem on their backs and young boys admired them when they stoppedfor rest. This warm feeling faded when they reached the camp. Here life wasboring for Henry. The only thing his caller did was drill day in and day out.All of the experienced soldiers told war stories every night by the campfire.Henry could only listen because he was stillness wet behind the ears. He feltleft out and often sat alone wondering about battle. War was like an illusionto him....

Lost at the Fair

Lost at the Fair Every august the family would load up and head to the big fair in Leitchfield. Always excited to get there and head to the rides while dad went to the tractor pull. It was always a great bear until the year 1993. Mom was taking me and my brothers to the rides. We had been to several(prenominal) was having an absolute blast. Then my world froze and I was shake up for my life. We were coming out of the fun house my brothers were ahead of me and perfectly I couldnt find them.I looked in front of me then behind me no wheres around I decided to take the exit and go to my mom. I thought shed be right around the corner, but when I rounded it she was no wheres insight. I started walking around scared and crying I couldnt find my mom no wheres. Suddenly this woman came to me. I wasnt sure if she was going to help me or take me she was and a stranger. Luckily this was a very sweet woman who took me to the announcer box she was going to help me get back to my mom.The announ cer asked me my moms names and they hollered several times I was worried she couldnt hear them and what was I going to do. Four years old in the middle of a fair with hundreds of people. at long last my aunt came to the announcer box after they assured she was my aunt they released me to her. Then out of nowhere I heard my moms voice hollering for me. some(prenominal) scared and crying we were reunited and thankful I was safe. I learned a valuable lesson that day and I wasnt going to wonder off anymore.

Marketing the Beauty Industry Pest Factors

In an Abstract industry as complicated as that of monetary Applies the critical mastery factor intermediation, no simple formula bottom of the inning pre(SF) approach to identify the appropriate CIFS underlying three dolt winners and users from the surrounding types of system In the affirming environment. Instead of guessing winners industry. The empirical results of and losers, we try to identify the principal this paper show that the discordant factors that determine a banks success. Traceries adopted possess a significant effect on factors determining Todays banking industry is characterized by success and that the mean in gosifying global competition and rapid importance of CIFS varies among advancements in the liberalizing of the the various strategies. The result banking market. This Is speci totallyy true of of a factor analysis suggests four Twains banking market, which has become confused CIFS bank operation steering ability, developing increasingly worldwide and d eregulated bank trademarks ability, bank in the asses.In 1991, the g overnment propitiating ability, and monetary emulated the Promote Commercial Bank market management ability. Establishment Decree in order to fall in up the Further hold forthions and management Implications be also banking market further, and It Invited presented. Foreign Investors to participate In Twains banking industry these moves have made the banking market In mainland China ore militant. Under these circumstances, a bank has to put in much more than an average performance by not trying to be all things to all people.Management must emphasize the strengths that exit give the bank competitive advantage, and these may be defined as the capabilities or circumstances which give it an edge over its rivals. Longer term, the success of a bank requires that Its competitive advantage be sustainable. CIFS and the firms competitive ability are the two mall components of the competitive advantage of a firm (Bamb erger, 1989). Appropriately identifying ankhs CIFS can provide for banks a means of assessing and building up their competitive advantage. In this paper, CIFS are identified from the various contrast strategies adopted.Because the gather up for competitive advantage from International Journal of Bank CIFS is the essence of the blood aim, as Marketing 17/2 1999 8391 opposed to that of the corporeal level, the MAC university Press business strategy Is teen ten Touch AT attendees effective tool. Business strategy Is an management tool and it obviously involves imaging allocation and competitive advantage in an enterprise (Hoofer and Ascended, 1978). An appropriate strategy can lead a banks resources in the desired direction and can efficaciously enhance a banks competitive edge while intense competition is at play in the marketplace.The sustainable execution of business strategies can affect the composition and formation of CIFS. It is for these reasons that we address the ro le of the marketing strategy, which has been adopted, when we report on the CIFS. The SF approach represents an accepted top-down methodology for corporate strategic planning, and while it identifies fewer success factors, it can highlight the key information acquirement of top management (Byers and Blame, 1994 Orchard, 1979). In addition, if the critical success factors are identified and controllable, management can take certain steps to improve its potential for success.Prior research concerning CIFS has been undertaken in the banking industry. However, the specific strategy underlying bank success has not been detailed. This paper fills that nullity by combining a need of both CIFS and different types of adopted strategies. Note that we employ the industry-level analysis approach, rather than the approach adopted in company- furrow studies, and stress the factors in the basic structure of the banking industry that significantly impact a banks operational performance.In sect ions two and three, we first review the related publications, and therefore discuss the strategy setting and the CIFS. Section four discusses the survey framework of the probe. The empirical results are presented in section five, and the half dozenth section comprises final discussions and conclusions. 2. The critical success factors approach Orchard, in 1979, was first to define the concept of critical success factors. He defined 83 Test-yeti Chin Critical success factors for various strategies in the banking industry International Journal of Bank Marketing 17/2 1999 8391 them as the limited number of areas in which results, if they are satisfactory, will ensure successful competitive performance for the organization. He indicated that SF is a useful approach for identifying managements information requirements because it can focus attention on areas where things must go right. Boonton and Smug (1984) also defined SF as the few things that must go well to ensure success for a manager or an organization.They recognized the SF approach as an appropriate planning instrument. Lieder and Bruno (1984) identified the few critical success factors, often as few as six in a successful firm, while Summaries (1984) attempted to rank CIFS based on their relative importance. Martin (1990) then pointed out that CIFS combined with computers could effectively translate business strategy planning. Crag and Grant (1993) highlighted the contexts of competitive resources Ana Illustrated ten relations Detente competitive resources Ana critical success factors.Kay et al. (1995) identified several CIFS applicable to insurance agency sales in high performance and low performance groups. With regard to the banking industry, Johnson and Johnson (1985) proposed that the width and depth of the product and service line, low operating be, and a good bank disposition can be considered as the three critical success factors in a competitive market in the banking industry. Canals (1993 ) recognized that the concepts of value chain and bank configuration could be employed to develop a banks competitive advantage.He identified four sources of a banks competitive advantage, namely 1 manpower 2 financial management 3 asset base and 4 intangible assets. Wiled and Singer (1993) singled out three critical success factors for banks and insurers, that is, lower cost, product differentiation, and financial strength. In our study, we highlight the role of business strategy when we identify CIFS in the banking industry. Our research results contribute to the current literature and provide some useful insights concerning the CIFS associated with bank management and business strategy. ND functional area strategies and found that there were obvious differences between the organizational structure, management function and competitive resource/advantage. Next, Lieder and Bruno (1984) identified competitive resources in four semi-conductor companies, which operated with different b usiness strategies. They found that when the companies utilized different business strategies, it clearly affected their resource utilization and the business goals emphasized. David and Sheehan (1990) further tell that firms based the selection of their business strategy primarily on technological levels and financial situation.They proposed that one could identify a firms competitive advantages by its technological level and financial situation. Moreover, a set of business strategies is applicable to nominative firms quest for a niche this is described by Porter (1985). Porter (1985) suggested that business strategies could be categorized as . Cost leadership . Differentiation . Specialization and . Stuck in the middle. Miles and Snow (1985) also identified parallel business strategies in firms which will jibe organizational development.In their study, they categorized four types of business strategy, that is 1 prospector 2 analyzer 3 defender and 4 reactor. A prospector ordina rily attempts to enter a in the raw market and adjusts his/her products and services in a timely manner. An analyzer is identified as a cost saver and/or efficiency promoter, especially in risk and innovative businesses and is always the second company to enter a new market. A defender is an expert on managing an experienced task in a unchangeable market, with stability and security as key principles.Finally, a reactor is a contingency player and typically lacks a consistent strategy. This study uses Miles and Snows (1985) four types of strategy as one of the best known and most widely accepted models for bank growth and market analysis. In a study of various types of business strategy, Shortest and Jack (1990), McDaniel and Solaria (1990), and Seven (1991) illustrate business operations and refer to Miles and Snows (1985) descriptions of the four types of business strategy for organizational development. Table I presents the inside information of these four types of strategies.A s stated above, we find that if we conduct a SF study in the banking industry and obtain some applicable CIFS, consideration 3 1 en strategy setting Ana Much empirical research has attempted to verify the relationship between competitive advantages and business strategies. First, Shaker (1979) discussed corporate, business 84 Table I The four types of business strategy for banks 1 . Prospector A prospector always maintains a wide product line and market field and monitors his/her business environment as related to new market opportunities based on a macro point of view.A prospector desires to become a first market opener, even when this market is indeterminate and high-risk. Prospectors quickly respond to signals in the economic environment, usually resulting in renewed competition. Certainly, it cannot be guaranteed that the prospector will hold his competitive strengths in all the new markets that he/she enters 2. Analyzer An analyzer usually tries to hold stable and limited prod uct and service items. Before he/she enters a new market, he/she makes a considered valuation in advance. An analyzer can become an initiator of a new product or new service, but will try to lower costs or be more efficient.Analyzers will be the second (or third) company to enter a field. An analyzer usually obtains market contend by imitating a new product and through marketing production and research departments play an authorised role in analyzers business activities given this type of strategy A defender emphasizes his resources in experienced tasks in a stable raked. A defender tries to hold on to his/her niche in a relatively stable product line. He/ she usually provides higher quality service at a lower price in order to maintain market share and manages his/her business in the current, limited product line and service items.A defender tends to ignore reforms in the industry and makes efforts on current development in a limited business field, rather than becoming a pionee r A reactor does not have a consistent business direction to follow. He/she does not try to maintain current competition status and is never willing to undertake business risk eke other competitors. A reactor usually lacks a consistent business strategy and that may be the reason why reactors seldom perform well. In general, a reactor does not have a clear strategy and always makes decisions under pressure from the environment 3.Defender 4. Reactor Sources Modified from McDaniel and Solaria (1987), Seven (1987) and Shortest and jack (1990) AT ten erects stemming Trot ten Dustless strategies Walt wanly Dank operate may be needed. In considering the business strategy, we need to consider whether different business strategies result in different CIFS. We then put forward two repositions, which need to be tested 1 Business strategy is an important factor in establishing CIFS. 2 CIFS differ at heart banks when banks adopt different business strategies. Thus, the following surmise tests can be included . N overall test (AY) based on the null hypothesis that there are no significant differences in the mean values of the composite CIFS for strategy groups . An individual test (81) that there are no differences in the mean values of the specific SF for the strategy groups . A pair-wise test (82) that there are no significant differences through all the possible airs of factors of CIFS and across three kinds of strategy. 4. The survey framework The target population for this cross-sectional survey consisted of 375 local bank managers in Taipei City.Of these, nine-tenths (336) were domestic investor-owned banks and only one-tenth (39) were remote inventoried banks. We used a questionnaire to collect the necessary data from bank branch managers. The questionnaire was persisted twice and incorporated changes as recommended by the respondents. Respondents were asked to indicate the importance of each of 25 items which could contribute to success on a five-point Liker sc ale ranging from very low to very high (Aria et al. , 1996). The Liker measurement examined the respondents perceptions of each items function and importance.The questionnaire, and an official cover earn explaining the purpose of the study, were mailed in 1997. Of the 375 surveyed, the reply rate was 38. 1 per cent (143 respondents), which is typical of surveys of banks. Among the responses, 138 85 were usable this number constitutes the effective sample size for this study. The literature provides an applicable list of applicable success items and CIFS in the banking industry. Based on these studies, we collectively identify a total of 22 success items relevant to mercantile banks.Three items obtained from a pretest of the questionnaire used in this study are also attached (see Table II). The 25 success items are listed as in the questionnaire and the sources of the success items are presented in parentheses. In addition, a comprehensive description of the four types of strateg y was given in the questionnaire and a self-reporting process was used to identify bank strategy. Of the 138 respondents who indicated their business strategy, 26 (18. 8 per cent) were prospectors, 74 (53. 6 per cent) were analyzers, 34 (24. Per cent) were defenders, and 4 (2. Per cent) were reactors. The mean business years was 9. 3 years for the 138 banks the 26 prospector banks had 7. 4 business years, which was littler than that of the analyzers (9. 8 business years) and that of the defenders (12. 9 Dustless years). I en prospectors are categorize as ten youngest Dank, Wendell ten defender banks are categorized the oldest, an arrangement which seems to total with Miles and Snows analysis. Note that only four of the respondents were reactors therefore, we omit the reactor strategy in our empirical analysis and view this as a limitation of he study. 5.Empirical results The results are presented as follows. First, the mean rating on variables of interest was computed. Second, a fa ctor analysis of the 25 success items was conducted to identify composite CIFS. Third, to test whether the importance of the composite CIFS is different with specific attributes, we undertake a multivariate analysis of variance (NOVA) in the dimension of the various business strategies adopted. The result of this analysis is rather important for the commercial bank manager in guiding sales decisions and for the analyst in cross-checking results obtained in related studies.

Education and the Brain Essay

Given the emerging challenges surrounding the practice of education, many scholars and researchers are seeking to establish a particular framework that is sacred towards the enhancement of information and intensifying facilitation. With these processes, thither is one important and vital determinant of this situation the mans brain. In the advent of new capabilities, contract is now related on discovering and creating opportunities that seeks to enhance the relationship between the brain and education.The article of Bruer offers a comprehensive insight about the strength and weaknesses of such field. canvas from the past, he emphasized how the discipline has evolved from a mere scientific study to reaching out in the realm of child development and education. As individuals and groups try to unearth the processes involved, it branched out to some(prenominal) unique disciplines that correlate with the concept of education namely cognitive psychology and neuroscience (Bruer, p. 3 ).Operating on this scheme, there are two ways in which this can be recognized namely (1) the period of synaptic elimination and (2) critical periods (Bruer, p. 3). In the startle part, Bruer points out the relevance and relative link between neuroscience and education. In this process, he mentions that there are various brain activities that are stimulated by synapses that light upon the way a child can cope with numerous functions that are expected for him/her to perform in a classroom setup (Bruer, p. 4).At the same time, the document do mention the importance of the experiment concerning critical periods. With numerous ways for this case to be applied, researchers have focused on the idea that these actions are vital in the former(a) advancement of an individual. Bruer argues that cultural variations in child rearing suggest that there are many equally successful way to provide the form environment needed for brain development (p. 5). The next section caters in looking into environments that are vital for a childs advancement during the early stages of his/her life.It fosters the claim that stimulating and active surrounding does contribute to the overall capability of an individual to function accordingly with the desired objectives and goals of an institution. However, there is a lapse in neuroscience as it fails to include and elaborate on how such process can be vital in the overall goal of education and growth (Bruer, p. 7). This mud to be the missing link in trying to determine that guidance of the brain functions in classroom instruction and learning.On the other hand, Bruer cites the capability of creating a bridge that will enable the brain to relate its functions towards cognitive functions. In this process, there are two ways that such idea can be recognized. Bruer mentions that the first connects educational practice with cognitive psychology, and the second connects cognitive psychology with brain science (p. 7). In here he cites numerous advancements in engine room and equipments available nowadays to help study and examine the progression of mental activity happening in an individual.Similarly, using the mind-brain interface, many researchers and scientists are able to get by tests that can determine which part/areas are vital in particular function that are used and applied in the educational sector (Bruer, p. 8). In the last part, it seeks to elaborate these bridges by pointing out two viable approaches in dealing with it namely (1) instruction to cognition and (2) cognition to neural activity. The first part looks into the way cognition has been used by educators and scientists to determine appropriate ways to enhance neural activities.At the same time, it focused on several studies and findings that try to relate these instances. In the second part, Bruer points out the use of cognitive models and brain recording techniques to trace the neural circuitry involved in a adroitness like numerical comparison (Br uer, p. 10). It is in here that they were able to find the connection between the two. In the end, the article argues that the brain can greatly affect the way individuals respond to the education. Therefore, future studies must guide researchers in addressing the loopholes in the current literatures.As the demands for educational policy continues to increase significantly in the practice, a good basis for such study can be made by relating to one important factor that shapes learning and development the brain. It is in here that we can find appropriate strategies to increase competency and skill acquisition needed to make students dynamic and vibrant in practice.Work CitedBruer, John T. procreation and the Brain A Bridge too Far in Educational Researcher 26 no. 8 1997. accessed 12 November 2008. 4-16.

Poetry and Wright Essay

The poetry of Judith Wright conveys a strong sense of ? Australian Identity. This is distinct though Wrights strong connection to the sea, using descriptions and personifications of the sea. Wrights ? Australian Identity is firmly established through poetry with her use of ideas that have exit synonymous with the Australian stereotype what people recognise as being uniquely ?Australian. This includes the description of the stereotypical Australian beach scene and the attitudes shown by the surfer and even the surf in the poem characteristics recognised as ?typically Australian. These features of her poetry have established Wright as a in truth ? Australian poet.The surf, grey-wolf sea sitting on the whitened pebbles and shells ar images that are recognised as Australian and part of the Australian identity. The surfer too is at a time recognisable as typical Aussie character. He is described as brown and he has muscle ? he is the stereotype of the bronzed, muscular surfer. The us e of these ideas that have cause typically Australian show Judith Wright as an Australian poet which in turn reflects the Australian identity.Judith Wright has a strong connection to the Australian beach, and the ideas she conveys through her poetry are very much steeped in nature. This link to the Australian sea immediately distinguishes Wright as an Australian poet. The Australian connection to the sea and surf is reflected in the repeating of muscle to describe both the surfer and the thrive expresses the surfers connection to the wave and to nature. This connection is further emphasised by the personification of the wave through long muscle of water.The bond of both the surfer and Wright to the sea defines Wright as Australian and reflects Australians strong links to the sea. ?Australian traits are not shown only by Wright herself, but by characters in her poems. In The Surfer, Wright uses assonance (those and foam) to describe the wave. This has the effect of creating a long and trifling piece of sound imagery for the reader. The laconic nature of the wave is the same as the typical Australian ? laid back spirit giving Wrights poetry an Australian flavour and such contribute greatly to Wrights recognition as being an Australian poet.

Aristotle Versus Plato Essay

Abstract Plato and Aristotle argue that cheatisan (Demiurge) and poet imitate constitution, thus, a work of fraud is a reflection of nature. However, they type different views on the regions of imitation in art and literature. Plato believes in the existence of the ideal world, where exists a real form of both object lens found in nature. A work of art which reflects nature is twice far from the reality it represents. Aristotle, on the a nonher(prenominal) hand, does non deal with the ideal world, alternatively he analyses nature. He argues that a work of art does not imitate nature as it is, hardly as it should be.In this sense datum, an mechanic does not pillage the truth but reflects the reality. Key Words Imitation, art, literature, mimesis, etymology, ethic. Introduction Plato and Aristotle attribute different meanings to the condition mimesis Plato come acrosss mimesis in good and political consideration, Aristotle uses mimesis as an artistic phenomenon. The y both go that rhyme is mimetic but they have different idea about metrical composition and mimesis. The present paper aims first to define mimesis and explain the historical and linguistic background of the stipulation, then to analyze the concept of mimesis in Plato and Aristotle.In literature the word mimesis has two diverse applications it is used to define the nature of literature and other arts and to indicate the relation of one literary work, which att overthrow tos as a model. Plato and Aristotle take mimesis to define the nature of art, yet they ascribe different meanings and value to it. Plato and Aristotle consider the historical and etymological background of the term, on that pointfore, it is necessary to receipt about the linguistic and historical background of the term mimesis to understand what kinds of meaning and value they attribute to the concept.Linguistic everyy, the radix word is mimos mimesthia, mimesis, mimetes, mimetikos, and mimema atomic number 18 derived from mimos. Mimesthia denotes imitation, agency or portrayal mimos and mimetes designate the al just aboutbody who imitates or represents, whereby mimos originally refers to the recitation or dramatic performance in the circumstance of dramatic action. The mime, which is a kind of banquets given by wealthy man, is most probably derived from mimos The noun mimesis as well as corresponding verb mimeisthai refer to the re-enactment and dance by means of ritual and novel.In Athenian drama the re-enactment is equivalent to acting out the role of a mythical figure and mimesis in such a context connotes the imitation of the earlier re-enactment of the myth and rituals. Historically, the word mimesis as re-enactment first appears in such rituals, and the historical origin of the term, as located in Dionysian cultus drama, coincides this meaning in that mimesis in both cases refers to imitation, delegation and expression. It is argued that myth, and divine symbols of the rituals are transformed to tasteful-dramatic representation finished and through which it became possible to represent the divinity and gods in drama.Tragedy, for illustration is the transformation of the myth and rituals. In a different context mimesis whitethorn refer to identification. People identify themselves by means of their mimetic office when they match themselves in the other and perceive a state of mutual equality. In this sense, mimesis is distinct from mimicry, which implies only(prenominal) a physical, and no mental relation. That is, a soulfulness regards the new(prenominal) as equal and assumes the Other to be doing the same in reverse.Associated with the physical aspect of mimesis is its performative aspect, as an actualization, a presentation of what has been mimetically indicated. Thus, the term mimesis is combined with an action-oriented speaking. The term mimesis whitethorn withal refer the simile, similarity and representation it may refer to the symb olization of the world when we take it as a transformation of myth. Mimesis has also been cited since classical time in the exploration of relationships surrounded by art and reality. The meanings and applications of the term changes conformanceing to the context it is used.Therefore, Plato and Aristotle ascribes different meanings and value to mimesis with respect to the contexts they use it. The Concept of Imitation in Plato takes the term mimesis with several meanings and connotations in the dialogues and alters the meaning of the term checking to the context in which he uses it. He uses mimesis in the context of the education of the youth he discusses the hunt of mimesis as wantning oneself to another in speech and bodily behaviour and as addressing the lower part of mans soul he also refers to the epistemology and metaphysics of the concept.He takes the word mimesis with pedagogic attributes and uses it in educational and ethical context when he says guardians of an ideal state should be educated to imitate only what is attach. In the third book of the Republic, for instance, Plato provides further definitions of mimesis, centering on the relation between mimesis and poetry, mimesis and education and also poetry and education. Since youngish people learn essentially through imitation, it is significant to select the models.Mimesis suggests unfavourable effect on the part of the young people and poetry is one important source of the youths experience with examples and models therefore, if the world of models and examples ought to be cookled in the interest of education, poetry must be likewise subject to control. Plato argues the case in the Republic as conjoin The youth cannot distinguish what is allegorical from what is not, and the belief they acquire at the age are trying to expunge and usually remain unchanged. That is important that the first stories they come across should be well told and dispose them to virtue.The contents, forms, and representational modes of poetry play an important ethical role in the education of guardians and should, because of the personal effects they exercise through mimetic process, be based on ethical principles. Young people should only imitate brave, sober, pious and frightful men, which will increase their strength and will not infect them with weakness. In this sense, it is argued in the Republic that tragedy and comedy, as mimetic poetry, represent injustice among the gods in the assertion that gods are responsible for unhappiness among people.In the Platonic conception, gods cannot be evil heroes cannot be weak. The poets representation violates the truth and by representing the deficiencies of gods and heroes, has negative effect on the community and the education of youth. Mimetic poetry not only misrepresents gods and heroes and reach outs young people to im good behaviours but also appeals to and strengthens the lower, desiring part of the soul. According to Plato, poetry e ncourages short-term indulgence in our emotions when reason would keep their gratification because it is useless or harmful for the citizen who considers life as a whole.Reason is a subject that enables moral quality and authorities. Poetry is intuitive and stirs up a part of a citizen that ought to be kept quiet and fosters the lower part of the soul against the rule of higher part, reason Poetry becomes a trem hold onous rival to morality, which is able to corrupt even good man and is a very dangerous thing encouraging all the lower desires and making them hard to cope with suffering in the theatre, and taking pleasure in laughing at comedies tends to affect our attitudes in real life and make us distrustful and unserious.Sex, anger, and all desires, pleasure and pains are fostered by poetic imitation, thus, Homer and tragic poets are not true example for a citizen. Poetry, then, taking its written report as human emotion and human frailty, threatens to disturb the balance an d rational disposition of the individual for the individual, by way of his mimetic abilities, is infected through poetry. doctrine provides wisdom and truth in the education but poetry has a potential capacity to demoralize mind.For example, Homers poetry was drawn on for educational purposes as a collection of familiarity and wisdom and enter in to competition with philosophy, it should therefore, be censored. It is obvious that poetry endangers the ideal citizens who can control and manage their feelings and remain reasonable, thus should be censored. While being an aspect of misrepresentation and something used in a dangerous way for the education of young people, mimesis may also come to mean re-enactment in Platos dialogue when it refers to the imitation of a man in action in drama.In the Republic, Plato uses the term to refer to the behaviour of the philosopher As he looks upon and contemplates things that are ordered and ever the same, that do no wrong, are not wronged by, e ach other, being all in rational order. He imitates them and tries to become like them as he can A similar process occurs in tragedy, which is the artistic and dramatic re-enactment of ritual and myth and transformation of religion. Through tragedy it becomes possible for a man to represent the divinity and gods. For instance, the re-enactment, in Athenian drama, is equivalent to acting out the role of a mythical figure.Mimesis, in such a context, designates the imitation of earlier re-enactment, the instances of which is taken from myth and rituals. The nature of ritual is spiritual and pleasing and such primitive rituals serve communal interests, in that each member of community gets rid of self. A tragic play may lead to self alienation and may lead to identification with the fallen character and with the hero. The process of re-enactment, then, leads one to enter into anothers feelings and suffering. Plato insists that no one of truly noble character could suffer as a tragic her o does, since one whose soul is in a state ofharmony is not to be influenced and hurt. Therefore, he objects to the re-enactment of ritual. Mimetic behaviour should be avoided because it may lead to identification with fallen characters and with the hero. Plato in the Republic argues that or have you not observed that imitations, if conditioned, settle down youths life, and deflect into habits and become second nature in the body, the speech and the thought . Apart from this, people identify themselves by means of their mimetic ability when they see themselves in the other and perceive a state of mutual equality.In this sense mimesis is distinct from mimicry, which implies only a physical and no mental, relation a person regards the Other as equal and assumes the Other to be doing the same in reverse. In this respect, a person who imitates is doomed to self-control and lack of self-identity. Moreover, the process of mimetic identification becomes a source of pleasure in the form of tragedy, which correspondingly frames the myth or re-enacts to substitute the myth in the form of dramatic representation.In the seventh book of the Republic, which is about law, he states we are ourselves authors of tragedy, and that the finest and the best we notice how to make. In fact, our whole polity has been constructed as a dramatization (mimetic) of noble and perfect life that is what we hold to be truth in the most of real tragedies. However, in art, mimesis has a different function. Aesthetically, mimesis refers to misrepresentation. Reality and truth can only be understood through reason.The artist works with inspiration and imagination the two faculties striket give us the true image of reality, and the end of tragedy is a partial loss of moral identity. On the one hand, there is mimesis as a re-enactment of Dionysian rituals in the form of tragedy which leads to self-sacrifice and wrong identity and which addresses the lower part of the soul and corrupts the ethic al development of the youth. On the other hand, there is mimesis as an imitative, imperfect image of reality.In a sense, Platos resistance to mimesis is not only due to the fact that tragedy (mimetic art) may lead the audiences back to the ritual and irrational mode of primitive nightclub but also due to the fact that mimetic art is an imitation of objects (eidon), which are imitations themselves. He objects to mimesis for the fact there is no relationship between what is imitated and what is real. Mimesis designates the ability to create expression and representation on the part of poet, painter and actor, both in a general and specific sense.For example, the painter produces a relationship between an image he created and the object. If the relationship consists in the production of similarity, then, there arises a question of where the similarity between image and object lies. If the images he creates dont make a indication to reality and real object, and if the relationship bet ween object and image is on the level of similarity created by the poet through art, then, there appears a lack of link between true and false. But in Platos philosophy the relationship between objects and reality does not consist of comparison or similarity.According to Plato, Demiurge creates the idea and by beholding the idea Demiurge produces the object his ability is exalted in the imitation of the Idea. The poet, on the other hand, creates the images neither by seeing the idea nor from more(prenominal) substantive knowledge of the object since he produces vigour but phenomena by holding up a mirror. In this sense, the artist produces appearance and his work cannot provide us with true insight. Then, when a poet writes about the bed, for instance, it is not a bed manufactured by the armourer from the idea nor does it have any relation to the real bed it is only simulation and phenomena.There is also a difference between the knowledge of the poet and the knowledge of the cra ftsman. Man makes things and makes images. The craftsman makes the things following the original copy or model the poet follows the image of the model or copy therefore he gives only a balance wheel of reality. The proportion of knowledge and opinion, truth and falsity plays a courseing role in distinguishing imitation as proportion of being to appearance. Plato argues that to understand the image, one needs to know the reality and the path to reality is in philosophy and reason, not in poetry and emotion.Although Plato admits that every object in nature is a reflection of the Idea, he doesnt object to the reflection of object in nature. Plato uses mirror and water as constant metaphors to clarify the relationship between reality and the reflection of eidon. Plato argues that the poet holds up mirror to nature and in his work we see the reflection of nature not reality. He objects to the reflection of objects in the mirror, since things are divided into two separate visible and in telligible. The first of the visible things is the class of copies, which includes shadows and reflections in the mirror.The second class of visible things is that of which the previous is a likeliness or copy. Plato objects to the reflection of object in the mirror, since mirror (poet) imprisons and limits the image. And he also objects to the imitation, since the poet imitates without knowledge. Therefore, it is not its imitative character but its lack of truth and knowledge, which brings poetry to its low estate. Homer and all the poetic population are imitators of images of virtue and other things but they do not rely on truth. Poetry, after all, is a madness that seizes the soul when it contemplates in true knowledge of goods.Platos objection to mimesis may also interpreted as a reaction to the sophistic thinking that aims to produce images that the listener will regard as real, all of which take place in the world of phenomena. Image, thought, and opinion combine into a world of appearance characterized by nonbeing, a phenomenal nature and similarity. And as long as fondness and reality are not distinguished, science, ignorance, and appearance merge together. Within the concept of mimesis, then, Plato creates an independent sphere of the aesthetic consisting of appearance, image and illusion and excludes it from the domain of philosophy.He insists that there are no phenomena without being, no images without reality, no mimesis without a model. Yet reality and idea cannot be represented without knowledge and images are not part of reality. Plato, in the Republic, in Ion, and in Symposium uses the concept of mimesis with several meanings. He refers to the education of the young in Book X of the Republic in Ion he develops a metaphysical dis pass on the concept of imitation, and in Book III of the Republic he objects to imitation because mimesisaddresses and strengthens the lower part of the spirit.Plato refers to ethical aspects of mimesis whenever he re fers to the concept of imitation. That is, mimesis is an ethical matter in Platos dialogues. He is not interested in the aesthetic aspect of mimesis therefore, he does not buy off attention to the form and matter of mimesisand art. Plato deals with the value of mimesis. Aristotle is the first to deal with mimesis as a possibleness of art. He dwells on the concept of mimesis as an aesthetic theory of art and considers imitation in terms of the form in which it is embodied.By imitation, he means something like representation through which mimesis becomes the equivalent of artistic and aesthetic enterprise. Unlike Plato, Aristotle also argues that mimesis is not morally destructive since reason controls art. II. The Concept of Imitation in Aristotle Aristotle states that all human actions are mimetic and that men learn through imitation. In particular, mimesis is the distinguishing quality of an artist. He argues that public classifies all those who write in meter as poets and comple tely misses the point that the capacity to produce an imitation is the essential quality of the poet.The poet is distinguished from the rest of mankind with the essential ability to produce imitation. A poet may imitate in one of three styles in poetry he may use pure narrative, in which he speaks in his own person without imitation, as in the dithyrambs, or he may use mimetic narrative and speaks in the person of his characters, as in comedy and tragedy. A poet may use merge narrative, in which he speaks now in his own person and now in the person of his character, as in epic poetry. Mimetic poetry may also differ according to the object of imitation.In this respect, tragedy differs from comedy in that it makes its characters better rather than worse. Mimesis, particularly, becomes a central term when Aristotle discusses the nature and function of art. In the Poetics, he defines tragedy as as an imitation of human action that is serious, complete and of a certain magnitude in lang uage embellished with every kind of artistic ornament, the various kinds being found in different parts of the play it represents man in action rather than using narrative, through pathos and fear effecting the proper purgation of these emotion.Aristotle is interested in the form of imitation and goes on to consider plot, character, diction, thought, spectacle and song as constituting elements of a ordinary tragedy. The action of plot must be complete in itself with a proper beginning, middle and an end. All parts of action must be as essential to the whole. Each part of the tragedy is imitation itself. Character in tragedy imitates the action of noble man who has to be a man of some social standing and personal reputation, but he has to be presented us in terms of his weaknesses because it is his weakness that will make his fall believable.Aristotle thinks that all types of art are mimetic but each may differ in the manner, means, and object of imitation. Music imitates in sound and rhythm, painting in color and poetry in action and word. Aristotles mimesis does not refer to the imitation of Idea and appearances, like that of Plato. He argues that each area of knowledge is imitation in the sense that as a human being we all learn through imitation. However, he carefully makes a distinction between different kinds of knowledge.For instance, he claims that art and philosophy deal with different kind of truth philosophy deals with concrete and absolute truth, whereas art deals with aesthetic and universal truth. The difference, for instance, between mimetic poetry and tale is stated as one writes about what has actually happened, while the other deals with what might happen. Art, unlike science, doesnt abstract universal form but imitates the form of individual things and unites the separate parts presenting what is universal and particular.Therefore, the function of poetry is not to portray what has happened but to portray what may have happened in accord w ith the principle of probability and necessity. Since poetry deals with universal truth, history considers only particular facts poetry is more philosophical and deserves more serious attention. In step-up, aesthetic representation of reality is not technical, factual, philosophical, and historical. Aristotle compares aesthetic process (mimesis) with the process that takes place in nature.While nature moves through internal principles, art moves through organic principles like plot, action, characters, diction, and there is a unity among them. In a sense, art imitates nature and the deficiencies of nature are supplemented in the process of imitation, and art follows the same method, as nature would have employed. Thus, if a house were natural product, it would pass through the same stages that in fact it passes through when it is produced by art, they would move along the same lines the natural process actually takes. Poets, like nature, are capable of creating matter and form.The origin of nature is nature itself and the origin of art is the artist and the defining characteristic of the artist is the ability to create, through imitation, as nature does. The artist constructs the plot as an organizing principle, character constitutes the relation and carries on the action and style gives pleasure. For instance, the plot of tragedy and Dionysian rituals display similar organization. The rituals begin with the spring, which is a salient(ip) and beautiful time of the year, and they represent the strength of gods and nature upon primitive society.Tragedy, like the image of spring, has a striking and fascinating beginning and, like ritual, a tragic play pervades and shapes the feelings of the audiences. Dionysian ritual is a sacrifice of human being for gods and nature in the try for for a better and peaceful beginning. Similarly, the tragic hero is symbolically sacrificed after which there appears a peace. Then, the poet takes tragedy, as a mimetic representat ion of myth, from the natural course of an event that takes place in nature and reorganizes it.In this sense, mimesis designates the imitation and the manner in which, as in nature, creation takes place. Mimesis, as Aristotle takes it, is an active aesthetic process. He argues that imitation is given us by nature and men are endowed with these gifts, gradually develop them and finally create the art of poetry. The poet does not imitate reality but brings reality into existence through mimesis. The poet recreates and reorganizes already known facts and presents them in a fresh and attractive way therefore, though audiences know the story of Sophocles Oedipus, they go and watch it.The reality as presented to us through mimesis is superior and universal not only because we are pleased to learn through imitation but also because such reality is better. Homer, for instance, depicts Achilles not only as a bad character but also depicts his goodness. Mimesis is thus copy and changing. The poet creates something that previously did not exist and for which there are no available models. Even in dealing with historical materials, the poet needs to fashion it in accord with his art rising to a higher level than is found in reality.Art is pretended but the mimetic and aesthetic nature of art pervades the fictitious deviation and a work of art forces the thing to appear as something more beautiful and better than that nature and human being posses in common, for it is perpetually writers duty to make world better. It can be argued that Aristotle defines and argues about art with respect to mimesis, and the concept of imitation in Aristotle is an aesthetic matter. Mimesis is not only origin of art but also a distinguishing quality of man, since imitation is natural to mankind from childhood on in addition all men find pleasure in imitation.He claims that there are things that distress us when we see them in reality, but the most accurate representation of these same thing s we view with pleasure. In this sense, catharsis is not a moral and psychological matter but a natural end of the aesthetic act as Salkaver discusses below Fear and pity are dangerous emotions painful and troubled feelings arise from the imagination of an close at hand(predicate) evil and cause destruction and pain. Pity, in particular, is a kind of pain upon seeing deadly or painful evil happening to one who does not deserve.However, in the representation of such feelings one feels empathy and gets rid of them. So, a work of art gives a man an opportunity to get rid of painful and troubled feelings arising from the imagination of an imminent evil that may cause destruction and pain on the part of the citizen. Aristotle develops a consistent theory of art upon the concept of imitation. He begins saying that all human actions are imitation, then, he focuses on poetry and other areas of studies like history and philosophy. Lastly, he dwells on the poet and the concept of imitation a s taken and estimable by playwrights.All his arguments upon mimesis are, both in general and in specific sense, have aesthetics quality, since he does not take imitation as social, moral or political phenomena but as an activity of the artist. CONCLUSION Platos main concern is with the public recitation of dramatic and epic poetry and in Plato there is emulation between philosophy and poetry. The poet influences the character of the young in every way and has corruptive impact upon the education of the young mind. In addition, poets dont have a true knowledge of the things.Plato suggests that the emotional appeal is a threat to reason, that mimetic art is remote from reality, that the poet is not serious and knows nothing about poetry and cannot give satisfactory information about his art. It is obvious that he resists the concept of imitation in the case of poetic composition. Tragedy, in particular, and poetry, in general are concerned with pleasure rather than instruction and si nce it is not possible to imitate a wise and quiet person in the play, since such a person does not fit the content of tragedy, mimesis is ethically distracting.Therefore, the function of various discussions of mimetic art in the Republic is ethical wherever he mentions art he discusses it in relation to education and ethics. Although Aristotle agrees with Plato that poetry has the power to stimulate emotions, he does not pay much attention to the ethical and epistemic aspects of mimesis. Yet he dwells on the pleasure that men take in learning and argues that tragedy discharges the feelings and spectators leave the play in a state of calm, rationalize of passions.He does not restrict art and poetry and the concept of mimesis. Aristotles mimesis is defined by mythos and praxis, which brings the concept close to areas of time and action- in contrast to Platonic mimesis, which is closer to image, imagination and imitation. He argues that tragedy is the imitation (mimesis) of a man in action. Aristotles mimesis is active and creative and he gives a high-power character to mimesis by introducing mythos and praxis, thus, defines art as mimesis and the artist as character.Plato worries about the moral effect of poetry, while Aristotle strikes to psychology and returns repeatedly to shuddering terror (phobos) and pity (eleos) that the tragedy is creating in the spectator, who therefore repeats or imitates what has already taken place on stage. Plato argues that there is a duality between art (mimesis and narrative art) and ethics. The more poetic the poems are the less suited are they to the ears of men. Artistically, the better the comedy is, the worst it is, since the more attractive and perfect the comedy is the more disastrous its effects are.For instance, Homer, in the Iliad tells us or narrates the story of cypresses, as he was himself a cypress. He tells the story as far as it makes the audience feel that not Homer is the speaker, but the priest, an old man. This manner of representation ( imitation), according to Plato, leads to the loss-of-self or transformation of identity and becomes a matter of moral destruction. Aristotle takes the same activity of impersonation in a different way.He praises Homer for not telling excessively in his own voice since, after a few words he immediately brings on stage a man or woman or some other characters that represent the action with larger perspective. As a conclusion, mimesis has since the antiquity been discussed to refer to the relation between reality and representation. The nature of discussion upon the concept of mimesis as a theory of art changes according to the person who discusses the term and the way he deals with the term.Auerbach, for instance, distinguishes the reality and mimesis in literature with respect to the narrative techniques and argues that Homeric epic is not mimetic but realistic since chronicle of the tales comprehends every detail and leaves no space for interpretatio n. Plato, on the other hand, agrees that reality cannot be represented therefore, mimesis is misrepresentation of truth. Aristotle becomes the defender of mimesis against Plato and develops a theory of art with reference to mimesis and claims that art (mimetic art) is superior to philosophy and histpry.

Personal Goals

Leadership is a highly esteemed characteristic that attaches maximum political, business and social value with it. Every crowd, regardless of its size and influence, is always in search for a attraction whom it toilette trust to steer ahead through and through all the accomplishable challenges and difficulties. Therefore leading is an individual attribute that allows one individual to motivate and carry m whatever former(a)s towards common dreams and goals.Leadership, by its very definition, commands implicit faith, and authority in the actions, decisions and philosophy of the attractor. present it is vital to understand that attractership is a dynamic and integral quality of a person and leaders emerge from middling groups they atomic number 18 not made, elect or appointed.Arguably, there are no definite copy-book rules to construct a leader. The difficulties, complexities, and challenges associated with a situation give impetus to leadership qualities in otherwise ordinary citizenry who believe in themselves that they are capable of rising up to the difficulties as well as helping others out of it. Therefore although it might be difficult to teach a person quality of good leader, yet one can expect to inculcate leadership qualities by observing styles and principles of made leaders. It is said that a leader is a dealer in hope.Leadership is then about inspiration, motivation, encour epochment and direction that pulls people to accomplishments that they would not had managed if left alone. However, sound leadership is a very challenging domain as it requires some impeccable personal and organizational traits that can be developed and realized through considerable experience, knowledge and self- discipline.There are no fixed guidelines, set of rules and laws that exactly prescribe the traits, qualities and attributes of a successful leader. Quite often the leadership is situational and the leader is required to act purely through intuition an d circumstantial requirements. However there are certain all-important(a) skills and characteristics that are rather mandatory for rough-and-ready leadership are1 Trustworthiness Trustworthiness is about integrity in action. Effective leadership is about achieving coordination in words and actions and following the age old principles of truth, honesty and personal integrity.2. Fairness Leaders cant afford to be biased or prejudiced or it would jeopardize the confidence of the followers in their secular character.3. Communication and listening skill. Leadership requires excellent parley and listening skill through which the leaders can articulate their views unambiguously and likewise hear the views of others to give them sense of participation and involvement.4. Initiative Leadership is about taking possible action and orienting other people towards it. Taking initiative pulls the organization rapidly ahead.5. Good judgment Leaders must charter the ability to process all info rmation in the backdrop of their knowledge to demand correct decisions6. Motivational capacity Leadership is ineffective if it cant motivate people to the dream and vision of the leader. It is the most desirous quality of a leader and one that is hallmark of leadership.A good leader should be honest, loyal and committed to the goals of the organization he intends to lead. A good leader should not have a desire for wrongful gains or hidden agendas. This is why perhaps people emphasize on transparency in all dealings of any organization. Some leaders have a self plan and pursue them rather than acting in the interests of the organization.Committed to the cause of the organization or group and being live to the sacrifices and pains of your colleagues is a staple fibre quality of a good leader. National leaders and particularly the freedom fighters of several nations had steadfast qualities and closing in them, which helped them carry on and ultimately succeed. A good leader is perha ps a good follower. There is never a stage in which you have mastered everything and this applies even to leadership.Each day you learn more and more, perhaps the rights and wrongs of your own acts too. I have always been a wilful savant and strongly believe I should always encumber learning if I am to lead. I have always respected people with values and accountability. A leader is accountable for his actions and should voluntarily open up to any questions or suspicions in his dealings.Similarly a good leader should also emphasize such qualities among his followers and make them accountable too. Simplicity is a mark of identity for any leader and projecting himself as a role model. A leaders thoughts, actions and words should be a reflection of him, inspiring all who follow. A leader indeed should have uncommon qualities to successfully lead his organization. sensation of the main challenges of a leader is his ability to manage change. Change is a permanent reality across time. T he world is changing at an unprecedented pace, as never before witnessed. Change in an organization, group or any set up involves altering its organize, processes, the behaviour of its management and staff, its strategy, environment etc.The structure of an organization is one of the most common targets of change. This includes the manner in which it is held together, the various configurations of people and the relationship between them, communication channels, job roles and skills. The relationships within an organization are extremely important as it contributes to the internal shape and coherence. Some processes which are altered as a result of change implementation are communication processes, management processes and learning process.Periodic reviews of its goals and progress are vital for any organization or team to stay aligned with its objectives and expectations. I understand the quest and consequences of change, which an organization undertakes according to the demands p laced on it. Ongoing communication can motivate managers and employees and help them to overcome resistance to an initiative, keep them prepared for the ups and downs of change.Organizations are managed by several forms of leadership found on the exertion of authority within the organization. Two main, but interconnected types of leadership in organizations are the transformational leadership and the transactional leadership, some(prenominal) having strong philosophical and ethical foundations. Transformational leadership gives followers the opportunity to assess the leaders view, to seek explanations and provide solutions, while transactional leadership is more based on imposition, where followers are driven by the praise, promise or reward of the leader.In the transactional leadership, the followers are confronted by reproof, threats and disciplinary actions. Transformational leadership has receive more popular in the last three decades primarily due to the changing global econ omy. Transformational leadership promotes equality, justice and human rights through loyalty and fairness. new-fashioned findings suggest that team performance and communication are improved under transformational leadership.Authentic transformational leaders are sometimes transactional too. The leader may present his opinion, plans and juice up agreement on them, which however may be in the mutual interest of all involved. I consider myself as a typical transformational leader open to criticism and discussion, unafraid of my decisions being questioned. After all only collective thinking and cooperation can bring results.People generally do some(prenominal) they want to do or, are motivated to do. Motivation is another vital component associated with productivity in workplaces. Suitable theories and principles of employee motivation are applied with basic logic to address the psyche of employees who are to be motivated. Motivation can also be described as a crucial skill for any business to succeed. It involves inducing individuals from his actual and deviant state to a required desired state in a specific way.Each motivational musical arrangement must be specifically designed according to the organization and prevailing circumstances. Recognizing and understanding the motivational factors for each employee or follower is very important. It would be surprise to know that things like job security, money etc. cannot help in motivating people. However fear, like yelling from boss, do serve as a short-term motivator. Employees, colleagues and supporters all need to be motivated to perform to the levels expected of them. As a thoughtful leader, I can easily motivate my employees by setting an example and not forcing them to follow me.Recruitment is a very important function of human resources and recruitment strategies are vital in attracting intellectual and smart prospective candidates. Selection of best candidates who fit with the work culture of the organi zation is very important. The recruitment also has a direct bearing on the retention factor in an organization, apart from work efficiency and quality.Be it an organization, a political party or any association it is very essential that only the right people with the right mindset occupy responsible positions. My association with people helps me to identify such people with the right mentality and the ones who should be kept away. As a leader I try to ensure that the goals and ideals of my employee are not shouldered by wrong persons.Conflict and dissatisfaction with superiors like other leaders and officers is another common cause for resignations. When managers or team leaders fail to provide the required leadership by bullying their subordinates or treating people unfairly, it gives rise to employee discontent. Such situations emphasize on the qualities of the manager and the team leader. Only those with well-developed leadership qualities must be selected as second level leaders .They should be deft in leadership skills, methods of resolving conflict and also on dealing with grievances. Poor selection or promotion decisions too can result in rapid turnover. The selection and promotion processes must be on par with the capabilities of the individuals, with regard to the work they do. As a leader, I know that I keep a close watch on the attrition rate of my organization to seek answers as to what makes people unhappy within my business. I have also implemented exit interviews to identify grievances and offer redress.Leadership is not a characteristic that exists in isolation. As it is defined, leadership implies establishing coordination, orientation, cooperation, and collaboration among the followers to accomplish designated objectives and goals. It is possible when leaders can motivate their followers with respect, admiration, discipline, confidence in the abilities of the leader while being helped to envision themselves as empowered individuals.A good le ader has the ability to take over even most complex, demanding and otherwise impossible condition by exhibiting personal integrity, ethical and moral traits and values that other can relate to and aspire to imbibe in their own conduct (Laurie, 2000, 53). Here it is important to distinguish personal charisma from leadership, as personal charisma, being an person specific phenomena, can awe people but hardly give them impetus to follow in the footsteps of the leader.Leadership is also means natural skill of power and potential to change its equation affect over the leaders and their followers. There inherent dangers associated with power, and for most of the people, the timeless adage-power corrupts suits justly. Power contains a come-on that is hard to resist and has potential to become the ultimate goal for a person rather the tool that was designated in helping to achieve the goals. But a genuine leader understands this irony of power and therefore believes that power should be s hared with others so that it can grow. The real power of leaders is their ability to inspire others with a sense of power and confidence

Bitsat Syllabus

This test is designed to assess the test takers general proficiency in the lend oneself ofEnglish languageas a means of self-expression in real life situations and specific ally to test the test takers knowledge of basic grammar, their vocabulary, their ability to admit fast and comprehend, and also their ability to apply the elements of effective writing. 1. Grammar 1. Agreement, Time and Tense, Parallel construction, Relative pronouns 2. Determiners, Prepositions, Modals, Adjectives . Voice, Transformation 4. Question tags, Phrasal verbs 2. Vocabulary 1. Synonyms, Antonyms, Odd Word, One Word, undercover letter, Homophones, Spelling 2. Contextual meaning. 3. Analogy 3. teaching Comprehension 1. Content/ideas 2. Vocabulary 3. Referents 4. Idioms/Phrases 5. Reconstruction (rewording) 4. Composition 1. Rearrangement 2. Paragraph Unity 3. Linkers/Connectives Logical Reasoning The test is prone to thecandidatesto judge their power of reasoning spread in verbal and nonverbal areas. Thecandidatesshould be able to think logically so that they perceive the data accu prescribely, go through the familys correctly, figure out the missing somas or words, and to apply rules to new and different contexts. These indicators are measured through performance on such tasks as detecting missing links, following armorial bearings, classifying words, establishing sequences, and completing analogies. Verbal Reasoning 1. Analogy Analogy means correspondence. In the questions based on analogy, a particular relationship is wedded and another similar relationship has to be identified from the alternatives provided. . Classification Classification means to assort the items of a given group onthe arseof certain common quality they possess and then spot the odd option out. 3. Series Completion Here series of numbers or letters are given and one is asked to either complete the series or find out the wrong part in the series. 4. Logical Deduction Reading Passage Here a brief pass age is given and based on the passage the candidate is required to identify the correct or inconclusive logical conclusions. 5. Chart LogicHere a chart or a table is given that is partially filled in and asks to complete it in accordance with the information given either in the chart / table or in the question. 6. Nonverbal Reasoning a. Pattern Perception Here a certain public figure is given and generally a quarter is left blank. The candidate is required to identify the correct quarter from the given four alternatives. b. Figure Formation and epitome The candidate is required to analyze and form a figure from various given parts. c. Paper CuttingIt involves the analysis of a pattern that is formed when a folded small-arm of paper is cut into a definite design. d. Figure Matrix In this more than one set of figures is given in the form of a matrix, all of them following the same rule. The candidate is required to follow the rule and identify the missing figure. e. Rule Detectio n Here a particular rule is given and it is required to select from the given sets of figures, a set of figures, which obeys the rule and forms the correct series. BITSAT 2010 Chemistry Syllabus 1. States of Matter 1.Measurement forcible quantities and SI units,Dimensional analysis, Precision,Significant figures. 2. chemical substance substancereactions Laws ofchemicalcombination, Daltons atomic theory Mole concept Atomic,molecularand molar grasses Percentage composition group Amolecularformula Balancedchemical comparisons amp stoichiometry 3. gaseous state Kinetic theory Maxwell distribution of velocities, Average, root mean square and most probable velocities and relation totemperature, Diffusion Deviation from ideal behaviour Criticaltemperature, Liquefaction of gases, van der Waals equation. . Liquid stateVapour pressure, surface tension, viscosity. 5. Solid state Classification Space lattices amp crystal systems Unit cell cube-shaped amp hexagonal systems Close packing watch glass mental synthesiss Simple AB and AB2 type ionic crystals, covalent crystals diamond amp graphite, metals. Imperfections- Point defects, non-stoichiometric crystals Electrical, magnetic and insulatorproperties Amorphous solids qualitative description. 2. Atomic Structure 1. Introduction Subatomic particles Rutherfords picture of atom Hydrogen atom spectrum and Bohr model. 2.Quantum mechanics Wave-particle duality de Broglie relation, Uncertainty tenet Hydrogen atom Quantum numbers and wavefunctions, atomic orbitals and their shapes (s, p, and d), Spin quantum number. 3. Many electron atoms Pauli exclusion principle Aufbau principle and the electronic configuration of atoms, Hunds rule. 4. Periodicity Periodic legal philosophy and the modern periodic table Types of elements s, p, d, and f blocks Periodic trends ionization energy, atomic and ionic radii, electron affinity, and valency. 5. Nucleus Natural and artificial radioactivity Nuclearreactions, unreal transmuta tion ofelements. . chemical substanceBonding ampMolecularStructure1. Ionic Bond Lattice Energy and Born-Haber cycle 2. MolecularStructure Lewis picture amp reverberance social organisations, VSEPR model ampmolecularshapes 3. Covalent Bond Valence Bond Theory- Orbital overlap, Directionality of bonds amp hybridistaion (s amp p orbitals only), vibrancyMolecularorbital theory- Methodology, Orbital energy level diagram, Bond order, Magneticpropertiesfor homonuclear diatomic species. 4. Metallic Bond Qualitative description. 5. Intermolecular Forces Polarity Dipole moments Hydrogen Bond. 4.Thermodynamics 1. Basic thoughts Systems and purlieu State functions Intensive amp ExtensiveProperties Zeroth Law andTemperature 2. First Law of Thermodynamics Work, internal energy, heat, enthalpy, heat capacities Enthalpies of formation, phase transformation, ionization, electron gain Thermochemistry Hesss Law. 3. Second and leash Laws Spontaneous and reversible mental processes entropy Gibbs f ree energy related to spontaneity and non-mechanical work Standard free energies of formation, free energy change andchemical counterbalance Third Law and Absolute Entropies. . Physical andChemicalEquilibria 1. Concentration Units Mole Fraction, Molarity, and Molality 2. Solutions Solubility of solids and gases in liquids,Vapour Pressure, Raoults law, Relative lowering ofvapour pressure, depressive disorder in freezing point elevation in boiling point osmotic pressure, determination ofmolecularmass. 3. Physical Equilibrium Equilibria involving physical changes (solid-liquid, liquid-gas, solid-gas), Adsorption, Physical andChemicaladsorption, Langmuir Isotherm. 4.ChemicalEquilibria Equilibrium constants (KP, KC), Le-Chateliers principle. 5. Ionic Equilibria Strong and Weak electrolytes, Acids and Bases (Arrhenius, Lewis, Lowry and Bronsted) and their dissociation Ionization of Water pH Buffer solutions Acid-base titrations Hydrolysis Solubility Product of Sparingly Soluble Salts Comm on Ion Effect. 6. Factors touch on Equilibria Concentration,Temperature, Pressure, Catalysts, Significance of DG and DG0 inChemicalEquilibria. 6. Electrochemistry 1.RedoxReactions Oxidation-reductionreactions(electron transfer concept) Oxidation number Balancing of redoxreactions Electrochemical cells and cellreactions Electrode capablenesss EMF of Galvanic cells Nernst equation Gibbs energy change and cell potential Concentration cells Secondary cells Fuel cells Corrosion and its prevention. 2. Electrolytic Conduction Electrolytic Conductance circumstantial, equivalent and molar conductivities Kolhrauschs Law and its application, Faradays laws of electrolysis Electrode potential and electrolysis, Commercial harvest-feastion of the chemicals, NaOH, Na, Al, C12, & F2 7.ChemicalKinetics 1. Aspects of Kinetics Rate and Rate expression of a reaction Rate constant Order of reaction incorporate rate expressions for zero and first orderreactions Half-life Determination of rate cons tant and order of reaction 2. Factor Affecting the Rate of theReactionsTemperaturedependence of rate constant Activation energy Catalysis, Surface catalysis, enzymes, zeolites Factors affecting rate of collisions among molecules Effect of light. 3. Mechanism of Reaction Elementaryreactions ComplexreactionsReactionsinvolving two/three travel only Photochemicalreactions Concept of fastreactions. . Radioactive isotopes Half-life period Radiochemical dating. 8. Hydrogen and s-block elements 1. Hydrogen Element unique position in periodic table, occurrence, isotopes Dihydrogen preparation,properties,reactions, and usesMolecular, saline, interstitial hydrides WaterProperties Structure and aggregation of water moleculesHard and soft water Heavy water Hydrogen peroxide. 2. s-block elements Abundance and occurrence Anomalouspropertiesof the first elements in each group diagonal relationships. 3.Alkali metals Lithium, sodium and potassium occurrence, extraction, reactivity, and electrode po tentialsReactionswith oxygen, hydrogen, halogens and liquid ammonia Basic nature of oxides and hydroxides HalidesPropertiesand uses of compounds such as NaCl, Na2CO3, NaHCO3, NaOH, KCl, and KOH. 4. Alkaline earth metals Magnesium and atomic number 20 Occurrence, extraction, reactivity and electrode potentialsReactionswith non-metals Solubility and thermal stability of oxo saltsPropertiesand uses of important compounds such as CaO, Ca(OH)2, plaster of Paris, MgSO4, MgCl2, CaCO3, and CaSO4 Lime and limestone, cement. . p- d- and f-block elements 1. General Abundance, distribution, physical andchemicalproperties, isolation and uses of elements Trends inchemicalreactivity of elements of a group Extraction and refining of metals. 2. Group 13 elements BoronPropertiesand uses of borax,boric sharp, boron hydrides & halides. Reaction of aluminum with acids and alkalis 3. Group 14 elements Carbon Uses, Allotropes (graphite, diamond, fullerenes), oxides, halides and sulphides, carbides Si licon Silica, silicates, silicones Tin and lead Extraction, halides and oxides. . Group 15 elements Dinitrogen Reactivity and uses of nitrogen and its compounds Industrial and biological nitrogen fixation Ammonia Habers process,propertiesandreactions Oxides of nitrogen and their structures Ostwalds process of nitric acid production Fertilizers NPK type Production of phosphorus Allotropes of phosphorus Preparation, structure andpropertiesof hydrides, oxides, oxoacids and halides of phosphorus. 5.Group 16 elements Isolation andchemicalreactivity of dioxygen Acidic, basic and amphoteric oxides Preparation, structure andpropertiesof ozone Allotropes of sulphur Production of sulphur and sulphuric acid Structure andpropertiesof oxides, oxoacids, hydrides and halides of sulphur. 6. Group 17 and group 18 elements Structure andpropertiesof hydrides, oxides, oxoacids of chlorine Inter halogen compounds Bleaching Powder Preparation, structure andreactionsof xenon fluorides, oxides, and oxoaci ds. 7. -block elements General trends in the chemistry of first row transition elements Metallic character Oxidation state Ionic radii Catalytic properties Magnetic properties interstitial compounds Occurrence and extraction of iron, bull, silver, zinc, and mercury Alloy formation Steel and some important alloys preparation and properties of CuSO4, K2Cr2O7, KMnO4, Mercury halides Silver nitrate and silver halides Photography. 8. f-block elements Lanthanides and actinides Oxidation states and chemical reactivity of lanthanide compounds Lanthanide contraction Comparison of actinides and lanthanides. . Coordination Compounds Coordination number Ligands Werners coordination theory IUPAC nomenclature Application and importance of coordination compounds (in qualitative analysis, extraction of metals and biological systems e. g. chlorophyll, vitamin B12, and hemoglobin) Bonding Valence-bond approach, Crystal field theory (qualitative) Stability constants Shapes, color and magnetic propert ies Isomerism including stereoisomerisms Organometallic compounds. 10. Principles of thorough Chemistry and Hydrocarbons 1.Classification Based on functional groups, trivial and IUPAC nomenclature. 2. Electronic displacement in a covalent bond Inductive, resonance effects, and hyperconjugation free radicals carbocations, carbanion, nucleophile and electrophile types of reactions. 3. Alkanes and cycloalkanes Structural isomerism and general properties. 4. Alkenes and alkynes General methods of preparation and reactions, physical properties, electrophilic and free radical additions, sulfurous character of alkynes and (1,2 and 1,4) addition to dienes. 5.Aromatic hydrocarbons Sources Properties Isomerism Resonance delocalization polynuclear hydrocarbons mechanism of electrophilic substitution reaction, directive influence and effect of substituents on reactivity. 6. Haloalkanes and haloarenes Physical properties, chemical reactions. 7. Petroleum Composition and refining, uses of petr ochemicals. 11. Stereochemistry 1. Introduction Chiral molecules Optical activity Polarimetry R,S and D,L configurations Fischer projections Enantiomerism Racemates Diastereomerism and meso structures. . Conformations Ethane, propane, n-butane and cyclohexane conformations Newman and sawhorse projections. 3. geometric isomerism in alkenes 12. Organic Compounds with Functional Groups Containing Oxygen and Nitrogen 1. General Electronic structure, important methods of preparation, important reactions and physical properties of alcohols, phenols, ethers, aldehydes, ketones, carboxylic acids, nitro compounds, amines, diazonium salts, cyanides and isocyanides. 2.Specific Effect of substituents on alpha-carbon on acid strength, comparative reactivity of acid derivatives, basic character of amines and their separation, importance of diazonium salts in synthetic organic chemistry 13. Biological, Industrial and Environmental chemistry 1. The Cell Concept of cell and energy cycle. 2. Carbohy drates Classification Monosaccharides Structures of pentoses and hexoses Anomeric carbon Mutarotation Simple chemical reactions of glucose, Disaccharides reducing and non-reducing sugars sucrose, maltose and lactose Polysaccharides elementary idea of structures of starch and cellulose. . Proteins Amino acids Peptide bond Polypeptides simple structure of proteins Simple idea of secondary , tertiary and quarternary structures of proteins Denaturation of proteins and enzymes. 4. Nucleic Acids Types of nucleic acids Primary building blocks of nucleic acids (chemical composition of DNA amp RNA) Primary structure of DNA and its double whorl Replication Transcription and protein synthesis Genetic code. 5. Lipids, Hormones, Vitamins Classification, structure, functions in biosystems. 6.Polymers Classification of polymers General methods of polymerization Molecular mass of polymers Biopolymers and biodegradable polymers Free radical, cationic and anionic addition polymerizations Copolymeri zation Natural rubber Vulcanization of rubber Synthetic rubbers. Condensation polymers. 7. Pollution Environmental pollutants soil, water and air pollution Chemical reactions in atmosphere smog Major atmospheric pollutants Acid rain Ozone and its reactions Depletion of ozone layer and its effects Industrial air pollution color house effect and global warming Green Chemistry. . Chemicals in medicine, health-care and food Analgesics, Tranquilizers, antiseptics, disinfectants, anti- littlebials, anti-fertility drugs, antihistamines, antibiotics, antacids Cosmetics Creams, perfumes, talcum powder, deodorants Preservatives, artificial sweetening agents, antioxidants, and edible colours. 9. Other Industrial Chemicals Dyes Classification with examples Indigo, methyl orange, aniline yellow, alizarin, malachite green Advanced materials Carbon fibers, ceramics, micro alloys Detergents Insect repellents, pheromones, sex attractants Rocket Propellants. 4. Theoretical Principles of Experiment al Chemistry 1. Volumetric Analysis Principles Standard solutions of sodium carbonate and oxalic acid Acid-base titrations Redox reactions involving KI, H2SO4, Na2SO3, Na2S2O3and H2S Potassium permanganate in acidic, basic and neutral media Titrations of oxalic acid, ferrous ammonium sulphate with KMnO4, K2 Cr2O7/Na2S2O3, Cu(II)/Na2S2O3 2. Qualitative analysis of Inorganic Salts Principles in the determination of the cations Pb2+, Cu2+, As3+, Mn2+, Zn2+, Co2+, Ca2+, Sr2+, Ba2+, Mg2+, NH4+, Fe3+, Ni2+ and the anions CO32-, S2-,SO42-, SO32-, NO2-, NO3-, Cl-, Br-, I-, PO43-, CH3COO-, C2O42-. 3. Physical Chemistry Experiments crystallization of alum, copper sulphate, ferrous sulphate, double salt of alum and ferrous sulphate, potassium ferric sulphate Temperature vs. solubility pH measurements Lyophilic and lyophobic sols Dialysis Role of emulsifying agents in emulsification. Equilibrium studies involving (i) ferric and thiocyanate ions (ii) Co(H2O)62+ and chloride ions hydrogen determ ination for (i) strong acid vs. trong base neutralization reaction (ii) hydrogen bonding interaction amidst acetone and chloroform Rates of the reaction between (i) sodium thiosulphate and hydrochloric acid, (ii) potassium iodate and sodium sulphite (iii) iodide vs. hydrogen peroxide, concentration and temperature effects in these reactions 4. Purification Methods Filtration, crystallization, sublimation, distillation, differential extraction, and chromatography. Principles of melting point and boiling point determination principles of paper chromatographic separation Rf values. 5.Qualitative Analysis of Organic Compounds Detection of nitrogen, sulphur, phosphorous and halogens Detection of carbohydrates, fats and proteins in foodstuff Detection of alcoholic, phenolic, aldehydic, ketonic, carboxylic, amino groups and unsaturation. 6. Quantitative Analysis of Organic Compounds Basic principles for the quantitative estimation of carbon, hydrogen, nitrogen, halogen, sulphur and phosp horous Molecular mass determination by silver salt and chloroplatinate salt methods Elementary idea of mass spectrometer for accurate molecular mass determination Calculations of empirical and molecular formulae. . Principles of Organic Chemistry Experiments Preparation of iodoform, acetanilide, p-nitro acetanilide, di-benzyl acetone, aniline yellow, beta-naphthol Preparation of acetylene and study of its acidic character. BITSAT 2010 Physics Syllabus 1. Units amp Measurement 1. Units (Different systems of units, SI units, fundamental and derived units) 2. Dimensional Analysis 3. Precision and significant figures 4. Fundamental measurements in Physics (Vernier calipers, screw gauge, Physical balance etc) 2. Kinematics 1. Properties of vectors 2. Position, velocity and acceleration vectors . Motion with constant acceleration 4. Projectile query 5. Uniform circular motion 6. Relative motion 3. Newtons Laws of Motion 1. Newtons laws (free ashes diagram, resolution of forces) 2. Motio n on an inclined plane 3. Motion of blocks with pulley systems 4. Circular motion centripetal force 5. Inertial and non-inertial frames 4. Impulse and Momentum 1. explanation of impulse and urge 2. Conservation of momentum 3. Collisions 4. Momentum of a system of particles 5. Center of mass 5. Work and Energy 1. Work done by a force 2. Kinetic energy and work-energy theorem 3.Power 4. Conservative forces and potential energy 5. Conservation of mechanical energy 6. Rotational Motion 1. Description of rotation (angular displacement, angular velocity and angular acceleration) 2. Rotational motion with constant angular acceleration 3. Moment of inertia, Parallel and perpendicular axes theorems, rotational kinetic energy6. 4 Torque and angular momentum 4. Conservation of angular momentum 5. Rolling motion 7. Gravitation 1. Newtons law of gravitation 2. Gravitational potential energy, Escape velocity 3. Motion of planets Keplers laws, satellite motion . Mechanics of Solids and Fluids 1. Elasticity 2. Pressure, density and Archimedes principle 3. Viscosity and Surface Tension 4. Bernoullis theorem 9. Oscillations 1. Kinematics of simple harmonic motion 2. Spring mass system, simple and compound pendulum 3. agonistic amp damped oscillations, resonance 10. Waves 1. Progressive sinusoidal waves 2. Standing waves in strings and pipes 3. Superposition of waves beats 11. Heat and Thermodynamics 1. Kinetic theory of gases 2. Thermal equilibrium and temperature 3. Specific heat 4. Work, heat and first law of thermodynamics 5. nd law of thermodynamics, Carnot engine Efficiency and Coefficient of performance 12. stills 1. Coulombs law 2. Electric field (discrete and continuous charge distributions) 3. Electrostatic potential and Electrostatic potential energy 4. Gauss law and its applications 5. Electric dipole 6. Capacitance and dielectrics (parallel plate capacitor, capacitors in series and parallel) 13. Current Electricity 1. Ohms law, Joule alter 2. D. C circuits Resistors and cells in series and parallel, Kirchoffs laws, potentiometer and Wheatstone bridge, 3.Electrical Resistance (Resistivity, origin and temperature dependence of resistivity). 14. Magnetic Effect of Current 1. Biot-Savarts law and its applications 2. Amperes law and its applications 3. Lorentz force, force on rate of flow carrying conductors in a magnetic field 4. Magnetic moment of a current loop, torque on a current loop, Galvanometer and its conversion to voltmeter and ammeter 15. Electromagnetic innovation 1. Faradays law, Lenzs law, eddy currents 2. Self and mutual inductance 3. Transformersand generators 4. Alternating current (peak and rms value) . AC circuits, LCR circuits 16. Optics 1. Laws of reflection and refraction 2. Lenses and mirrors 3. Opticalinstruments telescope andmicroscope 4. Interference Huygens principle, Youngs double slit taste 5. Interference in thin films 6. Diffraction due to a single slit 7. Electromagnetic waves and their characteristics (only qualitative ideas), Electromagnetic spectrum 8. Polarization states of polarization, Malus law, Brewsters law 17. Modern Physics 1. bivalent nature of light and matter Photoelectric effect. De Broglie wavelength 2.Atomic models Rutherfords experiment, Bohrs atomic model 3. Hydrogen atom spectrum 4. Radioactivity 5. Nuclear reactions Fission and fusion, binding energy BITSAT 2010 math Syllabus 1. Algebra 1. Complex numbers, addition,multiplication, conjugation, polar representation,propertiesof modulus and principal argument, triangle inequality, roots of complex numbers,geometricinterpretations. 2. Theory ofQuadratic equations,quadratic equationsin real and complex number system and their solutions, relation between roots and coefficients, nature of roots, equations reducible toquadratic equations. . Logarithms and theirproperties. 4. Arithmetic,geometricand harmonic progressions, arithmetic,geometricand harmonic means, arithmetico-geometricseries, sums of finite arithmet ic andgeometricprogressions, infinitegeometricseries, sums of squares and cubes of the first n natural numbers. 5. Exponential series. 6. Permutations and combinations, Permutations as an arrangement and combination as selection, simple applications. 7. Binomial theorem for a positive integral index,propertiesof binomial coefficients. 8.Matrices and determinants of order two or three,propertiesand evaluation of determinants, addition andmultiplicationof matrices, adjoint and inverse of matrices, Solutions of simultaneous linear equations in two or three variables. 9. Sets, Relations and Functions, algebra of sets applications, equivalence relations, mappings, one-one, into and onto mappings, composition of mappings. 10. Mathematical origination 11. Linear Inequalities, solution of linear inequalities in one and two variables. 2. Trigonometry 1. Trigonometric ratios, functions and identities. . Solution of trigonometric equations. 3. Propertiesof triangles and solutions of triangles 4. Inverse trigonometric functions 5. Heights and distances 3. Two-dimensional engineer Geometry 1. Cartesian coordinates, distance between two points, section formulae, shift of origin. 2. Straight lines and pair of unfeigned lines Equation of straight lines in various forms, angle between two lines, distance of a point from a line, lines through the point of intersection of two given lines, equation of the bisector of the angle between two lines, synchronal lines. .Circles and family of circles Equation of circle in various form, equation of tangent, normal amp chords, parametric equations of a circle , intersection of a circle with a straight line or a circle, equation of circle through point of intersection of two circles, conditions for two intersecting circles to be orthogonal. 4. Conic sections parabola, ellipse and hyperbola their eccentricity, directrices amp foci, parametric forms, equations of tangent amp normal, conditions for y=mx+c to be a tangent and point of tan gency. . Three dimensional Coordinate Geometry 1. Direction cosines and direction ratios, equation of a straight line in space and skew lines. 2. Angle between two lines whose direction ratios are given 3. Equation of a plane, distance of a point from a plane, condition for coplanarity of three lines. 5. Differential calculus 1. Domain and range of a real valued function, Limits and Continuity of the sum, difference, product and quotient of two functions, Differentiability. 2.Derivative of different types of functions (polynomial, rational, trigonometric, inverse trigonometric, exponential, logarithmic, implicit functions), derivative of the sum, difference, product and quotient of two functions, chain rule. 3. Geometricinterpretation of derivative, Tangents and Normals. 4. Increasing and decreasing functions, Maxima and minima of a function. 5. Rolles Theorem, Mean rank Theorem and Intermediate Value Theorem. 6. Integral calculus 1. Integration as the inverse process of differenti ation, indefinite integrals of standard functions. . Methods of integration Integration by substitution, Integration by parts, integration by partial fractions, and integration by trigonometric identities. 3. Definite integrals and theirproperties, Fundamental Theorem of Integral Calculus and its applications. 4. Application of definite integrals to the determination of areas of regions bounded by simple curves. 7. Ordinary Differential Equations 1. Variables separable method. 2. Solution of homogeneous differential equations. 3. Linear first order differential equations 8.Probability 1. Addition andmultiplicationrules of chance. 2. Conditional probability 3. Independent events 4. Discrete random variables and distributions 9. Vectors 1. Addition of vectors, scalarmultiplication. 2. Dot and cross products of two vectors. 3. Scalar triple products and their geometrical interpretations. 10. Statistics 1. Measures of dispersion 2. Measures of skewness and Central intention 11. Linear Programming 1. Formulation of linear Programming 2. Solution oflinear Programming, using graphical method.