3D printer Lab Report Example | Topics and Well Written Essays - 250 words

3D printer - Lab Report Example There are several accessories required to use the equipment in the lab. An advanced slicing engine, the algorithm that directs a MakerBot Replicator, powers the machine. The materials used determine the product, but it is essential to understand the software and other computer applications that are required for the model before printing (3D Creation Lab). One also needs to select an appropriate polymer or business papers if one needs a durable prototype. The process for 3D printing is a lengthy process, but in the end, it turns digital designs into realism. It involves laying successive layers of materials using a computer, in an additive process that continues until one reaches the desired product in terms of geometry and shape. A computer aided design (CAD) package is used to design a model before the printing process (3D Creation Lab). After examining the design for manifold errors, one converts the model into thin layers, which designers tailor according to the type of printer. An inkjet printer head sets down material onto a powder bed in succession, through processes such as extrusion and

International Tourism Development Assignment Example | Topics and Well Written Essays - 750 words

International Tourism Development - Assignment Example One of the most notable projects of WTO is The Silk Road Project which revitalizes the ancient highways used by Marco Polo through tourism. This project was adhered to by 22 countries and stretches 12,000 km. Another is the creation of Task Force for Destination management which is a move to further decentralize tourism administration on a global scale. Some concerns of the task force include management of congestion at coastal destinations; economic measurement of tourism at the local level; destination marketing for cities; information and communication technologies; human resource development; and risk and crisis management at individual tourism destinations. This has significantly improved tourism destinations, especially in emerging economies.It is irrefutable that tourism depends on the economic conditions of different nations. Currently, this is reflected by the tourism activities of the growing economies like China, India, and Brazil. As economies grow, it is often expected t hat the level of disposable income also rises and a significant portion of this increase in income will be spent on tourism. This fact is mirrored by the current trend in tourism. As more emerging economies are growing, there is a stronger demand for tourism. According to the World Tourism Organization, tourism for leisure surpasses tourism for business purposes in 2005.Sociocultural factors specifically the perceived importance of taking holidays and vacations are improving demand for tourism. The global mentality which is the current trend also increases the attractiveness of travel.Technological innovation also has a significant impact on the tourism industry specifically on how tourism business is conducted. The advent of internet technology proved to be highly beneficial in the marketing efforts of tourism companies. Consequently, firms are able to market at a lower cost, reaching more geographic locations and market at a faster and more efficient way. Another role of technolog y is the facilitation of e-conferences for the benefit of members.

Higher education Essay Example for Free

Higher education Essay 1. Introduction IT HAS BEEN A LONG FELT NECESSITY TO ALIGN HIGHER EDUCATION WITH THE EMERGING NEEDS OF THE ECONOMY SO AS TO ENSURE THAT THE GRADUATES OF HIGHER EDUCATION SYSTEM HAVE ADEQUATE KNOWLEDGE AND SKILLS FOR EMPLOYMENT AND ENTREPRENEURSHIP. THE HIGHER EDUCATION SYSTEM HAS TO INCORPORATE THE REQUIREMENTS OF VARIOUS INDUSTRIES IN ITS CURRICULUM, IN AN INNOVATIVE AND FLEXIBLE MANNER WHILE DEVELOPING A HOLISTIC AND WELL GROOMED GRADUATE. MINISTRY OF HRD, GOVERNMENT OF INDIA HAD ISSUED AN EXECUTIVE ORDER IN SEPTEMBER 2011 FOR NATIONAL VOCATIONAL EDUCATION QUALIFICATION FRAMEWORK (NVEQF). SUBSEQUENTLY, MINISTRY OF FINANCE, IN PURSUANCE OF  THE DECISION OF CABINET COMMITTEE ON SKILL DEVELOPMENT IN ITS MEETING held on 19th December, 2013, has issued a notification for National Skills QUALIFICATIONS FRAMEWORK (NSQF) WHICH SUPERSEDES NVEQF. UNDER THE NATIONAL SKILLS DEVELOPMENT CORPORATION, MANY SECTOR SKILL COUNCILS REPRESENTING RESPECTIVE INDUSTRIES HAVE/ARE BEING ESTABLISHED. ONE OF THE MANDATES OF SECTOR SKILL COUNCILS IS TO DEVELOP NATIONAL OCCUPATIONAL STANDARDS (NOSS) FOR VARIOUS JOB ROLES IN THEIR RESPECTIVE INDUSTRIES. IT IS IMPORTANT TO EMBED THE COMPETENCIES REQUIRED FOR SPECIFIC JOB ROLES IN THE HIGHER EDUCATION SYSTEM FOR CREATING EMPLOYABLE  GRADUATES. THE UNIVERSITY GRANTS COMMISSION (UGC) HAS LAUNCHED A SCHEME ON SKILLS DEVELOPMENT BASED HIGHER EDUCATION AS PART OF COLLEGE/UNIVERSITY EDUCATION, LEADING TO BACHELOR OF VOCATION (B. VOC. ) DEGREE WITH MULTIPLE EXITS SUCH AS DIPLOMA/ADVANCED DIPLOMA UNDER THE NSQF. THE B. VOC. PROGRAMME IS FOCUSED ON UNIVERSITIES AND COLLEGES PROVIDING UNDERGRADUATE STUDIES WHICH WOULD ALSO INCORPORATE SPECIFIC JOB ROLES AND THEIR NOSS ALONGWITH BROAD BASED GENERAL EDUCATION. THIS WOULD ENABLE THE GRADUATES COMPLETING B. VOC. TO MAKE A MEANINGFUL PARTICIPATION IN ACCELERATING INDIA’S ECONOMY BY GAINING APPROPRIATE  EMPLOYMENT, BECOMING ENTREPRENEURS AND CREATING APPROPRIATE KNOWLEDGE. UGC? GUIDELINES? FOR? B. Voc.? 2 2. Objectives 2. 1 To provide judicious mix of skills relating to a profession and appropriate CONTENT OF GENERAL EDUCATION. 2. 2 To ensure that the students have adequate knowledge and skills, so that THEY ARE WORK READY AT EACH EXIT POINT OF THE PROGRAMME. 2. 3 To provide flexibility to the students by means of pre-defined entry and MULTIPLE EXIT POINTS. 2. 4 To integrate NSQF within the undergraduate level of higher education in ORDER TO ENHANCE EMPLOYABILITY OF THE GRADUATES AND MEET INDUSTRY REQUIREMENTS. SUCH GRADUATES APART FROM MEETING THE NEEDS OF LOCAL AND NATIONAL INDUSTRY ARE ALSO EXPECTED TO BE EQUIPPED TO BECOME PART OF THE GLOBAL WORKFORCE. 2. 5 To provide vertical mobility to students coming out of 10+2 with VOCATIONAL SUBJECTS. 3. Levels of Awards THE CERTIFICATION LEVELS WILL LEAD TO DIPLOMA/ADVANCED DIPLOMA/B. VOC. DEGREE IN ONE OR MORE VOCATIONAL AREAS AND WILL BE OFFERED UNDER THE AEGIS OF THE UNIVERSITY. THIS IS OUT-LINED IN TABLE I. TABLE 1: AWARDS AWARD DURATION CORRESPONDING NSQF LEVEL DIPLOMA 1 YEAR 5 ADVANCED DIPLOMA 2 YEARS 6 B. VOC. DEGREE 3 YEARS 7 EACH OF THE AWARDS SHALL SPECIFY WITHIN PARENTHESIS, THE SKILL(S) SPECIALIZATION FOR EXAMPLE: ? B. Voc. (Renewably Energy Management) ? B. Voc. (Retail Management) ? B. Voc. (Retail Management and IT) ? Advanced Diploma (Food Processing) ? Advanced Diploma (Health Care) ? Advanced Diploma (Hospitality and Tourism) ? Diploma (Green House Technology) ? Diploma (BPO) ? Diploma (Jewellery Designing) UGC? GUIDELINES? FOR? B. Voc.? 3 A suggestive list of vocational sectors and related specializations is given below: Universities and colleges may like to identify additional sectors/specializations in view of the potential for employment in the local industries and meet the standards laid  down by National Occupational Standards. No. Sector Specialization 1. Automobiles 1. Engine Testing 2. Vehicle Testing 3. Vehicle Quality 4. Auto Electricals and Electronics. 5. Farm Equipment and Machinery 2. Entertainment 1. Theatre and Stage Craft 2. Contemporary Western Dance 3. Theatre studies 4. Acting 3. Information Technology 1. Software Development 4 Telecommunications 1. Mobile Communication 5. Marketing 1. Retail 6. Agriculture 1. Farm Machinery and Power Engineering 2. Green House Technology 3. Renewable Energy 4. Processing and Food Engineering 5. Soil and Water Conservation 7. Construction 1. Building Technology 8. Applied Arts 1. Fashion Technology 2. Interior Design 3. Jewellery Design 9. Tourism 1. Tourism and Service Industry 10. Printing and Publishing 1. Printing Technology UGC? GUIDELINES? FOR? B. Voc.? 4 4. ELIGIBILITY /TARGET ALL UNIVERSITIES AND COLLEGES INCLUDED UNDER SECTIONS 2(F) AND 12(B) OF THE UGC ACT, 1956 AND RECEIVING PLAN GRANT FROM THE UGC ARE ELIGIBLE FOR UGC FINANCIAL ASSISTANCE UNDER THE SCHEME. 5. ELIGIBILITY FOR ADMISSION IN B. VOC. THE ELIGIBILITY CONDITION FOR ADMISSION TO B. VOC. PROGRAMME SHALL BE 10+2 OR EQUIVALENT, IN ANY STREAM. 6. CURRICULUM 6. 1 THE CURRICULUM IN EACH OF THE YEARS OF THE PROGRAMME WOULD BE A. SUITABLE MIX OF GENERAL EDUCATION AND SKILL DEVELOPMENT COMPONENTS. CURRICULUM DETAILS SHOULD BE WORKED BEFORE INTRODUCTION OF THE COURSES. 6. 2 SKILL DEVELOPMENT COMPONENTS: (I) THE FOCUS OF SKILL DEVELOPMENT COMPONENTS SHALL BE TO EQUIP STUDENTS WITH APPROPRIATE KNOWLEDGE, PRACTICE AND ATTITUDE, SO AS TO BECOME WORK READY. THE SKILL DEVELOPMENT COMPONENTS SHOULD BE RELEVANT TO THE INDUSTRIES AS PER THEIR REQUIREMENTS. (II) THE CURRICULUM SHOULD NECESSARILY EMBED WITHIN ITSELF, NATIONAL OCCUPATIONAL STANDARDS (NOSS) OF SPECIFIC JOB ROLES WITHIN THE INDUSTRY SECTOR(S). THIS WOULD ENABLE THE STUDENTS TO MEET THE  LEARNING OUTCOMES SPECIFIED IN THE NOSS. (III) THE OVERALL DESIGN OF THE SKILL DEVELOPMENT COMPONENT ALONG WITH THE JOB ROLES SELECTED SHOULD BE SUCH THAT IT LEADS TO A COMPREHENSIVE SPECIALIZATION IN ONE OR TWO DOMAINS. (IV) IN CASE NOS IS NOT AVAILABLE FOR A SPECIFIC AREA / JOB ROLE, THE UNIVERSITY/COLLEGE SHOULD GET THE CURRICULUM FOR THIS DEVELOPED IN CONSULTATION WITH INDUSTRY EXPERTS. (V) THE CURRICULUM SHOULD ALSO FOCUS ON WORK-READINESS SKILLS IN EACH OF THE THREE YEARS. (VI) ADEQUATE ATTENTION NEEDS TO BE GIVEN IN CURRICULUM DESIGN TO PRACTICAL WORK, ON THE JOB TRAINING, DEVELOPMENT OF STUDENT  PORTFOLIOS AND PROJECT WORK. UGC? GUIDELINES? FOR? B. Voc.? 5 6. 3 GENERAL EDUCATION COMPONENT: (i) The general education component should adhere to the normal UNIVERSITY STANDARDS. IT SHOULD EMPHASISE AND OFFER COURSES WHICH PROVIDE HOLISTIC DEVELOPMENT. HOWEVER, IT SHOULD NOT EXCEED 40% OF THE TOTAL CURRICULUM. (ii) Adequate emphasis should be given to language and COMMUNICATION SKILLS. 6. 4 THE CURRICULUM SHOULD BE DESIGNED IN A MANNER THAT AT THE END OF YEAR- 1, YEAR-2 AND YEAR-3, STUDENTS ARE ABLE TO MEET BELOW MENTIONED LEVEL DESCRIPTORS FOR LEVEL 5, 6 AND 7 OF NSQF, RESPECTIVELY: Level Process required  Professional knowledge Professional skill Core skill Responsibili ty Level 5 Job that requires well developed skill, with clear choice of procedures in familiar context Knowledge of facts, principles, processes and general concepts, in a field of work or study A range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools materials and information Desired mathematical skill, understandin g of social, political and some skill of collecting and organizing information, communicati on. Responsibilit y for own work and learning and some responsibility  for other’s works and learning Level 6 Demands wide range of specialized technical skill, clarity of knowledge and practice in broad range of activity involving standard / non-standard practices Factual and theoretical knowledge in broad contexts within a field of work or study A range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study Reasonably good in mathematical calculation, understandin g of social, political and, reasonably good in data collecting organizing information, and logical communicati on Responsibilit y for own work and learning and full  responsibility for other’s works and learning UGC? GUIDELINES? FOR? B. Voc.? 6 Level 7 Requires a command of wide ranging specialized theoretical and practical skill, involving variable routine and non-routine context Wide ranging, factual and theoretical knowledge in broad contexts within a field of work or study Wide range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study Good logical and mathematical skill understandin g of social political and natural environment good in collecting and organizing information, communicati on and presentation skill  Full responsibility for output of group and development a. Professional knowledge is what a learner should know and understand WITH REFERENCE TO THE SUBJECT. b. Professional skills are what a learner should be able to do. c. Core skills refer to basic skills involving dexterity and use of methods, MATERIALS, TOOLS AND INSTRUMENTS USED TO PERFORM THE JOB INCLUDING IT SKILLS NEEDED FOR THAT JOB. d. Responsibility aspect determines the (i) nature of working relationship, (ii) LEVEL OF RESPONSIBILITY FOR SELF AND OTHERS, (III) MANAGING CHANGE AND (IV) ACCOUNTABILITY FOR ACTIONS. 6. 5 Guidelines for credit calculations. 6. 5. 1 THIS SECTION CONTAINS CREDIT FRAMEWORK GUIDELINES. THE UNIVERSITY/ COLLEGE SHOULD USE THESE GUIDELINES OR ADAPT THEM. 6. 5. 2 THE FOLLOWING FORMULA SHOULD BE USED FOR CONVERSION OF TIME INTO CREDIT HOURS. a) One Credit would mean equivalent of 15 periods of 60 minutes EACH, FOR THEORY, WORKSHOPS/LABS AND TUTORIALS; b) For internship/field work, the credit weightage for equivalent hours SHALL BE 50% OF THAT FOR LECTURES/WORKSHOPS; c) For self-learning, based on e-content or otherwise, the credit WEIGHTAGE FOR EQUIVALENT HOURS OF STUDY SHOULD BE 50% OR LESS OF THAT FOR LECTURES/WORKSHOPS. UGC? GUIDELINES? FOR? B. Voc.? 7 6. 5. 3 THE SUGGESTED CREDITS FOR EACH OF THE YEARS ARE AS FOLLOWS: TABLE 3 NSQF Level Skill Component Credits General Education Credits Normal calendar duration Exit Points / Awards Year 3 36 24 Six Semesters B. Voc. Year 2 36 24 Four semesters Advanced Diploma Year 1 36 24 Two semesters Diploma TOTAL 108 72 6. 6 THE UNIVERSITY/COLLEGE SHOULD DEVELOP THE CURRICULUM IN CONSULTATION WITH INDUSTRY. THE INDUSTRY REPRESENTATIVES SHOULD BE AN INTEGRAL PART OF THE ACADEMIC BODIES OF THE UNIVERSITY/COLLEGE. WHILE DOING SO, THEY SHOULD WORK TOWARDS ALIGNING THE SKILLS COMPONENTS OF THE CURRICULUM  WITH THE NOSS DEVELOPED BY THE RESPECTIVE SECTOR SKILL COUNCILS. 6. 7 THE PRACTICAL/HANDS-ON PORTION OF THE SKILLS DEVELOPMENT COMPONENTS OF THE CURRICULUM SHOULD BE TRANSACTED NORMALLY IN FACE TO FACE MODE, EITHER WITHIN THE INSTITUTION OR AT A SPECIFIED INDUSTRY PARTNER LOCATION. HOWEVER, IF DUE TO THE NATURE OF THE SKILL TO BE LEARNT, THE INDUSTRY PRESCRIBES ITS ACQUISITION THROUGH BLENDED OR DISTANCE MODE, THE SAME MAY BE FOLLOWED. IN NUTSHELL, THE EMPHASIS SHOULD BE ON LEARNING OUTCOME AND NOT THE INPUT AND PROCESSES. THE GENERAL EDUCATION COMPONENT OF THE CURRICULUM MAY BE TRANSACTED IN ANY MODE WITHOUT COMPROMISING ON QUALITY. 6. 8 THE SPECIALIZATION CHOSEN BY THE UNIVERSITY/COLLEGE SHOULD BE BASED ON THE EXISTING/FORECASTED SKILL GAPS IN THE INDUSTRY. 6. 9 RELEVANCE OF PROGRAMMES OFFERED, ALONG WITH THAT OF THE CURRICULUM IS IMPORTANT. THEREFORE, MONITORING, EVALUATION AND UPDATING OF THE CURRICULUM NEEDS TO BE DONE PERIODICALLY IN CONSULTATION WITH INDUSTRY, KEEPING IN VIEW THEIR REQUIREMENTS AND CHANGES IN NOSS. THE UNIVERSITY/COLLEGE SHOULD INCORPORATE THIS AS A CONTINUOUS AND DYNAMIC PROCESS IN-BUILT IN THEIR SYSTEM. 6. 10 THE UNIVERSITY/COLLEGE SHOULD APPROPRIATELY USE TECHNOLOGY TO IMPROVE THE EFFECTIVENESS OF THE DELIVERY OF COURSES. UGC? GUIDELINES? FOR? B. Voc.? 8 7. EXAMINATION AND ASSESSMENT 7. 1 THE ASSESSMENT FOR THE GENERAL EDUCATION COMPONENT SHOULD BE DONE BY THE UNIVERSITY AS PER THEIR PREVAILING STANDARDS AND PROCEDURES. 7. 2 THE ASSESSMENT FOR THE SKILL DEVELOPMENT COMPONENTS SHOULD NECESSARILY FOCUS ON PRACTICAL DEMONSTRATIONS OF THE SKILLS ACQUIRED. THE UNIVERSITY MAY LIKE TO CONSULT THE RESPECTIVE SECTOR SKILL COUNCIL FOR DESIGNING THE EXAMINATION AND ASSESSMENT PATTERN FOR THE SKILL DEVELOPMENT COMPONENTS. THE UNIVERSITY MAY ALSO CONSIDER USING THE DESIGNATED ASSESSORS OF SECTOR SKILL COUNCILS/INDUSTRY ASSOCIATIONS FOR THE CONDUCT OF PRACTICAL ASSESSMENT. 7. 3 THE UNIVERSITY HAS TO NECESSARILY ESTABLISH A CREDIT BASED ASSESSMENT AND EVALUATION SYSTEM FOR THE B. VOC. PROGRAMME. 8. INFRASTRUCTURE AND FACULTY FOR B. VOC. PROGRAMME 8. 1 UNIVERSITY/COLLEGE NEEDS TO HAVE ADEQUATE LABORATORY /WORKSHOP FACILITIES FOR FACE TO FACE DELIVERY OF SKILLS AND HANDS-ON PRACTICE EITHER OWNED OR ARRANGED THROUGH TIE-UP WITH THE PARTNER INDUSTRY OR ANY INSTITUTION RECOGNIZED BY THE CERTIFICATION AGENCY. 8. 2 THE UNIVERSITY/COLLEGE SHOULD USE ITS REGULAR FACULTY FOR THE CONDUCT OF GENERAL EDUCATION COMPONENT AND ALSO FOR THE SKILLS COMPONENTS, IF  EXISTING. ADDITIONALLY, THEY MAY HIRE FACULTY ON CONTRACTUAL BASIS AND GUEST FACULTY IN THE CORE TRADES ONLY AS PER UGC NORMS. 8. 3 THERE IS A PROVISION OF ONE ASSOCIATE PROFESSOR AND TWO ASSISTANT PROFESSORS (PURELY ON CONTRACTUAL BASIS DURING XII PLAN PERIOD), UNDER THIS SCHEME. 9. STUDENT FEE STUDENT FEE SHOULD BE DECIDED AS PER THE PREVALENT MECHANISM FOR FEE FIXATION FOR AIDED COURSES IN THE UNIVERSITY/COLLEGE. 10. OTHER CONDITIONS 10. 1 THE UNIVERSITY HAS TO NECESSARILY ADOPT A CREDIT BASED ASSESSMENT AND EVALUATION SYSTEM IN SEMESTER MODE FOR THE B. VOC. PROGRAMME. 10. 2 THE B. VOC. PROGRAMME SHOULD BE EVALUATED AND MONITORED BY THE UNIVERSITY/COLLEGE THROUGH ITS EXISTING MECHANISM OR BY SETTING UP AN ALTERNATE MECHANISM, WITH INVOLVEMENT OF INDUSTRY REPRESENTATIVES. UGC? GUIDELINES? FOR? B. Voc.? 9 10. 3 UNIVERSITY/COLLEGE SHOULD DEVELOP BYE-LAWS FOR RUNNING THE B. VOC. DEGREE PROGRAMME. 10. 4 BYE-LAWS FOR THE COURSE SHOULD INCLUDE PROVISION OF REJOINING OR RE- ADMISSION TO THE COURSE DURING THE PERIOD AND COUNSELING/ MECHANISM FOR PROPER SELECTION OF SPECIALIZATION BY THE STUDENTS AT THE TIME OF ADMISSION. 10. 5 A COLLEGE/UNIVERSITY SHOULD OFFER A MINIMUM OF 2 SKILL SPECIALIZATIONS. UNDER THE B. VOC. PROGRAMME. 11. FINANCIAL ASSISTANCE THE FINANCIAL ALLOCATION WILL BE MADE BY UGC WITHIN OVERALL CEILING OF RS. 1. 85 CRORES FOR A PERIOD OF THREE YEARS UNDER DIFFERENT HEADS AS GIVEN BELOW: 11. 1 START-UP ASSISTANCE: A ONE-TIME START-UP ASSISTANCE OF RS. 50. 00 LAKH FOR SETTING UP OF LABORATORIES/WORKSHOPS FACILITIES, PROCUREMENT OF TEACHING AND LEARNING MATERIALS, MACHINERIES/EQUIPMENT AND RENOVATION. THIS SHALL NOT COVER ANY NEW CONSTRUCTION. 11. 2 FACULTY: ONE ASSOCIATE PROFESSOR AND TWO ASSISTANT PROFESSORS – RS. 75. 00 LAKH FOR THREE YEARS (PURELY ON CONTRACTUAL BASIS DURING XII PLAN  PERIOD). RS. 25. 00 LAKHS PER ANNUM X 3 YEARS = RS. 75. 00 LAKH TO BE REIMBURSED ON ACTUAL BASIS WITHIN THE TOTAL ALLOCATION. 11. 3 INSTITUTIONS SHOULD RECRUIT FACULTY ONLY IN THE CORE TRADES BEING OFFERED UNDER THE SCHEME. 11. 4 VISITING/GUEST FACULTY: RS. 5. 00 LAKH FOR FIRST YEAR AND RS. 10. 00 LAKH FOR SECOND AND RS. 15. 00 LAKH FOR THIRD YEAR. 11. 5 THE OPERATIVE YEARLY COST: THE OPERATIVE YEARLY COST SHALL BE OF RS. 10. 00 LAKHS PER ANNUM. EXISTING FACULTY RS. 500/- PER LECTURE VISITING/GUEST FACULTY RS. 2,000/- PER LECTURE UGC? GUIDELINES? FOR? B. Voc.? 10 12. PROCEDURE FOR APPLYING UNDER THE SCHEME  12. 1 UNIVERSITY/COLLEGE SHOULD SUBMIT PROPOSAL FOR INTRODUCTION OF B. VOC. PROGRAMME DIRECTLY TO UGC IN THE PRESCRIBED PROFORMA ATTACHED AS ANNEXURE-I. HOWEVER, COLLEGE SHOULD ALSO SUBMIT A COPY OF â€Å"NO OBJECTION CERTIFICATE† FROM THE AFFILIATING UNIVERSITY. 13. ANNEXURES (A) PROFORMA FOR SUBMISSION OF PROPOSAL FOR INTRODUCTION OF B. VOC. PROGRAMME AS GIVEN IN ANNEXURE-I. (B) PROFORMA FOR SUBMISSION OF MANDATE FORM AS GIVEN IN ANNEXURE-II. (C) PROFORMA FOR UTILIZATION CERTIFICATE IS GIVEN IN ANNEXURE-III. (D) PROFORMA FOR SUBMISSION OF STATEMENT OF EXPENDITURE INCURRED FOR INTRODUCTION OF B. VOC. COURSE IS GIVEN IN ANNEXURE-IV. (E) PROFORMA FOR SUBMISSION OF ANNUAL PROGRESS REPORT IS GIVEN IN ANNEXURE-V. UGC? GUIDELINES? FOR? B. Voc.? 11 ANNEXURE-I Proposal Form for B. Voc. Programme 1. Details of the University / College: Please ensure that the details entered below match exactly with the details registered with UGC. 1. Name of the University / College: 2. Full Postal Address: 3. Name of the Affiliating University 4. Whether covered under Section 2(f) and 12(B) of the UGC Act, 1956 (If yes, please enclose a copy of the letter) Yes / No Whether Autonomous Yes / No 5. Whether the college is aided or  self financing? 6. Name, designation and contact details (Tel/fax/mobile/email) of Head of the Institution. 7. Website URL of the College / University 8. Any other relevant information (Maximum 100 words) College / University may like to share UGC? GUIDELINES? FOR? B. Voc.? 12 2. Details of the Proposed Skills Specialisations in the B. Voc. Program ( * ) This would be mentioned within Parenthesis in the name of the Award, e. g. B. Voc. (Specialisation) Programme Name of the Specialisation (*) Job Roles proposed to be covered in each year (Along with NSQF level) Proposed intake of students (Annually) Yr-1 Yr-2. Yr-3 UGC? GUIDELINES? FOR? B. Voc.? 13 3. Proposed subjects / papers in the General Education component in each of the three years. Year-1 Credits 1. 2. 3. 4. 5. Year-2 1. 2. 3. 4. 5. Year-3 1. 2. 3. 4. 5. UGC? GUIDELINES? FOR? B. Voc.? 14 4. Basis for choosing the specialisation(s): The choice of specialisation should be based on: a) Skills Gap requirements, to ensure that the program fulfils the skills requirement of industry; b) University / College has expertise in the specialisation; and c) University / College have one or more committed industry partner(s) for design, delivery, internship and placement. Provide detailed basis for the choice of each of the specialisation(s). This would be an important factor during the approval process of this proposal. 4. 1. Skill Gaps identified: Specialisation Skill Gaps Identified(Quantitative, Qualitative, Source,†¦) 1. 2. 3. 4. 2. Existing expertise of the University / College: Specialisation Existing expertise (Which can be leveraged by the institution) 1. 2. 3. UGC? GUIDELINES? FOR? B. Voc.? 15 4. 3. Industry Partner(s) S. No. Specialis ation Details of the Industry Partnership(s) Name of Organisation and Address Nature of Partnership / Support (*) Name, Designation  and Contact details of official 1. 2. 3. 4. (*) Curriculum design, content creation, admission, conduct of courses, provision of infrastructure (in University / College, at employer location), internship, placement, etc. 4. 3. 1. Attach MOU(s), if any, signed with the industry Partner(s): UGC? GUIDELINES? FOR? B. Voc.? 16 5. Curriculum Design and Approval 5. 1. What is the proposed process and plan for curriculum design? How is the University / College ensuring that the curriculum meets the objectives of the B. Voc. Program? 5. 2. Status / Plan for curriculumapproval by the appropriate body of the University / Colleges? 6. Student placement plan: 6. 1. How would the University / College set up an effective mechanism for placement of students? UGC? GUIDELINES? FOR? B. Voc.? 17 7. Faculty: 7. 1. Availability of Faculty(For year-1) Specialisation / Area Faculty Needed Available with Institution To be Recruited Guest Faculty Guest faculty to be provided by Industry Partner 1. 2. 3. 4. 5. 6. 7. 7. 2. Training needs of Faculty(For Year-1) S. No. Specialisation / Area Details of Training Needed and duration Training Provider 1. 2. 3. 4. 5. 6. UGC? GUIDELINES? FOR? B. Voc.? 18 8. Availability of Infrastructure 8. 1. 1. Details of physical infrastructure. Name of the Specialisation Availability of physical infrastructure Infrastructure Available in the College/ University To be provided by Industry Partner 1. Classroom Laboratory Workshop Library ICT Facility Others 2. Classroom Laboratory Workshop Library ICT Facility Others 3. Classroom Laboratory Workshop Library ICT Facility Others UGC? GUIDELINES? FOR? B. Voc.? 19 9. Details of Expenditure: (It is assumed that the existing infrastructure / faculty will be used as far as possible. The expenditure to be listed here is only for any incremental requirements the University / College may need. ) S. No. Components Expenditure (amounts in Rs. ) Remarks (Provide justification for expenditure) Y-1 Y-2 Y-3 Total 1. Faculty / Staff a. Contractual b. Guest c. Lab Assistant d. 2. Equipment for Labs / Workshops / Classrooms a. b. c. 3. Raw Materials etc. for Labs / Workshops a. b. c. 4. Faculty Training a. b. 5. Admission Process, Pre-admission Student Counselling etc. 6. Office Expenses / Contingencies (including expenditure on publicity, guidance and counselling, transport, field visits, postage, stationery, electricity, water etc. ) 7. Travel 8. Others a. Assessments b. Contingencies c. Workshops / conferences / seminars e. Any other expense TOTAL UGC? GUIDELINES? FOR? B. Voc.? 20 10. Student / Learner Fee details: (All figures in Rupees) S. No. Programme(s) Annual Fee per student Proposed student intake per year Total Fees proposed to be collected Y1 Y2 Y3 Total Y1 Y2 Y3 Total 1. 2. Total 11. Key Milestones / Plans for Year-1 Key Plans / Milestones Person Responsible Expected Completion Date 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 12. Any other Information which the host college / university may like to provide. _________________________________________________ Signature with Seal of the Head of the Host Institution Name : Date: UGC? GUIDELINES? FOR? B. Voc.? 21 ANNEXURE – II MANDATE FORM Electronic Clearing Service (Credit Clearing)/ Real Time Gross Settlement (RTGS) facility for receiving payments. A. Details of Accounts Holders:- 1. Name of Account Holder 2. Complete Contact Address 3. Telephone Number/Fax/E-mail B. Bank Account Details:- 1. Bank Name 2. Branch Name with Complete Address, Telephone No. and E-mail 3. Whether the Branch is computerized? 4. Whether the Branch is RTGS enabled? If yes then what is the Branch’s IFSC Code 5. Is the Branch also NEFT enabled? 6. Type of Bank Account (SB/Current /Cash Credit) 7. Complete Bank Account No. (Latest). 8. MICR Code of Bank I hereby declare that the particulars given above are correct and complete. If the transaction is delayed or not effected at all for reasons of incomplete or incorrect information I would not hold the use Institution responsible. I have read the option invitation letter and agree to discharge responsibility expected of me as a participant under the Scheme. Date: SignatureofCustomer Certified that the particulars furnished above are correct as per our records. (Bank’s Stamp) Date: SignatureofCustomer 1. Please attach a photocopy of cheque along with the verification obtained from the bank. 2. In case your Bank Branch is presently not â€Å"RTGS enabled†, then upon its up gradation to â€Å"RTGS Enabled† branch, please submit the information again in the above proforma to the Department at earliest. NOTE:- Refund of Security Deposit/ Hire Charges Due to operation of E-payment w. e. f. 01/04/2012 the Mandate form may please be submitted, duly verified by the bank, to this office for claiming Refund of Security Deposit/Hire Charges along with a photocopy of blank Cheque. UGC? GUIDELINES? FOR? B. Voc.? 22 ANNEXURE – III UNIVERSITY GRANTS COMMISSION, NEW DELHI UTILIZATION CERTIFICATE IT IS CERTIFIED THAT THE TOTAL GRANT OF RS. ___________ (RUPEES .. ) SANCTIONED BY THE UGC VIDE LETTER NO. F. _______________________ DATED___________ HAS BEEN UTILIZED BY THE COLLEGE/UNIVERSITY AS PER DETAILS GIVEN IN THE ATTACHED STATEMENT (AS PER ANNEXURE D) IN ACCORDANCE WITH THE TERMS AND CONDITIONS LAID DOWN BY THE UGC VIDE ITS LETTER NO__________ DATED______________. AND THAT ALL THE TERMS AND CONDITIONS HAVE BEEN FULFILLED BY THE COLLEGE/UNIVERSITY AND THE GRANT HAS BEEN UTILIZED FOR THE PURPOSE FOR WHICH IT WAS SANCTIONED. IT IS FURTHER CERTIFIED THAT THE INVENTORIES OF PERMANENT AND SEMI-PERMANENT ASSETS. CREATED/ACQUIRED WHOLLY OR MAINLY OUT OF THE GRANTS GIVEN BY THE UGC AS INDICATED IN THE ENCLOSED STATEMENT ARE BEING MAINTAINED IN THE PRESCRIBED FORM AND ARE BEING KEPT UP-TO-DATE AND THESE ASSETS HAVE NOT BEEN DISPOSED OFF, ENCUMBERED OR UTILIZED FOR ANY OTHER PURPOSE. IF AS A RESULT OF CHECK OR AUDIT OBJECTION, SOME IRREGULARITY IS NOTICED AT A LATER STAGE, THE COLLEGE/UNIVERSITY WILL REFUND THE OBJECTED AMOUNT. ___________________________________ ______________________________ SIGNATURE OF PRINCIPAL / REGISTRAR WITH SEAL SIGNATURE OF AUDITOR WITH SEAL NOTE: THE UTILIZATION CERTIFICATE SHOULD BE ACCOMPANIED BY AUDITED STATEMENT OF ACCOUNT INDICATING EXPENDITURE ON VARIOUS ITEMS. UGC? GUIDELINES? FOR? B. Voc.? 23 ANNEXURE-IV UNIVERSITY GRANTS COMMISSION PROFORMA FOR SUBMISSION OF STATEMENT OF EXPENDITURE INCURRED FOR THE OF B. VOC. PROGRAMMES (DIPLOMA/ ADVANCED DIPLOMA/DEGREE) 1. Name of the University/ College: 2. Name of the Vocational degree/Advance Diploma/Diploma Course: 3. No. Date of UGC’s approval No. F. _______________________________ Dated ___________________ 4. Period to which the accounts related : w. e. f. _____________________________ to ____________________________________________. 5. Details of actual expenditure incurred : Grants approved Grants released Unspent balance (i) (ii) (iii) (iv) NOTE 1. The statement of expenditure should be filled up separately for each vocational degree course. 2. List of equipment purchased should be submitted. 3. Details of periods taken, amount paid to leach teacher by name under guest faculty and internal faculty should be submitted. Signature Head of Institution / Principal/Registrar Govt. Auditor/CA UGC? GUIDELINES? FOR? B. Voc.? 24 ANNEXURE – V UNIVERSITY GRANTS COMMISSION, NEW DELHI ANNUAL PROGRESS REPORT (to be submitted annually to the UGC by each University /College) 1. Name and Address of the institution: 2. Name of the Head of the institution: 3. Period of the Progress Report: 4. Activities Taken up During the Year: 5. Utilization of Grants during the Year: 6. Specific Outcomes: 7. Difficulties encountered in implementation, if any: CERTIFICATE This is to certify that the data/ information presented in this Annual Progress Report are true and correct to the best of my knowledge and belief and the required documents will be provided to the UGC, as and when the same are called for. ____________________________________________ Signature with Seal of Head of the University /College Place: Date:

Statue of David: Donatello and Bernini Comparison

Statue of David: Donatello and Bernini Comparison The Biblical character of David has been the inspiration for many works of art throughout history. The young David, as Goliaths adversary, has been sculpted by such artists as Verrocchio, Donatello, Michelangelo, and Bernini. Although all of these sculptures are comparable in some aspects, the ones by Donatello and Bernini present significant differences. Donatello was an Italian sculptor of the Early Renaissance whose work is seen as a link from classic to modern art. He trained in Florence with Lorenzo Ghiberti and began working on his own in 1408. Donatello is considered one of the founders of modern sculpture because of he created realistic human expressions and stressed action and character. He is eminent for his use of perspectives, including physical distortions for dramatic effect, and was a master craftsman with a talent for innovation. Probably the most famous example of fifteenth-century sculpture is the bronze David by Donatello. Dates for the work vary from the 1430s to the 1460s. It is recorded as the centerpiece of the first courtyard in the Palazzo Medici during the wedding festivities of Lorenzo de Medici and Clarice Orsini in 1469. Some have argued that it was commissioned by Cosimo de Medici in the 1430s to be the centerpiece of the courtyard of the older Medici house on the Via Larga. Another great creator of the sculpture of David was Gian Lorenzo Bernini. Bernini was a sculptor, painter and architect and a shaping influence as an outstanding advocate of the Italian Baroque. He was an exceptional portrait artist and owes to his father his accomplished techniques in the handling of marble and also an impressive list of patrons that included the Borghese and the Barbarini families. Bernini originally worked in the Late Mannerist tradition but rejected the contrived tendencies of this style. By 1624 he had adopted an expression that was passionate and full of emotional and psychological energy. His figures are caught in a transient moment from a single viewpoint, bursting into the spectators space. Bernini created a life-size marble statue of David that was part of a commission to decorate the villa of Berninis patron Cardinal Scipione Borghese, the Galleria Borghese where it still resides. It was completed in the course of seven months from 1623 to 1624. One major variation between the statues of David is that Donatellos is very early Renaissance, he is going towards more realistic features, whereas, Bernini is working in a more baroque style, combing action and attentiveness, for instance in Davids face, to achieve a vitality in the work that is not seen in Donatellos David. Berninis David was created during the Baroque Period, a time of great liveliness when artists were captivated by movement and the activities of the human body. This sculpture implies action and captures David as he is actually throwing the stone at Goliath. Davids muscles are tense and contracted. His face is a grimace of concentration, somewhat contorted by the physical effort of his movements. His loosely flowing robe also adds to the idea of movement. Berninis sculpture of David was an innovative sculpture for its time, it represents the beginning of a new sculptural artistic. Another major distinction between Donatellos and Berninis sculpture is Berninis captures David during the fight with Goliath while Donatellos portrays David after the fight. Berninis David depicts movement in a way not previously attempted in stone. The biblical youth is taut and poised to shoot his projectile. The twisted torso, furrowed forehead, and granite grimace of Berninis David epitomize Baroque fixation with dynamic movement and emotion over High Renaissance inaction and classical severity. The sculpture communicates to an unseen entity, in the form of Goliath, the object of Davids aggression, as well as to the observer, caught in the middle of the conflict. The warrior even literally oversteps the boundaries between life and art, putting his toes over the edge of the plinth. Bernini captures the moment when he becomes a hero. In the work of Donatello, the sculpture is portraying the scene after David has cut off the head of Goliath. His foot is raised on the severed head in a stance of contropposto. His sword is in the right hand with the stone in the left. Donatello has softened the static balance and firm stance of the traditional male figure. This softening is evident in the placement of the two hands as well as the way Davids free leg gently rests on the head of Goliath. An additional differentiation between the sculptures is that Donatellos David is nude whereas Berninis is semi-clothed. Donatello made history when he created this masterpiece, which became the first free-standing bronze sculpture that was completely unsupported and in nude form in the Renaissance period. The art work caused much controversy due to the depiction of the nude male body. There are a few symbolic elements to this David. The style of the figure refers to antiquity for the balance and composition of the nude. Energy in the sculpture animates the emotions and is a new technique used in this David, once again showing qualities from antiquity. This energy is not used in Berninis David. Another differences between the sculptures is Bernini depict David as more of a man, while Donatello shows him as a young boy. Berninis David was an action man, determined by his great skill and his likewise great ego to create a new visual ideal, full of action and incredible determination and self-belief. His hero is full-grown and fully engaged both physically and psychologically, as he takes aim and twists his tensed, muscular body a split second before slinging the stone, grasped in his left hand. Although Donatello was inspired by Classical figures, he did not choose a Greek youth in his prime as a model for his David. Instead, he chooses a barely developed adolescent boy whose arms appeared weak due to the lack of muscles. After defeating Goliath, whose head lies at Davids feet, he rests his sword by his side, almost too heavy to handle. It seems almost impossible that a young boy like David could have accomplished such a task. David himself seems skeptical of his deed as he g lances down towards his body. Apparently, Davids intellect, faith and courage made up for his lack of build. The sculptures of the heroic David are significantly efficacious, Donatello shows David in a moment of thought and triumph, whereas Bernini shows David right in physical preparation for hurling the stone at his opponent. Donatellos sculpture is iconic. It could be said that practically anyone in the world could recognize it, and when asked to name a sculpture would name it. Berninis is less known, but that doesnt make it the lesser sculpture. Both men were achievers in the field of marble sculpture, the likes of which the art form may never see again, and both works can be considered masterpieces in their own right.

Global Warming Essay -- Environment Climate Change

Global Warming and The Environment Global warming is a term used to describe a gradual increase in the average temperature of the Earth's atmosphere and its oceans (All About Global Warming, 2007, para.1). There is no doubt this is an important matter that will impact planet earth for many years to come. Global warming is a critical issue that impacts the entire world and the potential consequences caused by it will have a negative impact if human contribution is not reduced. Although many people disagree with the causes and outcomes, there is certainly enough information available to support the argument. At this time, global warming is said to be a crisis with carbon and emissions of Co2 being made out to be the culprit (Turpin, 2007, p.30). These are just two of the multiple human contributions that add to the cause. The relationship between human effect and the significant impact on the environment are in relation with the respect to global warming. It is not necessarily the human need or desire to drive gas guzzling vehicles, littering the earth, or to cut down precious trees to destroy the environment, but the need of those on earth to be wasteful and destructive. Another factor to consider in the contribution is that livestock are also responsible for 18% of green house gas (methane and nitrous oxide) world wide ? more then all the planes, trains and automobiles on the planet (Turpin, 2007, p30). In addition to the natural causes of global warming, humans also play a significant part in the contribution. Although little can be done to reverse the damage that is already apparent, there are many habits that can be changed by those living on this earth to slow down the process, outside of the natural causes. Some o... ...007). All About Global Warming. Retrieved April 11, 2008, from http://www.livescience.com/globalwarming/ NASA Top Story. (2003). Recent Warming of Arctic May Affect Worldwide Climate. Retrieved April 12, 2008, from http://www.nasa.gov/centers/goddard/news/topstory/2003/1023esuice.html. New York Times.(2008). Global Warming. Retrieved April 12, 2008, from http://topics.nytimes.com/top/news/science/topics/globalwarming/index.html?inline=nyt-classifier# Species Extinctions. (2007). Species Extinctions still rising, experts warn. Retrieved April 11, 2008, from http://www.msnbc.msn.msn.com/id/20738173/ Turpin, J. (2007). Is Carbon the Culprit? Air conditioning Heating & Refridgeration. Retrieved April 11,2008, from http://wf2dnvr3.webfeat.org/fvVkJ13/url=http://web.ebscohost.com/ehost/pdf?vid=5&hid=16&sid=ac7d44ab-7544-4b7c-9bda-9eafea0d9398%40sessionmgr107

The Great Gatsby :: essays research papers

An essay on 'The Anatomy of Human Destructiveness by Erich Fromm. Amount of pages: 478. The book goes on in explaining the ways of aggression and how it reaches into man. Citing aggressive examples in the behavior of necrophilics and Hitler. The author goes into the early life of Hitler and his parents. How it had effect on what he became and his destructive way of life. He was a man that laid half way between reality and his fantasy. He had played war games up until the age of sixteen and after that he commanded his army like they had been a game. Taking risks with soldiers as well as ignoring precise information that would have been critical to his plans; and also the ignorance of British and US tolerance. He was a psychotic man who is a very good example of how far a man with destructive purpose can rise. Trying to explain aggressive behavior, there is focus on a core issue, instincts. Going through animal behavior and comparing it with human behavior and how similar our instincts are. There is also focus on examining primitive tribes. The object of these findings were to find out how warlike the tribes are. In the hunting-gatherers tribes, war is not as popular and profitable as in modern society. Two reasons for this is that these tribes don't have most valuable items and there is no shared type of currency to take. In these tribes, war was infrequent and not lead by permanent leaders. As opposed by modern days. What also differs is the conquest to kill as many of the enemy as possible. Aggression is ruled into several categories, such as Benign aggression which is one of a defensive type and malignant aggression which actually roots into other conditions. Premises, necrophilia, cruelty and destruction. The joy of destruction and abuse of it.   Ã‚  Ã‚  Ã‚  Ã‚  Destructiveness rest not only in acts but as worships. There is a case of idolatry, a man totally devoted to the monster of destruction. Kern, von salomon. A man like this and his acts are by no means normal, and supposedly caused by the world he knows, all morally, socially, honor, obedience is lost. The aggression takes control for many reasons. Although an extreme case of aggression, we see what may be societies cause on it's own people. Such a thing is a window to this picture.   Ã‚  Ã‚  Ã‚  Ã‚  Another focus would be on Milgram's electric experiment.

50 Years from Now

What will life be like 50 years from now? In the future, we will be having many different changes, some predictable and some a complete mystery to us. In 50 years we may have a complete breakthrough in medicine. Cancer, aids, and all sorts of ilnesses may be cured. We might even discover a new life form from another planet. There is just so much we can do in 50 years and predictions must be made.In 50 years we will have the ability to go outer space without need of all the training that astronauts nowadays require, and our cars will be nothing like how they are today because within 50 years the world as we know it will be completely different. Life in fifty years will be a lot different then it is now. In most people’s eyes they see the world having flying cars and floating houses, but the way I see it, it’s a lot different. In 50 years we might not have fresh air to breathe or clean water to drink.If humans don’t stop burning oil and coal, the greenhouse gases i nto the atmosphere are about to cause extremely high temperatures and the coldest places on Earth might one day have the best climate for humans. In conclusion, the greatest minds of this planet are saying the possibilities of what can happen in 50 years is endless. There are just way too many theories and too many possibilities to account for. It seems that 50 years from now, it will be a completely different world than it is from the world we live in now .